Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The article has to do with Theodor Adorno's "Philosophy of the New Music" and aims at investigating the aesthetic values ​​presented by the author so as to identify Schoenberg as the representative of musical advancement. The specific objectives for this work were defined: the identification of the main aesthetic characteristics in the musical pieces of Stravinsky and Schoenberg as well as highlighting some philosophical basis to differentiate progress and regression in the musical aesthetics of Adorno. Characterizing his aesthetic conception as philosophy of art, Adorno takes the production and reception of art as expressions of a dialectical relationship with the social milieu criticizing mainly the cultural industry and bourgeois art which were intended to please the ear and allow producers and recipients to establish an exchange rapport in the capitalist market. Therefore, his aesthetics is based upon the criticism and the possibility of dissonant and autonomous creation, analysis that were carried out within the scope of such investigation that focuses on the issue of music as an aesthetic object of progress or regression of hearing.

This article analyzes recent research on the use of digital technologies for teaching Spanish. As a theoretical contribution to the writing of the narrative, in addition to the revised research, the present article had a theoretical basis in Tesdesco (2012), Pierre Lévy (1999), Solíz (2012), Carabela (1997) and other authors, who address questions about teaching Spanish language learning and technological advances in pedagogical practices. Having as relevance to verify how digital technologies are being inserted in the school. In order to reflect how teachers have appropriated digital technologies for the teaching of Spanish. The literary review of the articles served to reflect on the challenges of teaching the Foreign Language (E / LE) using the internet as a didactic resource that facilitates virtual experiences of cultural immersion. .

 Com o objetivo de reconhecer as contribuições propiciadas ao campo da formação de professores, convidamos a professora e pesquisadora Dra. Marli Eliza Dalmazo Afonso de André, referência na área, para um diálogo, que se concretiza nesta entrevista. 

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This article, resulting from bibliographic research, aims to reflect on the potential contribution of the religious phenomenon called Liberation Christianity and its theoretical-philosophical arm - Liberation Theology - to the formative assumptions of community leaders in the environment of CEBs - Ecclesiastical Communities of Base of the Catholic Church, which had its period of greatest effervescence between the 1970s and 1990s. The relevance of the research lies in the possibility of understanding a libertarian religious phenomenon and its eventual formative and educational potential from an ethical and policy. Thus, an analysis was carried out of the theorists who investigate the themes pertinent to Liberation Christianity to identify, from a specific case - that of the Ecclesial Base Community (CEBs) Nossa Senhora das Merçês of Bairro Macaúbas da Paróquia São José in the municipality de Muzambinho (MG) - how this thought contributes in a pedagogical way to the formation of leaders and to community development. Therefore, the proposed research initially appropriated a theoretical framework based on the work of Michael Löwy - a social scientist who endeavors to understand this phenomenon. The proposal is to interweave such reference to the educational thought of Paulo Freire and to that case study, constituted from semi-structured interviews, testimonies and documents related to CEB Nossa Senhora das Mercês, where the engagement of its community leader was crucial in the development of collective projects - associative, cooperative and solidary - that produced social impacts in that location. The analysis of the results of the case study carried out in the light of the proposed theoretical framework answers how the theoretical thinking and concreteness confirm the presumption about the educational potential of Liberation Christianity practices as training community leaders engaged in social causes and the encounter of such practices with Paulo Freire's libertarian pedagogy.

O presente trabalho deseja apontar (re)verificações acerca da pesquisa Acadêmica em Educação. As (re)verificações serão feitas a partir de uma perspectiva outra, a partir de uma perspectiva descolonial e das experivivências das autoras em questão. As mulheres e autoras da pesquisa são pesquisadoras do Programa de Pós-Graduação do Mestrado Profissional em Educação (PROFEDUC) da Universidade Estadual de Mato Grosso do Sul e trazem para a pesquisa relatos de suas experiências como participantes do programa. No decorrer das disciplinas e da produção dos projetos de pesquisa, as autoras perceberam algumas divergências acerca de como a pesquisa acadêmica está posta, em grande parte, moderna. Pois, se pensarmos (hegemonicamente), logo existiremos. Pensamos porque sentimos. Mas tendo em vista a perspectiva descolonial dos trabalhos das autoras juntamente com o do orientador, a perspectiva eurocêntrica, hegemônica e moderna que ainda impera a pesquisa acadêmica, não nos cabe. Para isso trazemos reflexões e experiências em diálogo com diversos autores que pensam de forma outra a pesquisa acadêmica, propondo a opção descolonial como possibilidade para mudança da estrutura disciplinar moderna encontrada ainda nas Uni-versidades.

This work is the result of studies carried out in the discipline of “Media languages ​​and teaching” of the professional Master in Education at the Federal University of Lavras, as well as the studies carried out on the film “A Religiosa” by Jacques Rivette in the Cinema with Life project at the same University. The research is part of the effort to analyze a certain fragment of the film “A Religiosa” in the light of the concepts addressed by Türcke (2016) about the “shock of cinema image” and the “compulsion to traumatic repetition” presented in the work “Hiperativos! Down with the culture of attention deficit”. Based on this relationship between the chosen fragment and Türcke's literature (2016), we seek to trace reflections on the teaching and learning processes that involve education in contemporary times. As results we perceive from the relations with the thinking of Türcke (2016) that in contemporary times, the teaching and learning processes and especially the student-teacher relationship have been affected by the era of the global care regime.

A formação continuada para os professores que atuam na educação básica no Brasil tem se constituído como um campo de diferentes formatos, tempos e significados. As possibilidades formativas apresentam-se na forma de cursos de curta duração, de atualização, aperfeiçoamento, pós-graduação lato sensu e, mais recentemente, no formato de mestrados profissionais. Neste artigo, optamos por realizar a investigação na modalidade do Mestrado Profissional em Educação, tendo como amostra as dissertações produzidas em dois programas de pós-graduação de universidades federais da Região Sudeste. O objetivo da pesquisa foi identificar aproximações e distanciamentos das dissertações com os objetivos de formação para o trabalho na escola que caracteriza essa modalidade. Para alcançar esse objetivo, optou-se por um desenho metodológico de natureza qualitativa, apoiado na análise documental e bibliográfica, tendo nas categorias da ação pedagógica de Tardif (2002), o referencial teórico para identificar a aproximação das dissertações com o trabalho na escola. Os resultados da pesquisa apontaram que, de modo geral, nos 23 resumos analisados percebe-se essa aproximação, entretanto, na maioria dos casos, ela se dá na perspectiva de uma análise crítica do trabalho docente ou da análise com objetivos de elaborar ferramentas e propostas de formação continuada.

This study focuses on the analysis of the growth and implementation of Distance Education in Brazil. For this, a survey was carried out based on official documents released by the Ministry of Education (MEC) and the Brazilian Association for Distance Education (ABED), thus creating a chronological history of events and data involving higher education in distance education modality. The objective of this article is to understand and discuss the implementation of higher education courses in Brazil. Documentary analysis was used in documents dated from 1996 to 2017. It was found that the search for distance undergraduate courses has been increasing year by year, highlighting the demand for graduate courses, and the Pedagogy course led the enrollments made in the years 2016 and 2017. The analysis made it possible to conclude that the expansion and flexibility of distance education, under the control of private institutions, and the way in which public policies operate in this type of higher education, show the strong influence of neoliberal models in Brazilian education. The individual is responsible for his training and the student for the search of professional qualification, but given to his financial conditions, he opts for distance education courses, as they are more affordable.

Em comemoração aos 10 anos do curso Mestrado Profissional do Programa de Pós-graduação em Educação, da Universidade Federal de Lavras, realizamos uma entrevista com a professora Tania Regina de Souza Romero, professora permanente do Programa de Pós-graduação em Educação e do Programa de Pós-Graduação em Letras da Universidade Federal de Lavras.