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

This paper presents the analysis of the transformations experienced by the written history curriculum for secondary education between 1967 and 1981, a period politically characterized by the transition from a democratic regime to an authoritarian one. This research seeks to specify the variations experienced by this curriculum in terms of its contents, timetable and historiographic vision. For this purpose, this work assumes an interpretative paradigm and a documentary archival design in which content analysis tools were applied. Among the main results, it is found that the subject of Social and Historical Sciences was codified in the educational reform of 1967 in academic terms, oriented to the recognition of the internal logic of the production of historical knowledge through renewed historiographic visions. However, the democratic rupture on September 11, 1973 meant the ideological purification of this curriculum and the retreat of the progressive perspectives of historiography to conservative and nationalist views, which tended to the moral and institutional justification of the perpetrators of the coup d'état.

This work aimed to analyze the presence of playfulness in the teaching and learning space of the Education for Young People and Adults program (EJA, in Portuguese) in ten public schools of Maceió, in the Brazilian state of Alagoas. Playfulness is presented as a methodological resource to the students of the EJA program to develop their expressiveness, acquire knowledge fully and satisfactorily in all its dimensions: cognitive, affective, interpersonal, autonomous, and critical of the world. This type of study corresponds to a social phenomenon, therefore qualifying as a qualitative investigation, with a phenomenological approach and epistemologically based on a case study. From the results, it is noted that playful activities are significant for self-expression and communication in the teaching and learning process of the Arts module. However, there is a lack of perspective in the understanding of the word “playfulness”, as well as better training for its effective applicability in the classroom, so that there is no distance from theory and practice, as it was reported by students in the research when they state that there is no playfulness in the educational process. The result of the investigation will help the municipal education department to promote, improve and encourage research scholars to act actively to serve as advocates of good experiences and positive relationships for the transformation of this form of teaching and the image of the EJA student.

Many times, when remembering the teaching we had, good and bad moments come to the surface, and among them, the evaluative experiences, some gratifying and others disappointing and even humiliating. Reviewing the evaluation in the school system, it has been used to privilege a way of being and even to define a model student, creating hierarchies (Perrenoud, 2010). This has produced effects on people's lives and initial education has not been exempt from this. In this paper, we will refer to the evaluation that happens in the classroom or some non-conventional type of system, but at a micro level, that is, not of the management, nor the system, but for the learning of children under six years of age. Therefore, we invite the reader to rethink pedagogical practices and give greater relevance to stopping, observing, and learning from children and their ways of relating and learning, without showing an ideal model. We will address the importance of an open observation, where the educator, besides setting learning objectives beforehand, can allow others to emerge after observing the children, if he/she is open and can look without "lenses" that cloud his/her gaze and close it to the pre-established.

This document was presented in July 2019 by the Forum for the Right to Public Education at the High Level Forum Political (HLFP) on Sustainable Development in New York. The HLPF is a United Nations (UN) system mechanism for accountability, monitoring and review of the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs) at the global level. It is a platform where governments, civil society and other stakeholders come together to assess successes and challenges in the implementation of the SDGs around the world. This Seminar was organized by the Global Campaign for Education (GCE) and the Latin American Campaign for the Right to Education (CLADE).

The purpose of this article is to analyze the situation of delegitimization of the teaching role. Its technical character is postulated to the detriment of its pedagogical role in the current institutional reality. As support, background information is provided on the changes experienced by Chilean society and their impact on the national education system. Cultural changes at a deep level in which new technologies penetrate school spaces, transforming daily life in them and generating heterogeneous pedagogical and relational demands. It also describes the tensions and challenges that imply for a professional action, being constrained by a technological rationality that values and promotes efficiency, efficacy and productivity in schooling. The teacher, part of the life-world, faces complex processes of individuation in which he/she must take personal responsibility for the performance of his/her role. Faced with a controlling and coercive system, which has limited their autonomy, their participation in pedagogical decisions, a strong tension is created with the life-world, of the intersubjectivity shared in the school. Consequently, the professional experiences a strong weakening of his professional role.

This text is a preliminary study on the pedagogical action and teaching practice of Professor Matilde Huici, as a central inspirer of the Early Childhood Education career at the Universidad de Chile, during the years 1944 to 1962. To elaborate this work, 10 semi-structured interviews of students and teachers of those years were made and analyzed, elaborating in this way, the main lines of the academic action of Professor Huici. Using the mentioned way, we propose as a global hypothesis that the pedagogical action of this Spanish teacher in the Casa de Bello was characterized by: a marked anthropological ethical component, which was based on a clear application of the scientific method and on a powerful theoretical framework, with which she proposed a clear, innovative and public recognition to the educational potentialities of the initial childhood education.