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

A presente pesquisa, de cunho bibliográfico e documental, teve como objetivo compreender como a formação de professores é discutida por Rui Barbosa, em seus pareceres e projetos. Para tanto, buscou-se contextualizar o momento histórico vivenciado por Rui Barbosa (1849-1923), o qual foi marcado por transformações ocorridas no período final da monarquia (1822-1889) e início do regime republicano no Brasil. Discutiu-se, em especial, a Reforma Carlos Leôncio de Carvalho implementada por meio do Decreto nº 7.247, de 19 de abril de 1879, que propôs reformas para o ensino primário e secundário no município da Corte e ensino superior no Império. Verificou-se que o Decreto nº 7.247 trata-se de documento relevante que expressa aspirações de modificar a estrutura do ensino num contexto de efervescência social, no qual estavam acontecendo intensas mudanças nos âmbitos político, econômico e cultural. Pode-se afirmar que nos pareceres de Rui Barbosa fica explícita a ideia de que o Estado deve ser o responsável pela oferta da educação, desde os anos iniciais até o ensino superior. Como forma de garantir o acesso universal à educação, o jurista postulou a obrigatoriedade, a gratuidade e a laicidade do ensino. Ademais, Rui Barbosa defendeu, de modo enfático, que, concomitante à reforma dos métodos de ensino, era necessário empreender uma reforma na formação de professores. Para este grupo profissional, propôs cursos com duração de quatro anos e frequência obrigatória, além do conhecimento de língua estrangeira.

The Curricular Internship (CI) has become an opportunity for research, reflective analysis, observation, and re-signification of the teaching profession. In this sense, the present article is aimed at assessing the publications that address this theme. Thus, we chose to develop this study in the area of teacher education, based on the assumption that the CI can favour the acquisition of knowledge required for the teaching activity and, consequently, the teacher’s professional development. We adopted the bibliographic analysis of scientific papers from 2015 to 2020, retrieved from the Journal of the Coordination for the Improvement of Higher Education Personnel’s Portal (CAPES), Google Scholar, Brazilian Digital Library of Theses and Dissertations (BDTD), Repository of the Graduate Program in Education of the State University of Ceará (PPGE/UECE), and the Education Resources Information Center (ERIC). The analyses pointed out the internship as a moment of articulation between theory and practice, and of knowledge constitution, particularly the knowledge gained through experience. Likewise, they indicated the need for greater articulation between university and school, and some emphasized the urgency of making the supervising teacher aware of his role as co-trainer of the student interns.

“Mañanas activas” is a socio-educational intervention programm that responds to the need for promoting activities of reflection and collaborative and cooperative work in the face of disruptive behaviors instead of the sanction and expulsion of students from Compulsory Secondary Education. It acts on the risk and protection factors against school dropout and through specific interventions aimed at groups that are at risk of vulnerability. It was promoted from the Guidance and Counselling Department of the IES Marqués de Casariego, in Asturias, as part of a pedagogical innovation project, during the 2020/21 academic year, within the school hours. The programm was designed for lower secondary school students who display disruptive behavior in the classroom or in school, who exhibit low motivation to learn or who experience repeated school failure. Students, teachers and families of the school valued positively the experience.

The use of technologies has led to new forms of violence, such as cyberbullying, making new emotional strategies necessary to confront and prevent it. This article aims to evaluate the presence of bullying and cyberbullying in degrees related to the educational field, emphasizing the incidence of cases, the strategies used, and the feelings experienced during the abuse. Furthermore, given the importance of emotional vocabulary in managing emotions, differences will be observed between students in educational degrees and others outside this field, as well as possible gender differences. To answer these questions, we had the participation of 398 Spanish university students, classified according to their belonging to educational or other degrees, and secondly according to gender, who were given the vocabulary test. Subsequently, the cyberbullying questionnaire was distributed to 108 university students of different degrees related to education. Regarding the incidence of cyberbullying, there is a greater number of male aggressors and a correlation between being an aggressor and a victim and between being a victim of traditional bullying and cyberbullying, both by telephone and via the internet. Related to vocabulary, results show a greater number of emotional words expressed by the students of educational degrees, both in the general emotional vocabulary and in the emotional families of fear, joy and happiness.

Practical training and articulation with teaching centers has become an important issue in primary school teachers’ training. In this context, this study presents a teaching experience carried out in a pedagogy career belonging to a Chilean regional university. The purpose of this article is to study the use of logbooks by students during their professional internship in order to register the most relevant aspects of this experience. Six logbooks were selected out of a corpus of 19 such registers provided by the future teachers. The analysis sought to identify the main topics students considered relevant to their insertion into professional practice. Results suggest that the use of the class book and teaching methodologies are the main issues highlighted by the teachers in training during their professional internship.

Innovation in the educational field has taken a relevant role in the past years. Nowadays, is imperative to incorporate learning strategies that motivate students from different educational levels to get more in contact with sciences. The aim of this research project is to recognize and analyze the different pedagogical possibilities of digital storytelling for in the perspective of the context of learning in science related subjects. The narrative expression has a strong potential to strengthen and develop cognition, metacognition, and critical judgment, thus the incorporation of digital storytelling in the teaching process represents a contribution in the educative innovation from the context that is mediated by new technologies, and its valid for any educational field because is an effective dispositive to develop XXI century competences. Digital environments give the students autonomy and control of their own academic progress. Although digital storytelling has been used in a different context in the educational field, research is also needed regarding its application in science-related subjects.  From a pedagogical perspective, this constitutes a path to develop an interactive and dialogic education that implies getting the students involved in their learning process, besides the possibility of constructing emotional connections with the different subject contents applied to their daily life.

The irruption of active methodologies has been transforming the teaching role into a teaching-learning process. Within these methodologies, gamification activities, such as educational escape rooms, have a special impact on the role of the teacher, since, in addition to inducing the teaching staff to play a less protagonist and more secondary role, it generates a series of emotions other than the predominant ones in the teacher. The present study aims to know the teaching role and the emotions experienced in educational experiences of application of the escape room methodology. The research methodology consisted of collecting information through an ad hoc questionnaire, with questions on the Likert 1-5 scale. The questionnaire has two parts: one in which information is collected on the role played by teachers in these types of activities and another in which the emotions identified by the teachers are exposed. 139 teachers from all educational stages participated in the study. The quantitative analysis of the results reveals a change in the teaching role in these didactic experiences, characterized by a mediating, observing and controlling attitude, and by experiencing mostly emotions such as fear, joy, satisfaction and pride.

This paper gathers the testimony of two female teachers, trained as such at the end of Franco's regime and during the transition to democracy. It explores the role of women teachers in the transformation of the school and in the implementation of educational reforms in the last third of the 20th century, a line of research that has been little addressed in the historical-educational literature. It uses two life stories as a methodology, constructed through sixteen semi-structured interviews, and complemented with the analysis of public documents and others provided by the teachers themselves. The research shows how, despite sharing an initial training lacking in relation to practice and didactic training, the teachers embody, from their professional beginnings, two different ways of conceiving their commitment to education, one more critical, focused on social and educational renewal and transformation, and the other more traditional, closer to a maternal role, with greater consideration of values such as effort and obedience. The research evidence the importance of introducing a gender perspective in the study of the role of teachers and the influences received in the process of school transformation since the transition to democracy.

Reseña de la siguiente publicación:  Rodríguez Marcos, A. (Coord.) y Esteban Moreno, R. M. (Coord.) (2020). El Prácticum, factor de calidad en la formación del profesorado de secundaria y bachillerato: teoría y práctica. Ediciones Octaedro, SL.

In recent times, several articles have been published presenting the contributions of Latin American and Caribbean protagonists to the conciliar process. This article offers a survey of the contributions of the bishops of the continent at three key moments in the elaboration of the theme of culture in Gaudium et spes. First, the contributions to the consultation proposed by John XXIII in 1959. Second, the interventions at the third session of the Council (1964) when for the first time a complete outline of the future document was discussed. Third, the interventions in the October 1965 sessions when the chapter on culture already possessed the dimension and nature close to the final version approved in December of that year. The article especially highlights the contextual perception contained in the contributions. The fragmentary germs of a cultural and ecclesial, local and regional self-awareness are manifested, which will be key in the following decades in the life of the churches of the continent