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

This paper aims to share insights of a boundary learning process in a curriculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation, activity system and expansive learning. The main findings are two types of boundary learning: individual and institutional. Individual focused on questioning and confronting tensions in current individual curriculum practice. Institutional refers to collaborative relationships between hierarchical levels of the teacher education system in Zimbabwe. We point to the need for theoretical and conceptual rigor in studies on curriculum transformation, arguing for careful attention to empirical evidence of transformation/transgressing current practices in any expansive learning process. There is also need to think through the policy-practice gap, especially in curriculum development.

The article analyses the option of using “End of Course Work” to finish the training teacher course in Cabinda Instituto Superior de Ciências da Educação (ISCED). Through interviews, the study analyses opinions of decision makers and heads of the Departments of Education and Research. In the opinion of these managers, the training model followed provides general knowledge concerning teaching and research contents. However, it doesn’t provide specific knowledge about teaching practices. The data also show that, although the curricular option of “End of Course Work”, and not an internship report, is not considered ideal for the training of future teachers, it allows students to develop research skills related with scientific domains of their studies, enabling better course performance.

The discourses of classification of normality of the subject with disability from the perspective of the Medical model and the Social model are central parts of this article. In this bias we sought to reflect on visual impairment based on the central conceptual reference of Vygotsky studies, namely with regard to mediation, compensation, concepts, and higher psychological functions. In light of this context, we highlight an experience that sought to investigate the potential of the pedagogical workshop in the teaching of Geography. In this approach, we chose the case study methodology based on the participation and collaboration of 27 students aged 11 to 14 years, of a class of Elementary School II from the College of Application of Universidade Federal de Santa Catarina (UFSC). The results of the research showed, in general terms, that students with disabilities construct their learning through differentiated tasks that promote and value their potential, their way of learning, their rhythm, their abilities and their talents. From the moment that school and its agents provide accessibility conditions for the student with a disability, he is able to experience and apprehend geographic knowledge.

The interest in understanding how universities are moving in the implementation of the internationalization process, led ti research that sought to understand the conceptions and actions present in the movements of two universities in the extreme south of the country. We try to show the approximations and distances between them from the discourses on the implementation of this process. Through the analysis of data from six interviews with managers, we see that the conception of internationalization passes through the perspective of national and international agreements, including the participation of students in student mobility programs with expressive interest of the managers in relation to the meaning of this broader process Internationalization in the context of higher education. The establishment of cooperation in the “southern” context and regional development as a result of internationalization was emphasized. We conclude that the understanding of this complex theme is fragile in the context of the researched universities and that there is strong evidence of the need to potentiate more actions towards internationalization.

The text aims to identify the main policies for the management of education implemented by the federal government between the years 2003 and 2011 and to analyze how these policies had an impact on the management of municipal schools. It uses bibliographic research, documentary analysis and interviews as methodological procedures. It concludes that these policies interfere in the municipal management, because it allows the acquisition of works and equipment, but, it acts in a tenuous way in the schools, since the directors have demonstrated little knowledge about them and a greater concern with administrative and pedagogical issues of the school routine.

Sobre a capa

Diretrizes para autores

Editorial

Foco, escopo, conselho

Expediente