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

The management and financing of education are comprehensive themes that encompass various sub themes and theoretical-methodological perspectives. This article aims to analyze the review studies on education management and financing regarding the methodological design and the aspects analyzed. This is a review study, with a qualitative approach, based on documental analysis. The corpus of the article comprises 12 productions that were submitted to full reading and analysis. The study revealed the need for greater dialogue of authors with the literature on review studies, as well as the relevance of collective research developed in a network for the advancement of knowledge.

O dossiê “Políticas Públicas, Educação Especial e Processos de Inclusão: perspectivas críticas” nos traz relevantes produções e reflexões de autores de diferentes matrizes teóricas e metodológicas que, com seus pontos de vista e compromissos éticos dialogam com a noção de transformação. E, para a representação dessa transformação nada mais significativo do que a singela e potente aquarela do artista plástico Júlio Veredas que com sua arte reflete sobre as transformações de cada pessoa ao longo de sua existência. Esta obra, denominada “Asas de um desejo”, nos conecta ainda com a necessidade de nos desprendermos das amarras que nos são colocadas ao longo da existência e, no diálogo com o gigante Manoel de Barros, seguirmos no trabalho de “renovar o homem usando borboletas”. Com essa simbologia que nos conduz, aqui apresentamos nossos resultados de pesquisa e reflexões que esperamos, sigam contribuindo na construção de uma sociedade renovada que acolha a todos e todas em sua existência.

Apresentação: O ensino da didática na formação de professores.

O desenho feito a mão destaca um caminho, árvores brotando e flores com pétalas multicores.As cores vivas representam o alegre, feliz, emocionado, contagiado, iluminado, carinhoso, gracioso, entre outros.O caminho indica a ideia de seguir adiante sem dar espaço suficiente para o passado; seguir sem se prender no passado, planejar o futuro e viver o agora, caminhando e cultivando as flores coloridas e as árvores que estão brotando livremente.O caminho da transcendência, Paola Koling.

In this study we intend to reflect, to better understand the call for the return of the military forces of command and obedience, as an educational and human valorization model. We try to understand how subjection practices become acceptable - voluntary servitude style -, reducing the person to the condition of a thing, in a plot that perpetuates the violence and cruelty of, and in the so-called social relations, reinforcing the economic, social and cultural inequalities. We started from the problems: Why does a large part of the Brazilian population believe that military order and discipline are suitable for school-age children and young people? What implications arise from the military formation as a constituent of subjectivity? What alternatives to hope for? For a deeper and unveiling understanding of the contradictions and tensions this formative proposition brings - military civic school - we seek support in theoretical references constructed by authors such as  Foucault, Guattari, Maturana, Varela and others, whose reflective aspects invite debates and engagements of different dynamics. We emphasize that civic-military schools, based on hierarchy, domination, order and obedience aim much more at a captured body than at a person's body constituted by the interactions of living experiences. The formative logics that adhere to command and obedience demand surrender to undisputed truths, that, in an instrumental way, frame and condition the people. We believe that the experience of thinking about, and as subjectivity, from the desecration of devices, from autopoiesis as an educational living, and from the production of discontinuities caused by educators, can contribute to overcoming the logic of command and obedience.

The guarantee of access in non-restrictive school environments, with equal opportunities, is one of the premises of the inclusion politics. Such guarantee, according to the vygotskyan perspective, can be also taken as alternative to development, considering that the school is the environment whose practices can culminate in learning of disable students. Vygotsky lived in a different cultural and historical context, but his theory principles concerning the disabled people development could be guiding to an inclusive school proposal. The present article was instigated by the vygotskyan proposition of dialectic synthesis between the standard education and the specialized education, highlighting the collaborative work in inclusive school. It aims a proposal of synthesis between the individualized planning and the collective planning, organized, respectively, in proposals as the Individualized Education Plan (IEP) and the Universal Design for Learning (UDL). It is configured as a theoretic essay that searches approaches between Vygotsky works and the education organization forms in the inclusive perspective. Rather than polarizing the different education planning designs, it comprises the potential of a collaborative planning proposal, that aggregates both the collective (such as the UDL) and the individualized (such as the IEP) in order to construct synthesis that overcome limitations, preserving the nature of each one of these methodological approaches. Therefore, we present planning guidelines, from a collaborative perspective, that is collective and individualized, as construction of the dialectical synthesis.

This study aimed to analyze the guidelines for pedagogical work in the formation of students from EJA EPT, from a Federal Institute of Rio Grande do Sul. EJA EPT is, therefore, an educational policy for the integral formation of students, which enables the human, social and political development together with professionalization. In this sense, a documental analysis of the EJA EPT Pedagogical Course Project (PPC) was carried out, understood as a guiding document for the pedagogical work in the course. It is understood that the Pedagogical Project is the text that contains, when effectively elaborated by the collective, the disputes, the political movements, the institutional tensions and contradictions, the intentionalities and the means to reach the pedagogical objectives, configuring, therefore, in important content that characterizes how the pedagogical work is designed and should be carried out in the institution. The qualitative study has a dialectical analysis as its theoretical and methodological perspective. The data production technique was document analysis and the data produced were analyzed dialectically to understand the movements of the pedagogical work planned for the training of EJA EPT students. The results point to the need for spaces for continuing education and meetings, in addition to the weakness in giving only one sector that makes up the institution the responsibility for educational processes in mediation with the pedagogical work of teachers.

The article discusses the theme of inclusion/exclusion in the field of school education, emphasizing public policies, especially those developed during the new coronavirus pandemic (Covid-19). Among these, remote teaching stands out as the most common alternative for the State Departments of Education in order to guarantee the right to education. However, from the analysis of public policies adopted by the São Paulo State Department of Education in 2020, especially during the pandemic period, it appears that, in addition to being insufficient in guaranteeing the right to education in an equal manner, such policies they end up further reinforcing the social inequality intrinsic to the capitalist system. Based on the historical-cultural approach, the limitations and contradictions involving remote teaching are analyzed, showing the way in which this alternative, not by chance, is directly linked to the process of deepening the precariousness of educational public policies from the economic crisis -Brazilian policy of recent years and which is now expressed in a forceful way in the midst of the sanitary crisis determined by the pandemic. It is concluded that the daily struggle to expand the right to education must be the mediation of an inclusion project that goes beyond capital.

The article presented is a partial result from an academic research at the doctoral level, financed by CNPq, and aims to understand the influence of the Nova Escola (Progressive Education) movement in government initiatives for rural education, in particular, the Escola Ativa Program. We opted for theoretical and methodological procedures such as literature review, documentary analysis, observation, and field notes. In Progressive Education pedagogical conception, two influences stand out: methodological and doctrinal currents, which inspired several educational programs and projects worldwide, including government actions towards rural schools placed in Brazil, such as the Escola Ativa Program implemented in the 1990s to attend rural schools, aiming to fill the methodological gaps for didactic-pedagogical work at schools with multigrade classes. The research results show that the program had occurred for more than 20 years as a specific initiative for schools with multigrade classes. However, the Escola Ativa Program was abolished in 2011 under the argument it would be replaced by the Escola da Terra Program. The extinction of the Program without a prior evaluation of the policy that was conceived ended up following the perverse cycle of education policies in Brazil, where programs and projects have become ceased or extinct, mainly when government transitions occur.

This study discusses theory and practice in the school environment and its relationship with the development of the human psyche. Specifically, we focus on the propositions of the educational public policy guidelines that guide the pedagogical practice in the State of Paraná, as is the case of the Curriculum Reference of Paraná: principles, rights and guidelines (PARANÁ, 2018a) and the Pedagogical Weeks (2010, 2018 and 2019), to discuss the model of education and the format of the construction of the subject proposed. The results show that the documents analyzed are empty of theoretical reflection, with a teaching methodology focused on “training” students through repetitive exercises, to achieve good grades in external evaluations. From this point of view, learning is no longer internalized by the historically produced contents, but by repetitions of random and decontextualized exercises. The scientific content is replaced by a teaching system in which the teacher aims to work with restricted and immediate skills. In this sense, school education does not go beyond the limits of everyday life, of common sense, and does not contribute to the construction of a critical, autonomous, and conscious subject of his/her position in today's society.