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

The text exposes the results of a documentary and qualitative investigation that had as its corpus of analysis the Itaú Social Foundation's “Read for a child” program. More specifically, the following question was focused: What repercussions do Banco Itaú's marketing strategies on childhood bring to critical thinking in the field of education? The analysis proposal was based methodologically on Penn (2002), about images, since the corpus encompasses commercial advertising campaigns constructed both verbal and non-verbal. The text shows that it is possible to think about the role of the school and the role of the financial institution that builds an entire report on the role of family education and also of books and reading. One can even question whether there is a role reversal. This denotes that education professionals must question the limits of the alleged authority of advertising to deal with such powerful themes for the field of human formation. We conclude that teacher training is essential to allow them to question the displacement of the school's pedagogical authority to the media and advertising. It is also equivalent to thinking about the power and role of schools and teachers in contemporary society, of the decisive importance of the educational authority of that institution and of these subjects for the critical reflection and training of children.

This article aims to discuss cosmologies originating, specifically, rom the Andean and Kaingang peões, since it is engessar to clarify ancestral knowledge as sources of research and studies in education. Thus, the objective of writing is to bring the cosmologies of these peoples closer to rural education, in order to understand the contribution of these cultures to hegemonic educational theories. For this, the adopted methodology is characterized as theoretical-bibliographic, with readings and reflections in books and articles. Therefore, nowadays, when talking about rural education, it is necessary to have an idea that, for the Andean and Kaingang peoples, especially those who live in the countryside, this place still retains much of its cosmocentric originality, still deserving to be respected. However, the influence of the colonizing invader in America transformed the conception of the original cosmologies, changing to a model of production and reconfiguration of the human being's spatiotemporal relations with nature. These are some of the main ideas that will be addressed in this article about how the conception of native peoples is still important to think about what kind of rural education we want for our societies.  

This article seeks to reflect on the field of rural/rural education in Brazil and Chile with a focus on native peoples. From an interdisciplinary theoretical-conceptual dialogue and studies carried out in these countries, we discuss relations that constitute territories and territorialities marked by intense and violent interactions and domination projects in Latin American. Among the results, we point out that native peoples understand and live their territories and territorialities in a space-time in which they inhabit and resist different knowledge and cosmological practices; that field/rural education can be a space capable of attributing meanings and meanings to their life trajectories and that; Through a territorial approach and an ecology of knowledge, we can open paths for welcoming and working with ancestral/cosmological knowledge in the training of indigenous teachers in the field of field/rural education.

El entrevistado es el profesor doctor en estudios latinoamericanos, Omer Buatu Batubenge, de la Universidad de Colima – México. El profesor Buatu Batubenge es natural del Congo, donde ha hecho sus estudios de Educación Básica, bachillerato, la carrea de Filosofía y Magíster. En 1999 él llega a México para sus estudios doctorales y desde entonces ha regresado al Congo solamente para cortas estancias, ya que es docente de la Universidad de Colima, en México, desde 2007. Sin embargo, nunca se ha alejado de los desafíos de la escuela del campo en su país.

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Historically, Didactics has occupied a central role in teacher education. From a humanized perspective, it is an important locus of resistance to the Brazilian legal guidelines for undergraduate courses, which have favored the dichotomy between theory and practice, the fragmentation of knowledge areas, standardization, and control, because of the neotechnic political understanding of the concepts of education, teaching and learning. Amidst this already troubled scenario, Brazilian education has entered a crisis provoked by the SARS-CoV-2 pandemic. Faced with this problem, to understand how students of undergraduate courses perceived and characterized the teaching of Didactics, implemented through Emergency Remote Learning (ERE), this article analyzes the results of a survey conducted in the country, in federal and state public universities, from 2020 to 2021. This is quanti-qualitative research, whose cut presented refers to the southeastern region that involved students from the states of Minas Gerais, São Paulo and Rio de Janeiro, representing 27.8% of the total of 487 participants. The instrument that generated the corpus of the investigation was an online questionnaire, with 46 open and closed questions. The analysis, from a critical-dialectical perspective, based on Pimenta, Libâneo, Marin, Freire, among others. The results showed that, despite all the evils that the pandemic caused, the students recognized the value of pedagogical interaction, mediated by digital technologies, the relevance of the subject, as well as the Didactics teachers as propellants of the teaching-learning process that focuses on critical professional training and citizenship.

As an investigative field of mediations that make teaching a formative practice situated in historical and social contexts, the Didactic operates a provocative invitation to systematize reflections around Emergency Remote Teaching (ERT) in the period of the SARS-CoV-19 pandemic. In this direction, the objective of this article is, particularly, to reflect on the teaching of Didactic in the context of post-pandemic transition based on research carried out on the learning experience of students of this discipline during the ERT. The research took a quantitative-qualitative approach and used an online questionnaire to collect information from 101 undergraduate students at public universities located in the northest zone of Brazil. Data related to the interaction and mediation processes of emergency remote teaching of Didactics indicate that, according to the students, the teachers found it difficult to mobilize the use of information technologies, but also made efforts and dedication in the context of ERT. It was identified that, even connected by different platforms, students recognize the gaps in interpersonal relationships with their peers and teachers. On the other hand, information on teaching methodologies used by teachers denote that the course was conducted through a collaborative process. In the post-pandemic transition, it seems essential to recover these experiences to prospect ways that reinforce the importance of interpersonal relationships in the construction of knowledge, the active and intentional mediation of the teacher with the use of technologies, without being suppressed by them, and the recognition of learning as a process on which complex psychosocial determinants affect, which must be considered in the contextualized planning of teaching.

The interview, based on Ilma Passos Alencastro’s thoughts, discusses the Didactic in the initial teachers' training to qualify students as teachers to work basic education. Theoretical and practical issues are addressed that take up interviewee's experiences, studies, research, and productions about this discipline, which is part of the pedagogy field and that plays a central role in the didactic-pedagogical training at the undergraduate level. Didactic is a discipline that, in turn, has as its object the successful teaching of the students. The interviewee's answers addressed a long-lasting confrontation between theory and practice, not only in her academic training but also in her professional performance. This led to deep reflections on didactics in the teacher training field. Her reflections confirm the complexity of the teachers' training and the central role of the didactic over this process. Besides, it may conclude that it is necessary to rethink the way this discipline is carried out in undergraduate courses throughtout Brazil to make this process democratic with open and critical discussions. Its current challenge is the convergence towards an innovative Didactic based on the  Historical-Critical Pedagogy.

The text is the result of empirical research named Remote teaching of Didactics in undergraduate courses at public universities: the students' view, promoted by the National Association of Didactics and Teaching Practices - Andipe, based on the analysis of responses to an online questionnaire, in the context of national. In this article, we analyze the vision of 78 undergraduate students from 10 public universities in the Brazilian Midwest regarding didactic discipline in emergency remote teaching (ERE) during the period of the SARS-CoV-2 Coronavirus pandemic (2020-2021). The text proposes the discussion of issues raised by students and analyzes challenges and possibilities for rethinking the teaching of post-pandemic didactics. The research identified that students recognize the quality of teaching work and pedagogical-didactic studies during the ERE and its critical and contextualized approach. However, it allows us to apprehend, in the students' view, the persistence in teaching didactics from the instrumental view. At the end, the article brings considerations about the objectives and contents of Didactics teaching, the relationship between technology and post-pandemic teaching and the perspectives for rethinking the discipline in teacher training courses.

All the weight of the curriculum is ultimately embodied in the activities that students carry out in their classroom with their teacher at school. In a way, this is what students "consume" from the curriculum (SALINAS, 2001; ALCARAZ SALARIRCHE; FERNÁNDEZ NAVAS; PÉREZ GRANADOS, 2019). It is therefore crucial how and on the basis of what criteria educators design these activities. The initial training of future teachers should be aimed at building solid criteria based on theoretical knowledge that will help them to make decisions in the classroom in a practical way. But with the added difficulty that it is not enough to change only at the level of proclaimed theories (PÉREZ GÓMEZ, 2019) but that the theories in use must also be reconstructed. In this sense, the issue of isomorphism is particularly relevant (GIMENO; FERNÁNDEZ, 1980; CLARK; MCNERGNEY, 1990; SOLA 1999). In this article we analyse what are our professional criteria, as well as our didactic design to favour the training of our educational studies students as reflective practitioners (SCHÖN, 1987). Questions about how we create the most suitable conditions for learning to be enhanced in our subjects, how we promote the integration of theory and practice by our students, how we offer them scaffolding, what are the central tasks in this sense in our subject, how we promote relevant learning (PÉREZ GÓMEZ, 1998) in our students, etc. are the subject of analysis in this article.  They are the subject of analysis in this article.