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

This article presents results of exploratory research on the teaching planning process of university professors during the pandemic. Its objective was to identify the characteristics of a new pedagogical practice, digitally mediated, from the teachers' perceptions in at least three remote offerings of their disciplines. The study was based on the responses of 25 university professors, from different areas of knowledge, about changes in their didactic plans to develop online activities during the pandemic. For the study, we, as authors, developed a questionnaire, made available on a virtual platform and answered by the professors. The responses – voluntary and anonymous – were numbered, analyzed and distributed into five categories – time; organization; practices; resources and interaction. The analysis of these categories was based on the qualitative constructivist perspectives of Charmaz (2008) for the Grounded Theory. From the analysis, we sought the thoughts of authors who dialogued with the analyzed aspects. In the end, we consider that the planning for the use of digital technologies in emergency situations of online teaching during the pandemic constituted changes in the teacher's thinking and action. They guided the development of immersive in-service training, generating transformations in the way these teachers teach. We also understand that digital culture, in rapid transformation, requires continuous digital didactic training, for the use of the most advanced technologies, according to the contexts and teaching objectives.

This article reports a concrete experience of online formative assessment in three dimensions (self/co and heteroassessment) in the context of an online didactic design, in a stricto sensu postgraduate program. This experience was developed in the context of the COVID-19 Pandemic, which conditioned the re-signification of educational practices, traditionally face-to-face, for remote experiences on digital platforms. Graduate programs needed to reinvent themselves and go beyond synchronous meetings, mediated by a web conferencing interface. We conclude that, from the asynchronous dialogues, mediated by teachers and students in spaces-times forged in the interfaces of virtual environments, it is possible to create together other practices of online procedural and formative evaluation.

O livro “Métodos e técnicas de ensino e aprendizagem para a Educação Superior: Cardápio Pedagógico”, da Professora Cristina D’Ávila, publicado em 2021 pela EDUFBA, apresenta um conjunto de propostas didático-pedagógicas que foram reunidas ao longo de seu exercício docente no Ensino Superior

Cuban educational policy has its general theoretical foundations in Marxist philosophy and cultural-historical theory, with particularities for special education that takes place in ordinary and special schools. The article aims to explain the methodological introduction of some of the main concepts of cultural-historical theory in Cuban educational policy for special education. The methodology used is the review of normative documents of the Ministry of Education of Cuba. The essential bases of the pedagogical process for the education of students with Special Educational Needs in Cuba are in the concepts of defect structure, compensation and Zone of Proximal Development. Consequently, the work explains procedures to promote the inclusion of these students in the common school, which are rooted in Vygotsky’s conceptions of special education. These procedures legislated by the Ministry of Education are the diagnostic support commissions, the pedagogical sending and the transit and graduation process, which in harmony with the conception of the role of the environment in the formation of the personality, delimit the interaction and the establishment of collaboration and coordination relationships between teachers to promote the success of students as they pass through the educational system.

This article deals with the National Curricular Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture as a basis for the education of ethnic-racial relations, aiming to analyze their conceptions, principles and determinations, in order to subsidize better understanding about the importance and need for the implementation of these guidelines facing the social demands to combat racism. It was adopted as methodological orientation, the documental analysis according Lüdke e André (1986) and it was used as source the Opinion CNE/CP 3/2004, approved in 10/3/2004, and the Resolution CNE/CP n. 1, of 17 June 2004, that, together, compose the Guidelines. It is expected to contribute to the debate in order to maintain in the political and social agenda the effectiveness of the curricular policy of Education of Ethnic-Racial Relations in Brazilian society.  

This narrative considers the contradictions between inclusion discourses and inequalities underlined by the pandemic. The report is based in information collected, essentially, in texts on the Internet and in data from a questionnaire distributed in virtual communities. In Portugal, as in other countries, schools have closed. Families were confined at home and the pandemic highlighted, in an unequal society, the exclusion. Despite the commitments to inclusive education, in Portugal it is orchestrated by rhetoric and political and theoretical ambiguities, with inevitable tensions in practices. With the closure of schools, although the effort of all agents is recognized, the lack of skills and knowledge and the lack of accessibility to resources affected the action and increased the exclusion of some students. After the euphoria it was noticed that distance education did not ensure continuity and equity in learning. The participation of some students, previously with fragile symptoms of inclusion, showed clear signs of exclusion. The risks of poverty have increased. Inequalities in access to digital resources and the digital literacy skills of pupils, other family members and even teachers became visible. Education seen, in a neoliberal logic, as a commodity subject to market laws weakens the action of schools, but these continue to be held responsible for supplying, without resources and preparation, the processes of exclusion to which many students are subject. Inclusion as a collaborative process and articulated in a horizontal and vertical logic it was more pertinent.

This text constitutes an excerpt from a PhD thesis in Education, which employs the foundations of the Cultural-Historical Theory, the Vygotskian concepts of conscious awareness and compensatory processes in particular, and the González-Rey’s concept of subjectivity, inspired by the Vygotskian work. The study aims at understanding how compensatory processes and subjectivity can influence the way people with dyslexia are constituted in their learning process in Higher Education. The research subjects are undergraduate students at a federal university in the south of Brazil who have a diagnosis of dyslexia. Adopting a qualitative approach, the method comprised the multiple case study and data collection. The latter was carried out through semi-structured interviews. The Content Analysis Technique was used for data analysis. The results highlighted in this study were provided from the category related to the concepts of the Cultural-Historical Theory. In this sense, subjectivity, constituted from the conscious awareness and meaningful experiences of each subject, was understood as in constant formation and transformation. Subjects with dyslexia are motivated by their own difficulties to seek compensatory strategies and processes in order to access knowledge, learn and demonstrate their learning. Therefore, it was concluded that subjectivity, constituted from the experiences and the meanings attributed to it, influences the attitudes of each subject. Consequently, it influences the mobilization of these subjects to seek strategies and resources for their learning, in order to compensate the difficulties presented by dyslexia.

The interview with the Teacher Anna Maria Lunardi Padilha aims at discussing the contributions of Vygotsky’s Historical-Cultural Theory and their followers in the special education ambit in Brazil, focusing on themes such as: contributions of the Historical-Cultural Theory for today’s education; human development in a historical and cultural perspective and their implications for the learning and teaching processes; political and educational challenges regarding people with disabilities schooling and teachers’ training to work with target students of special education in elementary school. Bearing in mind the professional and academic-scientific path of the Teacher Anna Padilha, as well as her commitment with public, universal, free and with social quality to all education, their considerations about the theme in question in this portfolio may bring great contributions for the debate.

A Pedagogia Histórico-Crítica, enquanto construção coletiva de uma teoria pedagógica revolucionária, acumula experiências de quatro décadas de estudos e práticas em favor de uma educação de qualidade para todos. Este livro - Pedagogia Histórico-Crítica, quadragésimo ano: novas aproximações – é a reunião das conferências realizadas pelo autor – Dermeval Saviani – entre dezembro de 2006 e março de 2019. A obra em questão dá continuidade ao Pedagogia Histórico-Crítica: primeiras aproximações, publicado pela primeira vez em 1991.

Covid-19's pandemic context brought social consequences, such as the closure of schools, which can impact teachers' mental health. In this perspective, this study aimed to present scientific evidence on the factors of illness associated with labor and psychological activity caused by Covid-19 on teachers primary, secondary and higher education. After carrying out an integrative literature review with searches in the scientific databases of Medline/PubMED, ERIC, EBSCO, Scopus, SciELO and LILACS published, between January 2020 and February 2021; sixteen articles were included in this study. The main impact explored in the articles is that the pandemic caused teachers, fear and panic, stress and post-traumatic stress disorder, burnout syndrome, anxiety and generalized anxiety disorder, sleep disorder, anguish, exhaustion, depression, bipolar disorder and emotional detachment. The working conditions in the home office and the specifics of the pandemic presented challenges to teachers, and some coping strategies were used, such as social support, individual with relaxation and institutional methods. New institutional and governmental proposals are needed that present benefits in terms of mental health and promote coping with illness in teachers.