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

This article aims to discuss Brazilian scientific production about the development of written language by children with visual impairments, from thesis and dissertation works present in the Catalog of Theses and Dissertations of Capes, covering the period from 1987 to 2018. The study consists of a bibliographical research supported especially in Vygotskian studies on the development of written language. The results are based on 46 researches, organized and discussed on two axes: the processes, about theoretical and methodological matters; the objects, subdivided into eight categories: didactic resources; image; educational process and context; Portuguese language teaching; reading and/or writing performance and acquisition; psychic processes; policies and teacher education. The data analysis highlights: a) gradual increase of researches proposing digital technology resources; b) gradual displacement of researches focused on testing phonological skills and tactile perception for researches that addresses the theme from the perspective of teaching practice conducted by investments in children's literature, narrative, social interaction, although with little expressiveness of the processes involved in the play of children with visual impairment ; c) maintenance of the Braille System as the center of proposals for the appropriation of reading and writing, alongside discussions about the de-Braillization; d) the emergence, in recent years, of studies of mental functions and their relationship with the development and learning of students with visual impairments. In general, the analysis indicates a shift from old theoretical-methodological models to models that move towards the humanization of this students.  

The aim of this paper is to discuss the inclusive strategies adopted by interpreters of deaf students, through a case study carried out in the city of Timon, in the state of Maranhão, to understand and guide the pedagogical approach under a perspective of inclusion. The work is set in the context of emergency remote learning, in the 2020 school year, which has been altering the interactive processes between students and teachers, impacting on inclusion and learning actions. The research has a qualitative nature and the methodological procedure used was a comprehensive and focused interview, carried out with teachers and interpreters for data collection, analysis and interpretation in order to investigate the following problem: how was the inclusion of deaf students in the pandemic context? The theoretical background that guides this work is centered on Vygotsky's (1991) writings on social interactionism and language acquisition, in addition to Mantoan (2017), who presents studies on inclusion; Quadros (2003; 2005), who discusses inclusion of deaf people, and Freire (1987), who proposes student protagonism. The results demonstrate that school activities, mediated by technology, reveal how far we are from becoming a society that is committed to inclusive education and that becoming an inclusive teacher requires training and behavioral change.

The main objective of this article is to present the effects of the organization of teaching work and the discussions on the dynamics of rural education in times of the Covid-19 pandemic, in the municipality of Riacho de Santana, Bahia, reflecting on the role of policies in this process of changes in the new educational format. Data collection took place through a questionnaire using the WhatsApp application with five (05) teachers who work in rural schools in the municipality of Riacho de Santana. The discussions are the result of an empirical research, contemplating the use of bibliographic-documentary survey. The results show that the pandemic introduced new demands and intensified efforts by teachers in the face of the organization of educational dynamics, from adaptability to available technological tools, to the transposition of face-to-face methodologies to the virtual environment, as well as causing the expansion of the load working hours, lack of motivation and conflicts with the students' families. Thus, it is remarkable that, in addition to expanding the existing dilemmas, the pandemic also projected the challenge of the (re)invention of teaching practice in a context of crisis in public education, with disarticulation between educational public policies and the new context, especially in the modality of education in the countryside.

This study explores the use of the BL concept in thes cientific literature and reviews eight BL pedagogical models. A single 'prescribed' model does not meet alll earnings cenarios and it is importante to be a ware of the various possibilities that the models already implemented can offer us. The models presented throughou tthe text were: BL 3-C model by Kerresand Witt, BL model of three phases of learningby Roberts, flexible and cyclical BL model of scaffolding by Wenger and Ferguson, BL model by Garrison and Vaughan's in quiry community , BL model for strategic communication by Peñalosa, BL models by Stakerand Horn, BL model MoSal-b by Vásquez, Active Blended Learning (ABL), University of Northampton. It is highlighted that we still need to advance in the pedagogical contribution to guarantee the interaction and intentionality of the pedagogical activities developed by the institutions. The BL is na alternative of the present time that is growing every day and in this new scenario of social isolation it be come san effective alternative to meet the new way soft teaching and learning.

The aim of this article is to understand school management through the memories of school managers in the municipalities of Selbach and Nova Boa Vista, located in the north of Rio Grande do Sul/RS, Brazil. It articulates School Management and History of Education in the theoretical-methodological framework, uses oral sources and debates the use of oral memories as an investigative concept. The researcher's effort to listen to the other provided the construction of an interactive work and enabled the development of a humanized production of knowledge. The history of German immigration and colonization in RS is in the genesis of the studied municipalities. The memories provided a vision of the school's daily life, its spaces and its times. They evidenced a history and experiences about school management, highlighting: school conceptions; relationship of managers with the city and the school community; concern and factors related to the quality of education; educational processes and daily difficulties.

This text deals with Field Education and its conceptual relationship with social movements, with the aim of demonstrating and reflecting on this relationship, based on publications from Capes journals, from 1998 to 2019. The methodology adopted is the systematic bibliographic review of the qualitative meta-synthesis type, and the main authors used are: Caldart; Arroyo, Caldart and Molina; Valadão and Backes, Nascimento, Ribeiro, Lopes and Fracolli etc. The indissociability between Field Education and social movements stands out as relevant in the research, although there are tensions and, the struggle as an element that unites these two fields; the role of the rural school that goes beyond schooling and links theory and practice, forging new practices; criticisms of Field Education due to its relationship with the State/ public policies and, finally, there are mistakes in the translations of the term Field Education in most of the analyzed texts.

The objective of this study is the qualitative and comparative analysis of two educational experiences in the field, in Brazil and in Argentina. For this analysis, we have looked for common axes such as work and education. The local experiences of the Field Education degree course at the Federal University of Viçosa (UFV) in Brazil and the National School of Agroecology (ENA) in Argentina present local and global issues of fundamental importance for latin american education. The article will seek to discuss how the struggle for territory, mediated by work, are central axes in peasant educational processes, both in popular education and in formal education. The methodology used is qualitative with a bibliography review and rescuing experiences of field work and participatory action research of the authors, who are teachers and workshop leaders in the experiences studied in each country. The work concludes with the verification of the importance of making the poorest populations in the countryside: peasants, workers and rural laborers without land, etc., decisive participants in the educational processes both at the level of training and internal literacy of the organizations, until their formation professional in university and techno-productive spaces. Highlighting the importance of knowledge dialogues between peasant organizations from different countries and the articulation between popular knowledge and techno-scientific knowledge in the construction of Field Education in and for the struggle for land in both countries.

Facing the literature on planetary urbanization, and informed by the history of Countryside Education in Brazil, this article examines the potential of a theoretical model of a Right to the Countryside, inspired by the theory of social space-time of Henri Lefebvre. The concept of a Right to the Countryside, which is being developed through a PhD dissertation, includes claiming the specificity of the spatialities of the countryside, as well as the right to properly political deliberation by the inhabitants of the countryside on its future. Formed in the end of the Twentieth Century in Brazil, the Countryside Education movement has contested Rural Education as a program for the government of subjectivities that benefits privileged citizens, because it associates the state apparatus of education to the fostering of deterritorialization—a term that we use to encompass forced displacement, as well as the dispossession of subjectivities, following Butler. Taking into account this legacy, the article reflects on the early stages of an ethnography of everyday educational practices in Portugal’s rural spaces—where presently no abyssal distinction formally structures public education—that articulate the idea of a Right to the Countryside. The article concludes by suggesting the usefulness for the disciplinary field of Education of focusing on the potentialities of the circulation of a critique of colonial rationality, between rural spaces in Portugal and in Brazil.

This text combines teaching exercises in the Degree in Field Education: Codes and Languages ​​– Visual Arts and Music, at the Federal University of Tocantins, campus in the city of Arraias, and acting in the disciplines of Supervised Curriculum Internships, with a focus on qualification in Visual Arts. To this end, a bibliographical methodological approach is used, proposing interlocutions between visual arts teaching and field education that can guide vectors for the supervised curricular. The theoretical framework unfolds, centrally, by Freire (2013; 2016), Caldart (2011), Arroyo (2007; 2011), Hernández (2007; 2011), Pereira (2013), Larrosa (2017; 2018). From the contact with teaching that are produced in and by the Supervised Curricular Internship disciplines, it is proposed that formation is a form of self in action, a form-professor that puts the potential of oneself into exercise. The text initially presents the context and conditions that allow the implementation of the referred course; then it proposes cultivation and nutrition as vectors for action-reflection from the curricular internship; finally, it goes through praxis that can enhance the exercise of teacher training in visual arts in education field.

In the present study, the reduction of the role of the teacher to the condition of collaborator in the educational environment is problematized. This reduction represents the removal of this professional from a position of master/educator engaged in human training to that of an entrepreneur who submits his autonomy and intellectuality to the demands of the school that adopts the business dynamic. Through the analytical-hermeneutic method, the hypothesis is developed that such change of nouns hides the articulation with neoliberal rationality, objectifying the master/educator and conceiving his function as subordinate to the wishes of the commercial sector regarding the training offered on basic education. From this, we retake the ideas of John Dewey (1979) about the role of the teacher in the educational process, in the search for the formation of active and reflective subjects, capable of understanding and acting in the society in which they live, pointing out perspectives for facing the bias that tries to make them a mere reproducer of capitalist expectations in education. Organized in three sections that follow the system indicated, the article is of a basic nature, qualitative in terms of approach, exploratory in terms of its objectives, and bibliographical in terms of procedures.