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

The way we think school and, consequently, curriculum, is influenced by different ethical, social and pedagogical positions, by the historical time in which we live, by the political-social-cultural context in which we are inserted, by principles and beliefs that we reveal, the personal experience in school contexts, the dialogues that we develop and the worldview that we build as reflective beings (Author, 2021). However, when we regularly question the existence of the school institution, we are confronted by simple answers such as "to guard children and entertain them" and "to reproduce the established culture" (Coll et al., 2001, p.17). With the purpose of analyzing the perspectives that elementary school children have about what school is and what its purposes are, a case study was developed, taking as reference a Learning Centre. In this work, two data collection techniques were integrated, individual "micro-interviews" and group interviews. First, we discuss, from various perspectives of curriculum and education, what the purposes of the school are, and explore how the curriculum text reveals implications in the curriculum experienced, something that has an implicit dimension in the conception of school that each one builds. From an initial analysis, answers were obtained that privilege the academic nature of the school reality, favouring options such as "study, learn to read and do math". Such a position dialogues with other aspects that are particularly emphasized by the children, such as the dimensions associated with the student's craft, sociability, the built environment and a certain instrumental view of the curriculum.

Service-learning is growing gradually in European higher education. It aims to instil a sense of civic engagement and responsibility in students and work towards positive social change within society while developing curricular competencies. For some advocates, Paulo Freire’s workings would serve as a theoretical anchor for service-learning since he imagined education as fostering a critical and active citizenry. This paper addresses the influence his writings have had on European practitioners. Qualitative data collected by the EOSLHE has been analysed and a content analysis was made of the descriptive summaries of 144 experiences. The Freirean notion of seminar applied to service-learning systematises popular wisdom and contributes to a new sense of evolving the social identities of the students toward a fairer society.

Currently, it is known that good quality education, in its full accessibility and practice, claimed as a Human Right, does not only cover the need for a normative nature, but mainly, the involvement of the joint work of all educational agents inherent to this process. For this, it is essential not only an Education, in which the right to be a learner is exercised, but, primarily, the opportunity for social and academic equality and equity, in the duties and rights, guaranteed and invoked by UNESCO (1994, 2009, 2015, 2019).The realization of this article prioritizes the need to demand a more just society, in which, through Freire's proposals, one can ascend to educational emancipation. In this way, we propose to reflect, albeit boldly, on Paulo Freire's proposal concerning the educational right of All, especially for children with Specific Needs, of preschool age.Keywords Right to Education; Specific Needs; Educational emancipation

Corresponding to the guidelines aspired by UNESCO (1994, 2009, 2015, 2019), it is up to Education to find not only a reflective path, about its contribution in the life of Human being, but also to respond to the inherent needs of the right for Difference.Currently, and in view of the premises of a democratic education, schools are required to have a methodology that is guided by the commitment to a “(…) process that aims to respond to the diversity of needs and potential of each and every one.” (DL nº.54/2018, p.2919).The realization of this article prioritizes highlighting one of Paulo Freire's contributions, who, by demanding a more just society, where one can ascend to educational emancipation. We therefore propose to reflect on dialogicity as a preponderant strategy in the teaching and learning process of any individual.

This paper seeks to go through reflections proposed in the works of the educator and philosopher Paulo Freire and relate them to the problem of disinfor- mation. Disinformation and post-truth, in turn, consist in complex and harmful phenomena, which culminate in the deterioration of plural dialogues, the distortion of reality, and, consequently, the im- prisonment of ideas based on lies. That is why the legacy of Paulo Freire’s work sheds light on this wor- rying scenario. The patron of Brazilian education contributed strongly to the thought of an education for freedom that prioritizes critical and emancipa- tory teaching. Based on these principles, this work sought to use the educator’s works to emphasize the importance of critical and emancipatory teaching in the scenario of disinformation.

Science has never been so present in public space as during the COVID-19 Pandemic, and yet it allowed for very diverse interpretations and very strong anti-science reactions. How can we explain to the youngest what are the merits and limits of science? In this article we use the very contrasting discussions of the pandemic response to explain what science is and dispel some more simplistic claims to its successes.

Alentejo Biotechnology Center for Agriculture and Agro-Food (CEBAL) is an R&D institution located in a low-density rural territory, that assumes as part of its mission the increase of scientific literacy, the public understanding of science, the dissemination of research results, and technology transfer to the society. Focused on region characteristics, the CEBAL stands out for its close connection to the community and support for its needs, where the topic of education and training of children and young people is being assessed. Thus, this article describes a set of complementary, differentiated, and innovative multidisciplinary educational strategies, developed by CEBAL, exploring the potential of using playful-scientific experiences to support youth learning, as well as their contribution to the development of emotional social skills (soft skills) and to promote school success.

Given the current challenges, namely in terms of production, dissemination and application of scientific knowledge in the context of the COVID-19 pandemic and the Sustainable Development Goals (SDGs), it is urgent to optimize the responses of the educational community. Therefore, based on the literature and on previous teaching experiences (own and from others), a project was developed within the scope of the 1st Cycle of Studies in Psychology, bearing in mind the SDGs 3, 4, 5, 10, 15 and 17. The project involved 3rd year students enrolled in a compulsory curricular unit in 2020/21. Thus, the aim of the present study is to share this educational experience, i.e., to report its framework, process and results. The proposal was very well received by the students, who developed and tested 24 relaxation videos aimed at Portuguese adults. The results suggest that this educational experience stimulated the development of skills aligned with the SDGs and that the materials created and tested have potential for online psychological intervention in the context of the COVID-19 pandemic, promoting the change of cognitions, affects and behaviors related to health.

Learning supported by Geographic Information Technologies (GIT) and Augmented Reality (AR) deserves attention in the field of Education study. The basic research of this article aims to understand the potential of these technologies in learning information content in the curriculum of the Study of the Environment in the 1st cycle of Basic Education, in Portugal. Based on the case study methodology, qualitative data were collected through observation, observation grids, field notes, work carried out by students and in the realization of a focus group. The learning results, derived from dynamic activities in the classroom, show that an adequate and intentional articulation of GIT and AR support the understanding of concepts and phenomena and favor the construction of knowledge.

This study is within the scope of an international panorama of public policies, encouraged for the use of interdisciplinarity with high school students. The aim of this article is to describe the impact of a dynamic pedagogical practice in an interdisciplinary project on sustainability, whose participants were high school students from a Brazilian public school. To achieve this objective, a qualitative investigation of exploratory nature was carried out, with the application of a question form for data collection. The technique of content analysis was used as methodological support for data processing. The results show students' perception about the situation of extreme poverty in the Brazilian population, which occurs due to the history of colonialism, slavery and racism.