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

The activities of approaching professional practice show spaces that allow the future teacher to observe, analyze, describe and mediate actions essential to his or her initial training trajectory. In this way, the Pedagogical Residency Program (2018-2020) stands out as a means of dialogue with the professional field. In view of this, this article aims to reflect on the educational processes experienced by students of the Pedagogical Residency Program, from reports in the context of literacy classes of a public school in the municipality of Lavras. Under a qualitative approach, based on documentary research, the reports of eight scholars who participated in the Pedagogical Residency Program (2018-2020) are taken as the investigative corpus. As a theoretical contribution, it is based on the studies related to the initial formation in the constitution of being a teacher, such as Gatti (2019), André (2016), Garcia (2009), Pimenta (2000) and Tardif (2002), in interlocution with other authors who discuss the theme. The experiences and ways of acting with and on educational practices, described in the reports, show actions and contributions provided in the process of initial formation, classified into three actions as formative dimensions: observation; intervention and reflection of the action, which demarcate the professional development of residents within the school context.

O processo de significação da identidade docente e a formação do professor da educação profissional constituem o objeto deste estudo. Com o objetivo de identificar como os professores significam a sua identidade docente e sua formação docente, esse estudo foi guiado pela seguinte questão: qual a possibilidade de as narrativas formadoras serem utilizadas como instrumento na formação docente? O método descritivo exploratório com uma revisão bibliográfica foi usado para o desenvolvimento deste estudo aliado com a pesquisa narrativa que também foi adotada como eixo metodológico com professores que atuam no ensino técnico de cursos que pertencem ao eixo tecnológico de controle e processos industriais de uma Escola Técnica Estadual em São Paulo. A análise dos dados coletados revela que as narrativas formadoras podem auxiliar no processo de significação da identidade docente, bem como na sua formação profissional.

The present work aims to present a study that was done to verify the scientific production about the school supervision and what the most discussed topics are in theses and dissertations about the referred subject. To achieve this, a bibliographic research was done, based on the State of Knowledge, in the database of the Brazilian Institute of Information in Science and Technology (in Portuguese IBICT) using the term “school supervision” as a descriptor to, subsequently, proceed an analysis, as well as to establish the found-out results.Moreover, another aim of this study was to analyse, verify and categorize about the school supervision in other theses and dissertations, and to present which are the outstanding issues. Therefore, the conclusion is that a few researches really discuss about the school supervision subject, even though many places still use this nomenclature, and a small number of them considering educational policies, datum that points the paramount necessity of discussion about the role of this professional as a participant of the school management.

Abstract   The present article is the cut of the master's dissertation that had as its theme to study theoretical and methodological conceptions developed by a teacher considered successful in a public school in the municipality of Jequié-BA. To develop this text, we use the results of the bibliographical survey of theses and dissertations, defended between the years 2009 and 2019 and published in the CAPES Database that addressed the practices and teaching knowledge of literacy teachers of the Early Years of Primary Education. The data revealed the relevance of teacher training and the awareness that it is necessary to combine theory and practice, distinguish and, at the same time, associate literacy and literacy, considering the personalization of learning. Keywords: literacy; literacy; literacy practices.

The present article intends to build an approximation, as adequate as possible, to Max Weber's perception of education in a rationalized/bureaucratized sociability, as is the case of the modern, capitalist world, selecting some of the key concepts developed by the author who believes maintain a direct and indirect relationship with the educational problem, aiming to contribute to the elaboration of a possible systematization, among others, for reflections in the area of ​​Sociology of Education.

This article mobilizes reflections from a research produced in graduate studies that aimed to analyze the construction of the knowledge inventoried as necessary in the practice by literacy teachers with recognized experience. The interlocution with researchers such as Soares (2004), Tardif (2010), Nóvoa (2017), and Carvalho (2018) brought the support for the understanding of this knowledge necessary for teaching, constructed and mobilized in the formation and professional teaching practice. Narrative interviews were the instruments selected to dialogue with the four teachers of the initial series participating in the research. Based on the narratives, we reached the following conclusions: the professional knowledge comes from personal thought and experience built throughout life, at the intersection between life history and professional history; the challenges experienced in the classroom require the teacher to impose rules of coexistence; critical reflection and ethics are actions and positions necessary for professional practice; attention to the student's knowledge, cognitive development and social context are demands of the profession; continuous investment in training is the practice of these professionals. All these elements, observed in the teachers' narratives, allowed us to understand that they have knowledge of a composite nature, marked by the diversity of experiences, by their personal choices, and by events that make their stories unique. In the narratives of the four teachers, it was possible to perceive elements of identification and closeness in their trajectories, such as their high school education, which seems to have strengthened the intertwining between the profession and the school.

Este trabalho apresenta uma experiência didática realizada com estudantes do 9º ano do ensino fundamental da Escola Estadual “Lourenço Peruchi”. Como centralidade dessa experiência, analisamos uma fotografia da Avenida São Paulo, do município de São José dos Quatro Marcos-MT no ano de 1980. Esta atividade proporcionou um conhecimento significativo para os alunos, contemplando o currículo proposto no livro didático com elementos da história local. Problematizamos como ações do governo federal influenciaram o cotidiano da população de um município em formação do interior do estado de Mato Grosso e como tais ações contribuíram para o povoamento do município. Percebemos que, ao trabalhar com a fotografia da principal avenida do município, provocamos uma condição de pertencimento e inserção histórica nos alunos. Constatamos que com poucos recursos é possível realizar uma aula que contemple de forma significativa o currículo proposto. 

This study arose from reading and problematizing the work School of Childhood by Comenius (2011), when he states that parents who want to have a doctor before their time, will sometimes have a fool. Given such an assertion, the central question of this article is when to make children literate? What precedes the acquisition of the written language by the child? The core of the discussion is about the process of early schooling, the readiness for literacy and initiation into the world of letters, as well as the education of the senses. The general objective is to analyze the aspects that the child presents, mainly around 4 to 6 years and 11 months of age, in order to become literate. Among the specific objectives, we highlight the promotion of the awakening of the sensitive and amplified look of educators and family members, based on the contributions of education of the senses. This qualitative, bibliographical study revisits concepts that address the integral development of the child from the Pikler approach, the literacy process and school maturity, and the theory of senses in Waldorf Pedagogy. We conclude that early childhood is the germ of all human life and that what matures is the child's physical body. To awaken the volitional senses (Touch, Vital, Self-Motion, Balance), the personal and interpersonal skills, the creativity and confidence of the childhood are the basis for integral child development.

This paper, of a bibliographic nature, started from concerns about the process of receptivity of literacy teachers to continuing education initiatives. Based on the perspective of scholars in the field of teacher training as well as authors belonging to the theoretical contribution of Cultural History, sections were structured in order to answer the following guiding questions: How do literacy teachers receive continuing education initiatives? What are the determining factors for teachers to be receptive to continuing education? Among other aspects, it is highlighted that, as teachers will, in any case, appropriate, divert and re-employ what is proposed to them, it is valid to think that starting from the analysis of their practices and everyday situations that involve teaching work could be an opportune way for them to feel motivated to participate in training actions and to deepen the issues analyzed in the sphere of theoretical discussions.

The objective of this work is to evaluate the results of classes without and with the application of the theory of meaningful learning, using the GeoGebra software, in approaching the contents of sine and cosine functions. The data collection instruments were a diagnostic questionnaire, tests and a perception questionnaire applied to 14 university students, divided into Group A and Group B. In both, similar approaches to the mathematical contents were carried out, however, for Group B during the application of the didactic intervention, the software and some guidelines of Ausubel's Learning Theory were used, while for the other group it was only the traditional approach of the sine and cosine function contents. The use of the software enabled a connection between theoretical (or abstract) mathematics and practice, enabling a more detailed visualization of the graphs of the sine and cosine functions, so that it presented more advantages when compared to traditional classes. The groups did not perform well in terms of the applications of the functions, revealing the need to expand the didactic approach to this type of question by teachers at all levels of education.