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

No disponible

This article aimed to investigate the processes of school management in rural schools in the municipality of Manaus/AM, based on the structure organized by the Municipal Department of Education (SEMED/MAO) of this city. The methodological process involved a bibliographic review based on studies by theorists who focus on Rural Education, democratic school management in public schools, and involved documentary analysis of specific legislation on the topic addressed at the federal level, as well as institutional documentation from the Municipal Department of Education in Manaus. The results show that the administrative and pedagogical structures of school management by the Municipal Department of Education in Manaus for rural schools are worked on in a technicism and neoliberal perspective, with reduced space for the collective participation of the school community and social movements of the Amazonian field. Therefore, in addition to being controlling, it does not pay attention to the particularities of rural schools and the diversity they serve.

This article sought to answer the guiding question: which are the limits and possibilities for the universalization of secondary school with social quality in the states of Alagoas and Goiás? In terms of theoretical-methodological aspects, it was chosen the dialectical approach. Statistical data related to the theme were used, obtained through the Continuous National Household Sample Survey and the School Census, in the years 2016 and 2019. The study points out educational inequalities between two states of the same nation and the distance that both are from the materialization of what is proposed in the goals of National Education Plan (2014-2024. In secondary school, it is relevant and urgent that all young people between 15 and 17 are regularly enrolled, teachers have adequate training and working conditions and schools have an ample infrastructure. Materializing the goals established in National Education Plan is a fruitful path to the universalization of secondary school with social quality.

The study analyzes the opinions of early childhood educators in Chile, regarding work aimed at preventing violence and gender inequality in schools with initial education. Through a survey-type questionnaire, their most recurrent practices have been identified, associated with the teaching-learning processes of boys and girls and the activities to enhance their interpersonal and value development. The main results indicate that educators are aware of the issue, have implemented social and pedagogical tools that contribute to the prevention of the phenomenon. Finally, this work allows formulating support and guidance proposals to enhance the prevention of violence and gender inequality in these school contexts

Recommendations of international organisms for Special Education and Inclusion in Latin America in the 21st century are discussed. Current paper is the product of an inter-institution, bibliographical and documental research on public policies for Special Education and Educational Inclusion in Latin America. The countries´ objective development conditions are surveyed through Historical and Cultural Theory and Historical Materialism since education depends on accumulated material, symbolical and cultural richness and of its distribution and benefits according to social classes. Methodology comprised analysis of streamline documents by international organisms for Latin America and supplemented by theoretical productions for debating the theme. Results show that since the year 2000 such organisms recommend that governments should promote inclusion and environmental preservation and education. Due to the great number of people involved, Special Education should not be discarded, particularly within the context of high growth in social and economic inequality in Latin America. In the third decade of the century, school and educational inclusion occurs in the midst of social inequality with high percentages, impairing more and more the development of psychism of the group concerned. Within such a context, there is a dire need in making a follow-up as to the manner deficiency-caused inequality and SEGs are dealt with by countries within their ordinary and extraordinary educational policies. The group´s effective participation is mandatory due to its ability to reflect on itself and world conditions and as a tool for the task.

This article aims to discuss the theoretical-methodological fundamentals which guide the curriculum documents of Criciúma/SC (2020), being an overview of the reflections present in documental research for a master's thesis. The elaboration of the new Curriculum Guidelines for Elementary Education in Criciúma (2020) occured to continue the previous document, from 2008, as well as to meet the need for compliance with the National Curricular Common Base (BNCC).Our hypothesis is that the Criciúma Elementary School Curriculum Guidelines (2020) present a paradox regarding their ontological condition of the predominant pedagogical ideas in the document since the guidelines present both historical-cultural psychology (present in their previous curriculum documents ) and the pedagogy of competences (present in the BNCC). Observations will be made on the process of continuity of the historical-cultural theory, as well as on the rupture that exists in the attempt to articulate pedagogy of competences and historical-cultural psychology, knowing that historical-cultural psychology requires a counter-hegemonic pedagogy, arising from Marxist precepts, such as historical-critical pedagogy.

This work is the result of research on public policies for access and permanence in higher education of the Doctoral Course in Education of the Graduate Program in Education at the Federal University of Santa Maria (PPGE/UFSM). The objective was to delimit the scientific production of articles on public policies for access and permanence in higher education from two collections: Scielo and Portal of Periodicals of the Coordination of Higher Education Personnel (CAPES), published from 2015 to 2020. Qualitative approach, the methodology used was bibliographic and qualitative. Data analysis was based on content analysis, based on Bardin (2011). It is noteworthy that this research contributes so that those interested in the subject have access to what has already been produced regarding public policies for access and permanence in higher education so that what has already been researched is not reproduced, in addition to guaranteeing the originality of the research. The results showed that most of the articles found dealt with the National Student Assistance Plan and a minority dealt with access to higher education by quotas for students from public schools, those in socioeconomic vulnerability. Thus, we can infer that there are still several edges to be produced, especially with regard to the relationship between access policies and permanence policies and how these policies are implemented in different federal educational institutions.

Starting from clues and indications present in dissertations and theses that explore the countryside education area as a research locus, this paper seeks to understand the trajectories, experiences and memories narrated by researchers in this field of knowledge, seeking to identify links between the production of knowledge in the educational field and the elaboration of autobiographical narratives in this process (JOSSO, 2004). In this way, this study dialogues with the concepts of narrative and experience in Walter Benjamin (1987, 2016), memory and history (BOSI, 2012; HALBWACHS, 1999); it departs from the historiographical operation proposed by Ginzburg (2007a, 2007b, 2014) in the indiciary method, referenced in the Italian micro-history. Between the lines and the margins, among the many narratives and various confidences present in these academic productions defended in the Graduate Program in Education of the Federal University of Espírito Santo between 2006 and 2019, memories emerged from childhood, their life paths, performance and formation, experiences of dehumanization-resistance-humanization (ARROYO, 2019), and of strangeness and reunion with the contexts of the country and the city. Finally, existential processes were evidenced that imply a singular relationship between the trajectories of these subjects and their political-existential option for the education of the field as a research and work locus, constituting, therefore, as a return to the land itself, to its history and its existence in a broader sense, in a movement that involves doing, knowing, affecting, and ideals constructed in the process of struggle and work.