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This article is an extension of a work in progress paper originally presented at the conference FiE 2020, Frontiers in Education by (Schirichian et al., 2020), as a result of Schirichian’s master’s in science dissertation. It studies the relations between academic performance, protection factors, life at university, and personal characteristics to understand how they influence students’ academic success in undergraduate engineering programs in Brazil. In this challenging environment, several students overcome these issues and graduate, which indicates that some protection structures allow students to face challenging situations and be successful in their studies. Current research studied the relationships between academic performance, self-efficacy, causal attributions, personal characteristics, and life at university, with a group of 30 students. Models were studied by combining the different variables and aspects evaluated in the research, and the findings show relationship between academic performance and: 1) self-efficacy, causal attributions, and personal characteristics (such as leisure activities, living with their parents, or college accommodations) and those who attended private schools during basic education; 2 protection factors self-efficacy and causal attributions with advancing in the program and the time of enrolment in the university; and 3) the dimensions initiation and persistence, success/internality and failure/internality, indicating that those who perceive themselves as playing a major role in their academic journey tend to have better outcomes. Further results show the influence of social inequalities, particularly for those students who declared themselves brown and who conducted their basic education in public schools (which are generally of lower quality than private ones in Brazil). [ABSTRACT FROM AUTHOR]

The present article is built as a cut-off from the research project "Robotics, Computational Thinking and Digital Technologies in Basic Schooling: Strengthening Learnings and Competences in the Resignification of Science Teaching", which is being developed since November 2019, with funding from Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq and the Brazilian Ministry of Science, Technology, Innovations and Communications - MCTI, based on the Universal Call for Projects - MCTIC/CNPq - Public Notice n° 05/2019 - Science in School Program - Science Education in Basic Schooling, with support from Nove de Julho University-Uninove/SP-Brazil. Presented in this article are examples from gathered experiences and obtained results, from the perspective of the young participants of this project in the second half of 2021, aiming at clarifying the possible contributions of an "Interschool Science Club" for campaigns of internationalization, stemming from the partnership between universities and school institutions from multiple countries (Brasil y Ecuador) involved in this research. This paper is developed based on qualitative methodology, via intervention-research. [ABSTRACT FROM AUTHOR]

In this paper we analyze the problem of the reception of the visual arts as a field of knowledge, learning, competences and skills, as it has been formulated in the National Common Curricular Base (specifically for the Fundamental level of Basic Education). In order to do this, the general and structural aspects of the document are first analyzed, to later focus attention on the way in which the teaching of Visual Arts is designed. Special attention is given to the interdisciplinary relationships that are established between educational project, didactic conceptions of art teaching and aesthetic theories of the visual arts. In the final considerations, a general vision of the study is synthesized, specifying the level of importance that the aesthetic and artistic field occupies for the purposes of the National Education project in Brazil. It also determines the way in which the dimension of the reception of art has been established in the curricular structures of Basic Education, at the project level of a Common National Curricular Base. The methodology followed has been qualitative bibliographic research and critical analysis. The results exposed are part of a postdoctoral research, whose object of study is the conceptions of teaching the visual arts in Brazil that focus special attention to the dimension of the reception of art. [ABSTRACT FROM AUTHOR]

This paper aims to present an analysis of the bill that institutes the "Schools Without Party" program (PL 246/2019), in order to indicate how and why this project constitutes an obstacle to the educational action within the school subject "Religious Education" in the elementary school, can be an obstacle to integral formation as established by the Law of Guidelines and Bases of Education in Brazil. For this analysis, we mobilized categories from the field of international law, such as decisions of the Inter-American Court of Human Rights and the Protocol of San Salvador, as well as categories and theoretical references from the Religious Studies. Firstly, we seek to examine the extent to which the American Convention on Human Rights - referenced in the bill as a central argument in defense of the right of parents that your children receives religious and moral education at school in accordance with that cultivated by their families privately - provides the principles of PL 246/2019. In a second moment, we approach the notion of religion that underlies the project and the impediments accrued from a perspective of religion restricted to belief and practice, disregarding its cultural dimension. Therefore, we seek to point out how this understanding of religion leads to a fragmented and misunderstood comprehension of the Convention, which in addition to endangering fundamental human rights, also suspends basic precepts of education in Brazil. [ABSTRACT FROM AUTHOR]

The influence of schooling, especially Physical Education, on transsexual people in Belem PA Brazil, is analyzed. Current paper describes positive, negative or neutral contributions of Schooling and Physical Education within the social lifestyle of transgender individuals. Current qualitative research employs field research and semistructured interviews with transgender people with fundamental schooling. Data were interpreted by content analysis. Results show that basic education and Physical Education are generally characterized as segregating environments, with enormous impact on the agents. The interviewer and interlocutors state that the best way to develop curriculum items would be within mixed classes, with gender and sexuality inclusions. [ABSTRACT FROM AUTHOR]

The paper discusses the peripheral relationships within a state's public school: circumstantial and singular occurrences defined by poverty and actual interference for improvements in the living conditions of the population. These are preliminary results of an investigation of ethnographic inspiration conducted in a school located in the metropolitan region of Porto Alegre (Rio Grande do Sul State), where 75% of the children are from families receiving regular payments from the government (Bolsa Família Program - Family Grant). Based on daily field notes, observations and open interviews, we tried to understand to what extent the Bolsa Família Program, which aims to inhibit child labor and keep children in school, is contributing to the improvement of process of teaching and learning in that place. The theoretical base of this paper is based on the work of Zygmunt Bauman. The study shows that, in that context, the Bolsa Família program is sometimes criticized by the teaching staff of the school, due to its welfare characteristic and it is sometimes used as an excuse to ignore students' absences, under the argument that the school cannot cause conflicts with the families. In both cases, the people of the place are being harmed: first, because the income redistribution has been a way of discursively disqualifying their existence and second, because when children have their absences ignored, the commitment of the family with the teaching process is automatically being dismissed. Furthermore, the results of evaluations, such as "Prova Brasil", that analyzes socioeconomic and educational information, are misinterpreted because the low scores tend to indicate the ineffectiveness of a program that was not actually introduced in the school context. [ABSTRACT FROM AUTHOR]

This paper aims to disseminate research within the PhD, which focuses essentially on analyzing the contribution has the Institutional Program Initiation Scholarship to Teaching (PIBID), the decision of the licensing staff in geography IFRN on your enchantment to be a teacher. We intend to conduct a search of a qualitative nature, understanding, exploring ideas of several authors who study this problem research, analyzing the policy documents that inform teacher training in Brazil and inquiring direct stakeholders in this process. Through initiation into teaching practice, the student-teacher, will be able to reflect on their future professional practice. The PIBID, program of the Ministry of Education, aims to anticipate the link between the licensees, the classroom and school environments in the public formal education, linking higher education, schools and education systems. It is expected that this program is likely to add some innovative learning strategies in geography lessons, articulated with the educational tactics, ways of doing, as practiced by teachers in this geographical science. Currently, the area of the subproject's degree in Geography, the PIBID has its operations in eight schools of the state of basic education, with the participation of 42 scholars. This way, you are afforded the opportunity of a personal decision-making conscious and reflected on the act of teaching, taking and charming, really, with their future profession and professional development. [ABSTRACT FROM AUTHOR]

One of the main problems of Didactics -general and specific, in this case, the History Didactics- is the problem of selection and organization of teaching contents. Considering the complexity and historicity of this task, this paper searches the historical foundations of choosing and organizing contents for the Brazilian History and General History teaching, since the discipline origins at the nineteenth century to the great lines of contemporary organization of contents. It is presupposed that the effects of modernity, nationalism and European view moulds and impose conditions to the scholar discipline, generating characterristics that remain until today, imposing limitations to changing projects. At the meantime, the decolonization processes supports alternative projects of History and History teaching, among them we have the America's History, presented at Brazil in the beginning of twentieth century. With the critical reservation to the four parts traditional division of the General History and three parts traditional division of Brazil's National History, the following proposals of didactical treatment of historical contents are schematized: traditional General and National History (lineal and traditional approaches), Integrated History, Thematic History, regressive or retrospective History and History throughout the Means of Production of the Marxism. [ABSTRACT FROM AUTHOR]