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The paper systematizes structuring elements of school as an environment strengthened as a space for rights protection and diversity appreciation, which reveals such understanding is a condition of its own constitution as a formative space towards empowerment of children and teenagers, and how it allows their transformation into subjects of rights and protagonists of their own stories. The text aims to reaffirm the premise of human rights education as a condition for strengthening of social relations based on social inclusion and participative democracy, as it is a process which gives a new meaning the school secular social function, based on the rationalization of hegemonic formative contents which are suitable to leading interests. The paper results from document analysis of the main normative references of Brazilian educational research post-Constitution, as well as bibliographic analysis which considers authors who have researched about and argued for human values, social inclusion as political democracy, authors such as Touraine (1992; 1994; 1996; 1998), Estevao (2004), Cury (2005) e Freire (1992). The analyzes carried out allow a thesis defense according which the school is taken as a political and contradictory institution, due to even more contradictories reproducing accounts, therefore the same school may be placed in a privileged spot for all this dynamic, since it forms people universally for occupying political spaces and for bringing up to the State their plural demands as the very content of public policies.

The aim of this paper is to investigate the arts as a process of trans-creation through which artist and connoisseur become co-authors of the meanings emanating from the aesthetic experience. The hypothesis here in question is that works of art operate an aesthetic mediation between the human and the world, whereby the world is meant, understood and expressed. Such process requires an education of our sensitivity that is not the imposition of certain canonical works or pre-established modes of fruition of such works, but the sensitivity practice and understanding of the multiple possibilities of ways of living. From this perspective, life itself becomes a work of art. The theoretical-methodological approach that inspires this paper stems from the Nietzschean perspectivism (NIETZSCHE, 1998; LAROSSA, 2009) and symbolic hermeneutics (RICOEUR, 1969; DURAND, 1997). After serious consideration of such matters it is the authors contention that there is an urgency of a sensitivity education that recognizes the importance of aesthetic experiences for one to become what one is.

This paper is the result of bibliographic and empirical research and aims to problematize the tensions between socio-emancipator and traditional pedagogies in the space of socio-educational care with adolescents deprived of freedom. Its empirical basement is a research made by means of semi-structured interviews, with socio-educative agents acting in the Center of Socio Educative Assistance (CASE) located in the north of the state of Rio Grande do Sul, which takes care of near 70 adolescents. From the wide set of questions treated by the research, this article focuses on the tense way in which both mentioned pedagogies coexist in the daily life of agents acting in the institution when dealing with re-socialization. This tension, besides reflecting distinct pedagogic and political perspectives, has important implications regarding the formation for citizenship and the effective insertion of adolescents in new social relations. Aiming to deal with this problematic, the text proposes a more general problematization about the theme, bringing elements to understand the theoretical orientations of socio-educational agents of both pedagogical perspectives and problematizes them in light of the Law of SINASE and of the theoretical field of the Social Pedagogy. In conclusion, the thesis that only an emancipating social pedagogy has potential to re-socialize infracting adolescents and to create the conditions for a democratic and citizen social reintegration is affirmed.

This paper presents reflections on the continuing education offered to professionals working in Youth and Adults Education and its interface with the process of entry and the constitution of teaching of the teachers in this educational modality, in a Municipal Education Network located in Southern Brazil. Document analysis and interviews were the methodological procedures used to understand the object. Became evident the disadvantage which Youth and Adults Education has in the set of educational policies. The concept of temporariness from the public officials about this educational modality, doesn't allow them to take education as a right for youth and adults, demonstrating the low institutionalization in basic education systems.

This paper presents the results of research on the process of creation and expansion / internalization of higher education in Santa Catarina. It is a study that aims to analyze the evolution of higher education in Santa Catarina based on local and regional specificities (contexts and realities). The choice is associated with the fact that in 2017 the State completed one hundred years of implementation of the first higher education courses. The research was developed through quantitative and qualitative methods and techniques. The bibliographical research was based on Cunha (2007), Saviani (2007, 2010), Romanelli (1989), Freitag (1980), Muniz (2006), Sampaio (2000), Pegoraro 2013), and Gumbowsky (2004). Already, the quest for quantitative data occurred mainly in the bases of the National Institute of Studies and Educational Research Anísio Teixeira (INEP). The research reveals that SC expansion has taken place through educational foundations under private law. The foundational model was hegemonic until the 2000s, when the expansion of public higher education courses and private higher education courses for-profit began to take place. Of the total higher education courses in 2015 (94 in all), 88% were private (for-profit and non-profit). Graduation at distance has expanded with high growth rates; however, enrollments in undergraduate courses still represent, in 2015, 72% of the universe of students from Santa Catarina.

This paper presents a research that investigated the concept of digital literacy in studies published in the Scielo Brazil, Portugal and Spain databases . From the concept as it is presented in the various studies the conceptualization of a critical digital literacy is pursued. This perspective refers directly to human formation in the contemporary world and to the relationship between education and digital citizenship. It considerates the understanding of the concept of technology in its ideological dimension, putting centrality in the condition of the subjects in the digital media. Three categories of analysis are explained by the study - Ideological Representation, Ideological Positioning and Ideological Production that seek to provide analytical subsidies for the state of appropriation of the subject in the perspective of critical digital literacy. The theoretical contribution is anchored in critical social philosophers such as Heidegger (2007), Marcuse (1973), Feenberg (2010, 2012) and especially Vieira Pinto (2005), Brazilian philosopher, among other authors who contributed to the debate and Concepts of technology and digital literacy.

This paper makes a refl ection on the research role in Human Sciences,outlines some basic elements for the elaboration of a research project and questions the research practice theme in the Education fi eld, stressing the teacher/researcher question. Th e main objective of the text is to contribute to the refl ection on the research role in the critic knowledge production, in a qualifi ed process of knowing. It is pointed up the research relevance for the comprehension and transformation of the reality and the social compromise of the researchers with the repassage of the produced knowledge to society and to the informer subjects of the investigation

This paper searches to understand the concepts among democracy, education and the educational administration process by means of a discussion on the democracy thematic, and educational and democratic administration. It is also presented the primarily discussions concerning the Federal Government democratic administration conception, developed from 1995 to 2002, in order to verify the conformity among the conceptions assumed by that government and the theoretical questions attended in the productions of the educational administration area.

This paper relates results of a study which analyzes conceptions of education, training, institutions, and school disciplines present in the texts of Brazilian and foreign authors recognized in the field of History of Education; it distinguishes institutionalized aspects and organizational elements of the school which allow understanding of the principal categories of analysis present in contemporary historical educational investigations of school institutions. These preliminary theoretical methodological considerations assist in the analysis of the process of the establishment and transformation of Brazilian educational institutions dedicated to teacher training at primary, secondary and higher educational levels, during the 19th and 20th Centuries. This analysis is by means of an examination of the basic history, the organizational legislation, and the knowledge these institutions disseminated, particularly through the analysis of the itinerary that the discipline History of Education passed through in these teacher training courses offered in Brazil in the period in question.

In this paper, we chose the curriculum as a subject of study in order to develop a discussion concerning relationships between Elementary School and Society, focusing on politics, history and inventiveness as producers of identities and differences.