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The learning of students in the acceleration classes in regular education requires pedagogical changes in the teachers' practice. Therefore, it is necessary to be guided by concepts that favor social and cultural inclusion and the definition of priorities for the teaching and learning process. The article aims to identify the perception of school agents and students concerning social and cultural inclusion, considering the students' reality. The research had a qualitative approach, based on Triviños (1987), Freire (1996), Mantoan (2003), Arroyo & Silva (2012), Blanco (2003) among others, and involved observations in the pedagogical practice of teachers in the classroom, in meetings with parents, in the student evaluation board meetings and semistructured interviews with teachers and students. The research field was an acceleration class (6th and 7th Years of Elementary School) in a public school in the state of Paraná. The material for the research used as reference Physical Education, Mathematics, History, Portuguese, Geography, and Science subjects. The results showed that: adverse conceptions overlapped with favorable ones regarding the social and cultural inclusion of students, which interfered in the learning process; the pedagogical practice and monitoring of students tend to prioritize specific aspects of the pedagogical practice to the detriment of its dimension of totality. There is evidence of the belief that students do not learn because they do not dedicate themselves to their studies or that they have disabilities and disorders that prevent them from learning. There is also a lack of teachers' knowledge about the concept of flexible curriculum, curriculum adaptation and assessment, cited in the literature. It was also noticed an emphasis on learning centered on content teaching, making it difficult for students to build critical, reflective and creative thinking in the teaching and learning process. [ABSTRACT FROM AUTHOR]

This paper presents a research excerpt that investigated the use of Exergames as Assistive Technology - AT for Specialized Educational Assistance - SEA of students with Autism Spectrum Disorder - ASD. This group of people has as one of its characteristics the difficulties in social interaction, therefore, the pedagogical practices and the SEA must seek the development of this skill, also boosting it in other fields of school knowledge and extended socialization. Starting from a concrete experience in development in a Specialized Educational Service Center, this research aimed to analyze how the use of Exergames -- through the game console with motion sensors as a mediating technological resource can favor the social interaction of students with ASD. It is based on the theoretical contribution of Lev Vygotsky on social interaction, Thomas Whitman on ASD, Rita Bersch on AT in Special Education and César Vaghetti et al. on Exergames. It is a Case Study (multiple cases), and participatory research. For records and data collection, three forms of evaluation of social interaction with SEA teachers and the Field Diary were applied. The results indicate a significant growth in the social interaction of students with ASD, assessed from three categories: communication, identity and interactivity. It is expected that this study can contribute to the promotion of pedagogical actions that favor the social development of the student with ASD, their learning and interaction process in the extended community. [ABSTRACT FROM AUTHOR]

This article aims to present the results of a doctoral research on the theme of teacher education for the use of educational technologies, as well as to expose some proposals on this subject. Within this perspective, the study, besides showing the results of the doctoral research of Haviaras (2019), addresses the teachers' training and educational technologies based on the following authors: Marcelo García (1999), Vaillant and Marcelo García (2012), Cunha (2014) and Tardif (2014). The aforementioned doctoral research was a quantitative survey and had the participation of 114 university professors, who teach in 12 undergraduate courses in Pedagogy of private higher education institutions of Curitiba. The relevance of this investigation is due to the need to improve teacher education in the relationship they play with educational technologies. It is presented in this text, some guiding suggestions for teacher education, so that professionals use educational technologies satisfactorily and promote dynamic pedagogical practices, significant and innovative. [ABSTRACT FROM AUTHOR]

This article has as object of investigation the question of pedagogical education of professors of higher education in veterinary medicine considering the emerging educational paradigms. To realize this task, was analyzed the curriculum guidelines of a medicine veterinary course from a private institution of higher education located in the northwestern state of Parana in order to compare it with the leading and most reputable institutions (public and private). Was checked if their curriculum offer disciplines that address the issues of pedagogical practice for the academics who intend to work in teaching. The research was based on authors who talk about contemporary educational theories, establishing relationship between the theory and practice of teaching. This research came certifying the absence of specific training to graduates who have chosen this course, distancing them from the possibility of acting in academia after its formation. [ABSTRACT FROM AUTHOR]

This text presents considerations and reflections about material culture in the classroom, and its process of transformation from two different temporal looks: the beginning of the twentieth century and contemporaneity. From these looks, we present reflections regarding changes and opportunities that emerge with the insertion of digital technologies. Pedagogical practice and relationships in the class were/ have to be altered and, from an analogical routine, almost deprived of materials, we go into a moment, in the present, which is full of digital artifacts, which may enhance practice and learning. By analyzing a corpus, made of diversified texts, and considering contributions from Cultural History and interactionist pedagogical theories, we can infer that the insertion of digital devices in the scene of the class may be an opportunity to transform pedagogical practice. In this way, this insertion can be a precursor of development of cooperation, autonomy, criticism, and building new meanings, making learning more significative. [ABSTRACT FROM AUTHOR]