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Active learning methodologies are an excellent educational resource for students. However, effective study techniques outside the classroom are still underutilized. The aim of this study is to carry out a theoretical essay, by means of deductive thinking, that brings the perspective of cognitive neuroscience to optimize selfdirected learning of students. One crucial finding is that memories naturally tend to fade unless there is explicit repetition in contact with the information and exclusive attention to the subject matter. In addition, effective study strategies should engage executive functions to promote active manipulation and association of information. Lastly, learning by teaching is a strategy with the potential to mobilize all these resources. Particularly, the Feynman learning method is a robust strategy supported by an extensive reflective process of information, that should be systematically tested in future work. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article integrates results of reflections on the importance of the History and Philosophy of Science in the initial training of teachers of the Licentiate in Chemistry at the Universidade Estadual da Paraíba. To write this article, we sought in articles related to the History and Philosophy of Science, theoretical assumptions that approach the inclusion of the historical perspective in teaching. Methodologically, we carried out a descriptive and exploratory study, characterized as a case study, using the questionnaire as a data collection instrument, applied to six teachers of the respective course, according to a qualitative perspective. After this step, in order to analyze the answers to the open questions suggested in this instrument, we based ourselves on the theory of Discourse Analysis, proposed by Mikhail Bakhtin, to interpret the arguments presented as answers by the teachers. Therefore, we understand that its theoretical framework presents interesting elements that offer strong support to our interpretations, as well as brings to light the functioning of language, in which the subject is constituted by the interpretation he makes. The results indicate, from the speeches of the teachers studied here, that the approach of History and Philosophy of Science is of great relevance for teaching, as a didactic strategy and teaching activity, allowing to contextualize the classes, showing the process of transformation of the science, provide a reflective learning about the nature of scientific knowledge, in addition to observing the internal and external aspects that are peculiar to them. [ABSTRACT FROM AUTHOR]

Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Psicologia, Diversidade e Saúde is the property of Revista Psicologia, Diversidade e Saude and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Literary writing is the democratic form of inclusion and development of student aptitude, in which everyone can participate, it is a challenging and stimulating pedagogical activity, in addition to enhancing the development of skills and competencies for meaningful and reflective learning with Mathematics . The school is a space for this “habit-forming force, as it provides those who are directly or indirectly subjected to its influence, not so much particular and particularized thought schemes, but a general disposition that generates particular schemes capable of being applied in different contexts”. different fields of thought and action which can be called cultivated habutus”. (Bourdieu, 2005, p.211). The objective of the article is to present reports of experience of encouraging literary writing with Mathematics with students of the 9th year of Elementary School, stimulating in them the taste for reading and writing with the culture of reading more and writing better, turning to the Mathematics area. The present research also reflects on the importance of the creative didactic transposition of Mathematics contents in the school environment and emphasizes the need for teachers to be equipped to build this knowledge in an innovative and integrated way to the students’ daily lives. in a private teaching unit in Nossa Senhora da Glória, Sergipe, specifically with 9th grade students. The applied methodology is Brainstorming. This technique consists of showing that the student can create a list of ideas on a topic, pointing out everything they can think of on a given topic or subject, transporting it to the types of literary genres: poetry, short stories, chronicles, associating these categories for the universe of Mathematics such as: numbers, geometry, magnitudes and measurements, algebra and statistics. Using mathematical concepts and language for the formulation and writing of texts. Thus contributing for the student to think, do differently, lead to the fantastic world of mathematical knowledge. [ABSTRACT FROM AUTHOR]

This article aims to discuss the importance of Paulo Freire's ideas for the training of nurses in the degree, in line with the new model of health organization in Brazil that aims at integral care. This is a descriptive, reflective study with a qualitative approach whose methodological procedure involved critical reflection on the educational process of the nurse educator when developing educational health actions in the waiting room of a specialized Health Center. Initially, we present the context of training, followed by a Freirean reflection on the knowledge necessary for teacher's training in health. We conclude that Freire's teachings enable nursing graduates to have a critical, reflective and qualified professional training for the job market, being able to assist and educate the population of their territory. [ABSTRACT FROM AUTHOR]

Copyright of Doxa Comunicación is the property of Fundacion Universitaria San Pablo - CEU and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we propose reflections on the reinterpretation of Lazarus, the biblical character, in two literary works from the 20th Century: the poem "Lady Lazarus", by Sylvia Plath, and the novella Lázaro, by Hilda Hilst. By means of this comparative reading, presented here not as a closed and topicalized structure, but as an open gathering of reflective fragments, underlined by an exercise of style, we aim at showing and commenting modern forms of appropriation of a narrative that echoes back to the beginnings of Western culture. To emphasize the intertextual element, we bring up some other reinterpretations of the same character; we resort, mainly, to considerations on the themes of anguish/dread and death. The reflective path shows an appropriation of Lazarus as subversion that keeps the character's resurrection not to emphasize the triumph of life over death. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arcos: Design, Cultura e Visualidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

The purpose of this article is to analyze the anime of Boku no Hero Academia (My Hero Academia) and describe the social, fami ly and school context, with emphasis on the protagonist Izuku Midoriya and the relationship between teacher and student, seeking to understand and align relevant issues to the context of the individual, school, family and teacher, and their nuances that can add to the understanding between this triad that has been the subject of studies by several resear chers in the educational sphere. Thus, having as centrality the following problem: what elements does the society presented in the narrative move the character to obtain his virtues? What possible roles can the school play for the potentiality of the student who is not "inserted" in society? Can the family nucleus be a different way for the education and formation of the individual? To meet the objectives, the research occurred in order to consider how the authors are considering the studies on pop culture in education, i.e., it is a qua litative research, such documents were analyzed using the Technique of Content Analysis, proposed by Bardin (2011). The results obtained were satisfactory, permeating extremely relevant issues tha t relate to our experience in the school environment, highlighting how this triad, social context, family and school, becomes essential for the development and constitution of the personality of the human being, that the values present in this fictional society drive individuals, resulting in pedagogical gains. Finally, the characters that represent the educator of the fictional school in question, who through his didactics provides the students with a pleasant and open space for the exchange of experiences, strategies for the elevation of self-esteem and developing parameters to expand critical and reflective thinking, essential aspects for the effectiveness of the teacher-student relationship and learning. [ABSTRACT FROM AUTHOR]

The purpose of this article is to explain the role of pedagogical records and its implications in the process of teacher education inside the Municipal Education Network of São Paulo (MENSP), as well as to explain the importance of monitoring and intervention by the pedagogical coordinator (PC) in the professional development process of teachers. We used, as analysis material, ten reports from teachers of early childhood education (ECE) and four reports written by teachers from the early years of elementary school (ES), in which they exposed their meanings about the monitoring of the Pedagogical Coordinator during the process of producing pedagogical records. As a theoretical basis, we are guided by the method of historical and dialectical materialism (HDM), the principles of socio-historical psychology (PSH) and historical-critical pedagogy (HCP). We use digital media, e-mail and WhatsApp, for data production, and, for analysis, we use the Signification Nuclei (SN). Initially, we explain the theoretical and methodological foundations of the socio-historical perspective: conceptions of human beings, society and knowledge production. Then, we briefly explain how the data analysis and interpretation process occurred through the procedure called SN. We continue by presenting the three SN's produced, giving emphasis to the interpretative analysis of the purpose of the pedagogical records and their importance in the teacher education process and showing the educational work with pedagogical records carried out by two CPs. In the final considerations we emphasize the relevance of the transforming dimension (PLACCO, ALMEIDA and SOUZA, 2015) in the work of the PC, highlighting the record as a critical-reflective instrument capable of favoring teacher education. [ABSTRACT FROM AUTHOR]

This study aims to analyze the applicability of restorative practices as instruments for the effectiveness of socio-racial justice and egalitarian education in higher education. It appears that the incidence of racism resulting from the historical process of exclusion of blacks reveals the ineffectiveness of guaranteeing racial equality in the academic space. In this sense, restorative models emerge as a mechanism for transforming higher educat ion into a space for dialogue and awareness, in order to eradicate the necropolitical incidence of racism. To outline the theoretical proposal, the study will make a dialectical approach to the marks of structural racism and Brazilian necropolitics in contemporary times, from the rescue of slavery's memory and the use of statistical data on racial inequalities in higher education, demystifying the barriers to effectiveness affirmative policies. Furthermore, the research will use a criti cal-reflective approach on the possibility of using Restorative Justice in universities as an instrument of social pacification. [ABSTRACT FROM AUTHOR]

In this text we will reflect on the emotional pain of university professors and their possible connections with the training processes, presupposing that they have the potential to signal the recovery of the idea of human nature and can contribute to the process of reconfiguring these pains. The support of our reflections comes from Antonio Damásio's neuroscientific investigations to whom the relations between the feelings of pain and pleasure influence the human cultural process. It also collaborates with our thinking Baruch Espinosa whose ideas underpinned those of Damásio's neuroscience when he affirmed that human beings affect each other and through this meeting they can recognize themselves and increase their power to act. In order to carry out the reflections proposed here, we used the hermeneutics of the tragedy "As Bacantes" by Euripides (406 BC) whose metaphorical potential helps us to understand the difficulties imposed by a rationality proclaimed as the only possible one. The reflective analyses, evidenced in this text, lead us to glimpse the need for other teaching knowledge that perceive the experience in a sensitive and humanized way. They contribute to the understanding of aspects that should go beyond the current ones and broaden the vision about professional training. Even in view of the detail and scope of the proposals currents for categorizing the teaching knowledge necessary for professionalization, this shortage regarding the teachers' emotional pain persists. [ABSTRACT FROM AUTHOR]

In the field of studies of the Humanities and Social Sciences on Food, this manuscript problematizes the uses of dietary supplements as a sociocultural construction in the context of body practices. In the same way that the behavior of "eating" can be understood specifically from particular social groups in a given historical time, this essay discusses the relevance of the anthropological field for the analysis of the material and symbolic conditions of "taking" dietary supplements by practitioners of the fit culture. Thus, based on a narrative review, this manuscript aimed to analyze and discuss the emergence of the anthropological analysis to understand the relationships between body practices and dietary supplements, especially for professional health intervention. In general terms, this manuscript selected four arguments to support the theoretical and methodological potential of Anthropology for the health work profession regarding these products. In summary, this text considered that these substances intake reveals social experiences and practices that can be modulated, articulated, interpreted, and incorporated into the prescription or guidance in clinics or in the spaces of body practices. The study concludes that, due to the increase in the consumer market for these products, there is a need to defend a dialogical, affective, sensitive, integral, critical, reflective, emancipated professional intervention and, above all, human intervention on the supplementation process. [ABSTRACT FROM AUTHOR]

Photojournalistic awards have recognized the importance of serial and long-term works. In 2015, the World Press Photo created the Long-Term Projects category that rewards photo essays built over long periods of time. We will use the essay ‘The House That Bleeds’ by Mexican photographer Yael Martínez, awarded in that category in 2019, to reflect on the status of photojournalism in its expressive and ethical dimensions. To this end, we will run an analysis of the essay and compare it with two other winners in the same category in order to recognize the role of the construction of subjectivity and the political action of the photographer when registering himself and his family in his personal drama as victims violence in their country. Analytical operators are sought in the concepts and categories linked to the reflective process on images, their constituents, their syntax, their sensitive dynamics, as well as in the constellation association that they allow when thought as a group of images and text-images. Thus, the narrative links the sef-perception and the perception of the other in the same lived experience. [ABSTRACT FROM AUTHOR]

School contents, regardless of the stage of education for which they are intended, when taught in a full and non-fragmented way, enable the formation of the omnilateral subject. Besides forming the omnilateral subject, it is also the professor's duty to motivate his students during the classes so that they see the contents in an interesting way and close to their reality. This research aimed to reflect on the teaching practice held during the mandatory internship in teaching in the Doctorate in Education Course at a University in the north of Parana. It also aimed to reflect on the perception of the motivation presented by the students enrolled in the discipline in which the internship was performed. The reflections contained in the current study were made based on the theoretical assumptions of Historical and Dialectical Materialism, on the Self-Determination Theory and also on the reports made by the group in which the internship was realized. [ABSTRACT FROM AUTHOR]

This article deals with the use of a printer built with LEGO' by scientific initiation fellows from the Control and Automation Engineering course, as a learning object for an application of the content of Plane Geometry. The theoretical framework is subsidized by learning objects and active learning methodologies and It supported the development of the activity that consisted of, a given geometric figure, calculating the angles In sequence to form the required figure. Subsequently, the line length and angle were typed In sequence in the application that communicates to the printer, which prints the Image. Through the result It was possible to identify any errors in the calculations, with the teacher's interference for their understanding and subsequent correction by the students. The activity provided motivation and interest, mediated by teamwork, in addition toa reflective analysis on the learning of content. [ABSTRACT FROM AUTHOR]

This study is framed in the context of the pre-service masters degrees in the teaching of languages (Spanish as a foreign language + Portuguese as a mother tongue, and Spanish + English as foreign languages) given at the Faculty of Arts and Humanities of the University of Porto. This training is preparation for the teaching of languages in lower and upper secondary education in Portugal. During the second year of these masters degrees, trainees conduct a teaching practicum in secondary schools and prepare a reflective portfolio related to this experience. One of the sections of this document is based on the descriptors of the European Portfolio for Student Teachers of Languages (EPOSTL). In this study, seventy-five trainee portfolios were collected from 2014 to 2019 and the written reflections related to the EPOSTL descriptors associated with "Culture" were selected for analysis. The objective was to analyse trainees' concerns, interests and perceptions about culture and its didactics in Spanish classroom, and in light of this, consider how to improve the training offered. [ABSTRACT FROM AUTHOR]

In this article, we discuss the purposes of applying the elements of the "structuring theory" in the empirical study of the professional action of social workers in the realization of citizenship rights in health in contemporary neoliberal society. Starting from a small bibliographical, exploratory and synthetic study, anchored in the steps of the traditional literature review, we justify that this theory is a relevant methodological strategy in the observation of the ways in which social workers work with knowledge of the facts and within regulatory social structures, to develop actions that make a (positive) (positive) difference in the lives of people with addictive behaviors and dependencies. We conclude that its applicability in the study of reflective practices, resulting from routine action as a product of the dynamic articulation between the social structure and human action, cooperates for the understanding of the social worker's agency in promoting a renewed reinsertion right of citizens users at social risk. [ABSTRACT FROM AUTHOR]

Copyright of Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study has the general objective of investigating the role to be played by the New Information and Communication Technologies (NICTs) in relation to the crisis that Democracy is currently going through in some parts of the world, including Brazil. Will they have a positive or negative influence? What ideas can be implemented to motivate a healthy relationship between NICTs and Democracy? The research now developed has a theoretical-descriptive character and qualitative bias, which is proposed within a critical and reflective perspective. The deductive method, of historical-comparative procedure and the bibliographic research technique specialized in the researched subject are used. [ABSTRACT FROM AUTHOR]

The paradigmatic change subsidized by Morin's Theory of Complexity (2000) may come to support an education that will meet the desires required in teaching at different levels of education. The vision of complexity is projected in "seven knowledge necessary for education in the 20th century" (MORIN, 2000). In this research, it was decided to analyze the contributions presented by the teachers involved with regard to the third knowledge "teaching the human condition". The investigation started from the proposal of an on-line training, carried out by the research group, on the development of complex thinking in teacher training. The qualitative approach methodology, of the action-research type, counted on the participation of 25 Mathematics teachers, through the offer of an on-line pedagogical training course, structured in seven modules on the seven knowledges. We chose as a problem: what are the contributions of participating teachers with the on-line course structured in the seven Knowledge of Education of the Future by Edgar Morin? Identify the constructs of the participants of the course on the Seven Knowledge of Edgar Morin with a focus on the third knowledge "Teaching the human condition", to seek to overcome the conservative view in teaching. The contributions of the participating teachers, based on their knowledge, their teaching experiences and their participation in the on-line course, made it possible to identify the relevance of the paradigmatic change in teaching and that it becomes necessary to expand spaces for the reflections of teachers in continuing education processes on the subject. complex thinking and the acceptance of teaching the human condition in the educational environment. [ABSTRACT FROM AUTHOR]

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflective practice in management is a relevant and current topic, while phenomenography finds its foundation in the principle that individuals have different conceptions about a phenomenon, based on their own experiences. This study seeks to understand what the managers' perceptions about the reflective process are. The research problem stems from the questions: How do managers reflect? What is the perception of managers about the reflective process for learning? We used the phenomenological work methodology proposed by Khan (2014), who considers that the number of fifteen participants is sufficient to expose lines of thought about the research topic. Thus, fifteen managers were interviewed, with subsequent transcription of the interviews. To categorize the transcribed content, we do not directly analyze the phenomenon, but we seek statements based on the individuals' ideas about it. The analysis led to the identification of categories through which the interviewees showed different levels of depth as to their perceptions about the proposed theme. All of them demonstrated to adopt reflection in their daily routines, both professionally and personally, with distinctions being observed in their forms regarding the temporal condition - before, during or after the action - and in moments of solitude or in interpersonal relationships (group discussions). The reflection process about reflection suggested by Schön (1983) was not identified, which indicates that new works can be carried out to study this phenomenon. [ABSTRACT FROM AUTHOR]

This article aimed at reflecting on the multiple learnings in the classroom space produced through digital technologies. Thus, it is the result of a research-training carried out in a private school, with eight elementary and high school teachers. Due to the pandemic, the face-to-face classes were transferred to online platforms - a virtual environment that replaced, for an indefinite period, face-to-face classes. The methodology used for collecting data was the sensitive and reflective listening to the teachers through the Investigative-Formative Dialogical Circle, which happened in virtual meetings. The results, which were based on the recorded and transcribed content, were analyzed by using the principles of Textual Discursive Analysis. The content of the dialogue raises the questioning and inventiveness of basic education as possibilities for interaction, empathy, valuing effort and teaching knowledge, which are configured as learning in this virtual context. [ABSTRACT FROM AUTHOR]

This study is result of a qualitative research, whose objective was to understand how formation of teaching knowledge is carried out in the Pedagogy Course of a public university in Bahia. Authors such as Soares (2009) and Pereira (2007), among others, formed the basis for discussions established here. In order to compose the corpus of the appraisals, we opted for the use of epistles, with collaboration of 06 (six) teachers graduated from the referred course who worked in classes in the early years of Elementary School. For data analysis, the Content Analysis technique was used (BARDIN, 2011). It is concluded that Pedagogy course, despite the gaps, contributed to construction of decisive knowledge for teaching, namely, specific, pedagogical knowledge, as well as research, critical and reflective posture, the affective and political dimension, showing that teachers have learned to respect students and see them as subjects of rights, that is, recognizing that teaching is a political practice that contributes to formation of critical citizens. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to present a reflective essay about dimensions, that emerged from an exercise of approximations and distances from three structures of thought used as theoretical frameworks to establish curricular parameters in school science. These structures are thoughtful, critical, scientific, and creative. Among these structures, we highlight the approximations, distances and, mainly, the interactions between them. As a result, we find overlaps and interactions between Scientific and Critical Thinking, Creative and Scientific Thinking and between Critical and Creative Thinking. These interactions must be highlighted so that intentional and systematic activities are implemented aimed at promoting scientific, critical and creative thinking for the integral training of students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The general objective of this article is to carry out a reflexive analysis against the liberal democratic model, in which globalization and social media have been thought to be the main tools for gathering concerned citizens who feel unsatisfied with government as well as for spreading information and political alternatives to the established modern liberal theory of democracy. In order to change the present system, based on bourgeois hegemony, a concept from Antonio Gramsci’s theory, the new social movements which start online must go through a process of politization. However, what seems to be happening is the opposite process, depolitization, as a way to weaken the social protests. Finally, the role of popular political action, is highlighted throughout the research as way to question the status quo through the dialectical process of praxis.The research now developed has a theoretical-descriptive character and qualitative bias, which is proposed within a critical and reflective perspective. The deductive method, of historical-comparative procedure and the bibliographic research technique specialized in the researched subject are used. [ABSTRACT FROM AUTHOR]

The following article represents a synthesis effort on the narrative of Religious Education formation in the Brazilian official documents on Education. Thus, it intends to be a theoretical and pedagogical instrument for understanding this curricular component as a field of Applied Science of Religion. In order to achieve this goal, we divide the text into three parts. In the first part, the possible classifications of Religious Education, which would be the subarea of knowledge of the Science of Religion or the Applied Science of Religion and the curricular component that composes the subjects defined at the Brazilian Elementary School level. In the second part of this article some elements of the official documents are discussed, the Common National Curriculum Base (2017) and the National Curriculum Guidelines for Licenciature of Science in Religion (2018), which guarantee the provision of Religious Education in accordance with the Law and a reflective and secular model of education. At the end, we will present and discuss in the third part some epistemological and methodological assumptions of the Science of Religion that allow the theoretical and practical basis of Religious Education. [ABSTRACT FROM AUTHOR]

From the perspective of thinking about the school, in its singularity, this text sought to think of the field class as a strategy to understand the human / nature / society relationships in the perspective of complex and transdisciplinary thinking. The purpose of this article was to analyze the field class and its potential in the construction of school knowledge and boost the ability to think reflective, critical and complex outside the limits of the classroom and the school environment. The field class is presented as a methodological strategy, which contributes and enhances learning about the relationship between human beings / nature / society, being important in the formative process of students. In such a way it had as objectives: a) to understand the field class as a methodological strategy to think complex and transdisciplinary about the relationship between human being / nature / society today; b) Present reflections on teaching projects developed in the Early Years of Elementary Education, which used the field class. [ABSTRACT FROM AUTHOR]

The objective of this study is to analyze the teacher training of an undergraduate course in Portugal and one in Brazil offered by public institutions of these countries. The corpus analyzed resulted from semi-structured questionnaires applied to 20 graduates from Portugal and 16 from Brazil. The analysis of the answers shows that the Portuguese teacher training model is developed in an interdisciplinary way. In Brazil, there are two models, one interdisciplinary and the other traditional. Regarding the initiation to professional practice, called an internship in Portugal, Portuguese and Brazilian students answered that it is carried out in public and private primary schools. Regarding the way the internship activities are developed, students from both countries responded that it is observational, but in Brazil, it may include planning and class execution. About the labour market, most of the graduates reported that the situation is not so satisfactory in both countries. Although there is convergence regarding the training received in general, it was possible to identify, through the analysis of the students' answers, a move towards the development of teaching practices, which allowed future teachers to be more critical and reflective. [ABSTRACT FROM AUTHOR]

This paper aims to detail in the intrinsic formative environment the experience of an itinerant educational laboratory with the forensic theme for undergraduate students in Chemistry and Physics belonging to the Grupo PET Química e Física. The short course aims to provide Licensee with teaching experience in a school environment in addition to the mandatory supervised undergraduate internships. Qualitatively, through documentary research Contreras (2002) and Pimenta (1995), the results were obtained from a reflection on the activities that integrate the practice of the short course and that directly interfere in the construction of the teacher training profile due to its close connection theory and practice. This activity was structured works on the students' reflective potential and contributes to the future teacher understanding the multiple educational situations. [ABSTRACT FROM AUTHOR]

Copyright of Interdisciplinary Journal of Social Management / Revista Interdisciplinar de Gestão Social is the property of Revista Interdisciplinar de Gestao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Arqueologia Pública is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Design Thinking (DT) is becoming a mantra in the different areas of innovation: including SI and Public sector (Manzini&Rizzo, 2011; Deserti&Rizzo, 2015). But despite its large success in literature, DT is still applied in peripheral areas of Public sector where it is in place as methodology to conduct research and innovation pilots. The article focus on the interaction between DT, public sector innovation and SI as both: an emergent trajectory of innovation in Public sector (that under the umbrella of the “co” paradigm puts together the need to develop complex co-design processes with the need to face public societal challenges) and as a framework for designing processes of learning within public organisation that could eventually lead to the introjection of new competences on how to lead innovation in public sector and ultimately to organisation change.

This article aims to discuss the initial training of children educators under the current legislation in Portugal. Above all, it intends to focus on internship processes and how they unfold by questioning research action as a model and supervisory practices from a critical questioning perspective. The authors build on their experience and reflection as trainers and supervisors of initial training in a Higher Education Institution in Portugal and combine in their reflective exercise a review of the specialized bibliography, which includes results of studies they developed and whose main objective was to listen to the voices of students about internship processes, whether in day care or kindergartens that serve children until they enter school. From the literature review, their experiences and revisiting the voices of the students involved in two studies, they point out the main trends observed: the importance of communication channels between the training institution and the internship places; the importance and aspects to be taken into account during the internship / research action and the importance of a supervision that streamlines the critical thinking of trainees. [ABSTRACT FROM AUTHOR]

Copyright of Revista CPC is the property of Revista CPC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Veritas is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Current analysis is a contribution on the manner 12th year students interpret History sources and how, as from this interpretation which should include multi-perspective messages, they establish a specific idea of the past that would contribute towards a more advanced historical awareness. The qualitative study involving the inductive analysis of data provided the progressive construction of a conceptual model on the form that 12th year students who sat or were about to sit for a national exam, prepare historical inferences from sources with diversified messages. The instruments dealt essentially with issues on sources used in exams. Data showed that evidence is more or less the result of their idea of the past. Reflections are thus needed on epistemological implications in the teaching and learning of History to criss-cross the dominion of evidence with the dominion of historical empathy. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)