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Countryside education is originated from a process of struggle and resistance by peasants in contrast to education perspectives that do not take into account the reality of rural workers and their ways of life. As a critical perspective on education, countryside education also needs critical views on its cross-cutting themes, such as environmental education. This work aims to analyze the insertion of the theme of environmental education in events that deal with countryside education from the perspective of political-pedagogical macro trends in environmental education focussing on the critical perspective. The works published in proceedings of countryside education events were analyzed in order to identify trends on the topic and the diversity of approaches. It was observed in the reported experiences and researches that environmental education has the potential for expansion both in the scope of research and also in the action of rural communities, highlighting the critical approach. Environmental education needs to be connected with reality and the specificities evidenced in the relationship between rural communities and the territory. [ABSTRACT FROM AUTHOR]

This study seeks to understand how discrimination continues to develop problems such as anxiety, depression, and low self-esteem, in addition to proposing coping strategies that can be implemented in the school environment to mitigate these effects. The research is developed based on an explanatory qualitative methodology and uses stories and practical examples to contextualize the topic in an accessible way. Based on the analysis, it is found that the adoption of inclusive educational practices and anti-racist policies can promote a more welcoming and equitable school environment, reducing the negative impacts of racism on the mental and emotional health of racialized children. It is concluded that effectively confronting racism in schools is essential for the healthy development of these children and for building a more fair and inclusive educational space. This confrontation requires an ongoing commitment from the entire school community, with actions ranging from training educators to creating environments that promote dialogue and representation. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 research aims to understand the relationship of social movements in their dimension of resistance and struggle in the formative action EFA Chico Antonio Bié. The guiding question is: how do social movements act to ensure that EFA is effectively established as an educational institution? This question is based on the condition that the school is community-based and receives no government funding. Additionally, all individuals involved in the formative process are volunteers. Interconnected with other equally important mediations, the institution is part of the network of EFAs in the state of Ceará, strengthening the struggles for the existence of such schools. They operate with a contextualized pedagogy and seek the acquisition of public policies. These elements contribute to the framework in which education is linked to a problematizing dimension, considering that the school's existence requires the involvement of different social movements through established partnerships. The research methodology is qualitative, utilizing literature review and document analysis. The results revealed that the school emerges and develops through the involvement of social movements. However, it also exposed gaps in the role of the State concerning the existence of a school in the/of the countryside.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Sigmae is the property of Universidade Federal de Alfenas (UNIFAL-MG) 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 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.)

Abstract Cognitive social structure maps the social relationships perceived by actors. This study characterizes the social network pattern of a high school classroom and verifies the perceived ties and the accuracy of social relationships reported by 23 students. Analyses of the cognitive social structure aggregations verified the density of these relationships. Most participants show vulnerabilities and conglomerate analysis of network structural data shows different perceptions of density and modularity. Our results differ from the limited literature in the area regarding higher accuracy in subjects with a lower centrality degree and intermediation.

An interview with Wayne Au (University of Washington Bothell). The interview was organized and conducted by Felipe Ziotti Narita.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Iluminuras is the property of Revista Iluminuras 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 objective of this article is to analyze an online news story and the comments made by readers regarding a teacher who taught a class set up as a drag queen in relation to the curriculum and cultural pedagogy of masculinities. Methodologically, the data were collected from digital ethnography carried out on a journalistic website on which it was published. The theoretical perspective adopted is post-critical in Education. It was understood how much the positive and negative criticisms of his professional performance indicated, curriculumpedagogically, the masculinity that has been produced in contexts of moral panic and anti-Human Rights agendas. At the same time, the deterritorialization of gender through the prosthetic performance of drag in a school institution allowed expanding processes of recognition beyond a hegemonic expectation in terms of sexual difference. [ABSTRACT FROM AUTHOR]

This theoretical essay aims to discuss how the temporalities of different accelerations can contribute to thinking about the space and curricula of contemporary schools. To achieve this, the work was divided into three parts. In the first, the concept of acceleration and its effects on the subjective dimension were presented using arguments arising from the field of Psychology. In the second, acceleration was investigated and how it has figured in the temporalities characteristic of contemporary times. In the third, an analytical distinction was drawn between the modern school and the contemporary school in order to verify the effects of temporalities on school curricula. From these analyses, it was concluded that the temporal experience of acceleration is produced by neoliberalism and has effects on the processes of subjectivation through temporal government. It was verified the existence of multiple temporalities, accelerated and decelerated, which are driven by the competition typical of neoliberalism and coexist in the social world and in our subjectivity. In relation to contemporary schools, it was noticed that their curricula have been constituted by accelerated temporalities that have synchronized and desynchronized forms. Finally, the thesis was demonstrated that both the norm of conduct and the neoliberal subjectivation model can be understood from a temporal perspective that produces effects in contemporary schools. [ABSTRACT FROM AUTHOR]

This article aims to reflect, inside the context of the Brazilian public school, the inheritance of a school curriculum full of colonial and traditional assumptions and as a reproducer of cultures and knowledges imposed by the European way of thinking. As a theoretical contribution, we are guided by authors who discuss that it is essential to rethink the role of education as a space for breaking a status quo that disregards the subject aware of his own reality and makes the contexts of struggles of those who live on the margins of society unfeasible. Considering this, we start from a theme present in the Brazilian school curriculum to a decolonizing, IN-Trans-disciplinary and transgressive education proposition to open paths for new educational praxis. [ABSTRACT FROM AUTHOR]

The increasing complexity of contemporary issues stemming from societies poses challenges for schools, particularly in regard to sexual and gender diversity. In this context, this research contributed to an analysis of university students' perceptions in Education concerning gender and sexuality relations within the school environment. As an exploratory, qualitative, and descriptive study, the questionnaire entitled "Gender and Sexuality Relations in School: A Brief Inquiry" was administered. Comprising eight questions, it emphasized the theme through concepts and practical applications. Fifty-eight students from Biology and Geology (Undergraduate), Teaching of Biology and Geology (Master's), and Education (Doctorate) programs participated. The results indicate an awareness of the need for a more comprehensive approach to sexual and gender diversity, while also revealing challenges related to teacher training and stigmatizing practices. This underscores the urgency of implementing more inclusive strategies within the realm of gender and sexuality relations in schools. [ABSTRACT FROM AUTHOR]

This qualitative research aimed to investigate potentialities of digital technologies as a didactic-pedagogical resource for Physical Education classes in the Final Years of Elementary School. It was carried out in two schools of the municipal teaching network of Vale do Taquari-RS/BRA. The participants were sixteen students from two classes, 6th and 9th years, and two Physical Education teachers. Among the identified potentialities is the use of digital technologies in accessing existing knowledge, which occurred through the indication and visualization of videos on YouTube and in the elaboration of research papers. Another potentiality deals with the construction and reconstruction of knowledge evidenced in the use of digital technologies with the purpose of stimulating dialogue, creativity and collaborative work. It is concluded that digital technologies enhance the teaching of Physical Education, but must be based on theoretical bases concerned with a critical and emancipatory education. [ABSTRACT FROM AUTHOR]

Nurses have worked in schools since the end of the 19th century, in Brazil, using communication skills, which have changed in terms of approach and themes. The objective of this text was to contribute to the increase in debates involving the topic of health communication at school by nurses in Brazil. Nursing concepts followed international dialogues, scientific advances, social, economic, and cultural demands. Given the current circumstances, the work of nurses at school followed the period experienced. Currently, it is recommended to use humanized and individual-centered communication, in partnership with the family and school, as a light relational technology, as well as a link between health and education in the prevention and promotion of health. Furthermore, it points to elements that could contribute to achieving comprehensive health: dialogue, symmetry of power, respect for local culture, holistic approach, salutogenic perspective, and use of ludic. [ABSTRACT FROM AUTHOR]

Indiscipline currently presents itself as an important element within the school space, since the entire school community, teachers, students, parents and management nucleus perceive its presence, often placing it as one of the aspects that hinder the teaching-learning process. The general objective of the research is to identify the elements that contribute to the construction and permanence of indiscipline within the school space. The data collection instrument was a questionnaire that resulted in the realization that the different actors in the school space still cannot understand how indiscipline is meaningfully constructed and, therefore, possible for deconstruction. The results demonstrated that, when referring to the general question of this project, we understand that teachers and school managers do not recognize themselves as prepared to work on the issue of indiscipline at school, the factors that contribute to the presence of indiscipline at school are described throughout the analysis of the results, as well as the propositions made by the segments of students, teachers and school managers. These proposals, however, cannot be, in fact, they should not be placed as a product, but always as a process, that is, in constant planning, action, reflection, replanning and action again. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Storytelling contributes to the constitution of subjects, as it stimulates imagination, develops linguistic skills and promotes cultural values, empathy and understanding of the world. However, stimulating reading practices are still little explored at school. From this perspective, this qualitative and bibliographical research aims to discuss the importance of storytelling in teaching mediation and present, based on a literary work, ways for teachers to explore the moment with stories with more confidence and ease. The theoretical contribution of this study was based on discussions by Zilberman (2003, 2012), Colomer (2007) and Busatto (2003). As a result, it was found that storytelling strengthens the emotional bond between adults and children, providing moments of connection and learning, in addition to the fact that literary experiences can enhance classes and enrich pedagogical actions and be a great incentive to promote reading contributing to the human development of students. [ABSTRACT FROM AUTHOR]

Considering the challenges of the school training process, this article discusses the relations and composition of the posture and interrogative attitude in teaching based on geographic space. The objective is to discuss the inquiry involving the geographic approach of landscape, place and everyday üfe as a path to teaching knowledge that fosters geographic education. Based on dialogical hermeneutics, it discusses why and what to ask, why teaching by interrogating geographic space and why teaching Geography at school is important. The research result presents aspects that comprise the movement of thinking, articulating reflective inquiries to the school, to teachers in general and to Geography teachers and classes, and arguments that support the linking of spatial signifiers with conceptual meanings. In conclusion, it affirms geographical education as a way of approaching knowledge, enabling emancipation, which implies intentional, provocative, systematic and prospective interpellation between the contents of reality and the contents of the disciplines. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Ensaio: Avaliação e Políticas Públicas em Educação is the property of Ensaio: Avaliacao e Politicas Publicas em Educacao 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.)

Resumen El presente trabajo examina la sección “Toque de diana” incluida en el semanario infantil de ideología carlista Pelayos, publicado en San Sebastián (España) entre 1937-1938. De entre los 101 textos disponibles provenientes del total de números publicados, hemos extraído 11, aquellos que nos ayudan a dibujar cómo era la educación formal a disposición de los jóvenes carlistas “pelayos”. Desde una perspectiva de análisis historiográfico (de doble cariz, interno y externo), examinaremos cómo se tratan en estos documentos cuestiones como los libros de texto, la religión católica, la historia de España o la lectura de textos de ficción. El propósito es extraer los presupuestos ideológicos y propagandísticos insertos en sus páginas. Así, veremos cómo “Toque de diana” constituye el espacio idóneo para difundir la propaganda del pensamiento tradicionalista entre el público infantil y juvenil, en este caso concreto, en relación con el ámbito escolar, los contenidos de estudio y los libros de ocio para leer. Abstract This paper examines the section “Toque de diana” included in the Pelayos children's weekly of Carlist ideology, published in San Sebastián (Spain) between 1937-1938. Among the 101 available texts from the total of published copies, we have extracted 11 of them, those that help us to draw what formal education was like at the disposal of the young Carlist “Pelayos”. From a perspective of historiographical analysis (double facet, internal and external), we will examine how issues such as textbooks, the Catholic religion, the history of Spain or the reading of fictional texts are dealt with in these documents. The purpose is to try to extract the ideological and propagandistic assumptions inserted in its pages. Thus, we will see how “Toque de diana” constitutes the ideal space to disseminate the propaganda of traditionalist thought among children and young people, in this specific case, in relation to the school environment, the contents to be studied and leisure books to read.

This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

Indiscipline currently presents itself as an important element within the school space, since the entire school community, teachers, students, parents and management nucleus perceive its presence, often placing it as one of the aspects that hinder the teaching-learning process. The general objective of the research is to search for an explanation about the construction of indiscipline that deviates from common sense and comes closer to a scientific explanation, since discussions on the topic always refer to different opinions without reaching a common denominator. The work was carried out based on the analysis of indiscipline in two elementary schools in the municipality of Banabuiú. As a research instrument, we chose a questionnaire in which, answering the guiding questions raised in the research, it was found that the different actors in the school space still cannot understand indiscipline in a meaningful way, as a construction. We understand this work as a possibility and a proposal for a different view on (in)discipline within schools, and thus seek to resize our actions. We are aware of the limits and shortcomings of this work, which is why we leave it open to criticism and suggestions. [ABSTRACT FROM AUTHOR]

Environmental education and geography teaching are interlinked, sharing intentions to promote awareness, understanding and action in relation to environmental challenges and the search for a better quality of life. By integrating environmental education and geography teaching, the aim is to train aware, informed and committed citizens, capable of contributing to building more sustainable and resilient societies in the face of global environmental challenges. The general aim of the research is to analyze the role of critical environmental education and planetary citizenship as possibilities for geography teaching in public schools. The methodology used in the research is based on the theoretical framework of research into environmental education from a critical perspective, touching on the discussion of planetary citizenship through critical environmental education in geography teaching. The research was able to integrate different subjects and spaces for the development of actions aimed at education for sustainability. The importance of critical environmental education in geography teaching stands out, as it seeks to stimulate critical thinking about the consumption of natural resources, rethink society's relationship with the environment, provide more inclusive and equitable educational actions, as well as promoting learning opportunities that can transform students to be more active in their communities. [ABSTRACT FROM AUTHOR]

Bullying involves intentional and repetitive aggressive, physical and/or psychological behavior among peers, aiming to belittle the individual who is perceived as fragile and helpless. In the present work, an attempt was made to analyze experiences and knowledge that teachers from public elementary schools in São Paulo have about bullying. Nine elementary school teachers from three public schools (one municipal and two state schools) participated in the research: three of Portuguese, three of Arts and three of Physical Education. In general terms, it could be seen that not everyone knows what bullying is, but everyone has already claimed to have witnessed some type of violence that they believe to be bullying; were able to identify groups susceptible to suffering and practicing bullying; and, finally, they converged when pointing out education and family participation in education as a way to face the practice of bullying. In some cases, interviewees presented stereotypical views of bullying, and some proposed solutions to combat school violence through coercion, which does not favor peaceful coexistence [ABSTRACT FROM AUTHOR]

This experience report seeks to show the practices developed in a project with emphasis on education contextualized in a rural school, in a state educational system, in Casa Nova, Bahia, with a focus on reality and the course curriculum. Its objective is to show experiences and describe the experiences based on a sustainable action that emerged from a problem situation specified by students in the class of the Siembra agroecology course, in the Social Intervention discipline. The theme also approaches strategic methodologies for the collection of ecological waste, lectures, and production workshops that contribute to the learning of community students and teachers. These two segments, together with the local and rural community, demonstrate that there are possible solutions and sustainable mechanisms that serve as an intervention proposal to alleviate the problem of improper disposal of cooking oil, identified by students. Finally, based on the results of the project, it is clear to see the importance of contextualized education in an interdisciplinary way, this experience in context contributes to critical and intrinsically contextualized knowledge, combined with reality and valuing the curriculum. [ABSTRACT FROM AUTHOR]

This report originates from an intergenerational initiative titled "Envelhecimento na sociedade e nos esportes" developed and implemented at a public school in the municipality of Curitiba in the year 2022. The intervention aimed to expand children's perspectives on aging, as well as promote intergenerational interactions among children, adults, and the elderly. The main challenge encountered was related to the time required for the planned activities. Some strengths of the initiative included the school-university relationship as a teaching and learning space, children's engagement, the (re)consideration of stereotypes, the exchange between generations, and representativeness. Thus, the possibility of establishing and promoting intergenerational connections was fostered through university outreach in conjunction with Brazilian basic education. The intervention's proposal was configured to break down paradigms and stereotypes among different generations, demonstrating intergenerational initiatives at school to be an excellent and powerful gerontological teaching and learning action. [ABSTRACT FROM AUTHOR]

The central theme of this text is the importance of situated education and how our sexual orientation impacts our geographical practice in the classroom. Denial, doubt and affirmation were three adverbial modes in the composition of the writing of us supported by the movement of the verb to be. The school finds itself at the cleavage of hospitality and hostility, corresponding to the ways in which we relate ourselves to it. The method adopted was Sartre's existential phenomenology based on the writing of the life geographies of a gay professor, which in this case, are written as constructions anchored in situationality. Listening to and reading the life geographies of gay teachers helps us realize that we are always in circularity and horizontality. The effort we make in this text is to situate the importance of the writing of and listening to others as corresponding to us. [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.)

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.)

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.)

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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 Reflexão & Ação is the property of Universidade de Santa Cruz do Sul 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 Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS 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.)