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Students' perceptions of an activity involving visualization are important in assessing their learning of the task. In view of this, this study was developed with undergraduate students from different courses at a public Brazilian university. The research objective was to determine how three students, who are majoring in different courses (chemistry graduation and engineering), perceive their participation in an inquiry-based metavisual activity (IBMA). For this, the students were interviewed and data were categorized according to similarities and differences in the reports. The findings indicate that the IBMA was able to facilitate the reconstruction of concepts with an emphasis at the submicro level, for the students that were majoring in chemistry. The engineering student reported a partial construction of concepts. The student's learning may have been compromised due to the smaller repertoire that he had in chemistry and on models at the submicro level. [For the full proceedings, see ED629086.]

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them. [For the full proceedings, see ED629086.]

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. [For the full proceedings, see ED629086.]

As imperceptible as it is, mathematics is fundamental and is present on several occasions in our daily lives, but among 65 countries Brazil still ranks 53rd in education. The lack of investment in primary education has affected students learning since the early years. From this perspective, this paper proposed to verify teaching/learning in mathematics discipline for elementary school students through playful games, a fun method that can be used at various times and aims to review and fix the content in a practical way and interactive. For this, a game named "Mathematical rods" was elaborated a renewal of the hobby "Cat rods". The operations present in the game are simple, focused on basic mathematics and can still be adapted depending on the level of knowledge of the students. The game was applied to three groups of six 9th grade students of the State College Professor Izidoro Luiz Ceravolo, located in the city of Apucarana, Paraná in Brazil. Therefore, in addition to dynamic and creative, we conclude that this educational interpretation is easy and accessible, a tool that can be used in any public institution, contributing to the learning process of students. [For the complete proceedings, see ED631021.]

Due to the advance of technologies and the increase of their use around the world, it shows a need to include them in education, as tools that could help the current teaching methods. Taking into account that most English classes in Brazilian public schools have been happening in the same way for many years, and considering the importance of learning a foreign language in this new technological world scenario, the objective of this study, that is part of a Master Degree dissertation, is to understand the perception of Brazilian English teachers in relation to the use of games and digital technologies, in the practice of face to face and remote language teaching classes, in different educational environments. Based on the participation of English teachers in the research stages, it is possible to explore their experiences and points of view, directly related to the English teaching and the use of technologies and digital games. This research collected information through a focus group research method. In this way, it was possible to verify that teachers, together with technologies and digital games, are very important in the classroom and those are extremely important tools to be used in teaching, including English. It was also noticed that keeping learning and qualifications are very important for the updating and practice of teaching. In addition, it was possible to conclude that, through the planning of activities, visualizing the right moment to insert digital games and technologies in their classes, teachers have support tools in these, which will help to engage and motivate students in learning a new language. [For the full proceedings, see ED639391.]

The research presents the objective of analyzing the challenges and potentialities of teaching with the use of m-learning, in literacy classes during remote teaching caused by the COVID-19 pandemic, based on learning results regarding the appropriation of the writing system alphabetical. In view of the constant social and educational changes caused by the COVID-19 pandemic, in which social isolation became a security measure imposed to reduce the circulation of the virus, they led to the reconfiguration of educational spaces and the adoption of strategies for the continuation of formal education, as an alternative, emergency remote teaching was adopted. Remote teaching has driven changes in education, such as the use of mobile and wireless technologies, cell phones, tablets and notebooks, m-learning, to facilitate the teaching-learning process. A bibliometric review was carried out in order to study and explore the phenomenon with the identification of relevant scientific publications, which were obtained by applying quality and approach evaluation criteria, which showed scientific interest in m-learning and remote teaching. This is a qualitative research on the challenges and potential of using mobile learning with Brazilian children in literacy classes and is configured as an ethnographic case study. The locus of the research were two classes of the 1st year of Elementary School in a public school of the State Department of Education of the Federal District - SEEDF, Brazil, Brasília, Federal District, with a temporal cut of the 1st semester of 2021, having as research subjects 26 children of approximately 6 and 7 years old. The results indicate that despite the challenges faced, the data presented reveal that activities mediated by educational tools such as Google Classroom, Google Meet and the use of student interaction platforms such as the use of digital games and presentation of videos, music and stories interactive activities, among many other factors, demonstrates the potential of m-learning, with the appropriate interventions and pedagogical mediations, however, it is worth noting that access to the online teaching-learning process is still worrying, due to the difficulty of students accessing the internet and the lack of technological devices to monitor the educational proposals, such as computers or smartphones, and the formative weaknesses in relation to the use of TDIC's, therefore, teaching mediated by m-learning, can be considered as a modality of high potential, among other factors, if it is accessible to all. [For the full proceedings, see ED639391.]

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

The objective of this paper is to report the preliminary results of a telecollaborative project between a Brazilian university (UTFPR) and a Colombian university (Universidad de Pamplona) that both offer a Licentiate degree in English. The project had two purposes: a pedagogical one to show student-teachers how they can develop their communication skills in English in a collaborative way by sharing information with other student-teachers from a different culture, and a technological one to put future teachers in contact with some technological tools. The paper is divided into three parts: (1) a brief description of the context and the participants; (2) the project itself -- the first steps, the objectives, and the tasks; and (3) the Brazilian view of the whole process/project as well as the students' feedback. [For the complete proceedings, see ED600837.]

This document contains seven papers about and from an international meeting on promoting linkage between technical and vocational education and the world of work. The first paper, a Final Report on the "International Expert Meeting on the Promotion of Linkage between Technical/Vocational Education and the World of Work (Tokyo, Japan, 3-6 February 1997)," examines the following: the meeting's purpose; main points raised in the keynote and country papers and multimedia presentations; major issues (major implications of multimedia and networks and their use to develop competencies through self-learning; financing of the development of multimedia approaches; evaluation of student achievements through multimedia methods; and new roles of teachers); field visits connected with the meeting; and recommendations to United Nations Educational, Scientific and Cultural Organization (UNESCO) member states. The following six papers constitute the remainder of the document: "International Trends and Developments in Technical and Vocational Education" (Gregor Ramsey); "Technical Education and the World of Work: The Brazilian Context" (Ana Maria Lakomy); "Current Trends of TVET [Technical and Vocational Education and Training] in Germany" (Antonius Lipsmeier); "Linkage between Technical and Vocational Education and the World of Work in Indonesia" (Rina Arlianti); "Technical and Vocational Education in Japan" (Haruo Nishinosono); and "The Promotion of Linkage between Technical/Vocational Education and the World of Work in Korea" (Tae-Hwa Jung). (MN)

Since 1987, Faculty of Medicine of the University of Coimbra (FMUC) has been engaged in mobility programs, making efforts to encourage and support the internationalization of its students. Mobility programs are designed to strengthen the dimension and quality of the Higher Education, to encourage transnational cooperation between Universities, to improve transparency and academic recognition of studies and qualifications. The objective of this paper is to present a report on the evolution of mobility of the FMUC undergraduate students in the period between 2009 and 2019. A descriptive report was carried out. During this last decade, the FMUC has dealt with mobility applications from 1,500 incoming and 1,350 outgoing students to attend both classes and clinical traineeships as part of their Master's Degrees in Medicine. In the academic year 2015-2016 there was an increase in the number of applications, coinciding with the introduction of clinical internships in hospitals. The top countries where the FMUC sent students (538); and from where it received students (978) were, Italy, Spain and Brazil. In Portugal, the FMUC is one of the main medical schools with the largest number of students attending mobility programs, which has contributed to fostering the internationalization of undergraduate medical students' training. [For the full proceedings, see ED626585.]

Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and/or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. [For the full proceedings, see ED620289.]

Sentiment Analysis is a field of Natural Language Processing which aims at classifying the author's sentiment in text. This paper first describes a sentiment analysis model for students' comments about professor performance. The model achieved impressive results for comments collected from student surveys conducted at a private university in 2019/20. Then, it applies the model to different scenarios: (1) in-person classes taught in 2019 (pre-COVID); (2) the emergency shift to online, synchronous classes taught in the first semester of 2020 (early-COVID); and (3) the planned online classes taught in the second semester of 2020 (late-COVID). The results show that students acknowledged the effort professors did to keep classes running during the first semester of 2020, and that the enthusiasm continued throughout the second semester. Furthermore, the results show that students evaluated professors' performance for online courses better than for in-person courses. [For the full proceedings, see ED615472.]

This document includes papers on public libraries which were presented at the 1985 International Federation of Library Associations (IFLA) conference. The first paper, "International Guidelines for Public Libraries," is the report of an IFLA working group and it includes guidelines in six areas: public library services; media of communication; staffing; service points; the management of public libraries; and networks and support services. Other papers in this document include: (1) "New IFLA Guidelines for Public Libraries: the Background and an Introduction" (Arthur Jones, United Kingdom); (2) "Standards for Public Libraries in Catalonia" (Josefina Ballester, Elisa Camps, and Carme Mayol, Spain); (3) "Public Libraries in the CSR (Czechoslovakia) and General Availability of Information" (J. Kohout, Czechoslovakia); and (4) "Public Libraries in Brazil: Perspectives for Development" (May Brooking Negrao and Emir Jose Suaiden, Brazil). (THC)

Remarks by Dr. John Brademas, President of New York University, address the meeting theme--"Libraries and the Universal Availability of Information"--with special attention to research libraries and their service to scholars, the quality of public and school libraries, the plight of non-readers, the role of governments in supporting libraries and in assuring freedom of inquiry, and an international agenda for libraries. A presidential address by Else Granheim (Norway), entitled "From Copenhagen to Chicago," provides a retrospective look at IFLA and its activities from 1979 to the present. Also included in this compilation of plenary session papers are: (1) "The Role and Place of Soviet Libraries in Providing Universal Availability of Knowledge" (V. S. Lesokhima, Chief Library Directorate, USSR Ministry of Culture); (2) a response to the previous paper (P. B. Mangla, Professor and Head of the Department of Library and Information Science, and Dean of Faculty of Arts, University of Delhi, India); (3) "The Mexican National Program of Public Libraries" (Ana Maria Magaloni de Bustamante, Mexico); (4) "The Indivisible World: Libraries and the Myth of Cultural Exchange" (Daniel J. Boorstin, Librarian of Congress, United States); and (5) "Brazil--The Preservation of Culture through Technology" (Maria Alice Barroso, General Director, Biblioteca Nacional Argentina). (THC)

This paper aims to identify limitations and opportunities for using live streaming for distance learning classes in a course offered at a Brazilian public university. The number of videos on social networks in different fields and about various topics increases each year. Real-time classes are also increasingly being used in distance learning courses. Live streaming through YouTube enables an interactive experience because it allows for images, videos, music, and screenshots to be used during the broadcast. This enhances the experience and interaction between the spectator and presenter and enables real-time discussions. A distance learning course was offered in the first semester of 2019 (between May and July) to foster discussions about pedagogical architectures for the construction of digital competences in Distance Learning (DL). During the course, six classes were live-streamed and broadcast via YouTube. There was one class per week, lasting an average of 40 minutes each and covering distinct topics. This is a qualitative case study with 14 subjects between the ages of 35 and 64. They were primarily female and mainly their mobile devices to watch the classes. Different types of data collection instruments were applied including an online questionnaire and YouTube video platform metrics. The students reported that the classes were essential for interaction and helped to answer their questions due to real-time feedback, which qualifies the teaching and learning processes. The metrics from the YouTube platform revealed that the videos were watched mainly in Brazil and the United States, with over 1,500 views so far, 10% of which had live interactions through chat. This example shows both the range and engagement of students with the live streamed classes as well as the possibilities for interaction. Therefore, live-streamed classes are important for DL courses and should be integrated in planning in order to contribute to the distance learning process. [For full proceedings, see ED621941.]

Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.

In this paper, we discuss the impacts of the pandemic generated by COVID-19 on Brazilian Higher Education, specifically at a State University of Bahia, Brazil. To do so, we present a brief contextualization of the progress of the pandemic in Brazil, in the state of Bahia and in the region where the University is located. We also present the laws and regulations elaborated by different governmental bodies, especially the Ministry of Education, for the continuation of classes, in face-to-face undergraduate courses, by remote means. Despite the initial emphasis of these regulations on the use of Digital Information and Communication Technologies, later there was a flexibility regarding the means for offering the remote classes. As for the case of the University discussed here, the continuation of undergraduate courses' classes interrupted by the pandemic, via the Emergency Remote Education, was approved on July 9th. We focus specifically on the outline of the student digital inclusion program, which provides scholarships for the acquisition of equipment, internet services and transportation. The results show that the resources allocated to this plan are insufficient, given the socioeconomic low-profile of the students. In addition, many of them live in locations with insufficient or no internet available, as well as are working and/or taking care of people full-time during the pandemic. Thus, the guarantee of access of students to the Emergency Remote Education, as well as the quality of this Education, may not be ensured through this plan. [For "NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3," see ED616185.]

Papers on the application of statistics to library research and library administration which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "Price Indexes for Library Materials: Steps toward International Standardization" by Frederick C. Lynden (United States); (2) "Australian Census of Library Services: A Pragmatic Approach" by Nick Mayman and G. G. Allen (Australia); (3) "Statistical Model for Data Analysis and Networks" by Daniel O. O'Connor (United States), which presents an evaluation model based on the probability of satisfying a request for services, and the average waiting time and average cost of satisfying a request; (4) "Viewpoint of a Network Administrator and a University Library Administrator," a review by Glyn T. Evans (United States) of the availability of statistical reports from bibliographic utilities and the use of OCLC distribution tapes as a source of management data; (5) "Aspects of Library Statistics in Brazil" by Maria Beatriz Pontes de Carvalho; (6) "Standardization of Statistics: The Experience of the Quebec University Libraries" by Claude Bonnelly (Canada) and other members of a statistics task force; and (7) "Library Management Information Systems: Concept, Potential, and Plan of Action" by Neal K. Kaske (United States), which discusses library management information systems at local, state, regional, national, and international levels. (ESR)

Papers on library network activities in Canada, the Third World, Japan, Malaysia, Brazil, and Sweden which were presented at the 1982 International Federation of Library Associations (IFLA) conference include: (1) "Canada: A Voluntary and Flexible Network," a review by Guy Sylvestre of the political, social, and economic structures affecting library network development; (2) "Regional and Sub-Regional Clearing Houses for Library Activities in the Third World," a discussion by S. P. C. N'Jie and J. A. Dosunmu of the benefits, functions, organization, and management of proposed clearinghouses for library activities in the developing countries; (3) "(The) Present Status and Problems of Library Service Networks in Japan," a description by Madoko Kon of Japanese public, school, academic, special and medical library network activities; (4) "A Preliminary Approach to Library Networking in Malaysia," a report by D. E. K. Wijasuriya and A. Leong on the communications infrastructure of Malaysia and its library network organization and services; (5) "Information in Brazil: Diagnosis" by Aristeu Goncalves de Melo, which discusses information as an instrument of development and describes information services in the Brazilian House of Representatives; and (6) "Library Associations on the Move: Some Ideas from the Swedish Library Association (SAB)" by Margareta Torngren, which proposes the formation of an IFLA Round Table for Library Associations. (ESR)

Four papers on the role of libraries in adult education were presented at the 1984 IFLA general conference meeting of the Section on Adult Education. They include: (1) "The Library of the Pompeia Leisure Centre, Sao Paulo, Brazil," in which Apaty Peroni of Brazil provides background on the community, location, collection, personnel, operation, and programs of the library; (2) "The Promotion of Reading Habits and Adult Education in Kenya," in which Peter E. Kinyanjui of Kenya presents the central theme that, if adult learners are provided for, encouraged and guided in their quest for knowledge and information, they will take responsibility for their own learning and personal growth and development throughout their lives; (3) "The Basis of Library and Information Services for National Development: Promotion of Reading Habits and Adult Education" (D. O. Olembo), which examines the current status of reading habits at all levels of education in Africa, reading motives, and implementation of reading habits; and (4) "Promotion of the Reading Habit and Adult Education" (E. A. Ulzer), which describes collaboration efforts between the International Council for Adult Education (ICAE) and the African Association for Literacy and Adult Education (AALAE). (THC)

Papers on statistics which were presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "Library Data Collection in Brazil (Nice Menezes de Figueiredo, Brazil); (2) "Fact-Finding on Statistics and Reference Tools in Japan" (Yuriko Sugimoto, Chihomi Oka, Ikuko Mayumi, and Keiko Kurata, Japan); (3) "Public Library Statistics in Libya" (Abubaker M. El-Hush, Libya); (4) "Preparing Librarians for the 21st Century--Study Abroad" (Maxine K. Rochester, Australia); and (5) "Library Statistics and Institutional Decision-Making" (Glyn T. Evans, United States). (KM)