scholarly journals Um panorama de teses e dissertações sobre Educação Matemática no contexto de Escolas do Campo

Revemop ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 441
Author(s):  
Bruna Silva ◽  
Eliane Matesco Cristovão
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Specific Area ◽  
Educational Practices ◽  
Historical Survey ◽  
Palabras Clave ◽  
Education School ◽  
Theses And Dissertations ◽  
Made In

<p>O objetivo deste artigo é identificar e analisar as produções acadêmicas sobre Educação Matemática no contexto da Educação do Campo. Assim, optou-se por uma pesquisa bibliográfica do tipo estado do conhecimento. Para constituir o <em>corpus</em> de análise, realizaram-se buscas no Banco de Teses e Dissertações da CAPES, adotando como critério as palavras-chave “escola rural” e “escola do campo”. Depois de um refinamento, selecionou-se 20 pesquisas. Para a análise, foram criadas quatro categorias: Levantamento Histórico, Práticas Educativas, Práticas Formativas e Estudo Documental. Foi possível identificar a escassez de pesquisas relacionadas aos contextos rurais na área específica da Educação Matemática, especialmente aquelas que discutam a formação de professores voltada para este contexto ou que apresentem práticas educativas a serem adotadas, sendo assim, este artigo reforça a necessidade de mais pesquisas nesta área.</p><p><strong>Palavras-chave: </strong>Educação Matemática. Escola do Campo. Formação de Professores.</p><p><strong><br /></strong></p><p><strong>A panorama of</strong> <strong>theses and dissertations on Mathematics Education in the context of Rural Schools</strong></p><p align="center"> </p><p><strong>Abstract: </strong>The objective of this article is to identify and analyze academic productions in mathematics education in the context of the field of education. Thus, we chose to do bibliographic research related to the state of knowledge. In order to constitute the corpus of analysis, a search was made in the CAPES bank of theses and dissertations, adopting as a criterion the keywords “escola rural” and “escola do campo”. After refinement, we selected 20 works. For the analysis, four categories were created: historical survey, educational practices, formative practices and documentary study. It was possible to identify the lack of research related to rural contexts in the specific area of mathematics education, especially those that discuss the formation of teachers focused on this context or that present educational practices to be adopted, thus, this article reinforces the need for further research in this area.<strong></strong></p><p><strong>Keywords:</strong> Mathematics Education. School of the Field. Teacher Training.</p><p><strong><br /></strong></p><p><strong>Un panorama</strong> <strong>de tesis y disertaciones sobre Educación Matemática en el contexto de Escuelas del Campo</strong></p><p align="center"> </p><p><strong>Resumen: </strong>El objetivo de este artículo es identificar y analizar las producciones académicas sobre Educación Matemática en el contexto de la Educación del Campo. Así, se optó por una investigación bibliográfica del tipo estado del conocimiento. Para constituir el corpus de análisis se realizaron búsquedas en el Banco de Tesis y Disertaciones de la CAPES, adoptando como criterio las palabras clave "escuela rural" y "escuela del campo". Después de un refinamiento, se seleccionaron 20 encuestas. Para el análisis, se crearon cuatro categorías: Levantamiento Histórico, Prácticas Educativas, Prácticas Formativas y Estudio Documental. Es posible identificar la escasez de investigaciones relacionadas a los contextos rurales en el área específica de la Educación Matemática, especialmente aquellas que discutan la formación de profesores orientada hacia este contexto o que presenten prácticas educativas a ser adoptadas, siendo así, este artículo refuerza la necesidad de más investigaciones en esta área.<strong></strong></p><strong>Palavras chave: </strong>Educación Matemática. Escuela de Campo. Formación de Profesores.

scholarly journals Conhecimento Especializado do Professor de Matemática em Dissertações e Teses Brasileiras

2021 ◽  
Vol 22 (3) ◽  
pp. 310-316
Author(s):  
André Lima Rodrigues ◽  
Bruno Rodrigo Teixeira
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Specialized Knowledge ◽  
Face To Face ◽  
Education Personnel ◽  
New Research ◽  
Teacher's Knowledge ◽  
Theses And Dissertations ◽  
Made In ◽  
Research In Mathematics Education

Resumo O conhecimento do professor é fundamental para o ensino e para a aprendizagem dos estudantes e possui, em suas características, o fato de ser especializado. Tendo isso em vista, o presente artigo tem por objetivo investigar a utilização do modelo denominado Conhecimento especializado do Professor de Matemática (MTSK) em dissertações e teses brasileiras. Para isso, foi realizada uma busca no Catálogo de Dissertações e Teses da Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) e na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e o corpus foi composto por sete trabalhos. Os resultados permitiram evidenciar a utilização analítica do modelo para identificar e caracterizar conhecimentos de professores e futuros professores relacionados aos diferentes assuntos; a utilização do modelo para a realização de um trabalho de metassíntese; e também para a proposição de um modelo de conhecimento semelhante para a disciplina de Física. Ainda, destaca-se a predominância de sua utilização em contextos de formação continuada e no ensino a distância, e a ausência de trabalhos que investigam o MTSK na modalidade presencial da formação inicial. Com isso, considera-se que o estudo pode provocar questionamentos que orientem o desenvolvimento de novas pesquisas em Educação Matemática, indicando possibilidades do uso do modelo e a necessidade de valorização da profissionalização docente e da defesa de políticas públicas que reafirmem que o conhecimento do professor é especializado. Palavras-chave: Educação Matemática. Formação de Professores. Conhecimentos Profissionais Docentes. MTSK. AbstractTeacher’s knowledge is fundamental for the studentss’ teaching and learning and has in its characteristics the fact of being specialized. With this in view, this article aims to investigate the use of the Mathematics Teacher’s Specialized Knowledge (MTSK) model in Brazilian dissertations and theses. For this purpose, a search was made in the Dissertations and Thesis Catalogue of the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Brazilian Digital Library of Theses and Dissertations (BDTD) and the corpus comprised seven papers. The results highlighted the analytical use of the model to identify and characterize the teachers’ and future teachers’ knowledge related to different subjects; the use of the model for performing a meta-synthesis work; and also, for proposing a similar knowledge model for the Physics subject. Additionally, the predominance of its use is highlighted in contexts of continuous education and in distance education, and the absence of works that investigate MTKS in face-to-face modality of initial formation. Therefore, it is considered that the study may bring about questions that may guide the development of new research in Mathematics Education, indicating possibilities of using the model and the need to value teaching professionalization and the defense of public policies reaffirming that the teacher’s knowledge is specialized. Keywords: Mathematics Education. Teacher’s education. Teacher’s professional knowledge. MTSK.

scholarly journals Relações macro e micro na pesquisa em Educação MatemáticaMacro and micro relationships in research about Mathematics Education

2021 ◽  
Vol 22 (3) ◽  
pp. 315-342
Author(s):  
Maria Isabel Ramalho Ortigao ◽  
Carlos Augusto Aguiar Junior
Keyword(s):  
Mathematics Education ◽  
Quantitative Approach ◽  
Qualitative And Quantitative ◽  
Palabras Clave ◽  
Frequency Counting ◽  
Theses And Dissertations ◽  
Research In Mathematics Education ◽  
Quantitative Approaches

ResumoO texto analisa as relações entre abordagens qualitativa e quantitativa ou relações macro e micro na pesquisa em Educação Matemática desenvolvida em programas de pós-graduação nos últimos dez anos. A discussão é feita a partir de busca ao acervo da Capes, com o intuito de perceber articulações entre essas modalidades de pesquisa. A busca de teses e dissertações foi realizada a partir de palavras-chave e resultou em cinco dissertações e duas teses, defendidas entre 2010 e 2019. A análise evidenciou fraca articulação em cinco dos sete textos. Nestes, a abordagem quantitativa é vinculada à ideia de contagem de frequência e usada para descrever os dados. Nos outros dois trabalhos, as análises evidenciaram forte articulação entre abordagens macro e micro da pesquisa, em que se evidencia um diálogo entre o observado em um e em outro espaço, desenvolvendo um processo de hibridização nas abordagens metodológicas.Palavras-chave: Pesquisa em Educação Matemática, Abordagem qualitativa-quantitativa, Relações macro-micro.AbstractThe aim of the current study is to analyze the relationships between qualitative and quantitative approaches, or macro and micro relationships, in research about Mathematics Education developed in postgraduate programs in the last ten years. The discussion was based on a search carried out in Capes’ collection in order to better understand articulations between these research spaces. The search carried out in the Bank of theses and dissertations was based on keywords and resulted in five dissertations and two theses produced between 2010 and 2019. Analysis has shown weak articulation between macro and micro research spaces in five of the seven texts, whose quantitative approach was linked to the idea of frequency counting and used to describe the analyzed data. In two, the analyzes showed a strong articulation between macro and micro research approaches, in which a dialogue between what was observed in one and another space is evident, developing a process of hybridization in methodological approaches.Keywords: Research in Mathematics Education, Qualitative-quantitative approach, Macro-micro relationships.ResumenEnel presente texto se analizalas relaciones entre los enfoques cualitativo y cuantitativo o relaciones macro y micro eninvestigaciónenel área de Educación Matemática desarrolladasen programas de posgradoenlos últimos diezaños. La discusión es desarrollada a partir de labúsquedadel acervo Capes, conelfin de percibirarticulaciones entre estosespacios de investigación. La búsquedaenel Banco de tesis y monografías se llevó a cabo a partir de palabras clave y se hallaron cinco monografías y dos tesis, producidas entre 2010 y 2019. El análisismostró una articulación débil en cinco de lossiete textos. Enestos textos, el enfoque cuantitativo está vinculado alaidea de conteo de frecuencias y se utiliza para describirlosdatos. Endos, losanálisismostraron una fuertearticulación entre enfoques macro y micro de investigación, enlos que se evidencia un diálogo entre lo observado en uno y otroespacio, desarrollandounproceso de hibridaciónen enfoques metodológicos.Palabras clave: Investigación en Educación Matemática, Enfoque cualitativo-cuantitativo, Relaciones macro y micro

Enjoying a keep: looks at research in curriculums and government

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Tássia Alexandre Teixeira Bertoldo ◽  
Lívia De Rezende Cardoso
Keyword(s):  
The Body ◽  
Educational Practices ◽  
Theses And Dissertations

This article aimed to analyze how the works discussed here point to a materialization of biopolitical action in and by educational practices with a greater focus in recent years by neoliberal rationality. For this purpose, researches were found based on the descriptors Curriculum, Governmentality and Education at the electronic addresses of BDTI, SciELO and ANPED. We found 12 theses and dissertations, 19 articles and 07 papers involving these themes. We organized the discussion on five argumentative fronts inspired by the work developed by (Aquino, 2017). The first covers studies of a historiographic nature, then those that highlight the body/health duet, and third, those that discuss sexuality/gender. The latter deal with governmentality and its effects on education, with emphasis on inclusion in the fourth and neoliberalism in the fifth. The final discussions present some considerations regarding the contributions, limits and possibilities of these academic productions.

scholarly journals La experiencia boliviana y la organización comunitaria cooperativa en el marco de la economía plural

2016 ◽  
Vol 21 ◽  
pp. 77 ◽  
Author(s):  
Gabriel Loza
Keyword(s):  
Informal Sector ◽  
Social Solidarity ◽  
Public Enterprises ◽  
Solidarity Economy ◽  
Public Companies ◽  
Palabras Clave ◽  
Peasant Community ◽  
The One ◽  
Cooperative Organization ◽  
Made In

<p>El autor sostiene que, a diferencia de lo que postula el Modelo de Economía Plural, el proceso de avance en la realidad boliviana es desigual, dado que, por una parte, se ha centrado en la nacionalización y en las empresas públicas, y, por otra, se asienta en la forma de organización cooperativa en el sector minero y en el sector informal de la economía, relegando la economía solidaria, en un contexto con alta desprotección social, informal y capitalista. No se observan avances en un socialismo comunitario, puesto que el peso y la importancia de la comunidad campesina se ha mantenido relativamente igual con relación a los gobiernos anteriores, salvo la economía campesina de la coca, basada en pequeños propietarios y escasa tradición comunitaria.</p><p>Palabras clave: Economía Social Solidaria, Economía Plural, Nacionalismo, Empresas Públicas</p><p><em><br /></em></p><p><em><br /></em></p><p><em>The Bolivian experience and the community and cooperative organization within the framework of the plural economy</em></p><p><em>The author argues that, unlike what postulated Model Plural Economy, the process advance in the Bolivian reality is uneven, since on the one hand, has focused on nationalization and public enterprises, and, on another, sits in the form of cooperative organization in the mining sector and the informal sector of the economy, relegating the solidarity economy, in a context with high social, informal and capitalist vulnerability. No progress has been made in a community socialism, since the weight and importance of the peasant community has remained relatively unchanged compared to previous governments, except the peasant coca economy based on small landowners and little community tradition.<br /></em></p><p><em>Keywords: Social Solidarity Economy, Plural Economy, Nationalization and Public Companies</em></p>

scholarly journals A FORMAÇÃO MATEMÁTICA NO CURSO DE PEDAGOGIA: aprendizagens a partir da modelagem matemática

2018 ◽  
Vol 24 (esp.) ◽  
pp. 159
Author(s):  
Vantielen da Silva Silva ◽  
Dionísio Burak
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
State University ◽  
Meaning Reconstruction ◽  
Palabras Clave

 A investigação apresentada, situada no campo da Modelagem Matemática na perspectiva da Educação Matemática, é resultado de um curso desenvolvido com acadêmicos de Pedagogia da Universidade Estadual do Centro-Oeste do Paraná, UNICENTRO. E, mais precisamente, sob uma postura fenomenológica, foi construída a partir da seguinte interrogação: O que se revela sobre a Modelagem Matemática na formação inicial de pedagogos? Esta que permitiu compreender e interpretar, a partir da argumentação de acadêmicos de Pedagogia, que atividades desta natureza contribuem para uma formação inicial mais significativa na área de Matemática e para a reconstrução dos significados da Matemática e, também, para o desenvolvimento de habilidades indispensáveis à docência, como autonomia, criatividade, criticidade e reflexividade.Palavras-chave: Educação Matemática.  Formação de professores. Modelagem Matemática.THE MATHEMATICAL FORMATION IN PEDAGOGY’S: course learning through mathematical modeling Abstract: This presented investigation, located in Mathematical Modeling field in Mathematics Education perspective, is the result of a course developed with Pedagogy academics from Paraná Midwest State University, UNICENTRO. And, more precisely, under a phenomenological position, was built from the following question: What does it reveal about Mathematical Modeling in the pedagogue’s initial education? This one, which allowed to understand and interpret, from the academic’s discussion in the Pedagogy course, that activities from this origin contribute for an initial education more meaningful in Mathematics field and to the Mathematics meaning reconstruction and, also, to the development of necessary skills to teaching, as autonomy, creativity, criticism and reflexion.Keywords: Mathematics Education.  Teacher’s Formation. Mathematical Modeling.FORMACIÓN EN MATEMÁTICAS EN EL CURSOR DE PEDAGOGIA: apredizaje a partir del modelado de matemáticasResumen: La investigación presentada en el campo del Modelado Matemático en la perspectiva de la Educación de Matemáticas es el resultado del desarrollo con académicos de Pedagogía de la Universidad Estatal del Centro-Oeste de Paraná- UNICENTRO. Precisamente bajo una postura fenomenológica, se construyó a partir del siguiente interrogantes: ¿Lo que se revela sobre el Modelado Matemático en la formación inicial de pedagogos? Está que permitió comprender e interpretar, a partir de argumentaciones de académicos de Pedagogía, que actividades de esta naturaleza contribuyen a una formación inicial más significativa en la área de Matemática y para la reconstrucción de los significados de las Matemáticas, y también, para el desarrollo de habilidades indispensables para la docencia, como autononomía, creatividad, criticidad y reflexividad .Palabras clave: Educación de Matemáticas. Formación de Profesores. Modelado de Matemáticas.

scholarly journals Matemáticas para la Ingeniería de Sistemas [Mathematics for systems engineering]

2014 ◽  
Author(s):  
Iván Mauricio Argote ◽  
Robinson Andrés Jiménez
Keyword(s):  
Mathematics Education ◽  
Systems Engineering ◽  
Specific Area ◽  
Reconstruction Process ◽  
Second Stage ◽  
Engineering Program ◽  
Third Stage ◽  
Three Stages ◽  
Education Courses ◽  
Current Curriculum

Resumen La investigación tiene como propósito la restructuración de la malla curricular del Programa de Ingeniería de Sistemas, de la Universidad Mariana, respecto al área de matemática y su aporte al desarrollo de competencias del respectivo currículo. El proceso de reconstrucción del plan de estudios se llevó a cabo en tres etapas. La primera etapa presenta la identificación de los contenidos curriculares de los cursos de educación matemática del currículo vigente que son pertinentes y esenciales a la formación del Ingeniero de Sistemas. La segunda etapa determina los contenidos que no están presentes en el actual plan de estudios y que deben ser incorporados en los cursos de educación matemática para desarrollar el pensamiento lógico - matemático del Ingeniero de Sistemas. La tercera etapa rediseña los cursos del programa de educación matemática para que sean pertinentes y esenciales, con el área específica del programa de Ingeniería de Sistemas. Palabras Claves: Currículo, Matemática, Ingeniería de Sistemas, Pertinencia, Modelación.   Abstract The research has the purpose of restructuring the curriculum of the Systems Engineering Program, University of Mariana, respect to the area of mathematics and its contribution to the development of the skills of the respective curriculum. The reconstruction process of the curriculum took place in three stages. The first stage presented the identification of the curricula of mathematics education courses current curriculum that are relevant and material to the formation of Systems Engineer. The second stage determines the contents that are not present in the current curriculum and should be incorporated into mathematics education courses to develop logical thinking - Mathematical Systems Engineer. The third stage redesign courses mathematics education program to be relevant and material, with the specific area of Systems Engineering program. Keywords: Curriculum, Mathematics, Systems Engineering, Relevance, Modeling.

scholarly journals The eye of the architect. Le Corbusier and the photograph: demonstrate, learn, remember

2015 ◽  
Author(s):  
Annarita Teodosio
Keyword(s):  
Visual Arts ◽  
Cultural Context ◽  
Le Corbusier ◽  
Palabras Clave ◽  
Representation Of Architecture ◽  
The Subject ◽  
The Many ◽  
Siglo Xx ◽  
The Relationship ◽  
Made In

Abstract: The relationship between Le Corbusier and the visual arts (drawing, photography and cinema) is deep and complex and, although the subject of numerous publications and research since the late 60s, still arouses much interest, as evidenced by the many events organized in the last years - "Le Corbusier. Vue sur la mer ", Maison La Roche, Paris, 2012; "Construire the image: Le Corbusier et la Photographie", Musée des Beaux-Arts, the Chaux-de-Fonds, 2013; or the recent "Le Corbusier and photography", IUAV, Venice, May 2015-. The paper, starting out from the researches already developed, proposes a further reflection on the relationship between the Swiss architect and the photography, paying particular interest to the shooting made in first person. The study analyzes the different approaches and the different subjects photographed in the course of his life and it is proposed to include the work of Le Corbusier in the broader cultural context of the twentieth century, a period in which the relationship between architecture and visual communication, thanks to the many possibilities offered by technological innovations, it becomes increasingly close and inevitable. Resumen: La relación entre Le Corbusier y las artes visuales (dibujo, fotografía y cine) es profunda y articulada y, aunque es objeto de numerosas publicaciones y investigaciónes desde el finales de los años 60es, todavía despierta mucho interés, como lo demuestran los diversos eventos realizados en los últimos años - “Le Corbusier. Vue sur la mer”, Maison La Roche, Parìs, 2012; “Construire l’image: Le Corbusier et la photographie”, Musée des Beaux-Arts, la Chaux-de-Fonds, 2013; o la más reciente “Le Corbusier e la fotografia”, IUAV , Venezia, mayo 2015-. El articulo, a partir desde investigación ya desarrollado, propone una reflexión más sobre la relación entre el arquitecto suizo y la fotografía, prestando especial interés a las realizata en primera persona. El estudio analiza los diferentes enfoques y diferentes sujetos fotografiados en el curso de su vida y se propone de insertar la obra de Le Corbusier en el contexto cultural más amplio del siglo XX, un período en el que la relación entre la arquitectura y la comunicación visual, gracias a las muchas posibilidades que ofrecen las innovaciones tecnológicas, se vuelve cada vez más estrecha e inevitable.  Keywords: Le Corbusier; photography; representation of architecture. Palabras clave: Le Corbusier; fotografia; representaciones de la arquitectura. DOI: http://dx.doi.org/10.4995/LC2015.2015.947

scholarly journals HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

2020 ◽  
Vol 24 ◽  
Author(s):  
Wagner Rodrigues Valente ◽  
Maria Célia Leme da Silva
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Primary School ◽  
Mathematics Teaching ◽  
History Of Mathematics ◽  
Theoretical Hypothesis ◽  
Disciplinary Field ◽  
History Of ◽  
The 19Th Century ◽  
The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

scholarly journals European Ecocriticism: Negotiating the Challenges of Fragmentation?

1970 ◽  
Vol 1 (1) ◽  
Author(s):  
Franca Bellarsi
Keyword(s):  
Cultural Diversity ◽  
Key Words ◽  
European Identity ◽  
Ecological Identity ◽  
Environmental Consciousness ◽  
Linguistic Representation ◽  
Identity Federation ◽  
Palabras Clave ◽  
Made In Usa ◽  
Made In

Key words: European ecocriticism, Canadian ecological identity, federation, European nature, European identity, diversity, fragmentation, bioregional network, eco-comparatist, multilingual ecocriticism European ecocriticism is distinguished from ‘ecocriticism made in USA’ by geo-physical fragmentation, the absence of shared encounters of the human with the non-human, and linguistic and political heterogeneity. There is no unitary continental consciousness. However, linguistic and cultural diversity can be an asset rather than a disadvantage, if it is allowed to steer European ecocriticism in a new direction. The European terrain invites ecocritics to become multilingual eco-comparatists, paying special attention to how linguistic representation aids and hampers environmental consciousness.  Palabras clave: eco crítica europea, identidad ecológica canadiense, federación, naturaleza europea, identidad europea, diversidad, fragmentación, red bioregional, eco-comparatista, eco crítica multilingüe. La ecocrítica europea se distingue de la ecocrítica ‘made in USA’ por la fragmentación geofísica, la ausencia de encuentros compartidos de lo humano con lo no-humano y por la heterogeneidad lingüística y política. No hay una conciencia continental unitaria. Sin embargo, la diversidad cultural y lingüística puede ser una ventaja más que una desventaja si se la permite dirigir la ecocrítica europea en una nueva dirección. El terreno europeo invita a los ecocríticos a convertirse en eco-comparatistas multilingües, prestando especial atención a cómo la representación lingüística ayuda y obstaculiza a la conciencia medioambiental.

scholarly journals Interface das políticas da Educação Especial e Educação do Campo sobre a formação de professores

2020 ◽  
pp. 1-24
Author(s):  
Arlindo Lins de Melo Junior ◽  
Ivan Fortunato ◽  
Jackeline Silva Alves ◽  
Teresa Cristina Leança Soares Alves
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Rural Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Special Education Students ◽  
Education Students ◽  
Legal Documents

In special education and rural education interface we find important points about teacher training and their reflexes in the schooling of special education students in rural schools. This paper fulfills the objective of analyzing fundamental documents of the two teaching modalities in question in order to understand mainly what concerns teacher training. The methodological path used in the construction of this text was guided by documentary research of four legal documents of the two teaching modalities. In the policy interface, we saw that the investigated documentation shows concern with the quality of teacher training, although it does not deal with careers and professional development, nor with more specific aspects of the role of Higher Education Institutions in their training. In the end, it is hoped that the discussions presented here will help to promote new and denser research on the fundamental role that teachers play in rural schools.

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