Diálogos sobre práxis reflexiva docente e a adoção do ensino remoto no PROEJA

O artigo problematiza a adoção do ensino remoto nos cursos técnicos integrados do Proeja no Ifes em tempos pandêmicos, e suas consequências, como possibilidade de mais uma interrupção da trajetória escolar dos estudantes da EJA. No contexto de naturalização de práticas educativas instrumentais e pragmáticas, alicerçadas nas diretrizes da educação a distância e que desconsideram as especificidades e as condições objetivas de sobrevivência desses educandos, recorremos aos pressupostos da epistemologia da práxis, estabelecendo nexos possíveis entre os estudos sócio-histórico-culturais de Vygotsky e o pensamento de Paulo Freire, na defesa da educação como prática da liberdade. As inferências da pesquisa documental e da sistematização da experiência permearam as análises em curso e permitiram apresentar um panorama, ainda que parcial, dos resultados da implementação do ensino remoto no Proeja como ameaça à formação humana integral, ressaltando a importância do papel ético-político dos educadores, na condição de mediadores dos processos de produção do conhecimento.Palavras-chave: Práxis; Formação humana; Ensino remoto.Dialogues on reflective teaching praxis and the adoption of remote teaching at PROEJAABSTRACTThe article problematizes the adoption of remote teaching by the technical courses of Proeja at Ifes during the coronavirus pandemic and its consequences, as another possible interruption in the school trajectory of EJA´s students. In time of naturalization of instrumental and pragmatic educational practices, guided by distance education principles that disregard the specificities and objective conditions of survival of EJAs students, we resorted to the assumptions of the epistemology of reflective praxis, establishing possible links between socio-historical studies and cultural aspects of Vygotsky and the thoughts of Paulo Freire, in the defense of education as a practice of freedom. The inferences from the documental research and the systematization of the experience permeated the ongoing analyzes and allowed to present an overview, albeit partial, of the results of the implementation of remote education at Proeja as a threat to integral human education, highlighting the importance of the ethical-political role of educators, as mediators of knowledge production processes.Keywords: Praxis; Human formation; Remote teaching.Diálogos sobre la praxis pedagógica reflexiva y la adopción de la ensenanza a distancia en PROEJARESUMENEl artículo problematiza la adopción del aprendizaje a distancia en los cursos técnicos integrados de Proeja en Ifes en tiempos de pandemia y sus consecuencias, como una posibilidad de otra interrupción en la trayectoria educativa de los estudiantes de EJA. En el contexto de naturalización de prácticas educativas instrumentales y pragmáticas, basadas en pautas de educación a distancia y que desconocen las especificidades y condiciones objetivas de supervivencia de estos estudiantes, se recurrió a los presupuestos de la epistemología de la praxis, estableciendo posibles vínculos entre los estudios socio-históricos-culturales de Vygotsky y el pensamiento de Paulo Freire, en defensa de la educación como práctica de la libertad. Las inferencias de la investigación documental y la sistematización de la experiencia permearon los análisis en curso y permitieron presentar un panorama, aunque parcial, de los resultados de la implementación de la educación a distancia en Proeja como amenaza a la educación humana integral, destacando la importancia del rol ético-político de los educadores, como mediadores de los procesos de producción de conocimiento. Palabras clave: Práxis; Formación humana; Enseñanza remota.

Approximations and possibilities about Struggles content into school environment: an integrative review

School Physical Education works with a range of contents that aim to contemplate Movement Corporal Culture, among these are Struggles. Using literature in order to understand how research deals with this topic is essential for understanding its strengths and limitations. Following the integrative review method, this study’s purpose was to identify possible contributions of Struggles over integral human formation of students, into Educational Sports context. A preliminary literature search identified 192 articles published between 2015 and 2020. Studies were evaluated within three categories: Struggles into school environment, teacher formation and Educational Sport aspects. Review resulted to 6 articles according to inclusion and exclusion criteria. Despite limitations around studies on area, results indicate Struggles content is recognized both in educational legislation and by researchers of this field; Physical education professionals have various difficulties for applying Struggles in their classes, mainly alleging problems in their teacher formation; and Educational Sports aspects appear in a non-convincing way, without empirical deepening, nor research applied to this specific theme. It is concluded that Struggles use is possible at school, but it requires confrontations, and Struggles contextualization inside Educational Sport principles is still vaguely explored, making it a field of possibilities for future researches.

Integrating Role of the Conception of Language Personality in the Development of the Theory of Language

The article discusses the psycholinguistic explication of the phenomenon of the Russian language personality (RLP) on the experimentally obtained associative-verbal-network (AVN) model at the end of the XXth century and the methodological contribution of the RLP conception, proposed by Yu.N. Karaulov, to the development of a general theory of language. As a human-species-specific universal, LP can be studied within an interdisciplinary approach which suggests a complementary synthesis of the latest methodological and factological achievements in different branches of human sciences. All the facets of language functioning (systemic-structural, historical-cultural, psychological, and socio-communicative), that were highlighted earlier by Yu.N. Karaulov, are subject of interdisciplinary consideration, integrated within the conception of LP. Thus, conditions are created for a complementary use of the structural theory of language (whereby the language is viewed as an external object ) and a current theory of language within a person . Network approaches, widely used in a number of human sciences, help to identify different aspects of human formation. Yu.N. Karaulov proved that LP can be explicated only as a culturally-specific variety on the AVN model. This allows the author of the article to refer to the notion of intentional personality , that has been proposed by ethnologists and cultural anthropologists for their studies of the motivational aspects in socio-communicative interactions within a single cultural community. The author finds it appropriate to extrapolate the concept intentionality to the LP as a sense-generating and sense-organizing entity setting more-or-less flexible systematic stability to the persons internal image of the world and projecting this, often illogically organized, systematicity to the AVN. The advantages of using AVN model, in contrast to other network approaches, consist in its being capable to reflect the dominant socio-communicative attitudes which developed spontaneously by a natural order of emergence as the result of socialization of the studied community members. The author proceeds from an assumption about semantic accentuations of the LP as the units of analysis which are represented by fluctuations of associative dominants at the macrostructure and microlevels of the AVN; the empirical findings collected in the AVN may be regarded as initial data encouraging investigators to build hypotheses about the psychodynamic processes reflecting variability in socio-communicative environment. The range of fluctuations of the associative dominants at the turn of the century is shown as the statistic dimensions of the RLP in the network from the newest Russian regional associative database СИБАС1 [2008-2013] and СИБАС2 [2014-2020] in comparison with the Russian associative thesaurus (RAS) previously obtained by Russian psycholinguists, with Yu.N. Karaulovs active participation, in the years of perestroika [1988-1997].

School and Human Formation: an ever-postponed proposal

The public school was born as an institution responsible for the common formation of citizens, for inserting them in the same culture, thus forming a nation. However, the victory of liberalism ended up, very early, transforming this task into an instructional practice, relegating the body, the arts, the human sensitivity to an accessory place in the school path. However, nowadays, the institution's monopoly over public education is threatened by the revolution in information and communication technologies, responsible for an overwhelming cultural transformation. With all these challenges, how could we think about school today? Would it be possible, given the individualism and immediacy of our current society, to think of its task as the practice of human formation? To answer those questions, we aim to analyze the historical moment that made possible the birth os cognitivism, its impacts in the idea of public school and how it, along with the liberal project, ignored the body in the process of human formation, reducing it to the simple task of instruction. Morover, the work aims to make a critical exam of the employment of digital medias in education, since it represents not only new possibilities for the school to revive the human formation ideal, but also new challenges to the public school project.

Talking about human formation at the interface with identity and difference

This paper want to discuss and to present reflections on human formation, on the matter of identity and difference, in a school curriculum that seeks not only professional training for the capitalist labor market, but also the socialization and subjectivation of the individual. This is a bibliographical study, a dialogue with the concepts of Cestari (2014), Severino (2006), Biesta (2012) and Silva, (2001; 2014). The provocations established in this work are not intended to elicit ready-made solutions, but rather to point out reflections on the educational objectives regarding the formation of the being, permeated by identity and difference. What is proposed in this space is to provoke cogitations that enable everyone involved in education to think and rethink their actions and practices at educational matter.

Inspeção escolar no contexto das políticas de gestão democrática de educação

A pesquisa propõe uma apresentação teórica do processo de formação do Inspetor Escolar a partir da perspectiva democrática da educação. Nessa perspectiva, buscamos compreender as políticas educacionais e identificar os aspectos relevantes para a formação do especialista em inspeção escolar. Nesse sentido, algumas indagações são apresentadas: como tem ocorrido a formação dos especialistas em educação na área da inspeção escolar a partir da perspectiva democrática? Quais são as atribuições do inspetor escolar na gestão democrática? Historicamente, o surgimento do trabalho da inspeção escolar no Brasil iniciou com a vinda dos Jesuítas. A partir daí, mudanças aconteceram no cenário político e educacional no país, o que contribuiu para a democratização do ensino e a busca de um novo perfil deste profissional. Os cursos de graduação em Pedagogia e de pós-graduação lato sensu têm grande responsabilidade na formação deste profissional, no desenvolvimento de um ensino com bases epistemológicas centradas no contexto filosófico, sociológico, político, social, histórico, econômico e cultural. Dessa forma, o estudo teórico, a princípio partiu do levantamento bibliográfico sobre a temática. E, após a seleção do material coletado, utilizou-se das análises textuais e interpretativas das fontes selecionadas. Dessa forma, recorreu-se a vários teóricos e pesquisadores da área como Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), entre outros. Assim, as instituições educacionais necessitam de profissionais preparados como uma formação acadêmica solidificada para atuarem no processo ensino aprendizagem na construção de uma educação baseada nos princípios da democracia, da inclusão e da formação humana. Portanto, o inspetor escolar deve atuar como gestor educacional estimulando o trabalho em equipe, o diálogo entre os profissionais da educação, a busca por novas técnicas e metodologias de ensino, valorizar as experiências dos envolvidos no processo e integrar a comunidade na solução dos problemas, na busca por um processo construtivo e integrador de ensino. This research proposes a theoretical presentation on the training process of the school inspector from the democratic perspective of education. From this perspective, we seek to understand the educational policies and identify the relevant aspects for the formation of the school inspection specialist. In this sense, some questions are presented: How has the training of specialists in education in the area of school inspection occurred from the democratic perspective? What are the attributions of the school inspector in democratic management? Historically, the emergence of school inspection in Brazil began with the arrival of the Jesuits. Since then, changes have taken place in the political and educational scenario in the country, which contributed to the democratization of education and the search for a new profile for this professional. The graduate courses in Pedagogy and the lato sensu post-graduate courses have a great responsibility in the formation of this professional, in the development of a teaching with epistemological bases centered on the philosophical, sociological, political, social, historical, economic and cultural context. In this way, the theoretical study started with a bibliographical survey on the theme. And, after the selection of the collected material, we used textual and interpretative analyses of the selected sources. Thus, we resorted to several theorists and researchers in the area such as Santos Filho (2006), Veiga (2003), Gadotti (2000), Barbosa (2008), Laval (2019), among others. Thus, educational institutions need professionals prepared as a solidified academic training to act in the teaching-learning process in the construction of an education based on the principles of democracy, inclusion and human formation. Therefore, the school inspector should act as an educational manager stimulating teamwork, dialogue among education professionals, the search for new techniques and teaching methodologies, valuing the experiences of those involved in the process and integrating the community in the solution of problems, in the search for a constructive and integrating teaching process.

The idea and art specificity of the novel by Oles Ulianenko “There, where the South is”

The article suggests an alternative, in comparison to the traditional national literary studies, analysis of the novel “There, where the South is” written by one of the most talented and at the same time most controversial Ukrainian authors Oles Ulianenko. The suggested hypothesis is that the novel content is defined not by moral-ethic imperatives but by the anthropology of oblivion related to the chopped off head with its symbolic meaning which is interpreted basing on the structural and psychoanalytical aesthetics of J. Lacan. Due to these two factors the conclusions are made that the novel narrative is conditioned by the forgotten events which continue gnawing the narrator-protagonist because the latter found himself incapable to live through those events but who tried to do so by means of telling the story in the genre of a novel. Thus, Oles Ulianenko becomes not a creator of «almost sacred texts» (O. Solovei) but the author who, in the process of human formation, this time taking place «there, where the South is», discovers dramatic sense in the heroes’ overcoming themselves, society and their being.

Sustainable Universities _The GreenMetric Tool As a Strategic Driver in HEIs Considering Different Realities

In this work the considered concept of sustainability explores the relationships between economic development, environmental quality as well as social. Delineated by the UN in 1972, since then the subject has taken on great proportions, mainly due to its imminent urgency. In 2015 the theme was part of the UN's Sustainable Development Goals, making up the Agenda 2030. Recently, Higher Education Institutions have been compelled to offer their contributions, given their role in human formation. Considering GreenMetric's relevance since the beginning of its activities, its dimensions and indicators have offered relevant directions on the path of Sustainable Higher Education Institutions. Thus, the present work demonstrated, through the case study, how the dimensions and indicators proposed by GreenMetric could form part as an important strategic driver in the path of a Brazilian Higher Education Institution - Academic Center, located in the countryside of São Paulo State. Its registration at GreenMetric in 2019 allowed the same formulations of short, medium and long term strategies.

Ocupação da Escola: uma categoria em construção

A Ocupação da Escola, uma prática que ocorre em atividades educacionais formais e não formais, evidenciada historicamente pela luta por escola por parte das camadas populares, com notoriedade na ação do MST – Movimento dos Trabalhadores Rurais Sem Terra. O presente texto, objetiva demonstrar como essa prática de ocupação da escola, configura-se como uma categoria de análise do campo educacional em sua totalidade. Desse modo, busca-se responder se há elementos epistêmicos presentes na referida prática social, que sustentem a condição de categoria para a análise de fenômenos educacionais. As considerações presentes no artigo fazem parte de uma pesquisa mais ampla, que se constituiu de estudos bibliográficos e documentais, sobre os movimentos e as escolas envolvidas. Houve também campo empírico, duas escolas localizadas em assentamentos rurais, um na esfera estadual e outra municipal. No trato com as escolas, houve utilização de pesquisa participante e caderno de campo como parte da metodologia. Os resultados são expostos a partir das dimensões política, coletiva, sociocultural e pedagógica da ocupação da escola. Constata-se, que a ocupação da escola contém elementos que a sustentam enquanto uma pedagogia, uma categoria de análise da prática educativa, tanto do movimento social, quanto, em termos potenciais, no sistema educacional público brasileiro.Palavras-chave: Ocupação da Escola. Formação Humana. Auto-Gestão.School Occupation: a category under constructionAbstractThe school occupation, a practice which occurs in educational activities formal and non-formal, evidenced historically by the fight for school by working classes, with notoriety in the MST action - Landless Workers' Movement This text aims to demonstrate how this practice of occupying the school is configured as a category of analysis of the educational field in its entirety. In this way, we seek to answer whether there are epistemic elements present in the referred social practice, which support the condition of category for the analysis of educational phenomena. The considerations present in the article are part of a broader research, which consisted of bibliographic and documentary studies, on the movements and schools involved. There was also an empirical field, two schools located in rural settlements, one at the state and one at the municipal level. In dealing with schools, participatory research and field notebooks were used as part of the methodology. The results are exposed from the political, collective, socio-cultural and pedagogical dimensions of the school's occupation. It is noted that the school occupation contains elements that support them as pedagogy, a category of analysis of educational practice, both as a social movement, as, in potential terms, the Brazilian public school system.Keywords: School Occupation. Integral Human Formation. Self-Management. Ocupación de la Escuela: una categoría en construcciónResumenLa ocupación de la escuela, una práctica que ocurre en actividades educativas formales y no formales, evidenciada históricamente por la lucha por la escuela por parte del estratos populares, con notoriedad en la acción del MST - Movimiento de Trabajadores Rurales Sin Tierra. Este texto tiene como objetivo demostrar cómo esta práctica de ocupar la escuela, establece como una categoría de análisis del campo educativo en su totalidad. Así, se busca responder si existen elementos epistémicos presentes en la práctica social referida, que apoyan la condición de categoría para el análisis de los fenómenos educativos. Las consideraciones presentes en el artículo son parte de una investigación más amplia, que consistió en estudios bibliográficos y documentales, sobre los movimientos y escuelas involucradas. También había un campo empírico, dos escuelas ubicadas en asentamientos rurales, una a nivel estatal y otra a nivel municipal. Al tratar con las escuelas, se utilizaron la investigación participativa y los cuadernos de campo como parte de la metodologia. Los resultados se exponen a partir de las dimensiones políticas, colectivas, socioculturales y pedagógicas de la ocupación escolar. Certifica-se que la ocupación de la escuela contiene elementos que la apoyan como pedagogía, una categoría de análisis de la práctica educativa, tanto como movimiento social como, en términos potenciales, en el sistema educativo público brasileño.Palabras clave: Ocupación de la Escuela. Formación Humana. Autogestión

O Lúdico na Formação de Professores de Educação Infantil: Reflexões para a Construção da Aprendizagem

ResumoDiante da importância da Educação Infantil em todo o processo educativo e formação humana, é fundamental considerar as potencialidades do lúdico no processo de construção de ensino e aprendizagem para o desenvolvimento integral da criança. O artigo é uma revisão bibliográfica, e tem como objetivo refletir sobre a importância do lúdico na formação de professores de Educação Infantil e suas contribuições para o processo de ensino e aprendizagem e desenvolvimento integral da criança. A metodologia adotada foi uma pesquisa bibliográfica identificando documentos como dissertações, teses, artigos e livros que relatam sobre a questão supracitada. O texto versa sobre documentos e leis que asseguram direitos à Educação Infantil, desde a Constituição Federal do Brasil de 1988 ao documento mais recente, de 2017, a Base Nacional Comum Curricular – BNCC - EI, assegurando seus direitos de aprendizagem à criança, incluindo o brincar, além de reflexões de como o lúdico de forma intencional e planejada, a partir das formações de professores pode contribuir para o processo de aprendizagem das crianças na Educação Infantil. Apresenta, ainda, concepções importantes de que a implementação do lúdico na Educação Infantil, sendo um instrumento pedagógico desafiador, carregado de direitos, significados históricos e sociais, capaz de promover de forma democrática e cidadã, o desenvolvimento integral da criança. Palavras-chave: Educação Infantil. Lúdico. Formação de Professores AbstractGiven the importance of childhood education in the entire educational process and human formation, it is essential to consider the playfulness potential in the teaching and learning Building process for the child’s whole development. The article is a bibliographic review, and aims to reflect on the playfulness importance in the childhood education teachers and their contributions to the teaching and learning process and the child's integral development. The methodology adopted was a bibliographic search identifying documents such as dissertations, theses, articles and books that report on the aforementioned issue. The text deals with documents and laws that guarantee rights to childhood education, from the Federal Constitution of Brazil of 1988 to the most recent document, of 2017, the National Common Curricular Base - BNCC - EI, ensuring learning rights to children, including the playing, in addition to reflections on how playfulness in an intentional and planned way, based on teacher training can contribute to the children’s learning process in childhood education. It also presents important conceptions that the implementation of playfulness in early childhood education is a challenging pedagogical instrument, full of rights, historical and social meanings, capable of promoting, in a democratic and citizen way, the child’s whole development. Keywords: Childhood Education. Playfulness. Teacher Training