EDUCAÇÃO, DEMOCRACIA E DIVERSIDADE CULTURAL: das concepções aos aprendizados

Este artigo analisa os principais aprendizados que o componente curricular Educação e Diversidade Cultural possibilitou aos estudantes do 3º Período do Curso de Licenciatura em Pedagogia, da Universidade Federal da Paraíba, sobretudo no que diz respeito às concepções de gênero e sexualidade. A estratégia metodológica utilizada foi a abordagem qualitativa, do tipo exploratória e descritiva. O material empírico foi produzido a partir de relatos extraídos da avaliação final realizada pelos estudantes. Os resultados evidenciaram como aprendizados a desconstrução de uma visão biologicista de gênero e de visões religiosas que naturalizam e essencializam as desigualdades de gênero. Quanto a sexualidade, os aprendizados incluem os muitos modos de vivê-la, o seu caráter transitório, a não identificação de gênero com comportamento sexual e a quebra de preconceitos em torno das identidades sexuais não hétero. De modo geral, os conteúdos estudados e debatidos em sala de aula foram reconhecidos como pertinentes ao universo escolar e cruciais ao processo educativo, ao trato pedagógico das diversidades e ao aprofundamento da democracia.Palavras-chave: Educação. Democracia. Diversidade Cultural.EDUCATION, DEMOCRACY AND CULTURAL DIVERSITY: from conceptions to learningAbstractThis article analyzes the main learning that the curricular component Education and Cultural Diversity made possible to the students of the 3rd Pedagogy Period Degree of Paraíba Federal University, especially with regard to conceptions of gender and sexuality. The methodological strategy used was the qualitative, exploratory and descriptive approach. The empirical material was produced from reports extracted from the final evaluation carried out by the students. The results evidenced the deconstruction of a biologicist view of gender and religious views that naturalize and essentialise gender inequalities. For the sexuality, learning includes the many ways of living it, its transitory character, the non-identification of gender with sexual behavior and the breaking of prejudices around non-heterosexual sexual identities. In general, the contents studied and debated in the classroom were recognized as pertinent to the school universe and crucial to the educational process, the pedagogical treatment of diversity and the deepening of democracy.Keywords: Education. Democracy. Cultural Diversity. EDUCACIÓN, DEMOCRACIA Y DIVERSIDAD CULTURAL: de las concepciones a los aprendizajesResumen Este artículo analiza los principales aprendizajes que el componente curricular Educación y Diversidad Cultural posibilitó a los estudiantes del 3º Período del Curso de Licenciatura en Pedagogía, de la Universidad Federal de Paraíba, sobre todo en lo que se refiere a las concepciones de género y sexualidad. La estrategia metodológica utilizada fue el enfoque cualitativo, del tipo exploratorio y descriptivo. El material empírico fue producido a partir de relatos extraídos de la evaluación final realizada por los estudiantes. Los resultados evidenciaron como aprendidos la deconstrucción de una visión biologicista de género y de visiones religiosas que naturalizan y esencializan las desigualdades de género. En cuanto a la sexualidad, los aprendizajes incluyen los muchos modos de vivirla, su carácter transitorio, la no identificación de género con comportamiento sexual y la quiebra de prejuicios en torno a las identidades sexuales no hetero. En general, los contenidos estudiados y debatidos en el aula fueron reconocidos como pertinentes al universo escolar y cruciales al proceso educativo, al trato pedagógico de las diversidades ya la profundización de la democraciaPalabras clave: Educación. Democracia. Diversidad cultural.

A questão agrária na prática pedagógica dos/as professores/as egressos/as da LEC/UFBA: o desafio de efetivar o projeto de escolarização da classe trabalhadora

This article presents the results of a research that analyzed the pedagogical work carried out by teachers graduated from the Course in Rural Education (LEC) at the Federal University of Bahia (UFBA). The contradictions of capitalist society are problematized to explain the repercussions on the working class in terms of exclusion and limitations in the access to material and cultural goods. The agrarian question is raised as a fundamental question of the capitalist society and its unfoldings on the working class. Rural Education is presented as a project of the working class whose aim is to face the structural order posed by bourgeois society. The pedagogical work of the research subjects is analyzed in the light of the four pillars that founded the Political Project of the Course (PPC), namely: consistent theoretical basis, political formation, class awareness, and revolutionary organization with insertion in class struggles with a look towards the pedagogical treatment given to the agrarian issue category, bearing in mind to confront the conception of the training and the teachers' practice in regards to the implementation of a revolutionary pedagogical practice. The research data reveals that not all teachers incorporated the conception of the content and method of the training to their respective practices.

Morphological awareness in L2 Spanish: What is learned incidentally and what requires explicit teaching?

The development of morphological awareness positively impacts vocabulary learning, inferencing skills or reading comprehension. However, it is currently given very little attention in Spanish as a Second Language textbooks, due to the prevailing belief that derivational morphological knowledge can be developed without any explicit teaching. This idea has been repeatedly contested in the literature, and the present study aims to add to this ongoing discussion by specifying the aspects of morphological knowledge that would benefit the most from explicit pedagogical treatment. Four tasks were designed, which tapped into relational and distributional knowledge, both at the receptive and productive level. Students enrolled in three successive SSL course levels completed the tasks, as did one group of beginners who completed them twice: before and after a four-session long morphological training. Results indicate that participating in that training was advantageous in most tasks, but particularly so for the one that required distributional productive skills. Pedagogical implications of these results are further discussed.

DIÁLOGOS E REFLEXÕES ACERCA DAS CONTRIBUIÇÕES DA PSICOLOGIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA PARA A EDUCAÇÃO INFANTIL

The present study aims to bring into light reflective dialogues over child development from the contributions brought by cultural-historical psychology and critical-historical pedagogy in the field of early child education. The bibliographic-analytical research supports its analyses in the epistemology of the dialectical-historical materialism when the human development conditioned to the real circumstances of existence is understood. The thematic categories found in the analyzes were the periodization of child development and the organization of its teaching practices, which restated that the historical totality permeated by the conditions of life and education are determining factors for psychic development. As consequence, it was possible to conclude that the pedagogical treatment based on the theoretical matrices presented for early child education, proposes a break of the naturalist conception, emphasizing the need for pedagogical intentionality based on the periodization of development.

EDUCATIONAL SPORT FOR CHILDREN AND TEENAGERS: REFLECTIONS AND EXPERIENCES

Purpose: the objective of the survey is to analyze the development of sports activities promoted on the context of a sportive center, thus identidy sports’ influence on the students’ life that practice sports. Methodology/Approach: the research is qualitative and quantitative by nature, and questionaires were applied to properly registered students on any sport modality. Findings: the investigation demonstrates that educational sportive program participant children and teenagers reveal informations that promote homogeneous sport. Research Limitation/implication: it is considered that the teachers’ pedagogical treatment with the sportive activities may influence the stay and continuance of students in the practice of sports, however, future studies may consider the coaches in the sample of subjects. Originality/Value of paper: the originality of the survey points to the need of investigating about the children and teenagers sports teaching professional’s role.