O BULLYING NA SALA DE AULA: ANÁLISE DO CONHECIMENTO DE PROFESSORES DA REDE ESTADUAL PAULISTA SOBRE A LGBTFOBIA ESCOLAR

This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through anonline survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discriminationin public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualitiesand prejudice in contemporary's Brazil.

MIRÓ E CABRAL: UMA CONTRIBUIÇÃO INTERTEXTUAL PARA A FORMAÇÃO DOCENTE

This theoretical essay sought to debate the importance of the teacher's cultural repertoire in classroom performance, regardless of the segment in which he/she works. In order to exemplify the importance of this repertoire, the objective was to analyze the productions of two great renowned artists: the poet João Cabral de Melo Neto and the painter Joan Miró, discussing the artistic dialogue between them. Apparently, this research for teachers of Kindergarten and Elementary Education I hardly sees the itinerary to be followed for teacher training since, from the early grades, the child has contact with different artistic productions. Therefore, the teacher's gaze must be focused on a more complex and deeper knowledge of these analyses. The research includes that this itinerary is what offers relevant discoveries that will nourish the teaching repertoire, enabling the creation of situations that lead the child to knowledge of the world and an openness to the sensitive.

ARISTÓTELES E O DEBATE EDUCACIONAL:UMA ANÁLISE A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA

This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.

INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN: UM ENSAIO TEÓRICO SOBRE A IMPORTÂNCIA DA RELAÇÃO FAMÍLIA-ESCOLA

Faced with the theme of inclusion, discussions about the importance of the family-school relationship are relevant with regard to the socialization of children with Down Syndrome. In this perspective, the main objective of this essay was to explore the scientific literature about the challenges faced by parents, family and teachers in the process of inclusion of children with Down syndrome. Specifically, this article sought to propose discussions on the importance of community awareness and collaboration to change the paradigm of inclusion. Therefore, scientific articles, books and academic papers found in the Google Scholar database were selected, between the period 2011 to 2021, based on the following keywords: People with disabilities; Down's syndrome; Inclusion; History of people with disabilities; Diagnosis of a child with a disability and; Family-School Relationship. Among the main factors influencing the inclusion process of children with Down's Syndrome, beliefs and stigmas of parents, family members, school professionals and society about the child's ability to deal with other people and learn, stand out. family support and the lack of support/guidance from an interdisciplinary team. The inclusion of people with disabilities still faces barriers and challenges that need to be overcome, however, through the active participation of the scientific community and political-social movements, studies on the theme of inclusion show that changes in this scenario have occurred gradually.

GÊNERO E SOCIEDADE: EXPLICAÇÕES DE SUAS RELAÇÕES E EFEITOS EDUCACIONAIS

This article works on Vygotsky’s (1987) conceptions of the relationship between thought and language from a perspective of influence on cognitive development and the formation of the view on gender proposed by the school. In this sense, we also noted the construction of stereotypes understood by Brunneli (2016) as major influences on social behavior and discourse, relating, from this perspective, and being able to explain actions and interactions that are studied by social psychology. Nevertheless, the studies of Cunha and Góes (2002), Xavier, Ribeiro and Noronha (1994) were used to understand how the formation of these stereotypes that were disseminated influenced the educational organization and cooperated to maintain the status quo, that is, inequality and its justifications. Also, to understand the new questions that arise about sexuality, it was necessary to analyze the studies of Louro (1997) and Oliveira e Santos (2012) to understand these new dynamics and perspectives that arise to think about a school concerned with the present, leaving aside your worries about yesterday. Therefore, it was perceived how these relations coexisted and fostered a social organization based on a purpose not only to justify hierarchical power relations, but also to maintain them using strategic sectors such as education and, consequently, the school.

ADAPTAÇÃO ACADÊMICA E SAÚDE MENTAL DE ESTUDANTES DE MEDICINA NA COVID19: ESTUDO EXPLORATÓRIO NO BRASIL

Research shows that university students are more vulnerable to the occurrence of mental disorders than the general population. In this sense, the medical course is considered a great source of stress. This study aimed to characterize the variables of academic adaptation (personal, interpersonal, career, study and institutional) of students facing the pandemic period of COVID-19, as well as to present descriptive statistics regarding emotional, physical and behavioral variables associated with mental health (stress, depression and anxiety). 513 medical students participated in the research, with ages varying between 18 and 29 years (M = 22.41; SD = 2.49), coming from public (18.7%; n = 96) and private universities (81, 3%; n = 417). Three questionnaires were used for data collection: the Academic Experiences Questionnaire - short version (QVA-r); the Depression Scale, Anxiety and Stress DASS-21 and a sociodemographic questionnaire. It was observed that most of the sample reported losses in concentration levels (79.5%) and academic performance (59.8%) during the pandemic, and this contingent also did not feel supported by the university to deal with the issues of this period. Regarding professional performance, most students (53.6%) do not feel prepared to guide conduct, as well as the perception that pandemic interferes in the relationship with patients in primary care (93.8%). Regarding the levels of depression, anxiety and stress, the first and second year students had higher averages when compared to students in more advanced stages. This article contributed to identify the impact of remote education on the training of future doctors and, thus, encourage research and study of this new adaptation in the face of the current pandemic of COVID-19.

RELAÇÃO ENTRE A ORGANIZAÇÃO DO ENSINO E O DESENVOLVIMENTO DA ATENÇÃO VOLUNTÁRIA NA PRODUÇÃO ACADÊMICA

Historical and Cultural Theory states that the higher psychic functions, which includes attention, are developed by the appropriation of culture and, consequently, school education has an important role in the process. The statement, however, is insufficient so that teachers develop children´s attention in classroom activities. We would like to ask: Are there productions within academic literature that may subsidize teachers´ work in the execution of a type of teaching that boosts the development of attention? Research has been undertaken in the Catalogue of Dissertations and Theses of the Coordination for the Upgrading of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTG), the Scientific Electronic Library Online (SciELO) and CAPES´s portal of journals, to investigate the contents of publications on voluntary attention based on the presuppositions of the Historical and Cultural Theory. Current paper forwards an analysis of studies in school education specifically focused on voluntary attention. Results show that the number of researches that employ methodologies which analyze ways which are favorable for the development of voluntary attention within the school context is small. In the wake of the great need of pedagogical methods for lack of attention, investigations that produce knowledge on teaching organization with such capacity should be broadened and intensified.

"HABEMUS BASE"?REFLEXÕES SOBRE O PROCESSO DE ALFABETIZAÇÃO NA BASE NACIONAL COMUM CURRICULAR

This work has as general objective to reflect on the curricular transformations for literacy from the 1980s on. As specific objectives, it is intended to: a) discuss the degree of importance in the teaching and learning process attributed by the BNCC to literacy; b) reflect on the BNCC construction process; c) to discuss the findings made by research on the theme "literacy and BNCC" that occurred between 2015 and 2020. Characterized as a research of qualitative and bibliographic approach, studied the theme through books and articles made available in virtual libraries, scientific journals and in the Capes Database considering the research published between 2015 and 2020. We conclude that there are many problems in the BNCC proposal, such as not offering more concrete actions related to literacy, while focusing much of this function only on the teacher. Finally, we answer ed the main question of this research: "Habemos Base"? If we are going to think of a document that has the text as the main work, we can mention that we have a basic proposal. However, if we think of the student as a subject and the teacher who needs resources at his disposal, as well as a continuous quality training, we can measure that only the BNCC does not guarantee this evolution that we want, and there is a risk that, once again, it will be a proposal that does not leave the role with the expected effectiveness.

CURRÍCULO ESCOLAR E PEDAGOGIA HISTÓRICO-CRÍTICA: FORMAÇÃO EMANCIPADORA E RESISTÊNCIA AO CAPITAL

The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory .

A MULTIPLICAÇÃO E O ENSINO: UM ESTUDO A PARTIR DAS PROPOSIÇÕES DE DAVYDOV

The objective of this article to discuss the process of teaching multiplication, having as principles the assumptions of the Historical-Cultural Theory -THC. Mathematics is present in our daily life and allows us tocommunicate, solve problems and promote social relations. This proves the importance and need for the appropriation of the concepts involved in the aritmetic operations is essential, especially multiplication. Therefore, through a bibliographical research, studies were made on Vygostki, Davydov, Moura Rosa, Galdino and other contemporary authors linked to this same perspective, the search for understanding principles that help us teach multiplication in the early years of schooling. We found that teaching needs to go beyond empirical aspects towards the development of theoretical thinking, being indispensable the execution of tasks and actions that make the student enter into study activity and understand the concept. The research shows that the theme needsmore investigated in order to have more propositions and referrals to ensure the learning of the multiplicative concept.