PRÁTICAS EDUCATIVAS PARA UMA VIDA INDEPENDENTE NA EDUCAÇÃO INFANTIL: SABERES DE EXPERIÊNCIA (DES)CONSTRUÍDOS JUNTO A ESTUDANTES COM DEFICIÊNCIA VISUAL

This essay is about the views on teaching-learning processes that we think are important as a proposal for inclusive thinking in formal education. It begins with the contributions of Henry Wallon on the importance of the motor act and tonic dialog in relation to emotional, affective attitudes, followed by the contributions of Colwyn Trevarthen, who asks us to understand the impact of music on children’s development, and its relevance to musical learning processes. Finally, the philosophy of touch in teaching is presented by Max Van Manen, who proposes a pedagogy that is responsive to children’s needs and that allows us to reflect on pedagogical practices and the importance of the act of education, i.e., the impact of teacher and student participation. process that we consider important as a proposal for an inclusive way of thinking in formal education. The essay presents views on the teaching and learning process that we consider important as a proposal for an inclusive way of thinking in formal education. We begin with Henry Wallon’s contributions to movement, dialog, and emotional attitudes. Then we continue with the contributions of Colwyn Trevarthen, who asks us to understand the impact of music on children’s development and its importance to the process of musical learning. Finally, we look at the philosophy of The Tact of Teaching by Max Van Manen, who proposes an empathetic pedagogy for children, with the aim of re ecting on teacher and student participation.

Learning and teaching are two processes. By combining these two processes, a person armed with knowledge makes valuable contributions to society, fostering progress in various fields. Learning is also a basic human need but due to the human incapability of learning everything alone, Public Libraries can be introduced as a community institution that supports the three areas of formal, informal and non-formal education. That is, public libraries can be further introduced as a type of institution that provides information services to people of all ages, from young to old. The world considers educational development as a priority and supporting formal and informal educational activities can be stated as an objective of public libraries. However, there is limited literature regarding the impact of libraries on the learning process. The problem is to study how public libraries in Sri Lanka can enhance their timely contributions to the teaching learning-process in Sri Lanka. The study aims to determine the benefits that readers get through the public library. As it is very difficult to cover all public libraries in Sri Lanka, 104 persons were selected from four public libraries in the Kandy district under a random systematic sample. Qualitative research methodology was used for this study, and a questionnaire method was used to collect primary data. The objective of the study is to identify the contribution of public librarians to formal, informal and non-formal education, examine their contributions to the teaching and learning process, investigate the social mission to the learning and teaching process taking place in public libraries and to identify barriers and solutions to the teaching- learning process within the public libraries. The findings highlighted that public libraries make a significant contribution to the learning process and that the teaching process progresses at a slower pace. According to the findings, a minimum of 10% is contributed to the teaching process while 55% support the learning process. This study also identified that public librarians to contribute about 65% of formal, informal and non-formal education. Libraries support unemployed people to think differently in diverse ways but lack of technical knowledge and lack of understanding of library specialization among the public library staff were identified as major obstacles in the learning and teaching process. This study suggested that staff in collaboration with public libraries, school libraries and other educational institutions should be equipped with technical knowledge to provide services using new technology in public libraries.

According to Ibn Hajar al-Haitami, the purpose of children's education involves efforts to care, develop, and exploit the potential of students so that they are able to understand kitabulloh, have noble morals, and have the skills to lead an independent life. In order to achieve these educational goals, Ibn Hajar al-Haitami wrote a book that specifically discusses various aspects, including educational objectives, educational flow, educator competencies, children's educational techniques, education costs, and characteristics of children's educational institutions. All these components are analyzed and described in his work entitled Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl. The study focused on six aspects of education discussed in the book, using. Descriptive Content Analysis Method, Types of Literature Research, and Descriptive Qualitative Approach. The main data are obtained from Tahrīru al-Maqōl Fī Adābi Wa Ahkāmi Wa Fawā'idu Yahtāju Ilaihā Muˋaddibū al-Aṭfāl, while the secondary data comes from various books discussing the biography of Ibn Hajar al-Haitami. The research process involves three stages: data collection, data processing, and data reporting. The results showed that the focus of children's educational goals emphasizes the development of material and non-material potential of learners. A religious-conservative approach is used in the flow of children's education, with the dominant educational technique being takzir. The competence of educators that is prioritized includes personal and social dimensions, while education financing can be obtained through salaries, endowments, and grants. Ibn Hajar al-Haitami recommended educational institutions in the form of maktab and madrasa.

This study addresses the issue of literacy and literacy in the early years of elementary school, considering the classes with regular and multi-grade education, starting from an analysis of pedagogical practices developed in the classroom, with relevant aspects such as: initial education and continuing of teachers, relating to the practices carried out in the school environment and at work with literacy and literacy. The objective was to analyze which factors influence the development of pedagogical practices from the perspective of literacy and literacy in the early years of elementary school in regular and multi-grade classes in the city of Pombal-PB. The methodology used starts from a descriptive study with qualitative and quantitative approach, characterized as a field research and having as research instruments structured questionnaires with open and closed questions, in an attempt to get as close to the reality of the object of study as possible analysis and reflection of the collected data and the contribution of some authors on the aborted theme. It was found with field research that several factors influence the development of pedagogical practice, such as: lack of teacher training programs that contribute to the relationship between theory and practice, more effective family participation in school and organization of teaching. meet the needs of the teaching and learning process with smaller classes not organized in multi-grade education. It is hoped that the present study can contribute to important discussions about pedagogical practices focused on the teacher's work and the process of literacy and literacy, with influence on the academic environments, the pedagogical practice of teachers and the different contexts that involve actions turned on the teaching and learning process.

This paper conceptualizes the pedagogical practices from the professional training in Nursing, considering that this discipline is centered in the healthcare as a practice provided by one to others, mediated by the pedagogical practices performed by means of nursing undergraduate curriculum, in which the teaching and the learning processes are configured as teacher-student interaction processes. In this sense, this study performed a systematic revision in databases and theoretical references, by choosing studies performed during the last five years. Afterwards, these studies were classified into two large groups for their corresponding analysis, as follows: teaching, learning, cognitive styles and didactics processes category, and pedagogical practices, evaluative processes and academic performance category. The conclusion aroused through the exploration, presents the idea that there are diverse looks and concerns regarding the pedagogical practices in the students educational process. Aspect leading to the reflection of the way in which the education in nursing can be intervened objectively with the purpose of generating high quality teaching processes and the construction of meaning through experiences, where the student is the main actor and the teachers are facilitators of learning.

The purpose of this research was to 1) develop teaching and learning in pre-engineering curriculum by using project-based learning process based on the MIAP learning model, 2) test the efficiency of the teaching and learning process for microcontroller applications of electrical engineering course. Research tools used in the research were lesson plans based on the project-based with the MIAP learning process, knowledge sheet, electronic slides, and learning achievement test. Moreover, the efficiency of teaching and learning process and students' satisfaction assessment were evaluated using a sample of secondary school' students in the academic year 1/2019 of electrical engineering preparation course of Satri-Nonthaburi School. The research results found that 1) the performance of the project-based learning process through the MIAP learning model, has an average efficiency of 86.84/70.78 percentage and 2) the learners' satisfaction with the developed learning and teaching process was at a high level (the average is 4.31). Therefore, the developed learning and teaching process can be applied to manage efficiently the teaching and learning in electrical engineering and the students can apply the knowledge to working in real life.

Objective: the aim of the study was to identify the new positions or roles of university professors in response to the tensions generated in higher education by the adoption of modern technologies. Theoretical Framework: constant technological advancements and their rapid incorporation into the educational field have led higher education institutions to rethink their pedagogical models and curricular approaches. Furthermore, this demands that educational actors, particularly teachers, reconfigure the roles they have historically played in teaching and learning processes. Thus, universities incorporating technology-mediated environments require a flexible pedagogical approach that fosters innovation, collaboration, and critical thinking. Method: the methodology adopted for this research comprised a quantitative and qualitative perspective, guiding a literature review on the role of university professors in technology-enhanced educational environments. This was conducted through three specialized databases: Scopus, Redalyc, and Web of Science, following a protocol by Okoli y Schabram, for planning, selection, extraction, and execution. Results and Discussion: the results highlight challenges in the reconfiguration of the teaching role in university education, according to the demands derived from adopting increasingly technological learning environments. This process requires overcoming the persistence of traditional teaching formats to achieve profound change in pedagogical practices. Therefore, it is necessary to rethink the role of university professors, adapting to the demands of an educational context that increasingly incorporates technologies and proposes new forms of interaction and learning.

Educational technology or learning technology is a tool to facilitate the teaching and learning process and improve performance through its use and management of technology. Educational technology can change the learning and teaching process in various school institutions, both elementary and middle level (SMA). Educational technology can make it possible to change students in learning both in various tasks or materials that they may not be able to see directly by the teacher. Technology is also a practice and development, utilization, and evaluation in the learning process. By incorporating educational technology into learning, students will find it easier to do school assignments. Educators can provide technology for students to provide learning experiences to students that may be able to realize student desires. The use of educational technology must be adapted to educational goals that involve the use of technology that can change the role of educators and students in improving thinking skills and solving problems. Educational technology really supports the teaching and learning process, because attractive learning media is a means to improve the quality of education. Educational technology has good facilities and educational media can improve the quality of education, make learning more efficient, effective and get maximum results from the teaching and learning process. Especially in this day and age the use of educational technology is very useful because it can make it easier for students when learning when they are not face to face and educational technology is now also growing rapidly. Educational technology is expected to increase learning innovation and can facilitate students in various learning problems. If learning is as effective, efficient and better, the learning process will be realized optimally.

Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces.

This article consists of a scientific study based on the process of accompaniment to the development of the pedagogical and educational practice of the Bachelor of Technology and Informatics program of the Catholic University of Manizales, said scientific study is developed within the framework of the processes of research on the incidence of pedagogical and educational practice in the regions of influence and significantly as a contribution to the initial training of teachers and the process of continuous improvement of academic programs. Pedagogical and educational practice as a factor of integrality and dynamized of teacher training, becomes a scenario of interaction, feedback, construction of knowledge and confrontation from the elements of the teaching and learning process, mediated by the intentions of knowledge. discipline, the readings of the context and the basic realities of the teaching exercise as a possibility of professional, academic, and social performance. In this sense, the program, within the framework of the methodological and academic model of the development of pedagogical and educational practice, establishes various strategies of advice, support and permanent accompaniment to practitioners, which are analyzed based on the development of this document as a possibility. of recognition, socialization, continuous improvement and investigative depth. The article develops an introductory part which contextualizes the development of the pedagogical and educational practice in the program as a contribution to the initial training of teachers; I develop central categories of the process in the theoretical framework, as well as the methodological design and synthesize the results based on the accompanying strategies favored by the program.

Given the current socio-political and economic circumstances, the article analyzes and updates the pedagogical ideas of the prominent Ukrainian practitioner and educator Sofia Rusova on the labor education of preschool children. The purpose of the article is to analyze, systematize and characterize the components of the concept of labor education of preschool children in the pedagogical heritage of S. Rusova. The significance, content, forms and methods of labor education of preschool children in the pedagogical heritage of the practicing teacher are revealed. In the context of finding ways to implement the Basic Component of Preschool Education at the present stage, the need for timely involvement of the child in feasible labor activity is proved. The author analyzes the pedagogical works of the scientist, which outline the theoretical and methodological foundations of labor education of children. The types of children’s labor (self-service, gardening, manual labor with various materials, household labor), requirements for it (interesting, feasible, pleasant, not tiring the child, not monotonous, corresponding to the age and individual characteristics of children, having a socializing effect, developing inclinations and abilities) are considered separately. The content and methods of organizing child labor are highlighted. The author emphasizes the educational possibilities of using various types of manual labor (drawing, cutting, gluing, modeling, weaving, embroidery, wood carving) and various natural materials. It is proved that the creative work of S. Rusova on the ideas of labor education of preschool children is a vivid testimony to the development of Ukrainian pedagogical theory and practice in the early twentieth century. The historical experience of the past and its potential for constructive use in the practice of modern preschool education institutions of Ukraine are rethought.

The subjects in this research is the Construction Building for PTB departement on UNG. The author concluded that most of the learning activity has a low presence, the same problem also occur in the students assigned tasks. This is due to a lack of enthusiasm, participation, and activeness of students. Therefore, we need an effort to overcome the problem of learning strategies which can improve student learning outcome. The Learning strategies applied in this study is a model of the Round Table. This study is a classroom action research that aims to improve learning result of students in the PTB department of Gorontalo State University through Round Table model. The Subjects are 17 students in the second semester. This study was conducted in two cycles. From the analysis it concluded that the results of the students outcome on the second semester in PTB departement at the subjects of Building Construction increased from cycle I to cycle II, after conducted Round Table model. The results of the qualitative analysis showed good progress in the attitude of students and student interest during the learning process. The quality of education in Indonesia still become unresolved problem and continues to be developed by education experts. We observe that many lecturer as spearheading a success in the teaching process still use the old method to find the material that will be presented to the student. The material also made based on the syllabus which does not consider the interactions process to make students understand better. Lecturers still use the conventional method without considering the mental development of students, so the knowledge is easily forgotten. There are still found lecturers who teach without consider new model or learning pattern that made good atmosphere in the classroom. In the learning and teaching process, students are expected to acquire the ability to manipulating social issues, ask and answer questions, propose to solve the problem, examine the various social phenomena and so on. So the students really involve in the learning process. Another phenomenon that also found is the lecturers provide much knowledge and it's only focused with student activity without regard to the essence of quality. It is rarely found the lecturers have good preparation and proper methodology in teaching. So we need to make a model or pattern that can make better condition in the classroom. After the learning process we expect the student can acquire the ability to try and examine more deeply about the material being taught, including asking questions, answering questions, and solving problems, so that students have an involvement in the learning process. The criticism also is the habit of lecturers to take a shortcut and easiest way to mastery a curriculum targets, regardless of the level of mastery of educational goals in particular, so it is necessary to develop a learning strategy in engaging students both physically and mentally for acquisition process and make it possible to achieve a more adequate educational purposes. This contrasts with the educational goals that the purpose of education is not only transfer the knowledge and skills to children, but more important is to create opportunities and allow the child to be able to hold its own investigations and discoveries. The emphasis in the teaching and learning process should be shown to the acquisition of learning outcomes. The concept of teaching which is conducted by lecturers is expected to interact actively with students, also the teaching material can be mastered and fully understood by the students. So, the better learning atmosphere can be achieved. As educational expectations that are intended to improve the ability of students, both in cognitive, affective, and psychomotor.

Purpose of the study: The relevance of the study is due to the great interest among psychologists and teachers to study the issues of creativity, creative thought, and creative productivity.
 Methodology: The analysis of pedagogical, psychological, philosophical literature reflects various approaches to the consideration of the processes of self-affirmation and self-expression of the personality of the adolescent and shows that these processes are considered as parallel.
 Results: The active development of young people in a creative environment in out-of-school children's educational institutions is a well-organized joint activity that positively affects the mental development of adolescents. The teenager unconsciously focuses on the dominant values in the team while being in a certain team in an informal atmosphere, watching the work of others. All this form a comfortable and creative environment and a positive effect on the adolescent. The materials of the article can be useful for teachers and educators of children's institutions of additional education.
 Applications of this study: This research can be used for the universities, teachers, and students.
 Novelty/Originality of this study: In this research, the model of the Creativity Development of Teenagers in Leisure Time is presented in a comprehensive and complete manner.

Recent research of affective neuroscience has shown that human emotion derives from neural network and system. How individuals feel, express and moderate emotions are grounded by affective neuroscience. However, the influences of affective neuroscience and emotions are usually neglected by educators in children education. Based on the brain as a platform, emotion is tightly associated with attention, motivation and cognition, influencing children's learning process. Emotion involves in the process of evaluating, reasoning and analyzing, which means different emotions used in learning may result in different performance. Thus, educators should focus more on the function of emotion in children education. Besides, "emotional thinking" can help educators understand that emotional and cognitive factors are interwoven, which interplay on learning. Therefore, affective neuroscience helps teachers and parents better understand the way in children's learning and cognitive process.

This research sought to analyze the scientific production on the pedagogical practices used by Elementary Education teachers, which favor the learning of students with disabilities from the analytical perspective of Universal Design for Learning (UDL). A bibliographic search was carried out based on three keywords: disability, pedagogical practices and inclusion. For all documents found, inclusion criteria were determined: addressing pedagogical practices with students with disabilities, publications between 2011 and 2022, through the Portal de Periódicos da CAPES and having: “pedagogical practice”, in the title and abstract. As a result, 16 articles were found, highlighting the understanding of teachers about Inclusive Education, the performance of Specialized Educational Assistance (SEA), the use of the Individualized Educational Plan (IEP), positive stimulation of teachers and family in education. The survey also pointed out the challenges of adapting the school curriculum and training teachers for a teaching that contemplates everyone's participation and learning. Under the critical analysis of the UDL approach, this study showed that we are still far from having curricula and teachers prepared to carry out pedagogical practices that everyone can participate in without the need for adaptations during classes in Basic Education.