Political-pedagogical Project Research Articles

GESTÃO DEMOCRÁTICA ESCOLAR: POSSIBILIDADES E DESAFIOS EM UM SISTEMA NEOLIBERAL VIGENTE NO BRASIL.

The present work aimed to analyze possibilities and challenges in the consolidation of democratic management in Brazil, a capitalist country. The study, based on bibliographic analyses and field research, was organized into three chapters, which will be presented to understand the challenges and possibilities of action regarding democratic management in schools. Within this perspective, we analyzed the neoliberal capitalist system and its implications for the educational context. We also reflected on the Brazilian economic and social system in order to understand its interrelation with Brazilian education. It was necessary to conduct a study on democratic school management in public schools. To do so, a visit was made to a school, where we could observe the management. We studied its pedagogical political project, observed the actions carried out in school management, and conducted interviews in order to understand the organization of the management of this school. Theoretically, we relied on Libâneo (2009), Saviani (2002), Frigotto (2003), Paro (2001), Dourado (2001), and Sapelli (2004), among other scholars. This study proved to be important not only to understand the challenges imposed by the economic system on education but also to point out the possibilities of action in the face of these challenges. Its importance also lies in the possibility of indicating a transformative bias for the implementation of democratic management in public schools in the state of Paraná

Literacy and health education: analysis of pedagogical projects of health courses

The present study aimed to analyze political-pedagogical projects of higher education courses in the health field to identify how literacy and health education have been included in the training of students. A cross-sectional and documentary study was performed through the analysis of political-pedagogical projects of higher education courses in the health field in force in 2023. Political-pedagogical projects of nursing, medicine, and dentistry courses of a public university and a private university center in the city of Montes Claros, state of Minas Gerais, Brazil, were analyzed through detailed readings conducted by three independent researchers. The private university center has more up-to-date projects, apart from the medical course. There were no direct mentions of health literacy in the political-pedagogical projects. The nursing program at the private university center had the highest number of cataloged courses within this spectrum. The nursing and dentistry courses at the private university center presented more topics related to health education than the same courses at the public university. Weaknesses were observed in the approach to health literacy in the political-pedagogical projects of the courses evaluated, considering their relevance for professional training and for the autonomy of citizens in making decisions related to their own health. However, the documents included subjects related to health education, particularly in the initial and intermediate periods, which allows the sensitization of future professionals to the topic.

O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO

This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.

LITERACY FROM A LITERACY PERSPECTIVE

Historically, in our educational context, the work of teachers, especially recent graduates, has faced several challenges, especially when it comes to literacy in the initial grades of elementary school. A teacher who begins his career in literacy usually faces large classes and needs to deal with students who have different knowledge and experiences. Many students often have difficulties acquiring reading and writing skills and need interventions suited to their real needs. This article aims to present reflections/discussions/analyses about literacy for teaching reading in early grades. In terms of challenges, we observed the following results: the weakening of initial training, which ends up distancing theory from practice; classrooms with many students; internships carried out with gaps in supervision; curricula with more emphasis on theories than on literacy practices/methodologies; the lack of planning, or even a political pedagogical project, that guides the newly graduated literacy teacher in their work; in addition to the discontinuity of continuing education policies.

The training of pedagogues at the Universidade Federal de Rondônia and their preparation to work from the perspective of rural and in-clusive education

In this article, we present an analysis of the Pedagogical Political Projects of the Pedagogy Degree Courses (PPCs) offered on the campuses of the Federal University of Rondônia (UNIR), focusing on the teacher training of the pedagogue from the perspective of Rural Education. The research is based on the assumption that, according to the 1988 Federal Constitution, everyone has the right to education, which implies the need for adequate teacher training to meet this demand, considering their socio-historical, economic, geographic and cultural singularities. Therefore, the general objective of this article is to analyze the offer of subjects that contribute to the training of professional Pedagogues, within the perspective of Rural Education that includes rural populations. The research uses bibliographic and documentary methods, with a qualitative approach, following the guidelines of Gil (2008) and Stake (2001). The PPCs of the six UNIR campuses were analyzed: Ariquemes, Guajará-Mirim, Ji-Paraná, Porto Velho, Rolim de Moura and Vilhena, which offer the degree course in Pedagogy, using the data available on the page of each course/campus. The results obtained in general, the UNIR campuses include in their curricula subjects referring to one or more groups that make up the rural populations, but they do not offer pedagogical practice subjects with an emphasis on Rural Education.

Environmental Education in High Schools: an analysis of pedagogical policy projects of eight public schools in Juazeiro-BA

The research aimed to assess how Environmental Education (EE) has been addressed in Pedagogical Political Projects (PPPs) of 8 state schools in municipality of Juazeiro-BA, in accordance with Bahia State EE Policy (SEEP/BA) and Bahia Referential Curriculum Document (BRCD). The need to include EE in school PPPs is implicit in the BRCD, when it reiterates the need to promote respect for socio-environmental sustainability. CEE Resolution No. 11, of January 17, 2017, which provides for Environmental Education in the State Education System of Bahia, determines that EE must be present in an articulated manner at all levels, stages and modalities of teaching and included in the School Regulations, PPP, Course Plan (CP), Course Pedagogical Project (CPP) and Institutional Development Plan (IDP). PPPs were analyzed using Bardin's theoretical-analytical framework, identifying text parts that dealt with environmental issues and selecting those that were directly or indirectly related to EE. In composing the corpus of analysis in the analyzed PPPs, it was possible to identify essential information for the document, such as the didactic-pedagogical organization, history of the school unit, teaching and administrative staff, infrastructure, among others necessary for its preparation. It was concluded there is little environmental issues internalization at PPPs, showing the superficiality which subject is exposed in documents, as well as the lack of proposals and actions in EE based on current secondary education configuration. About mycology, no references were found at PPPs, demonstrating a gap that does not adequately include this living beings group.

Health education in the school environment: interdisciplinary practices, constitutional guarantees, and full development of the individual

Health Education in schools plays a crucial role in promoting the physical, mental, and social well-being of students, contributing to the formation of healthy and conscious citizens. By integrating health promotion into daily activities, this approach aims to disseminate information and encourage healthy habits, emphasizing the importance of interaction between the school and healthcare teams. Key points such as disease prevention, nutrition education, physical activity, mental health, sexual education, drug prevention, community partnerships, and ongoing evaluation outline a comprehensive plan. Considering the historical context from hygienic models to contemporary approaches, a critical understanding of these phases is vital for creating a healthy school environment and empowering students to make informed choices for a healthy life. In addition, the Health in School Program (PSE) is a joint initiative of the Ministries of Health and Education in Brazil, launched in 2007, to promote the health and well-being of public school students. With an emphasis on integrating health and education, PSE covers various areas, including healthy eating, disease prevention, combating Aedes aegypti, and physical activity, operating in all stages of basic education. Community involvement is crucial, and the program involves constant monitoring and access to healthcare services. PSE stands out for its preventive focus, aiming to educate conscious and healthy citizens. Furthermore, the article argues for the integration of health into the Political-Pedagogical Project (PPP) of schools, as advocated by the 1988 Federal Constitution. It emphasizes the influence of economic and social policies on population health and the school's importance as a space for health promotion. The National Common Curricular Base and National Curriculum Parameters recognize the transversality of health in education. PPP, seen as a democratic instrument, is essential for collaboration between health and education. The pedagogical approach of John Dewey and Paulo Freire highlights the importance of experience, dialogue, awareness, meaningful learning, empowerment, reflective practice, and cultural contextualization. The expansion of this approach to teachers and staff is considered vital in the educational process.

Dissenting from what? the rupture of Chilean teachers with the long-term consensus on teacher professional development

ABSTRACT This article examines the division within Chile’s main teacher organisation caused by a dissident movement during the development of the new National Teaching Policy (PND), which occurred between the years 2014 and 2016. It focuses on the teachers’ collective awakening and the internal logic of neoliberal teacher policies. Through interviews and policy analysis, the study concludes that the dissident teacher movement has made visible the exclusion of teachers’ experiences in PND discussions, undermining the so-called consensus on teacher professional development. However, while we argue that these findings illustrate the importance of teachers’ unions as policy actors, we also suggest that this latter role is limited if they do not develop, in addition to the necessary critique, a shared political-pedagogical project.

Graduates of the intercultural degree course indigenous people of the Karipuna ethnicity and their pedagogical praxis: Oiapoque/AP

The research entitled graduates of the indigenous intercultural degree course of the Karipuna ethnic group and their pedagogical praxis - Oiapoque/AP, had the general objective of analyzing the contributions of the indigenous intercultural degree course to the pedagogical praxis of indigenous teachers of the Karipuna ethnic group in Amapá and how specific : Know the political-pedagogical project of the indigenous intercultural degree course and verify whether they are in accordance with the philosophical-pedagogical and legal principles of indigenous school education; - Identify the contributions of the curriculum developed by the PPP to the practice of Karipuna teachers; and Verify whether the methodologies used by indigenous teachers in the teaching and learning process are in accordance with the principles of indigenous school education. The methodology was qualitative-quantitative research, as it allowed analyzing the phenomena involved. It was based on a case study, seeking to understand the knowledge of a specific reality. The results indicated that graduates can positively influence their students so that the local reality is constructed, giving visibility to the ideology of the Karipuna people.

ESAFIOS IN INCLUSIVE PEDAGOGICAL PRACTICES IN THE PROCESS OF LITERACY AND LITERACY

Although we are facing a challenging scenario, the pedagogical practices and activities worked with the student with special needs, when it comes to literacy and literacy, goes through different obstacles, ranging from the reception to the training of educators and collaborators who need to adapt to the new needs of the students. It is up to the school to adapt to the demands of students who arrive with their limitations, whether physical or intellectual, putting the educator in new challenges of including this individual within the school learning activities. Given this context, the following question arises: What resources or tools can the educator have to face the challenges of inclusion in the process of literacy and literacy? Therefore, inclusive education comes to address how the regular school has applied and evaluated its pedagogical practices thought in the perspective of inclusion, better understanding its norms, methodologies, actions, guidelines and curricular guidelines that can be developed during the school year. This article is a bibliographic research, of descriptive character of qualitative approach. The sources used were scielo and scirus. It was used as a source: books, articles, dissertations and theses of scientific websites. Among the results portrayed in this article we have: process of curricular adaptation through the Pedagogical Political Project, didactic-pedagogical strategies, teacher training, as well as alternative spaces such as libraries, to motivate students to learn. Thus, it was found that building new pedagogical practices can help in the inclusion of students with special needs, respecting their desires, needs and potentialities.

Reflection on the Implementation and Operation of the Anhanduí Ecological Park - Anhanduí Environmental Education Center in Campo Grande/MS

In facing urban expansion, actions were necessary, such as creating Urban Parks and Environmental Education Centers (CEAs), making them a reality in contemporary Brazil. In Campo Grande (MS), the public power created four CEAs in the 2010s, located in Linear Parks (Urban Parks), spaces rich in water sources, local flora, and fauna. This research aimed to identify the guidelines for implementing and operating the CEA Anhanduí and analyze the participatory activities advocated by the Municipal Environmental Education Program (PMEA) according to the current conservationist Environmental Education. The research found that the CEA has a physical structure, appropriate equipment, and a multitasking manager, but it still does not have a Pedagogical Political Project and a Sustainability Plan.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PEDAGOGICAL ACTIVITIES

In view of the use of technology in education can be an important resource in the cognitive development of student. This study arose from the need of encourage the use of information and communication technologies within school environment, in how classes are planning, political pedagogical projects and to insert the informatics in the continuing education of teachers. Some authors had contributed to this study, such as Tardiff (2014), Moran, Masetto e Behrens (2006), Grisnpun et al (2002), Freire (2001), Almeida (2009), Vigneron e Oliveira (2005), Lévy (2011/2014), Gadotti (2011), among others. The data were collected from the participatory and qualitative research, which made clear the need to implement a course focused on the use of information and communication technologies into the education of teachers. The study enabled more effective educational practices, knowledge mediation and acquisition of technological skills by teachers, through the course Introduction to Digital Education. It also shows that the difficulty of teachers in dealing with technology in the classroom, goes beyond the skills acquired in the teaching profession, including factors such as space, physical structure of the school and continuing education on the use of technology in education

ANALYSIS OF ENVIRONMENTAL EDUCATION IN AN INTEGRAL TECHNICAL CITIZENSHIP SCHOOL (ECIT) FROM JOÃO PESSOA, NORTHEAST BRAZIL

This work sought to present how Environmental Education is presented in the didactic pedagogical activities of ECIT João Roberto Borges de Souza, according to the Resolution CNE/CP nº. 2/2012 that establishes National Curriculum Guidelines for Environmental Education. It is important to highlight that the insertion of the environmental issue in the curricula of basic education schools has been recommended by several factors that contributed to public policies in Brazil, among them the National Policy for the Environment (PNMA), the Law of Directives and Bases of National Education (LDBEN), the National Curricular Parameters (PCN), and also the National Policy for Environmental Education (PNEA). Through exploratory research of qualitative nature with descriptive and explanatory analysis, it was possible to observe from the document analysis that the school partially complies with the resolution. Based on the institutional documents analyzed, only two subjects presented contents that meet the National Policy for Environmental Education. As for the Political Pedagogical Project (PPP), the school makes no mention in this document of activities, projects, practices and actions with environmental issues. Therefore, it is necessary to build informal and formal educational processes, using dynamic and relevant tools and materials, with the ability to enable an Environmental Education process that enables changes in habits and customs compatible with the needs of communities, as recommended by the World Conferences on Environment.

OS PROJETOS E PLANOS ESCOLARES NA ATIVIDADE PRÁTICA DO DIRETOR: ESTUDO DE CASOS EM ESCOLAS PÚBLICAS DE UM MUNICÍPIO DO INTERIOR DO ESTADO DE SÃO PAULO

The article purpose was to discuss the planning mechanisms of public schools in interior of the state of São Paulo, Brazil. The research theme is school planning, an essential factor of school management because it allows for defining commitments of action, developing ideas, and putting decisions into action. Regarding the research methods, a qualitative approach of the case study type was used in eight public schools in a municipality of the state of São Paulo, using eight interviews through a script, four focus group sessions, non-participant observation in two schools, and field diary in all stages. Content analysis was used for data analysis. The results revealed that strategic management practices do not represent significant events within school administration, as they are few and are included within the Pedagogical Political Project (PPP). We noticed that, in municipal public schools, there is a search for short-term results, which explains why strategic management with long-term goals are not significant events within the school administration; the PPP assumes the role of the school's administrative plan, in addition to verifying the pertinent school management plans. We concluded that there is a need for development actions to deal with the administrative activities of the public school.

Where is Anti-racist Education in the Political-Pedagogical Project of São Paulo's Elementary Schools?

The article dialogues with studies on race relations in basic education and with studies on implementation of educational policies and presents the results of qualitative research that aimed to identify and measure the available evidence of implementation of anti-racist educational practices in 86 public elementary schools in the city of São Paulo based on the analysis of their political-pedagogical projects. The methodology was based on the analysis of the content of these documents using the instrument Matrix for the Evaluation of the Political Pedagogical Project - Anti-Racist Education in Elementary Education (MAP³- EAEF). The results indicate that the evidence of the work to combat racism in school available in the Political Pedagogical Projects is fragile and insufficient. In particular, the commitment to objective goals of racial equity between blacks and non-blacks is not very explicit in the documents analyzed.

Damage of Sedentary Lifestyle in Adult Life Because of The Lack of Practice of Activities in Physical Education Discipline in the Contemporary World

Sedentarism is a serious public health problem, as physical inactivity over the years can lead to several noncommunicable chronic diseases, which in Brazil and in the world have shown a high mortality rate. In this context, the objective of this article was to discuss the impacts of a sedentary lifestyle on the health of the adult population due to the lack of physical activity at school age, especially in Physical Education classes, considering that the regular practice of physical exercises is a of the most effective alternatives against this problem. Studies show that health and quality of life awareness must be initiated within classrooms, which must be cultivated and worked on in a didactic-pedagogical context, with the active participation not only of students, but also of their families, in the construction of the school's pedagogical political projects. However, with technological development, increasing urbanization and the increase in violence, many children and young people have reduced their affinity for sports and physical activities in general, which can have bad consequences for their future. Therefore, Physical Education becomes an increasingly important subject for students to be aware of the benefits of practicing physical activities in childhood/adolescence. But for it to become more significant, is necessary for there to be changes in attitudes, even by teachers, regarding the improvement of classes, to help combat sedentary lifestyles within the school environment, enabling the formation of active, critical citizens who are concerned with your long-term health and well-being.

Analysis of the implementation of Food and Nutrition Education actions in public schools in a capital city in southern Brazil

ABSTRACT Objective To analyze the insertion of Food and Nutrition Education actions in Early Childhood and Elementary Education units of the municipal public school system of Florianópolis, Santa Catarina, Brazil, in 2019. Methods This analytical study applied an online questionnaire directed to the 125 Early Childhood and Elementary Education schools in Florianópolis. Results Ninety-four schools (75.2%) participated in the study, among which 94.7% developed Nutritional Food Education actions in 2019. It was made evident that the insertion of Nutritional Food Education in the Pedagogical Political Project (p<0.001) and the planning of such actions (p<0.001) in schools has a significant association with their implementation. The participation of the professionals in training in food and nutrition showed no association with the implementation of the Nutritional Food Education actions. The actions developed most frequently were the pedagogical activities in the school curriculum (95.5%), the school garden (71.9%), and the hands-on cooking classes (46.1%). Conclusion The study identified a positive panorama in the capital of Santa Catarina, with actions included transversally in the school curriculum with a multiprofessional focus standing out. However, the need for studies that monitor and evaluate the actions is emphasized.

Educação do Campo e os desafios da profissionalização docente no Noroeste Fluminense – Rio de Janeiro

O presente artigo tem como objetivo analisar a profissionalização de docentes da Educação Básica em três escolas do campo, localizadas no município de Santo Antônio de Pádua – RJ. Metodologicamente, adotamos a observação-participante, por meio da qual as vivências nas escolas pesquisadas, durante o período de 2015 a 2019, suscitaram uma diversidade de dados. Enquanto resultados mais significativos, a pesquisa evidencia o abandono, por parte do poder público, no tocante à infraestrutura das escolas, à formação inicial e continuada de docentes; bem como, à falta de projetos políticos-pedagógicos e de práticas de ensino e aprendizagem pautadas nos princípios da Educação do Campo e da Pedagogia da Alternância. Todas essas ausências geram impactos na autonomia docente e na desterritorialização – identitária e geográfica – das comunidades que frequentavam/frequentam essas escolas. Palavras-chave: educação do campo, profissionalização docente, pedagogia da alternância. Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools. Keywords: rural education, teacher professionalization, pedagogy of alternation. Educación Rural y los desafíos de la profesionalización docente en el Noroeste Fluminense – Rio de Janeiro RESUMEN. El presente artículo tiene como objetivo analizar la profesionalización de los profesores de Educación Básica en tres escuelas rurales, ubicadas en el municipio de Santo Antônio de Pádua – Rio de Janeiro, Brasil. Metodológicamente, adoptamos la observación participante, por medio de las culas las experiencias en las escuelas encuestadas, durante el período de 2015 a 2019, posibilitaron el acceso a una diversidad de datos. Como resultados más significativos, la investigación destaca el abandono, por parte de los poderes públicos, en cuanto a la infraestructura de las escuelas, la formación inicial y continua de los docentes; así como la carencia de proyectos político-pedagógicos y de prácticas de enseñanza y aprendizaje basados en los principios de la Educación Rural y de la Pedagogía de la Alternancia. Todas estas ausencias generan impactos en la autonomía docente y en la desterritorialización – identitaria y geográfica – de las comunidades que asistieron/asisten a estas escuelas. Palabras clave: educación rural, profesionalización docente, pedagogía de la alternancia.

A Natureza Onto-Histórica do Princípio Educativo: Gramsci e Lukács

ABSTRACT This article addresses the distinctions and approximations between Gramsci and Lukács’ elaborations about the educational principle. The possibility of work being or not an educational principle was questioned, as the basis of an emancipatory political-pedagogical project. For that, an immanent reading of the works was carried out: The Ontology of the Social Being (TOSB), volume 14, by Georg Lukács; Prison Notebooks, volumes 11, 12 and 22, and some Selections from Political Writings, by Antonio Gramsci. As a result of the research, the educational principle, which aims to ground an educational system based on the integral development of social beings, was defended as a human formation.

Piccolo Mondo de Fanny Romagnoli e Silvia Albertoni: um estudo sobre a produção, circulação, materialidade e conteúdo (1901-1938)

ABSTRACT Between the last two decades of the 19th century and the first three of the 20th, it is possible to find signs of distribution and circulation of Italian books among immigrants and their descendants. This article aims to understand the production and circulation of reading books by Fanny Romagnoli and Silvia Albertoni, authors of Piccolo Mondo, approved to be adopted in elementary schools on the Peninsula and in Italian schools in Brazil at the beginning of the 20th century, and then analyze one of the volumes, the Sillabario, intended for first-class use. Anchored in the contributions of the History of Education and Cultural History and having the documental analysis as the adopted procedure, the present text takes as a privileged source the Piccolo Mondo reading book, in addition to Ministerial Circulars, a biobibliographic dictionary and newspapers. It also operates with the transnational category as a methodological approach in the History of Education. Books are considered cultural artifacts that are situated in the articulation between the prescriptions imposed by official programs and the unique discourses of teachers. For the process of internalizing the idea of the Italian Nation, a political-pedagogical project capable of bringing together the notions of nation, state and moral education in a single virtuous process was necessary. It can be said that Piccolo Mondo joined the project of creating a “new man”, a citizen of a Nation capable of leading the Nation to the conquest of modernity.