Public Education Network Research Articles

O USO DAS TECNOLOGIAS EM SALA DE AULA: DESAFIOS E POTENCIALIDADES NA ESCOLA PÚBLICA

This qualitative study sought to describe the use of technologies in public schools in our country through bibliographic research. The research used the period from 2018 to 2024 as a time frame and the databases used in the study were Google Scholar, CAPES journals and SciELO. During the survey, the most relevant works that portrayed the use of technology in public education were considered. The following descriptors were used during the survey: digital technologies; public school and teaching. The results proved the potential of using technologies as strategies to promote more active and meaningful learning. Another relevant aspect found in the studies is the lack of teacher training to work with technologies, as well as the lack of structure in schools to incorporate this resource as a pedagogical practice. Thus, this research concludes by encouraging greater investments and public policies that promote and provide technologies in classrooms in public education networks.

Teachers’ perception of health, remote work, and the students’ situation during the COVID-19 pandemic

Objective: To evaluate the teachers’ perceptions regarding their emotions, health and work, as well as the students’ situation, during the pandemic. Methods: Cross-sectional, quantitative and descriptive study, carried out with teachers from the public education network in the state of Piauí. The bivariate analysis model was applied using Pearson’s Chi-square test, considering the significance level at 5% to check associations and to analyze the reliability of the questionnaire. Internal consistency was calculated using Cronbach’s alpha coefficient. Results: Hopeless was the emotion most perceived by teachers. Conversely, they felt satisfied with their health and work. There was no influence of sociodemographic characteristics on perceived hopeless. In addition, they stated that they had good expectations when the pandemic was over. Regarding the students’ situation, it was identified that they partially agreed that there had been harm. Conclusion: Feeling hopeless during the pandemic was independent of the individual’s sociodemographic characteristics, as well as the teacher’s gender, age or race/skin color.

Paths of financial decentralization through collegiate management in state public schools in the state of Maranhão - Brazil

It includes aspects of collegiate management in the financial decentralization of programs that transfer resources to public schools - especially the Direct Money at School Program - PDDE, correlating this management model to the process of strengthening democratic management. The research sought to understand the conditioning factors involved in the democratic management processes of public schools in the state of Maranhão in terms of community participation in the management of financial resources from the PDDE Program between 2018 and 2020. The methodological perspective is based on field research in schools that have a regulated school cashier in the state public education network in the state of Maranhão, Brazil. The questions that guided the research were aimed at answering how the manager deals with the power of decision over the school's resources, how he manages community participation in the application of resources and how he conceives the dimension of autonomy in the management of resources.

Simulation of the use of rainwater in two schools in the public municipal education network in Aracaju-SE

With an increasing frequency periods of intense water scarcity are recorded in various parts of the planet. A measure that can be very efficient, is using rainwater, preserving potable water for use where it is needed, and contributing to the fight against urban floods. Considering the foregoing, this article aims to capture’s simulation and use of rainwater in two schools of the public municipal education network of Aracaju-SE, through the estimation of non-potable demand, estimation of the catchable volume, verification of the attendance of the estimated non-potable use and the impact of this action on the urban drainage system. Based on the roof area and the average’s data of precipitation, the volume of water captured by the roof was calculated, and finally, a demand for non-potable use was estimated, verifying if this demand is attended, in addition, the impact generated on the local urban drainage system was analyzed. The results indicate that: a) The Oviedo Teixeira School had an average demand of 258 m³, an average catchable volume of 326 m³ and an average reduction of 66% in the volume thrown into the drainage; b) The Anísio Teixeira School had an average demand of 60 m³, an average catchable volume of 140 m³, and an average reduction of 53% in the volume thrown into drainage. It is concluded that rainwater totally meets the estimated demand and rainwater harvesting positively impact on the drainage system, if used on a large scale.

Education and structural racism: teachers’ views on racial discrimination experienced in the workplace

The research in question was developed together with the Center for Research and Extension in Human Rights (NUPEDH) and the Research Group Law, Gender and Plural Identities (DGIPLUS), both linked to the Postgraduate Program in Law and Social Justice at the Faculty of Law (FADIR) from the Federal University of Rio Grande (FURG/Brazil). We sought to investigate, analyze, and understand how structural racism – a phenomenon understood as systematic racial discrimination present in sociopolitical structures – is experienced by teachers who self-identify as black and who work in the public and private primary and secondary education network in the city of Canguçu located in the state of Rio Grande do Sul (RS), Brazil. Aiming to achieve the proposed objective, the deductive research method was adopted, comprising bibliographical research (scientific articles, theses, and books) and critical-reflective analysis of the collected material. As the aim was also to understand the reality of black teachers, empirical research was carried out through semi-structured interviews with all 41 black teachers out of a total of 775 teachers who work in the educational system in the city of Canguçu. Among the obtained results, the fact that the majority, that is, 99% of the teachers interviewed, stated that they had experienced situations of prejudice in work relationships and when teaching in the classroom stands out. Both the number of black teachers in the city of Canguçu and the testimonies of the interviewees corroborate the existence of structural racism in the educational sphere, since, as the authors who underlie the research emphasize, racial discrimination is one of the elements that make up the sociopolitical organization and economic aspects of Brazilian society.

Research Center and Olympics as a strategy for science education in the centers Educates More of Maranhão

This article addresses the implementation of the Research and Olympics Center (NPO) in the Educa Mais Centers in the State of Maranhão, part of the Full-Time Public Education Networks. The main objective was to analyze the results obtained by students and teachers after the introduction of the Center, focusing on participation and awards in knowledge olympiads and scientific events. The data collected revealed a significant increase in the engagement of Educa Mais Centers in challenging academic activities after the implementation of the NPO. The significant participation of students and teachers in Olympiads and scientific events indicated a clear interest in deepening knowledge and expanding educational horizons. Also noteworthy is the considerable increase in the number of awards, indicating not only recognition of merit, but also encouraging participation in other activities, with different methodologies. This positive scenario suggests that the Research and Olympics Center not only introduces an innovative approach to teaching, but also promotes a school culture that values academic excellence. The focus on research and participation in Olympiads not only challenges students intellectually, but also develops fundamental skills and competencies such as critical thinking, problem solving, networking and teamwork. When considering the longevity and effectiveness of this implementation, constant monitoring of results is essential, identifying areas for improvement and necessary adjustments. The dissemination of these positive results not only celebrates the success of the initiative, but also serves as an inspiring model for other educational institutions seeking to improve educational standards and encourage student participation in enriching activities beyond the conventional curriculum. This study highlights the importance of innovative pedagogical strategies to promote the academic and scientific development of students, contributing to the formation of a more capable generation to face future challenges.

UM NOVO OLHAR SOBRE A EDUCAÇÃO BÁSICA EM TEMPOS DE PANDEMIA

A new scenario has emerged in this year of 2020 in education worldwide. Therefore, it is necessary to outline this historic moment. Thus, this article meets the need to address Brazilian education in times of pandemic. The pandemic of the new coronavirus, Covid-19, made the reality of regular and vocational schools across Brazil a new teaching format, since face-to-face teaching was interrupted. In order to prevent the spread of the virus on an even greater scale than Brazil was, measures such as the suspension of face-to-face classes were taken in March 2020, seeking to reduce the spread of the new virus. Such a measure of suspension of face-to-face classes in public and private basic education networks in Brazil, established a new framework never experienced before: it was necessary to establish remote education and thus continue the school year in question. According to the World Bank report, more than 1.5 billion students were left without face-to-face studies in 160 countries. With this context, states and municipalities had to seek emergency exits to continue school activities. The solution found for the continuity of teaching, was with the help of remote teaching supports and the introduction of new methodologies, supported by digital technologies, because, from one hour to the next, the face-to-face classes were replaced for the distance learning modality (EAD), forcing teachers and students to quickly learn new communication and information technologies (ICTs).

Characterization and agroecological management of school gardens in the Serra Gaúcha region, Brazil

School gardens are an important space for, not only social interaction among students, but also for learning about environmental issues, the sustainability of productive systems, the appreciation of traditional knowledge in agricultural management, food security, healthy eating habits, and quality of life. In this sense, the agroecological management of gardens can contribute to the production of safe, healthy food without the presence of chemical residues. The present study aimed to characterize school gardens in the public education networks of the state and municipal levels in the Serra Gaúcha region of Brazil, as well as to evaluate aspects related to the management of these gardens, aiming to establish strategies for their conservation and the sustainable management of pests and diseases. The methodology consisted of a qualitative-quantitative research with descriptive purposes conducted through a data survey. For this reason, a semi-structured digital questionnaire was developed and sent to public schools in twenty-four municipalities located in the Serra Gaúcha region, in the state of Rio Grande do Sul, Brazil. After receiving the questionnaires, data analysis and tabulation were performed, and finally, educational materials on agroecological techniques for managing pest insects and diseases were developed based on the identified needs. The obtained data revealed that the majority of schools were located in urban areas, predominantly serving elementary school students during the daytime and being part of the state education network. Furthermore, most schools lacked guidance from qualified professionals and had limitations regarding agroecological management of school gardens. Therefore, four educational brochures were developed and made available to elementary school students with the aim of sparking interest in sustainability and agroecology topics, while simultaneously promoting a greater appreciation of school gardens.

Wisconsin

The state of Wisconsin is currently operating on the 2021–2023 biennial budget signed by Governor Tony Evers on July 8, 2021. Although the budget was intended to close the funding gaps, provide mental health support, and increased support for education throughout Wisconsin, the Wisconsin Public Education Network issued a press release indicating the new budget underserves students. Consequently, the focus for the 2023–2025 budget is on filling the gap left by the previous budget.

Policy articulation in the institutional arrangement for implementing the pibid 2007-2013

This article is part of the debate on public educational policies in Brazil, and presents research results on the institutional arrangement for the implementation of the Institutional Program of Initiation Scholarship to Teaching, Coordination of Improvement of Higher Education, Ministry of Education. This is a program for encouraging and valuing teaching and for improving the process of teaching for Basic Education, in partnership between universities and schools, with the licensees as their target public. The main theoretical-methodological foundation of the research is from the field of Public Policies, especially the studies about the phase of implementation of policies. Based on the theoretical-analytical model of the institutional arrangements for implementation, the guiding issue of this study was: what are the public educational policies linked to the Pibid in its institutional arrangement for implementation. The results pointed to a articulation of recent public educational policies to Pibid established via LDBEN, I and II PNE, PDE and "new" Capes, regarding teacher training for Basic Education. These policies also characterized the context of the creation of the Bibid and a structure of institutional and financial incentives. Consideration of the institutional arrangement for implementing the Pibid at different scales is relevant to understand the collaborative regimes involved in its institutional-legal and institutional-academic arrangement and the respective scales of implementation in the subnational federative entities and implementation in the partnerships between HEIs, public elementary education networks and each school-field.

THE EDUCATIONAL PURPOSES IMPLIED IN THE OPERATIONAL GUIDELINES IN THE INCLUSIVE PERSPECTIVE

The article presents the school educational purposes implicit in the Operational Guidelines from an inclusive perspective. The school in constant evolution, the social reality and the curricular transformations was studied from the perspective of different authors and publications. Constructivism and the attribution of management of the educational process to the State were also considered. In the dimension of pedagogical practice, authority, values and citizenship, the FEE are indicators as a philosophical and evaluative orientation. Social and educational public policies in the contemplation of diversity, inclusion and multiple cultural identities were addressed. The DC-GO contains the contents to be worked on in the school unit, considering the local reality. Therefore, the objective was to analyze the educational purposes from an inclusive perspective, contemplating the Operational Guidelines of the public education network. And, conceptualize the FEE implicit in the LDB/96; identify its characteristics in the context of DC-GO; list the provisions of inclusive pedagogy and the possibilities within the teaching-learning process. The systematic literature review methodology was based on scholars such as Libâneo, Lenoir, Tiballi, Freitas, Mantoan and Callas, among others. Findings: the multifactorial character of the problems marked by old paradigms, divergent concepts of the FEE function and the DC-GO propositions in the context of public policies. It was concluded that the FEE demand adaptations and cohesion in the formulation of educational policies. Integrating students with special needs requires reorganization of the school, attentive to the legislation. A critical teaching attitude is expected resulting from a collective effort aimed at the integral development of the student through reflective practices in the face of real needs.

Dilemma and Breakthrough: Innovation on Models of Public Legal Education in China Based on Knowledge Graph

In over 30 years, the forms of public legal education activities have become increasingly rich. However, with the technology refresh, the traditional public legal education model characterized by one-way communication has gradually become out of touch, which can not adapt to the return of the people’s subjectivity and meet the personalized needs of different groups of people. As an important part of advancing the Rule of Law in China, public legal education should be timely innovated with the help of new technology. By combining the knowledge graph technology in the era of artificial intelligence with the work of public legal education, this paper studies how to use the knowledge graph technology to build public legal education network platform, introduce customized legal education content, and establish a sound mechanism for intelligent public legal education work, so that users can complete the important transformation from the object of legal education to the subject of law learning. This will enrich the theoretical research results of public legal education.

Virtual learning environments as mediators in continuing education in the state of Amazonas

The text presents the results of the research that analyzed with the Actor-Network Theory (TAR) the connections and controversies of the use of Virtual Learning Environments (VLEs) within the Amazonas State Public Education Network. With predominantly qualitative characteristics, it had in the theoretical-methodological guidelines present in TAR and in the principles of the cartographic method in Deleuze and Guattari (1995; 2000) and clues to follow the actants understood the human and non-human actors in their networks of associations. With TAR, we followed the initial controversy and its unfoldings that elucidated the action of the AVA both as mediator and as intermediary in the collective that participated.

Trabalho docente e ensino remoto emergencial: extensão da jornada de trabalho e expropriação do tempo livre

ABSTRACT The aim was to investigate the effects of remote work, as a result of the covid-19 pandemic, on the working hours and free time of teachers who work in the public education network in the state of São Paulo. Through descriptive research, of qualitative approach, interviews and questionnaires with teachers were carried out. The analysis was inspired by the Marxist theoretical framework about the processes of work, education, time, and technology in the capitalist mode of production. The results indicate that the pandemic impacted the working conditions of teachers in the public education network of São Paulo and deepened ongoing trends, such as precariousness, managerialism, extended working hours and the use of information and communication technology as a mechanism of control of teachers’ time and work. Remote teaching remodeled the pedagogical dynamics and gave new contours to the journey, with advances in working time over free time.

MEDIADOR DE LEITURA: AÇÕES EXTENSIONISTAS EM ESCOLAS PÚBLICAS

This article came from scientific initiation and has been developed based on the extension project “Public Education Network Reading Mediator’s Training II" and had its aim to present the extensionist actions promoted by the project in the period between 2012 and 2020.The methodology used was based on the qualitative approach, composing a bibliographic and documentary review through the academic-scientific production widespread at the time. Therefore, here are the Extension Project actions in three institutions from Londrina’s  public network, namely: the Instituto de Educação Estadual de Londrina (IEEL), in the “Colégio Aplicação” from UEL, and in the Londrina’s Municipal Education Network through the "Palavras Andantes" Project for readers training. Thus, from the extensionist actions, it was found that the project contributed to Teaching and Research as well as to the dialogical interaction between the agents of action and the community assisted in favor of the formation of readers.   &nbsp

Os reflexos de uma política de acesso à educação infantil destinada a bebês e crianças desnutridas

ABSTRACT This article analyzes the Creches e Centros de Atendimento à Infância Caxiense (CCAIC) program, an intersectoral proposal for food and nutrition security, in the city of Duque de Caxias, Baixada Fluminense in the State of Rio de Janeiro, Brazil, which has children’s malnutrition or nutritional risk as an enrollment criterion. First, we present a historical outline of this public policy to combat malnutrition. Next, we bring some research findings from the diagnostic evaluation of the public education network. Finally, we analyze the possible effects of this policy in guaranteeing the right to access kindergarten and discuss possible demands for an intersectoral policy for the care of babies and children. We explore the dilemmas and tensions of this policy aiming to mitigate poverty, such as the production of a prejudiced look at babies, children, and their families; the multidimensionality of eating, extrapolating a physical perspective of nutrients in the food discussion; the crystallization of enrollment criteria, naturalizing the commitment of constitutional precepts and the principle of equality that guarantee Early Childhood Education for all children. Thus, this work sought to question how the CCAIC policy has understood the social demands of babies, children, and families and its effects on their lives.

The initial education of Biology teachers in the state of Santa Catarina: controversies for implementing the Base Nacional

The objective of this article is to investigate the curricular changes imposed by the promulgation of the National Common Curricular Base (BNCC) in the final years of the Elementary School of Sciences in public schools education network, as well as to investigate adequacy of the curricular matrices of some Science teachers training courses to work in Science Elementary Education offered in the state of Santa Catarina. With the qualitative and interpretative study of the documents, it was found that the reform imposed by the BNCC considerably diversified the curricular matrix of Science teaching in Elementary School. This diversification arises with the insertion of Astronomy, Physics, Chemistry, and Geosciences contents. However, curricula of the seven teacher training courses analyzed have a large workload devoted to the contents of Biology. It is considered that this disparity in the approaches of the analyzed courses represents gap for the formation of the future teacher of the final years of Basic Science Education.

Creation of a Digital Repository by analyzing the urgent implementation of Emergency Remote Teaching in the public basic education network in Brazil in the context of the Covid-19 Pandemic

Creation of a Digital Repository by analyzing the urgent implementation of Emergency Remote Teaching in the public basic education network in Brazil in the context of the Covid-19 Pandemic

Reflection on teaching in mathematics mobilized in lesson study

The article analyzes the reflection on teaching, mobilized in a lesson study that involved mathematics teachers. The research is based on Schön and Perrenoud's concept of reflection and is guided by the question, “What reflections on teaching do mathematics teachers mobilize in a lesson study context?”. To answer this question, we did an investigation in a lesson study context, structured in twelve meetings of approximately two and a half hours each, involving eight mathematics teachers from the final years of elementary school of the state public education network of Rio Grande do Sul, Brazil. The empirical material of the research consists of the researcher's field notes, the participants' logbooks, the transcripts of the sessions, and the interview carried out at the end of the lesson study. The qualitative and interpretative analysis showed that the reflection on teaching was characterized as retrospective and prospective, covering three themes: student learning, mathematics teaching, and teaching moral responsibility and ethics.

A alfabetização como atividade lúdico-didática no contexto do PIBID - Pedagogia da UEMG de Divinópolis

The article aims to present an experience report of the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course at the Universidade do Estado de Minas Gerais (UEMG) of the Academic Unit of Divinópolis. The literacy theme is at the center of the debate of the Pedagogy subproject for teaching and teaching practice to consider the possibilities of school education to provide the full development of students in literacy in the initial grades of the elementary school in a municipal public school. Therefore, a qualitative study of a descriptive nature of the experience report type was carried out, which aims to describe the experiences and perspectives of academics/scholarship holders, supervising professor of the public education network, and area coordinators linked to the Program, which, during the development activities provided us with moments of reflection and monitoring of teaching practices. The report explores the playful-didactic activities developed in classrooms, giving a little glimpse of their routine, and highlights the relevance of PIBID in allowing scholarship holders to experience the teaching practice.