This framework aims to contribute to the development of teacher educators in order to be able to integrate Intercomprehension in their educational activities in presence and online. This document is therefore an instrument for designing and putting into practice intercomprehension courses in contexts of teacher education and evaluation (including self-assessment) of professional competencies (knowledge, attitudes and skills) for the introduction of intercomprehension in situations of language contact and intercultural communication.

This research had as objective to investigate the possible influences of the Índice de Desenvolvimento da Educação Básica (IDEB) (Basic Education Development Index) in the professional style of two teachers of the initial years of Elementary School of the public school system of Maceió (Alagoas estate). The reflections were made from Vygotsky and his categories of analysis – mediation, activity, consciousness and thought and language – and the Clinic of the Activity of Yves Clot and his categories of analysis – Real Activity and Actual Activity, Gender and Style and Power of acting. We have as context two public elementary schools of the public school system of Maceió: one with IDEB considered high and another with IDEB considered low. This study is qualitative in nature; the techniques used were: interviews of life stories, observation sessions, filming and simple self-confronts. This research seeks to highlight the different aspects of the activity of each teacher, besides highlighting the peculiarities of the different school contexts, trying to evaluate to what extent they are important for the divergent results in the IDEB. The analyzes indicate that the teacher who works in the school with high IDEB seeks to adapt her professional style to the IDEB. She considers the positive index as a quality reference for her work. The teacher who works in the school with low IDEB does not directly develop her professional style having the IDEB as a reference and, despite criticizing the index as a criterion of quality of education, she is obliged to apply it.

We investigated the possibilities of remote teaching of Physical Education curricular component for students of 4th year of elementary school, through the analysis of 66 video classes available on Youtube Channel TV Escola Curitiba. In the analysis adopted the techniques of Content Analysis (BARDIN, 2011). We evidence that the proposals contemplated the of Sports, Games/Plays, Fights, Dances and Gymnastics units, providing opportunities for construction of conceptual knowledge related to history, categorization, characteristics and rules, as well as bodily knowledge, experienced the practice of these cultural manifestations. We believe that other teachers can benefit from the materials produced in the video classes, as well as be inspired to create their own channels.

Mental calculation is that, exact or approximate, that is done mentally, or with notes to support the reasoning, which does not depend exclusively on the use of algorithms and counting. Although it allows a better understanding of mathematics and influences the future of children, this tool has not been used to its full potential. For its use to happen, teachers must be aware of its importance in the teaching-learning process and know how to use it. This study, characterized as an explanatory research of qualitative character, aims to study the main strategies of mental calculation described in the literature, in the texts of Thompson (1999) and Butterwoth (2005), to analyze the previous knowledge necessary for each one of them and, finally, develop suggestions for educational activities. The didactic activities suggested were based on the notes of Kamii & Jodeph (2005) and should be applied to students that are in the early years, regularly, methodical and gradual manner, aiming at the development of the necessary knowledge for mental calculation strategies.

No Brasil, a expansão das oportunidades educacionais e o aumento da demanda por professores da educação básica ocorridos na segunda metade do século XX foi acompanhada por mudanças na profissão docente. O aumento da jornada de trabalho, a baixa remuneração e as condições precárias de trabalho corroboram para um cenário onde a docência é uma carreira de baixa atratividade, com grande taxa de evasão em seus cursos de formação e trajetórias profissionais conturbadas. Neste sentido, o artigo tem como objetivo aprofundar o debate sobre o mercado de trabalho para os professores a partir da análise de um dos fatores que mais influenciam a baixa atratividade na profissão, a remuneração. Para isso foi feita uma análise dos últimos dados disponibilizados pela Relação Anual de Informações Sociais (RAIS) sobre a atuação docente. Os resultados mostram que há desigualdades salariais presentes nas diferentes etapas educacionais, naturezas jurídicas e até mesmo entre o sexo dos docentes. De forma geral, as piores condições de trabalho são oferecidas aos docentes do sexo feminino das etapas iniciais da educação que trabalham em escolas particulares. Conclui que políticas públicas de valorização docente são essenciais para a melhoria da educação básica, com destaque para os profissionais que atuam na base da progressão educacional.

The present study sought to analyze quality of life indicators of school physical education teachers working in the midst of the pandemic scenario, as well as to reflect on the use of digital technologies as didactic-pedagogical resources in the teaching and learning process in school physical education. This is a pilot survey with preliminary clippings of the doctoral research, in progress, with a qualitative-quantitative and descriptive approach. The target audience corresponded to 13 school physical education teachers working in Basic Education. With regard to the research instruments, a sociodemographic questionnaire was used to outline the profile of the participants, and an instrument developed by the Quality of Life Group of the World Health Organization, known as WHOQOLbref, to assess the quality of life of generally and based on some subjective and multidimensional constructs. Although most teachers have shown reasonable and satisfactory levels of quality of life, it was possible to infer that the current pandemic scenario and its impacts on teaching performance, especially with regard to the requirements to be able to deal appropriately with the various aspects remote education applicants, can overburden these teachers and impair their quality of life.

O presente trabalho investigou a compreensão de professores sobre a ação docente para a construção da moralidade, apoiando-se na perspectiva construtivista de Jean Piaget. Consistiu, principalmente, em refletir sobre a ação docente e a responsabilidade de educar moralmente. Realizaram-se entrevistas individuais semi-estruturadas, orientadas pelo método clínico, com dez professores de diferentes áreas de conhecimento e níveis de ensino da Educação Básica. Os resultados gerais da pesquisa mostram que os professores consideram que suas ações em sala de aula são relevantes para o desenvolvimento moral dos alunos e compreendem que há relação entre atitudes de convivência social e a construção da moralidade.