It is a study of documentary based on three fundamental premises that analyzes the neoliberal politics that have been implanted in Paraná in the last years: (i) the neoliberalism in Paraná won new force since 2010, with the government of Beto Richa, provoking a complete breaking of the republican and democratic spirit; (ii) it happened in Paraná, in line with the impeachment of 2016, a total disclaimer of the State to the (res)public thing and an enlargement of the loss of rights;; (iii) it is in course a new conception of education administration – managerialism and pragmatism played by institutes and foundations. The text analyzes the unfoldings of the education politics in Paraná with the implantation of the education administration’s model guided by a document of Fundação Itaú Social (2014) elaborated in business and market language, that is mainly in charge of the results of the institutional evaluations of wide climbs, as Prova Brasil and Prova Paraná. For this study, fifteen guardianship itineraries were analyzed, which were elaborated and released by the Section of Pedagogic Attendance of the State Department of Education. Among other aspects, the study concludes that the education politics that have been implemented in Paraná destroy the pedagogic autonomy significantly and they don’t improve the conditions of educational labor in the public net of Paraná.

This article result of a research held during the course of Language, orality and writing, given in the Specialization Course for Teaching in Early Childhood Education in 2015, promoted by the Center of Education and Childhood of the Federal University of Maranhão(NEIUFMA), in partnership with the Ministry of Education and Culture (MEC). Aimed to analyze the work with written language developed by the Early Childhood Education schools in Maranhão’s municipalities. Twenty-six teachers of nineteen public institutions of four municipalities were the research subjects, who participated in this course. Understanding written language as expression, communication and human interaction, therefore, integrating lifethrough discursive genres, dialogue with Bakhtin (1995), Vygotsky (1995), Mello (2009; 2012), Smolka (2003), among others. The survey results point that writing should be present in the institutions early childhood education, however, should not constitute such as exclusive language way neglecting the presence of multiple languages. It further pointed that the activities with the focus on writing are the same for children aged between 3 and 5 years, disregarding the way they learn best and distancing themselves in situations of social use of writing, once that they are centered on micro aspects of language (GOULART, 2011).

This study aimed to characterize the pedagogical work of the teacher of Hearing and Language in the Spanish educational system (Guadalajara - Castilla-La Mancha). It constituted a qualitative research. It was developed in a childhood education school and Primary city of Guadalajara province of Castilla-La Mancha - Spain, and participated in this study Professor of Hearing and Language of this center. It used as instruments for data collection observation of the work of this teacher and interview with it. The results addressed the positive aspects of hearing and language teacher working for the teaching and learning process of students caused communication difficulties or not by a disability, as well as the importance of proper teacher training to meet the students' needs front promotion of language skills. Thus, even pointed questions that allow dialogue and reflections to the Brazilian context, in the sense of new possibilities for education in the country.

The objective of this study is to discuss possibilities of adopting digital resources for teaching/learning English as a second language (L2) within higher education contexts (in general) and within a public university in Brazil (in particular). Key aspects in the literature review (which includes approaches such as COIL, MOOCs and EMI) are compared with the scenario and activities of a university in the Global South, in order to discuss the use of digital resources in teaching/learning English as L2. Results suggest that a critical use of technologies is necessary to promote a more balanced and sustainable process for language teaching/learning. Institutional support is also fundamental for teachers and students develop skills necessary for an increasingly interconnected world. The conclusion indicates that a combination of alternative practices can foster an effective language teaching/learning process in higher education institutions, supported by digital resources.

This article is part of the discussions on the concept of Pedagogical Work and derives from a study that aimed to analyze the academic production on pedagogical work, from 2011 to 2021, available in the Repository of Theses and Dissertations of a Federal University in the country of the State of Rio Grande do Sul. From a bibliographical research and document analysis, 18 dissertations and 11 theses were studied. Above all, the approach of the Pedagogical Work category/concept was analyzed. With this, it was possible to observe that all studies departed from Ferreira's conception (2010 to 2018) and, in different contexts and themes, applied the category to different school or training spaces. Furthermore, it was possible to observe divergences and, in the same way, punctual convergences between the studies that point to the need for more studies and development of the concept, which, in short, aims to explain the work of teachers.

This study aims to systematize the bases for analysis of the 803 questionnaires that were answered by Basic Education teachers who work teaching art in school. The team network project Observatory of Teacher Education in the field of Arts Education: Comparative Studies Brazil and Argentina, from two working groups, organized the process of data analysis. The bibliographic study was used as a research procedure, as well as the analysis of the methodological process of data collection and pre-organization, as a phase prior to the analysis. The bibliographical study intended to reflect on the materiality of the working conditions of the art teacher. As a result of this phase, it was possible to perceive the need for data formatting to use the NVIVO software, as well as identifying that the precariousness of work and lack of public policies are fundamental elements for the analysis process, because it directly invol[1]ves the pedagogical work. It is true that the appreciation of the teacher and of art and the investment in pedagogical work are constituted both by legal aspects and by the praxis that develops within the scope of the characteristics of teaching. However, investment in professional qualification, in access to art and culture, as well as in working conditions, are determining factors for professionals in the field of arts at school to fulfill their social role. Therefore, educational praxis cannot be dissociated from the conditions that the state performs in fulfilling its obligations related to the quality of Public Education.

Se presenta un análisis de los Proyectos pedagógicos (PP) de los cursos de pedagogía en las cinco universidades federales de Rio Grande do Sul, con el objetivo de resaltar los significados en las referencias en relación con las pasantías supervisadas. Se asumió que la pasantía supervisada sería el tiempo y el espacio privilegiado para el contacto, el trabajo y la inserción en el campo profesional, a través del proyecto y la orientación de los maestros del Curso. En cuanto a los aspectos teóricos y metodológicos, se llevaron a cabo dos etapas. En el primero, se realizó un análisis documental de los Proyectos pedagógicos de los cinco cursos de pedagogía. En la segunda etapa, se envió un cuestionario a un grupo de graduados del curso de Pedagogía en una de las cinco universidades, compuesto de preguntas destinadas a contemplar y relacionarse con el análisis realizado en los PP. Las preguntas fueron sobre la concepción, experiencia / experiencia y la evaluación de la pasantía supervisada en el curso de pedagogía en esa universidad. Once interlocutores, diez mujeres y un hombre, graduados del Curso entre 2013 y 2020, participaron en las entrevistas. Los datos fueron analizados por el Análisis del Movimiento de los Sentidos, una técnica desarrollada por el grupo de investigación en el que trabajamos. Una de las percepciones, después del estudio, es que hay una pasantía supervisada prevista en los proyectos pedagógicos. Sin embargo, no se encontraron significados y conceptos de pasantías supervisadas. Del mismo modo, los discursos de los alumnos lo describen como una práctica, no con poca frecuencia, disociándolo de la teoría y considerándolo una prioridad que no se ve en el Curso.

Esta dissertação de mestrado é um estudo sobre o processo de proletarização do trabalho docente na Educação Física escolar. O problema da pesquisa ficou delimitado da seguinte maneira: Como o professor de Educação Física organiza seu trabalho pedagógico frente ao processo de proletarização docente? Partindo da teoria marxista, consideramos o trabalho como categoria fundante do ser humano e também em sua forma histórica, assumida na sociedade capitalista. Dessa forma, foi possível relacionar trabalho e educação e compreender seus efeitos na instituição escolar. Assim, discutimos a questão da proletarização, compreendida como um processo que amplia as relações capitalistas dentro da escola e que subtrai dos professores diversas qualidades, além de precarizar e intensificar o trabalho do professor, retirando-lhes o controle e o sentido da docência. Para compreender como este processo interfere especificamente no âmbito da Educação Física, nossa abordagem metodológica baseou-se em elementos da pesquisa qualitativa, realizada em escolas da Rede Municipal de Ensino de Porto Alegre (RMEPOA). Colaboraram cinco professores de Educação Física escolhidos de forma intencional, dos quais observamos as aulas e com quem realizamos entrevistas, mais uma professora que atuava também como dirigente da Associação dos Trabalhadores em Educação de Porto Alegre ( ATEMPA ), com quem realizamos uma entrevista. Nossos achados indicam que a proletarização é um processo que ocorre no âmbito da escola, sem um confronto por parte dos professores, que buscam estratégias diversas para organizar seu trabalho. Após a realização das observações e das entrevistas, analisamos e organizamos o material em três categorias de análise. A primeira delas fala sobre o processo de ingresso na rede e como, desde o início, as implicações da proletarização afetam a organização do trabalho dos professores – diferentemente do trabalho fabril, a lógica escolar, em muitos casos, deixa o trabalho mais difícil para os professores iniciantes, que recebem pouco acompanhamento no início de sua carreira como docentes. A segunda categoria trata da autonomia frente ao processo de proletarização. Vimos que as questões estruturais e materiais são determinantes no planejamento dos professores. Outra questão importante é o fato de as políticas públicas isolarem o trabalho do professor de Educação Física em favor de uma série de projetos esportivos, dos quais os professores da escola não participam nem de sua concepção nem de sua execução. A terceira categoria trata da organização coletiva. Foi possível considerar que existe uma dificuldade de organização por parte dos próprios professores da área nos seus contextos escolares devido a um isolamento decorrente de uma estrutura fragmentada. No âmbito sindical, existe uma relação heterogênea com o movimento por parte dos professores. Muitos não creem na atual forma de representação, além de se sentirem desapontados após anos de luta que acreditam não ter surgido efeito. Outros mantêm acesa uma esperança de mudança por meio da participação coletiva no sindicato. Por fim, os professores têm seu trabalho cada vez mais intensificado, devido às enormes demandas sociais que as escolas municipais e suas comunidades têm apresentado. Isso acarreta uma dificuldade de planejamento tanto individual quanto coletivo e acaba interferindo no trabalho cotidiano dos professores, que recorrem a diversas estratégias de sobrevivência, culminando em dificuldades de organização para a própria escola. Ainda assim, é possível ver movimentos contraditórios, tanto pessoais quanto coletivos, que têm tentado contrapor essas dificuldades hoje existentes.