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Publisher: SciELO   (Total: 713 journals)

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Showing 1 - 200 of 713 Journals sorted alphabetically
ABCD. Arquivos Brasileiros de Cirurgia Digestiva     Open Access   (Followers: 2, SJR: 0.277, h-index: 5)
ACIMED     Open Access   (Followers: 1)
Acta Agronómica     Open Access   (Followers: 1, SJR: 0.11, h-index: 2)
Acta Amazonica     Open Access   (Followers: 5, SJR: 0.32, h-index: 18)
Acta Bioethica     Open Access   (Followers: 1, SJR: 0.131, h-index: 4)
Acta Botanica Brasilica     Open Access   (Followers: 2, SJR: 0.364, h-index: 23)
Acta botánica mexicana     Open Access   (Followers: 1, SJR: 0.251, h-index: 6)
Acta Cirurgica Brasileira     Open Access   (SJR: 0.319, h-index: 19)
Acta Limnologica Brasiliensia     Open Access   (Followers: 3, SJR: 0.29, h-index: 6)
Acta Literaria     Open Access   (Followers: 3, SJR: 0.1, h-index: 2)
Acta Medica Colombiana     Open Access   (Followers: 1)
Acta Médica Costarricense     Open Access   (Followers: 2)
Acta Neurológica Colombiana     Open Access   (Followers: 2)
Acta Ortopédica Brasileira     Open Access   (Followers: 1, SJR: 0.288, h-index: 10)
Acta Paulista de Enfermagem     Open Access   (Followers: 2, SJR: 0.242, h-index: 15)
Acta Pediátrica Costarricense     Open Access   (Followers: 1)
Acta Scientiarum. Agronomy     Open Access   (Followers: 4, SJR: 0.961, h-index: 15)
Acta zoológica mexicana     Open Access  
Actualidades Biológicas     Open Access   (Followers: 1)
African Human Rights Law J.     Open Access   (Followers: 19)
African Natural History     Open Access   (Followers: 2, SJR: 0.106, h-index: 4)
Afro-Asia     Open Access  
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3, SJR: 0.101, h-index: 2)
Agricultura Tecnica     Open Access   (Followers: 5)
Agrociencia     Open Access   (Followers: 1, SJR: 0.213, h-index: 15)
Agrociencia Uruguay     Open Access  
Agronomía Mesoamericana     Open Access  
Aisthesis     Open Access   (Followers: 4, SJR: 0.1, h-index: 1)
Alea : Estudos Neolatinos     Open Access   (Followers: 2, SJR: 0.1, h-index: 3)
Alfa : Revista de Linguística     Open Access  
Alpha (Osorno)     Open Access   (SJR: 0.114, h-index: 3)
Ambiente & sociedade     Open Access   (Followers: 2, SJR: 0.142, h-index: 8)
Ambiente & Agua : An Interdisciplinary J. of Applied Science     Open Access   (Followers: 1, SJR: 0.221, h-index: 4)
Ambiente Construído     Open Access   (Followers: 1)
América Latina en la historia económica     Open Access   (Followers: 2, SJR: 0.148, h-index: 1)
Anais Brasileiros de Dermatologia     Open Access   (Followers: 3, SJR: 0.498, h-index: 23)
Anais da Academia Brasileira de Ciências     Open Access   (Followers: 2, SJR: 0.322, h-index: 42)
Anais do Museu Paulista : História e Cultura Material     Open Access   (Followers: 1)
Anales de Medicina Interna     Open Access   (Followers: 1)
Anales del Instituto de la Patagonia     Open Access   (Followers: 1)
Anales del Sistema Sanitario de Navarra     Open Access   (Followers: 1, SJR: 0.196, h-index: 18)
Análise Psicológica     Open Access   (Followers: 1, SJR: 0.129, h-index: 3)
Análise Social     Open Access   (Followers: 1, SJR: 0.109, h-index: 8)
Andean geology     Open Access   (Followers: 13, SJR: 0.997, h-index: 25)
Antipoda. Revista de Antropología y Arqueología     Open Access   (Followers: 6, SJR: 0.1, h-index: 0)
Anuario Colombiano de Historia Social y de la Cultura     Open Access   (SJR: 0.101, h-index: 1)
Anuario de Historia Regional y de las Fronteras     Open Access  
Apuntes : Revista de Estudios sobre Patrimonio Cultural - J. of Cultural Heritage Studies     Open Access   (Followers: 4)
Archivos de Medicina Veterinaria     Open Access   (Followers: 1, SJR: 0.199, h-index: 16)
Archivos de Neurociencias     Open Access   (Followers: 3, SJR: 0.1, h-index: 4)
Archivos de Pediatria del Uruguay     Open Access   (Followers: 3)
Archivos de Zootecnia     Open Access   (Followers: 1, SJR: 0.248, h-index: 9)
Archivos Españoles de Urología     Open Access   (SJR: 0.188, h-index: 19)
ARQ     Open Access   (Followers: 4, SJR: 0.1, h-index: 2)
Arquitectura y Urbanismo     Open Access   (Followers: 2)
Arquivo Brasileiro de Medicina Veterinária e Zootecnia     Open Access   (SJR: 0.307, h-index: 22)
Arquivos Brasileiros de Cardiologia     Open Access   (Followers: 1, SJR: 0.334, h-index: 32)
Arquivos Brasileiros de Endocrinologia e Metabologia     Open Access  
Arquivos Brasileiros de Oftalmologia     Open Access   (SJR: 0.308, h-index: 19)
Arquivos de Gastroenterologia     Open Access   (Followers: 1, SJR: 0.424, h-index: 22)
Arquivos de Medicina     Open Access   (SJR: 0.1, h-index: 5)
Arquivos de Neuro-Psiquiatria     Open Access   (SJR: 0.374, h-index: 38)
Arquivos do Instituto Biológico     Open Access   (Followers: 1)
Arquivos Internacionais de Otorrinolaringologia     Open Access  
ARS     Open Access   (Followers: 2)
Atenea (Concepción)     Open Access   (SJR: 0.111, h-index: 3)
Atmósfera     Open Access   (Followers: 2, SJR: 0.377, h-index: 18)
Audiology - Communication Research     Open Access   (Followers: 8)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Avances en Odontoestomatologia     Open Access   (Followers: 1, SJR: 0.109, h-index: 4)
Avances en Periodoncia e Implantología Oral     Open Access   (Followers: 1)
Bakhtiniana : Revista de Estudos do Discurso     Open Access  
BAR. Brazilian Administration Review     Open Access   (Followers: 1, SJR: 0.188, h-index: 6)
Biota Neotropica     Open Access   (SJR: 0.373, h-index: 18)
Biotecnología Aplicada     Open Access   (SJR: 0.122, h-index: 10)
Biotecnología en el Sector Agropecuario y Agroindustrial     Open Access  
Boletim de Ciências Geodésicas     Open Access   (SJR: 0.227, h-index: 5)
Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas     Open Access   (Followers: 1, SJR: 0.139, h-index: 4)
Boletin Chileno de Parasitologia     Open Access  
Boletín de Filología     Open Access  
Boletín de la Sociedad Botánica de México     Open Access  
Boletin de la Sociedad Chilena de Quimica     Open Access  
Boletín de la Sociedad Geológica Mexicana     Open Access   (SJR: 0.231, h-index: 8)
Boletín del Museo Chileno de Arte Precolombino     Open Access   (Followers: 1, SJR: 0.149, h-index: 1)
Bosque     Open Access   (Followers: 2, SJR: 0.256, h-index: 10)
Bragantia     Open Access   (Followers: 2, SJR: 0.522, h-index: 20)
Brazilian Archives of Biology and Technology     Open Access   (Followers: 3, SJR: 0.242, h-index: 31)
Brazilian Dental J.     Open Access   (Followers: 2, SJR: 0.47, h-index: 34)
Brazilian J. of Biology     Open Access   (Followers: 3, SJR: 0.358, h-index: 35)
Brazilian J. of Chemical Engineering     Open Access   (Followers: 3, SJR: 0.424, h-index: 32)
Brazilian J. of Food Technology     Open Access   (Followers: 3)
Brazilian J. of Medical and Biological Research     Open Access   (SJR: 0.541, h-index: 70)
Brazilian J. of Microbiology     Open Access   (Followers: 3, SJR: 0.39, h-index: 38)
Brazilian J. of Oceanography     Open Access   (Followers: 1, SJR: 0.285, h-index: 13)
Brazilian J. of Oral Sciences     Open Access   (Followers: 1, SJR: 0.145, h-index: 6)
Brazilian J. of Physical Therapy     Open Access   (SJR: 0.466, h-index: 16)
Brazilian J. of Plant Physiology     Open Access   (Followers: 3, SJR: 0.452, h-index: 32)
Brazilian J. of Veterinary Research and Animal Science     Open Access   (Followers: 7, SJR: 0.184, h-index: 10)
Brazilian Oral Research     Open Access  
Brazilian Political Science Review     Open Access  
Bulletin of the World Health Organization     Open Access   (Followers: 17, SJR: 2.819, h-index: 123)
Caderno CRH     Open Access   (Followers: 1, SJR: 0.102, h-index: 4)
Caderno de Estudos     Open Access  
Cadernos CEDES     Open Access   (Followers: 1, SJR: 0.111, h-index: 5)
Cadernos de Pesquisa     Open Access   (Followers: 2, SJR: 0.26, h-index: 8)
Cadernos de Saúde Pública     Open Access   (Followers: 1, SJR: 0.593, h-index: 55)
Cadernos de Tradução     Open Access  
Cadernos Metrópole     Open Access   (Followers: 1)
Cadernos Nietzsche     Open Access  
Cadernos Pagu     Open Access   (SJR: 0.179, h-index: 4)
Cadernos Saúde Coletiva     Open Access   (Followers: 1)
Calidad en la educación     Open Access   (Followers: 1)
Cerâmica     Open Access   (Followers: 4, SJR: 0.19, h-index: 11)
CES Medicina     Open Access  
Chilean J. of Agricultural Research     Open Access   (Followers: 1, SJR: 0.366, h-index: 15)
Chungara (Arica) - Revista de Antropologia Chilena     Open Access   (Followers: 1, SJR: 0.49, h-index: 13)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2, SJR: 0.588, h-index: 30)
Ciência Animal Brasileira     Open Access   (Followers: 1, SJR: 0.322, h-index: 4)
Ciência da Informação     Open Access   (Followers: 1, SJR: 0.117, h-index: 7)
Ciencia del suelo     Open Access   (Followers: 2, SJR: 0.206, h-index: 13)
Ciência e Agrotecnologia     Open Access   (SJR: 0.444, h-index: 19)
Ciencia e Cultura     Open Access   (Followers: 1)
Ciencia e investigación agraria     Open Access   (Followers: 1, SJR: 0.21, h-index: 10)
Ciencia forestal en México     Open Access  
Ciência Rural     Open Access   (Followers: 2, SJR: 0.389, h-index: 24)
Ciencia y Enfermeria - Revista Iberoamericana de Investigacion     Open Access   (Followers: 3, SJR: 0.165, h-index: 7)
Ciencias Marinas     Open Access   (Followers: 2, SJR: 0.348, h-index: 21)
Ciencias Psicológicas     Open Access  
Cirugia Plastica Ibero-Latinoamericana     Open Access   (SJR: 0.175, h-index: 8)
CLEI Electronic J.     Open Access  
Clínica y Salud     Open Access   (SJR: 0.15, h-index: 3)
Clinics     Open Access   (SJR: 0.525, h-index: 36)
CoDAS     Open Access   (SJR: 0.177, h-index: 12)
Computación y Sistemas     Open Access   (SJR: 0.253, h-index: 4)
Comuni@cción     Open Access  
Comunicación y sociedad     Open Access   (Followers: 2, SJR: 0.104, h-index: 1)
Contaduría y Administración     Open Access   (SJR: 0.103, h-index: 1)
Contexto Internacional     Open Access  
Convergencia     Open Access   (SJR: 0.112, h-index: 4)
Correo Científico Médico     Open Access  
Corrosão e Protecção de Materiais     Open Access  
Crop Breeding and Applied Biotechnology     Open Access   (Followers: 4, SJR: 0.604, h-index: 13)
Cuadernos de Economía     Open Access   (Followers: 2)
Cuadernos de Economia - Latin American J. of Economics     Open Access   (Followers: 2)
Cuadernos de Historia     Open Access   (Followers: 3)
Cuadernos de Historia de la Salud Publica     Open Access  
Cuadernos de Medicina Forense     Open Access   (Followers: 2, SJR: 0.106, h-index: 4)
Cuadernos.info     Open Access   (SJR: 0.117, h-index: 2)
Cubo. A Mathematical J.     Open Access  
Cuicuilco     Open Access   (Followers: 1)
Cultivos Tropicales     Open Access   (Followers: 1)
Culturales     Open Access   (Followers: 2)
Dados - Revista de Ciências Sociais     Open Access   (SJR: 0.429, h-index: 15)
De Jure     Open Access   (Followers: 1)
DELTA : Documentação de Estudos em Lingüística Teórica e Aplicada     Open Access   (SJR: 0.142, h-index: 5)
Dementia & Neuropsychologia     Open Access   (Followers: 6, SJR: 0.232, h-index: 10)
Dental Press J. of Orthodontics     Open Access   (Followers: 2, SJR: 0.214, h-index: 7)
Desacatos     Open Access   (Followers: 1)
Desarrollo y Sociedad     Open Access   (Followers: 3, SJR: 0.106, h-index: 2)
Diálogo Andino - Revista de Historia, Geografía y Cultura Andina     Open Access  
Diánoia     Open Access   (Followers: 1)
Dimensión Empresarial     Open Access  
Dynamis : Acta Hispanica ad Medicinae Scientiarumque Historiam Illustrandam     Open Access   (Followers: 1, SJR: 0.134, h-index: 7)
e-J. of Portuguese History     Open Access   (Followers: 2, SJR: 0.125, h-index: 2)
Eclética Química     Open Access   (Followers: 1)
Ecología en Bolivia     Open Access  
Economia Aplicada     Open Access   (SJR: 0.168, h-index: 6)
Economia e Sociedade     Open Access  
EconoQuantum     Open Access  
Educação & Sociedade     Open Access   (Followers: 3, SJR: 0.244, h-index: 12)
Educação e Pesquisa     Open Access   (Followers: 1, SJR: 0.171, h-index: 8)
Educação em Revista     Open Access  
Educación Matemática     Open Access  
Educación Médica     Open Access   (Followers: 1, SJR: 0.11, h-index: 7)
Educación Médica Superior     Open Access   (Followers: 1, SJR: 0.188, h-index: 7)
Educación y Educadores     Open Access   (Followers: 1)
Educar em Revista     Open Access  
EDUMECENTRO     Open Access  
En-Claves del pensamiento     Open Access   (Followers: 1)
Encuentros     Open Access  
Ene : Revista de Enfermería     Open Access  
Enfermería Global     Open Access   (Followers: 3, SJR: 0.14, h-index: 2)
Enfermería Nefrológica     Open Access   (Followers: 1)
Engenharia Agrícola     Open Access   (SJR: 0.396, h-index: 18)
Engenharia Sanitaria e Ambiental     Open Access   (SJR: 0.15, h-index: 10)
Ensaio Avaliação e Políticas Públicas em Educação     Open Access   (Followers: 1, SJR: 0.19, h-index: 6)
Entomologia y Vectores     Open Access   (Followers: 2)
Escritos de Psicología : Psychological Writings     Open Access   (Followers: 2)
Estudios Atacameños     Open Access   (Followers: 2, SJR: 0.418, h-index: 8)
Estudios Constitucionales     Open Access   (Followers: 4, SJR: 0.383, h-index: 5)
Estudios de Cultura Maya     Open Access   (Followers: 3, SJR: 0.167, h-index: 1)
Estudios de Economía     Open Access   (SJR: 0.144, h-index: 7)
Estudios de historia moderna y contemporánea de México     Open Access   (SJR: 0.101, h-index: 3)
Estudios Filologicos     Open Access   (SJR: 0.105, h-index: 3)
Estudios Fronterizos     Open Access   (Followers: 1)
Estudios internacionales     Open Access   (Followers: 5)
Estudios Pedagogicos (Valdivia)     Open Access   (Followers: 2, SJR: 0.209, h-index: 7)
Estudios Políticos     Open Access  
Estudios Sociales     Open Access   (Followers: 2)

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Journal Cover Educação & Sociedade
  [SJR: 0.244]   [H-I: 12]   [3 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 0101-7330 - ISSN (Online) 1678-4626
   Published by SciELO Homepage  [713 journals]
  • CRISE DO PROJETO DEMOCRÁTICO DE EDUCAÇÃO

    •  
  • ANÁLISES DE EXPERIÊNCIAS BRASILEIRAS E LATINO-AMERICANAS DE
           EDUCAÇÃO DO CAMPO

    •  
  • Reasons for changing the world: rural education and the contributions from
           PRONERA

    • Abstract: RESUMO: A razão neoliberal penetra todas as instituições e dissemina sua visão de mundo impondo a governança corporativa em todas as dimensões do desenvolvimento. A educação é uma das dimensões mais afetadas pela lógica neoliberal. O campesinato brasileiro, com destaque para o Movimento dos Trabalhadores Rurais Sem Terra (MST), junto com professores e pesquisadores construíram o paradigma da educação do campo que tem no Programa Nacional de Educação na Reforma Agrária (PRONERA) uma de suas principais referências. Neste artigo, analisamos este Programa em escala nacional e discutimos o enfrentamento desses dois paradigmas que disputam as políticas educacionais para o campo. A contribuição do PRONERA, em seus 20 anos de existência, assegura essa política pública como fundamental para a educação camponesa.ABSTRACT: Neoliberal reasoning permeates all institutions and disseminates its view of the world by imposing corporate governance on all dimensions of development. Education is one of the spheres mostly affected by the neoliberal logic. The Brazilian peasantry, as highlighted by the Landless Workers Movement (MST), along with teachers and researchers, has built an alternative paradigm for rural education through the National Program for Education in Agrarian Reform (PRONERA). In this article, we discuss the confrontation of these two paradigms in dispute within the educational policy field. The contribution of PRONERA, in twenty years of existence, is to ensure that public policies remain relevant for peasant education.RESUMÉ: La raison néolibérale pénètre dans toutes les institutions et dissémine sa vision du monde imposant la gouvernance d’entreprise dans toutes les dimensions du développement. L’éducation est l’une des dimensions les plus touchées par la logique néolibérale. La paysannerie brésilienne en mettant en valeur par le mouvement des travailleurs ruraux sans terre (MST), auprès des enseignants et les chercheurs, a construit le domaine du paradigme de l’éducation au moyen du programme national d’éducation à la réforme agraire (PRONERA). Dans cet article, nous discutons la confrontation de ces deux paradigmes politiques qui font l’objet de conflit dans le terrain de l’éducation. La contribution du PRONERA pendant vingt années d’existence assure cette politique publique comme un élément fondamental à l’éducation paysanne.
       
  • The strengthening of peasant identity: repercussions of the National
           Program of Education in Agrarian Reform in the States of Ceará, Minas
           Gerais, and Paraná (1998-2011)

    • Abstract: RESUMO: O artigo discutiu os resultados da II Pesquisa sobre o Programa Nacional de Educação na Reforma Agrária (PRONERA), em sua fase qualitativa, focalizando as repercussões de seus cursos na trajetória de egressos residentes em nove assentamentos localizados nos Estados do Ceará, Minas Gerais e Paraná. Foram realizadas entrevistas narrativas junto a egressos dos três estados sendo problematizadas à luz do método analítico do materialismo dialético. Observaram-se repercussões nas dimensões pessoal (ampliação dos níveis de escolaridade e de atuação socioprofissional) e coletiva (escola mais próxima da realidade camponesa e do setor produtivo) e possibilidades de compreensão de identidade camponesa que sinaliza para resistências e lutas nos territórios de produção e reprodução de vida.ABSTRACT: This article addresses the results of the Second Survey on the National Program of Education in Agrarian Reform (PRONERA) in its qualitative phase, focusing on the repercussions of courses offered on the trajectory of former residents in nine settlements of the States of Ceará, Minas Gerais, and Paraná. Narrative interviews were carried out with graduates of all three states, with questionings in the light of dialectical materialism method of analysis. There were repercussions on personal (expansion of educational levels and socio-professional activity) and collective dimensions (school closer to peasant reality and productive sector), as well as possibilities of understanding the peasant identity, which signals to resistance and struggles in territories of life production and reproduction.RÉSUMÉ: L’article porte sur les résultats de la deuxième recherche sur le Programme National d’Éducation à la Réforme Agraire (PRONERA), dans sa phase qualitative, en mettant l’accent sur les répercussions des cours offris dans la trajectoire des diplômés résidant dans neuf colonies situées dans les états du Ceará, Minas Gerais et Paraná. Interviews narratives ont été réalisées auprès des diplômés de trois états avec des questionnements à la lumière de la méthode d’analyse du matérialisme dialectique. On a observé l’impact sur les dimensions personnelles (expansion des niveaux d’éducation et activités socio-professionnelles) et collective (école plus proche de la réalité paysanne et du secteur productif), ainsi que les possibilités de compréhension de l’identité paysanne, qui indiquent les résistances et les luttes dans les territoires de production et reproduction de la vie.
       
  • Contributions of rural education degree courses to educators’
           training policies

    • Abstract: RESUMO: Este artigo integrou pesquisas vinculadas ao Observatório da Educação, que tem entre seus objetivos analisar concepções e práticas formativas desenvolvidas nos cursos de Licenciatura em Educação do Campo. Com fundamentação nas categorias do materialismo histórico dialético, por meio de pesquisas bibliográficas, documentais e de campo, pretendeu-se neste trabalho estudar as potenciais contribuições para as políticas de formação de educadores vindas desses cursos, a partir de seu projeto político pedagógico original. A elaboração dos cursos contou com a presença dos movimentos camponeses, com ênfase na concepção da Organização Escolar e no Trabalho Pedagógico propostos para viabilizar a materialização das Escolas do Campo.ABSTRACT: This article integrated research linked to the Observatory of Education, whose objectives involve analyzing conceptions and training practices developed in training courses for rural education. Based on the categories of Dialectical and Historical Materialism, through bibliographical, documents, and field research, this work intended to analyze the potential contributions to policies of training aimed at educators who attended such courses, according to their original political and pedagogical project. The preparation of courses counted on peasant movements, with emphasis to the conception of School Organization and Pedagogical Work proposed to make the materialization of schools in rural areas more feasible.RÉSUMÉ: Cet article intègre des recherches liées à l’Observatoire de l’Éducation, qui a pour objectif d’analyser les concepts et les pratiques de formation adoptés par les cours de diplôme en éducation dans les régions rurales. Sur la base des catégories du matérialisme historique dialectique, par le biais de recherches bibliographiques, documentales et de terrain, le travail vise à comprendre les contributions potentielles aux politiques de formation des éducateurs issus de ces cours, sur la base de leur projet pédagogique politique original. Le déroulement des cours comptait sur les mouvements paysans, en mettant l’accent sur la conception de l’organisation scolaire et du travail pédagogique proposé pour réaliser la matérialisation des écoles dans les zones rurales.
       
  • Human formation cycles with study complexes, in itinerant schools of
           Parana

    • Abstract: RESUMO: O Movimento dos Trabalhadores Rurais Sem Terra (MST) é resultado de processos de luta pela Reforma Agrária que, desde o início, esteve atrelada a outras lutas, especialmente pela educação. O objetivo desse trabalho é analisar o processo de formulação da proposta dos Ciclos de Formação Humana e a posterior incorporação dos Complexos de Estudo nas escolas itinerantes do Paraná. Produzimos a pesquisa a partir do estudo de bibliografias específicas e de análise documental. Na primeira parte, explicitamos a concepção de alguns autores acerca da natureza e da especificidade da escola capitalista, e analisamos a formulação da proposta dos Ciclos de Formação Humana e a incorporação dos Complexos de Estudo. Na segunda parte, apresentamos elementos da avaliação dos quatro primeiros anos de implementação da proposta.ABSTRACT: The Landless Rural Workers Movement is the result of the struggle processes for Agrarian Reform, and from the outset, this struggle had been linked to other struggles, especially for education. The objective of this work is to analyze the proposal formulation process of the Human Formation Cycles, and later incorporation of Study Complexes, in the itinerant schools of Paraná. We produced the research from the study of specific bibliographies and documentary analysis. In the first part, we explained the conception of some authors about the nature and the specificity of the capitalist school, and we analyzed the formulation of the Human Cycle, and the incorporation of the Study Complexes. In the second part, we presented the evaluation elements of the first four years of the proposal implementation.RÉSUMÉ: Le Mouvement des Trabalhadores Rurais Sem Terra (Travailleurs Ruraux Sans Terre) est le résultat de processus de lutte pour la Réforme Agraire et depuis le début, ce combat a été liée à d’autres combats, en particulier pour l’éducation. Le but de cette étude est d’analyser le processus de formulation de la proposition de Cycles de Formation Humaine et l’incorporation ultérieure de complexes d’Études, dans les écoles itinérantes du Paraná. Nous produisons la recherche à partir de l’étude des bibliographies spécifiques et analyse documentaire. Dans la première partie, nous soulignons la conception de certains auteurs sur la nature et la spécificité de l’école capitaliste et nous analysons le libellé de la proposition des Cycles de Formation Humaine et l’incorporation des Complexes d’Étude et la deuxième partie, nous présentons des éléments de l’évaluation des quatre premières années de la mise en œuvre de la proposition.
       
  • Agroecology and rural education: challenges of institutionalization in
           Brazil

    • Abstract: RESUMO: As práticas de formação em Agroecologia no Brasil nasceram no final dos anos 1970, em contraponto ao modelo de modernização da agricultura. A partir dos anos 2000, o processo de institucionalização ganhou ênfase. O objetivo deste artigo foi analisar essas experiências formativas, baseadas nos preceitos da educação do campo e seus processos de institucionalização enquanto política pública. O estudo foi produzido a partir da abordagem qualitativa, utilizando-se da análise documental e observação participante. Mesmo em caráter contra-hegemônico, inúmeros cursos são criados em Universidades e Institutos Federais em parceria com os movimentos sociais. Existem desafios na institucionalização e riscos quanto à perda da relação com sua matriz social de origem, os camponeses e seus territórios.ABSTRACT: Formative practices on Agroecology were started in the late 1970’s in Brazil to counter with the agriculture modernization model. From 2000 onwards, the process of institutionalization gained attention. The purpose of this article is to analyze such formative experiences based on the precepts of rural education and its processes of institutionalization as a public policy. The study was conducted on a qualitative approach, by document analysis and participative observation. Even in counter-hegemonic conditions, several courses have been created at Universities and Federal Institutes in a partnership with social movements. There are challenges posed by institutionalization and risks regarding loss of relationship with its origin social matrix: peasants and their territories.RESUMÉ: Les pratiques de formation en Agroécologie au Brésil sont nées vers la fin des années 1970, par opposition au modèle de modernisation de l’agriculture. À partir des années 2000, le processus d’institutionnalisation a gagné en importance. L’objectif de cet article est d’analyser ces expériences de formation, basées dans les préceptes de l’éducation pour la campagne et ses processus d’institutionnalisation en tant que politique publique. L’étude se fonde sur une approche qualitative, par moyen d’analyse documentaire et observation participante. Même à contrecourant, plusieurs programmes d’enseignement supérieur ont été mis en place dans les Universités et Instituts Fédérales en partenariat avec les mouvements sociaux. Il y a des défis posés par l’institutionnalisation et des risques relatives à la déconnexion avec la matrice sociale d’origine : les paysans et ses territoires.
       
  • Rural Education in dispute: resistance versus subalternity to
           capital

    • Abstract: RESUMO: O objetivo deste artigo foi demonstrar as diferenças paradigmáticas existentes entre a Educação do Campo construída a partir da tendência campesinista do Paradigma da Questão Agrária (PQA) e a proposta de Educação do Campo construída a partir do Paradigma do Capitalismo Agrário (PCA), tendo como recorte analítico a experiência do Programa Empreendedorismo do Jovem Rural (PEJR), financiado pelo Instituto Souza Cruz (ISC) e implementado pelo Centro de Desenvolvimento do Jovem Rural (CEDEJOR), no Centro-Sul do Paraná. Com esta análise pretendemos defender o Paradigma Originário da Educação do Campo. As metodologias utilizadas foram a análise da unidade político-pedagógica, a observação participante e as entrevistas com coordenadores, educandos, monitores e educadores.ABSTRACT: The goal of this paper was to depict the paradigm differences between countryside education built up from the peasant trend of the Paradigmatic Agrarian Matter (PQA) and the offer of Countryside Education based on the Agrarian Capitalism Paradigm (PCA), focusing on the experience of the Rural Youth Entrepreneurship Program, established by Souza Cruz Institute (ISC) and implemented by Rural Youth Development Center (CEDEJOR) in center-south Paraná. From this analysis, the intention is to support the paradigm originating countryside education. Methodology used involved political-pedagogical analysis, participating observation, and interviews with coordinators, students, instructors, and educators.RESUME: L’objectif de cet article est de démontrer les différences paradigmatiques existantes entre l’Éducation Rurale construite à partir de la tendance paysanne du Paradigme de la Question Agraire (PQA), et la proposition de l’Éducation Rurale construite à partir du Paradigme du Capitalisme Agraire (PCA), en soulignant l’expérience du Programme Entrepreneurial de la Jeunesse Rurale (PEJR) financée par l’Institut Souza Cruz (ISC) et mis en œuvre par le Centre de Développement de Jeunesse Rurale (CEDEJOR) dans le Centre-Sud de l’État de Paraná. Sur la base de cette analyse, l’intention était de soutenir le Paradigme Originaire de l’Éducation Rurale. La méthodologie a compris l’analyse du Projet Politico-Pédagogique, l’observation participante et des entretiens avec coordinateurs, étudiants, moniteurs et éducateurs.
       
  • From elementary schools to peasant secondary schools. Struggles of public
           education in Cordoba, Argentina

    • Abstract: RESUMEN: El trabajo se refiere a las configuraciones de la educación rural en Córdoba, Argentina. Incluye una historización del sistema de educación primaria y la inclusión de las familias campesinas, proceso que nos parece importante recuperar para comprender luego las iniciativas de escolarización secundaria de un movimiento campesino. Sus prácticas educativas que se concretan en las “Escuelas Campesinas” se articulan en el marco de la “lucha por el territorio” frente al avance del agronegocio. Atenderemos a las condiciones que hicieron posible la elaboración del proyecto, su transformación y derivación en sedes de programas de terminalidad de secundaria estatal. Identificaremos actores, relaciones, sentidos disputados y tensiones que atraviesan estas singulares prácticas escolares.ABSTRACT: This work addresses the configuration of rural education in Cordoba, Argentina. It includes the history of the primary education system and the inclusion of peasant families, a process that must be recovered so one understands the initiatives of secondary schooling developed by the movement. Educational practices implemented in Peasant Schools are articulated in the frameworks of “struggle for territory” and defense of peasant life versus the progress of agribusiness. We stuck to conditions that made possible the elaboration of the project, the transformation of proposal and its derivation in the headquarters of programs for secondary school termination. We also sought to identify actors, relationships, disputed senses, and tensions across these distinctive school practices.RÉSUMÉ: Ce travail fait référence aux paramètres de l’éducation rurale à Córdoba, en Argentine. On comprit l’histoire de l’enseignement primaire et de l’inclusion des familles rurales, un processus qui semble important de récupérer pour comprendre les initiatives que le mouvement développe dans l’enseignement secondaire. Les pratiques éducatives mises en œuvre dans les « écoles rurales » sont articulés dans le cadre de la « lutte pour le territoire » et de la défense de la vie paysanne avec l’avancement de l’agro-industrie. Nous nous appuyons sur les conditions qui ont rendu possible le développement du projet, la transformation de la proposition et sas dérivations dans les matrices des programmes par résiliation de l’école secondaire. On essaye d’identifier les acteurs, les relations, les significations contestées et les tensions qui traversent ces pratiques uniques scolaires.
       
  • Alternative education strategies in the struggles of indigenous peoples in
           Mexico

    • Abstract: RESUMEN: Los procesos de construcción de autonomías en territorios rurales e indígenas reorientan las prácticas de aprendizaje en función de luchas campesinas, culturales y ambientales. Dentro y fuera de las escuelas está en juego el reconocimiento otorgado a diferentes valores y conocimientos locales y científicos ligados a luchas que generan estrategias educativas para la autonomía indígena y la sustentabilidad de la producción en el campo en México. El análisis socio-antropológico examina las experiencias educativas de pueblos mayas zapatistas en el Sureste, de campesinos indígenas en el Sur de Oaxaca y de comuneros de Cherán en Michoacán, como producto de estrategias alternativas ante el Estado y las amenazas al territorio.ABSTRACT: The processes of autonomy construction in rural and indigenous territories pave a new way for learning practices based on rural, cultural, environmental struggles. Inside and outside schools, the purpose is to recognize different values and both local and scientific knowledge related to struggles that end up generating education strategies aimed for indigenous autonomy and sustainability in agriculture in Mexico. This socio-anthropological analysis puts the spotlight on educational experiences of the Mayan Zapatists in southeast Mexico, of the indigenous population in southern Oaxaca State, and the community of Cherán, in Michoacán, as result of alternative strategies against the State and territorial threats.RESUMO: Os processos de construção de autonomias políticas em áreas rurais e indígenas reorientam as práticas de aprendizagem baseadas em lutas camponeses, culturais e ambientais. Dentro e fora da escola, a questão é o reconhecimento de diferentes valores e conhecimentos locais e científicos relacionados com lutas que criam estratégias educativas para a autonomia indígena e sustentabilidade da produção do campo no México. A análise socioantropológica examina as experiências educacionais dos maias zapatistas na região Sudeste, dos camponeses indígenas das comunidades no Sul em Oaxaca, dos comunheiros de Cherán em Michoacán, como sendo produzidos por estratégias alternativas contra a Estado e ameaças no território.
       
  • Rural Education and agroecological peasant pedagogy in Latin America:
           experiences of La Vía Campesina and the CLOC

    • Abstract: RESUMO: Somos testemunhas de uma feroz disputa territorial contemporânea entre diversas expressões do capital e de movimentos como a La Via Campesina (LVC) e a Coordinadora Latinoamericana de Organizaciones del Campo (CLOC). Nessa disputa, a agroecologia emerge como matriz produtiva e projeto político de enfrentamento do capital no campo, construída em uma perspectiva politizada e a partir de um sujeito histórico. Neste artigo, analisamos a concepção de educação agroecológica da LVC/CLOC em sua dimensão política e práxis pedagógica, que poderia denominar-se Pedagogia Camponesa Agroecológica. Abordamos os temas dos territórios em disputa e a agroecologia, e o papel teórico e político das epistemes que emergem dessas experiências na elaboração de projetos educativos e na práxis política.ABSTRACT: We are witnessing a fierce contemporary territorial dispute between various expressions of capital and social movements such as La Via Campesina (LVC) and the Latin American Coordination of Rural Organizations (CLOC). In this dispute, agroecology emerges as a productive matrix and political project that confronts capital in the countryside, built from a politicized perspective and by a historical subject. In this article, we analyze the conception of agroecological education of LVC/CLOC in its political dimension and pedagogical praxis, which could be called Agroecological Peasant Pedagogy. We address the themes of territories in dispute and agroecology, and the theoretical and political roles of the epistemes that emerge from these experiences in terms of educational projects and political praxis.RÉSUMÉ: Nous assistons à un différend territorial contemporain féroce entre différentes expressions de capitaux et les mouvements, comme La Via Campesina (LVC) e a Coordinadora Latinoamericana de Organizaciones del Campo (CLOC). Dans le présent différend, l’agroécologie émerge matrice aussi productive et le visage du capital de projet politique dans le domaine, a construit une perspective politisée et à partir d’un sujet historique. Dans cet article, nous analysons la conception de l’éducation agro-écologique de LVC / CLOC, sa dimension politique et la pratique pédagogique, ce qui pourrait être appelé un paysan Education agroécologie. Nous abordons les questions de territoires et agroécologie contestés, le rôle théorique et politique des épistémès émergents de ces expériences dans le développement de projets éducatifs et praxis politique.
       
  • Social segregation in public and private schools in latin america

    • Abstract: RESUMEN: Esta investigación estudia la relación entre educación privada y segregación escolar por razón socioeconómica en América Latina. Para ello, realiza una explotación especial de la base de datos del TERCE estimando los índices de Disimilitud, Inclusión Socioeconómica y Raíz Cuadrada a una muestra de 119.967 estudiantes de 5.733 escuelas de quince países de América Latina. Los resultados indican que: (i) existe una fuerte relación positiva entre el peso de la educación privada y la segregación de un país, y (ii) las escuelas privadas segregan más que las escuelas públicas, especialmente a los estudiantes con familias de menor nivel socioeconómico; sin embargo, hay muchas diferencias por países. Con ello se alerta de los efectos negativos sobre la equidad educativa de las políticas de fomento de la educación privada en América Latina.ABSTRACT: This research studies the relationship between private education and school segregation by socioeconomic status in Latin America. To achieve our aim, we conducted a special data mining of the database of TERCE estimating the index of Dissimilarity, Socio-Economic Inclusion, and Square Root of a sample of 119,967 students from 5,733 schools in 15 in Latin American countries. The results indicate that: (i) there is a strong positive relationship between the weight of private education and segregation index of a country, and (ii) private schools are more segregated than public schools, especially students with less socioeconomic status families; however, there are many differences between countries. Our research warns about the negative effects on educational equity policies encouraging of private education in Latin America.RÉSUMÉ: Cette recherche étudie la relation entre l’enseignement privé et la ségrégation scolaire en raison de la condition socio-économique en Amérique latine. Pour cela, on réalise une exploration spéciale de la base de données de TERCE en estimant les indices de « dissemblance », « inclusion socio-économique » et « racine carrée » d’un échantillon de 119.967 élèves de 5.733 écoles dans 15 pays de l’Amérique Latine. Les résultats indiquent que : (i) il y a une forte relation positive entre le poids de l’enseignement privé et l’indice de ségrégation d’un pays, et (ii) les écoles privées font plus de ségrégation que les écoles publiques, en particulier des étudiants provenant de familles de statut socio-économique plus bas ; cependant, il y a de nombreuses différences entre les pays. Notre recherche met en garde contre les effets négatifs sur les politiques d’équité éducatives encourageant l’enseignement privé en Amérique Latine.
       
  • Not being here: territorial and discursive exclusions in a low
           socioeconomic school in Santiago de Chile

    • Abstract: RESUMEN: El objetivo de este trabajo es conocer si un grupo de estudiantes de octavo grado de una escuela de un municipio de estrato socioeconómico bajo, reconocen distintas condiciones sociales y su relación con la educación a través de un juego de identidades sociales. Los resultados del juego, así como su proceso de discusión, fueron analizados con el método de análisis crítico de discurso. Los resultados indican que los niños no solo categorizan clases en relación al nivel educacional sino también la calidad de esta según la clase, variable que expresan a través del territorio donde habitan los sujetos, ubicándose ellos mismos en un territorio geográfico y discursivo caracterizado por la exclusión.ABSTRACT: The aim of this study was to determine if a group of 8th graders of a low socioeconomic status school recognize different social conditions, and their relation to education, through a game of social identities. Game results and their discussion process were analyzed with the method of critical discourse analysis. The results indicate that children not only categorize classes in relation to the educational level but also the education quality according to class, variable expressed through the territory in which the individuals live, placing themselves in a geographical and discursive territory characterized by exclusion .RÉSUMÉ: L’objectif de cette étude était de déterminer si un groupe d’élèves reconnaître différentes conditions sociales et leur relation à l’éducation selon un ensemble d’identités sociales. Les élèves qui ont participé de cette étude appartenance à cours moyenne deuxième année- CM2 dans une école située dans un quartier défavorisé à Santiago du Chili. Les résultats des matchs et leur processus de discussion réalisée par les étudiantes ont été analysées avec la méthode de l’analyse critique du discours. Les résultats indiquent que les enfants non seulement fait de classification de classes sociales par rapport au niveau de l’éducation, mais aussi selon la qualité de l’éducation distribuée géographiquement dans Santiago du Chili. L’argument utilisé par les élèves est fondé sur les distinctions territoriales, distinctions dans laquelle ils se sont situés dans un endroit de la marginalité.
       
  • Local government autonomy and interdependence among jurisdictions:
           analysis of the changes occurred in access and spending on education in
           Brazil (2000-2014)

    • Abstract: RESUMO: O principal objetivo deste artigo é explorar as mudanças que têm ocorrido no acesso à educação básica e nos gastos dos governos municipais brasileiros nos últimos anos (2000-2014), ressaltando a importância das relações interfederativas para o provimento de políticas de educação. Os municípios têm papel central na análise, pois são os principais responsáveis pela promoção do acesso às creches, às pré-escolas e ao ensino fundamental. A interação com os outros níveis de governo é evidenciada em padrões de homogeneidade de acesso ao ensino e na influência das políticas do FUNDEF e do FUNDEB sobre a distribuição dos gastos com educação. Observa-se tendência de crescimento gradual nos gastos com a educação infantil e que, consequentemente, as creches tendem a ser as principais beneficiárias desse contexto de mudanças. Por fim, conclui-se que a tendência, nos anos recentes, do aumento na diversificação dos gastos entre os diferentes níveis de ensino é reflexo do crescimento na autonomia local sobre a política de educação e consequência de alterações no policy decision making introduzidas por políticas do governo federal.ABSTRACT: The main goal of this article is to explore the ongoing changes in access to basic education and local government’s expenditures from 2000-2014 in Brazil, to stress the relations among jurisdictions for the provision of education policies. Municipalities play a central role in the analysis, since they are the main providers of daycares, preschools and elementary schools in Brazil. State governments affect local government decisions on education policy given that some of them display homogeneity of access. The FUNDEF and FUNDEB policies also play an important role on both the access and the distribution of spending. Spending on early childhood provision is increasing gradually and daycare users tend to be the major beneficiaries in this context of change. Finally, the conclusion is that the trend, in recent years, of diversification of spending between different levels of education is a reflection of the increase of local autonomy on the education policy and it is a consequence of changes in the policy decision making made by the federal government.RESUME: L’objectif principal de cet article est d’étudier les changements intervenus de 2000 à 2014 en ce qui concerne l’accès à l’éducation de base et les dépenses des administrations municipales brésiliennes, en soulignant l’importance des relations entre les juridictions pour la mise en œuvre des politiques éducatives. Les communes jouent un rôle central dans l’analyse, puisque elles sont les principales responsables de la promotion de l’accès aux crèches, aux écoles maternelles et élémentaires. L’interaction avec les autres ordres de gouvernement est illustrée par les modèles d’homogénéité de l’accès à l’éducation et par l’influence des politiques du FUNDEF et du FUNDEB sur la répartition des dépenses d’éducation. On constate une tendance à l’augmentation progressive des dépenses consacrées à l’éducation de l’école maternelle et, par conséquent, les crèches ont une tendance à être les principaux bénéficiaires de ce contexte de changements. Il s’ensuit que la tendance ces années à une diversification accrue des dépenses entre les différents niveaux de scolarité reflète l’augmentation de l’autonomie locale par rapport à la politique de l’éducation et la conséquence des changements apportés par le gouvernement fédéral à la prise de décisions politiques.
       
  • School history in interethnic and intercultural contexts of the Mapuche

    • Abstract: RESUMEN: El artículo presenta resultados de una investigación que tuvo como propósito indagar, en las significaciones, respecto de la historia escolar y su enseñanza, que portan estudiantes Mapuches pertenecientes a las identidades territoriales Mapuche-Lafkenche (Tirúa) y Mapuche-pehuenche (Alto Biobío), en el contexto de su formación en el sistema escolar chileno. El estudio se realizó desde la metodología cualitativa con un diseño de estudio de casos, utilizándose como técnica de recogida de información el grupo de discusión. Los resultados evidencian una escasa valoración del sector de aprendizaje, débil significatividad de sus propuestas temáticas y presencia de conflictividad y discriminación en su enseñanza.ABSTRACT: The article presents results of a study that aimed at inquiring into the meanings regarding school history and teaching, including students belonging to the Mapuche territorial identities Mapuche-Lafkenche (Tirúa) and Mapuche-pehuenche (Alto Biobío) in the context of their training in the Chilean school system. The study was conducted using a qualitative methodology with a design case study, by means of a group discussion technique for collecting information. The results show a lack of appreciation of the learning sector, weak significance of proposals thematic, and the presence of conflict and discrimination in their teaching.RÉSUMÉ: L'article présente résultats d'une recherche concernant les significations de l'histoire scolaire et son enseignement qu'ont les étudiants mapuche appartenant aux identités territoriales mapuche-lafkenche (Tirúa) et mapuche-pehuenche (Alto Biobío) dans le contexte de leur formation scolaire au système chilien. L'étude a été mené à partir d'une méthodologie qualitative, en se basant sur une étude de cas, et utilisant comme technique de collecte de données le groupe de discussion. Les résultats mettent en évidence le peu de mise en valeur du secteur d'enseignement, une faible signification de ses propositions thématiques et la présence d'une conflictivité et d'une discrimination dans l'enseignement.
       
  • Parkatêjê autonomy to help preserve their native language: me
           ikwy tekjê ri

    • Abstract: RESUMO: A partir da Constituição de 1988, o ensino formal no Brasil passou por modificações e, hoje em dia, as escolas buscam adequar suas ações ao atual paradigma educacional. As comunidades indígenas demarcam lugar nessa discussão, a exemplo dos Parkatêjê, habitantes da Reserva Mãe Maria, no Pará. O presente artigo caracteriza-se como uma pesquisa bibliográfica que reúne informações acerca da iniciativa desse povo para preservar a sua cultura. Também levanta dados sobre a implantação do ensino formal no país e sobre a autonomia, um fenômeno relacionado às práticas pedagógicas contemporâneas. Destaca-se que a Educação Escolar Indígena (EEI) ainda se mostra embrionária em relação à preservação de línguas nativas, por isso a necessidade de estudos etnográficos em escolas indígenas. Por fim, o artigo ressalta a importância de divulgação da experiência Parkatêjê sobre a validação de sua própria cultura.ABSTRACT: After the 1988 Constitution, formal education in Brazil suffered many changes. Nowadays, schools tend to adapt their actions to the current educational paradigm, and indigenous communities take a stand in this matter. One said community is the Parkatêjê, inhabitants of the Mãe Maria Reservation Area, in Pará. This paper, based on published materials, gathers information about the initiative of this community to preserve its culture. It also brings data about the implementation of formal education among indigenous people and about autonomy, a phenomenon related to current pedagogical practices. This text highlights the fact that Indigenous Education has not yet matured with regards to the preservation of native languages and suggests that ethnographical studies should be carried out in indigenous schools. The text also aims at helping to spread the word about the Parkatêjê experience in valuing its own culture.Résumé: Depuis la Constitution de 1988, l’enseignement formel au Brésil a fait face à des changements et, de nos jours, les écoles cherchent à adapter leurs actions au paradigme éducationnel actuel. Les communautés indigènes prennent place autour de cette discussion, à l’exemple du peuple Parkatêjê, établi dans la réserve indigène Mãe Maria, dans l’État du Pará. Cet article se caractérise par un travail de recherche bibliographique qui rassemble des informations sur l’intervention de ce peuple afin de préserver sa culture, bien que sur la mise en œuvre de l’éducation formelle dans le pays ainsi que sur l’autonomie, signalé comme un phénomène lié aux pratiques pédagogiques contemporaines. Il fait remarquer que l’Éducation formelle indigène est encore rudimentaire par rapport à la préservation des langues autochtones, et suggère des études ethnographiques dans les écoles indigènes. Enfin, il souligne l’importance de la diffusion de l’expérience Parkatêjê pour la validation de sa propre culture.
       
  • Training of teachers for especial needs education in the Brazilian
           Ministry of Education Teacher’s Web Portal: inclusive speech × medical
           speech

    • Abstract: RESUMO: Este artigo analisa as relações de poder-saber produtoras da deficiência nos discursos midiáticos do Portal do Professor do MEC. A partir da perspectiva foucaultiana de análise arqueológica do discurso, constatamos que a produção discursiva sobre a deficiência é realizada de modo híbrido, pois, ao mesmo tempo em que se fundamenta em um discurso inclusivo, que afirma o direito de ser diferente, ataca essa individualidade, fazendo aparecer um sujeito universal, reduzido nas conceitualizações médicas da deficiência. O Portal, ao prescrever práticas pedagógicas que cumpram as metas educacionais propostas pelo Estado brasileiro, pode produzir um efeito contrário, pois muito do que é proposto está atrelado a uma concepção de educação patologizante, o que contraria os pressupostos da inclusão.ABSTRACT: This paper aims to analyze the relations of knowledge-power producers of disabilities in the mediatic speech in the Brazilian Ministry of Education Teacher´s Web Portal. From Foucault’s perspective of archaeological discourse analysis, we found out that the discursive production on disability has been performed in a hybrid mode, because, while it is based in an inclusive speech, it attacks this individuality, by displaying a universal subject, reduced in medical conceptualizations of disability. When prescribes teaching practices that fulfill the educational goals proposed by the Brazilian government, the Portal may produce the opposite effect, because much of what is proposed is linked to a conception of pathologizing education, which contradicts the assumptions of inclusion.RÉSUMÉ: L’article analyse les relations de pouvoir-savoir productrices du handicap dans les discours médiatiques du Portail du Professeur du Ministère de l’Education brésilien (MEC). À partir de la perspective foucaldienne d’analyse archéologique du discours, on a constaté que la production discursive sur le handicap est produite d’une façon hybride, car au même temps qu’il se base sur un discours inclusif qui garantit le droit d’être différent, on attaque cette individualité, et un sujet universel naît, réduit par les conceptualisations médicales du handicap. Le Portail, en prescrivant des pratiques pédagogiques qui accomplissent les objectifs proposés par l’État Brésilien, peut venir à produire un effet contraire, car beaucoup de ce qui est proposé est rapporté à une conception d’éducation « pathologisante », ce qui contrarie les présupposés de l’inclusion.
       
  • Essential requirements for attraction and retention in teaching career

    • Abstract: RESUMO: O artigo aborda a valorização de professores no Brasil, em sua complexidade e abrangência (considerando as condições de trabalho, o salário e a carreira, a formação inicial e continuada), e um conjunto de requisitos que podem ser considerados como parâmetros para a análise de planos de carreira. As reflexões apresentadas são resultados de pesquisa documental dos atos normativos e leis que regulamentam os planos de carreira e remuneração dos professores bem como de dados estatísticos que abordam a realidade da carreira docente. O contexto de disparidades e contradições em que muitos professores se encontram indica a necessidade de enfrentamento do desafio de se garantir as condições necessárias para a atratividade e a permanência dos professores na carreira do magistério.ABSTRACT: This article approaches the teacher appreciation in Brazil, in its complexity and coverage (considering the working conditions, the salary, the career, the initial and continuing formation), and a set of requirements that can be considered as parameters for the analysis of career plans. The ideas presented are the results of a documental research of normative acts of laws that regulate the career plans and remuneration of teachers as well as statistical data that address the reality of teaching career. The context of disparities and contradictions in which many teachers are indicates the need to face the challenge of ensuring the necessary conditions for the attraction and retention of teachers in teaching career.RÉSUMÉ: L’article traite de l’appréciation des enseignants au Brésil, dans sa complexité et son amplitude (compte tenu les conditions de travail, le salaire et la carrière, la formation initiale et continue), et un ensemble d’exigences qui peuvent être considérées comme des paramètres pour l’analyse des plans de carrière. Les idées présentées sont les résultats de la recherche documentaire des actes normatifs et les lois qui régissent les plans de carrière et de rémunération des enseignants, ainsi que des statistiques qui abordent la réalité de la carrière d’enseignant. Le contexte de différences et contradictions dans lequel de nombreux enseignants se trouvent indique la nécessité de confronter le défi d’assurer les conditions nécessaires à l’attractivité et la permanence des enseignants dans la carrière du magistère.
       
 
 
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