Presentation: the National Common Curricular Base (BNCC) in the context of educational reforms

1-6

Curriculum policies for basic education and the education of portuguese language teachers: an integrative approach

1-30

How did we got to the National Curricular Common Basics of High School (2018)?

The Common National Curriculum Base for Elementary Education: implications for teaching work

1-20

The new High School and NCCB: the state of Mato Grosso in focus

1-25

National Curricular Common Core (BNCC), High School Reform and gender issues: disputes around knowledge control

1-26

The BNCC and the DCNERER: Approximations and propositions for the work with the theme of Ethnic-Racial Education from Decolonial Pedagogy

1-19

Digital Technologies in the Education and the BNCC: proposal of a Student-Cyborg-Hacker

1-20

The New High School: from the difficulties of the project to its implementation (2017-2022)

1-18

The thematization of fights in Physical Education classes

an analysis from the advances and setbacks of BNCC

1-20

Common Curricular National Base and Childhood Education: movements, disputes and resistance

1-20

The Litertacy in BNCC: gaps and challenges

1-24

The trajectory of the Nacional Curricular Common Base (BNCC): analysis of oficial texts

1-21

Entrepreneurship of the self and the National Common Curriculum Base (BCNN): reflections from the field of Education

1-22

Geometry topics in elementary school: a look at textbook collections guided by the National Curricular Common Base

1-27

BNCC Counterpoints for Indigenous School Education

1-17

Common Core State Standards and the Educational Reforms of the 1990s: Similar Contexts

1-25

National Curricular Common Base in Early Childhood Education: repercussions on pedagogical practices in a school on the North Coast/RS

1-20

Private movements and their actions in the Southeast: a debate on networks of influence and the National Curricular Common Base

1-19

Official propositions for literacy instruction of children in the state of Pernambuco – Brazil: from national policies (BNCC and PNA) to state initiatives

1-27

Presentation: Educational Reforms in Higher Education

1-3

Teacher training and changes in higher education: a human rights perspective

1-22

Teacher Education in Brazil and Honduras: conceptions and policies

1-24

A reflective look at the National Common Training Base-BNC-Training

Curriculum policies for teacher training: disputes and negotiations in different contexts

1-26

National Curricular Common Base in the Initial Training of Chemistry Teachers: what undergraduates think

1-26

Tensions and clashes in teacher training: historical perspectives and critical analysis of BNC-Training and BNC-Continuing Training

1-24

Structuring knowledge for teacher training

1-24

Políticas de formação inicial docente no Brasil: novas versões, antigas concepções

1-18

The curricularization of public outreach in teacher education: approaches and contradictions for an emancipatory praxis

1-22

Theoretical and practical notes about the extension activity Literature and Culture of Federal University of São Carlos

1-19

The BNCC and BNC – Formation as inducer of the erasure of teacher formation

1-22

Notes about the studies of the guidance process between supervisor and advisee: from university models to a dialogic reflection in stricto sensu Brazilian postgraduate studies in the context of the Professional Master’s Degree (PROFLetras)

de los modelos universitarios a una reflexión dialógica en los programas de posgrado stricto sensu brasileños en el contexto de la Maestría Profesional (PROFLethras)

1-24

State of knowledge on teacher training with a focus on higher education and public policies: teacher training in dispute

1-23

The breach of the law on the creation of Federal Institutes and the offering of courses in the “others” category in the IFSP: an attempt to elitize the teaching?

1-21

Social representations: educational management and pedagogical practices in the perspective of school managers in the municipality of Uberaba-MG

1-21

Teachers' perceptions about challenges and possibilities regarding pedagogical work during Covid-19 pandemic

1-19

Pedagogy of listening: relearning of an autistic child in the family and school every day in times of the Covid-19 Pandemic

1-16

The value of literary work in full formation: the inssue of (in)discipline

1-20

Initial teacher training and reflective writing

1-20

Training of field teachers in nature sciences in Brazil: alternation and construction of a field and society project

1-21

Problematizing the paradigms for Teaching Theater to children in the Public Education Network of Santa Maria (RS)

1-23

Textual review as a form of reflective evaluation and interactive construction between teacher and student

1-17

Active methodologies in the formation of the XXI century engineer: challenges and reflectionsv

1-23

Paulo Freire: an education in caring for life, dialogue and love for the world

1-18

The organization of play spaces in maternal II: an experience with thematic boxes

1-17

Affect in education: transgressing teacher’s place

1-18

Students with physical disabilities: cognitions about their social skills and colleagues

1-21

Emancipation of the look: the role of photography in a reflective school formationv

1-18

From education 1.0 to education 3.0: challenges for teaching practice in the 21st Century

1-20

The teacher’s social value and its impact in the teacher identity education: an analytic study

1-21

The circus and the education of child-bodies: formative possibilities with space for divergent thinking and doing

1-21

O desenho infantil potencializado pelos estudos da cultura visual e pela educação estética

1-25

Alumni from the Undergraduate Rural Education: who are they, where are they and how do they evaluate their training?

1-22

Social representation of sustainable school in teachers of basic education

1-21

Math and social media: a state of the art about the discipline in cyberspace

1-21

Students of special education and large-scale assessmente-scale assessments: reflections from a teaching network in the northern plateau of Santa Catarina

1-22

Implementation of Community Library: a sociopolitical instrument for citizen development

1-22

Interweaving the knowledge of teachers in the deprivation of liberty

1-18

This article is the result of a professional master's thesis in Education and New Technologies. It presents the analysis of data from semi-structured interviews, carried out with directors, pedagogues and teachers working in the state education network in the city of Curitiba. The objective of the research was to investigate the appropriation and use of the Online Class Record (RCO), a computerized school record tool in order to identify and analyze the relationship established between the subjects of the school and the digital technology in question. The authors who supported the research were Vieira Pinto (2005); Feenberg (2013); Paro (2016); Freire (2000); Brandão; Dagnino; Novaes, (2004); Ferreira (2001). When analyzing the subjects' speeches, 5 categories emerged from the research data: Conception of technology; Preparation for appropriation and use of the Online Class Registration; Technological apparatus; Functionalities of the digital tool (RCO); Democracy or control of teaching work. In the research, evidence was found that indicate that the RCO can be at the same time a democratic or controlling management tool depending on the purpose and intention of those who use it.

1-24

Nova Escola magazine as cultural artifact: possibilities for sexuality and gender approaches

1-20

Anatomy and embryology teaching models: articles and patents technological monitoring, accessibility and inclusion

1-23

Inclusion of deaf students in the physics classroom: constributions from the conceptions of practicing teachers in Southern Colombia

1-24

The use of the Ant Man’s stories as a context for Physics Teaching

1-25

The teaching profession: an approach from the continuing education

1-20

Depae/Pontal and its contributions to initial training: analysis of actions taken (2015-2020)

1-23

Inclusion of deaf students: teaching challenges and needs

1-23

Facebook and early childhood education: approaches between schools and families

1-21

The Internal Knowledge Leveling Olympiad and the use of Active Methodologies in Remote Learning

1-22

A critical reading of the National Curricular Common Base: underlying understandings

1-8

Education and technology: critical approaches

1-9

Some provocations about learning (and beyond) for a teaching experience in art

1-18

Curricular integration for the achievement of education from the perspective of integral training in a professional education school in Ceará

1-19

Live and sound city of the land of Guairacá: sound experimentation on the history of Curitiba with children at the Art Biennial

1-17

Learning physics through experiments: an approach to physics in the Misak Indigenous Reservation

1-22

Meaningful learning from singularities: contexts

1-21

“Women and their stories”: cinema as a teaching tool for gender equality

1-17

The performance of students from the public network of Bahia in ENEM´s writing: a descriptive approach from the Bahian Education Evaluation System

1-20

A look at the contributions of indigenous and African peoples to Brazilian food culture: a proposal for science teaching

1-19

Being an educator

1-4

School institutional assessment: concepts, contexts, and practice

1-19

Interview with Ana Carolina Marangon

1-14