Initial teacher education plays a fundamental role in improving educational quality and fostering pedagogical practices committed to diversity. In this context, teaching initiation programs strengthen collaboration between universities and schools while expanding opportunities for the professional development of future teachers. This study analyzed how the principles of inclusive pedagogy and respect for different learning paces are incorporated into the educational proposal of a subproject of the Institutional Teaching Initiation Scholarship Program through qualitative documentary research. The findings indicate that the subproject integrates theoretical foundations, school-based experiences, and pedagogical practices guided by the appreciation of diversity, promoting reflective practice, the planning of pedagogical interventions, and the development of inclusive teaching strategies. It is concluded that the proposal demonstrates coherence between its theoretical foundations, objectives, and educational practices, contributing to the preparation of future teachers committed to inclusive education.
Abstract Although Brazil has over forty schools of Bilingual Education for the Deaf (BED), the literature on how these institutions organize their practice is limited. The purpose of this article is to present the BED models of organization located in major cities of the State of São Paulo based on data produced during the mini-course “Organization Models for BED Schools: Three Different Experiences,” which was held during the Week of Education of the University of São Paulo (USP). It was possible to identify the main characteristics of each model, the methodologies used, the strategies of support to the families, and the challenges to assure the linguistic right of deaf students. Despite the differences in the scenario (private institutions and municipal public schools), the three models converge in the defense of the Brazilian Sign Language (Libras) as first language (L1) and written Portuguese as second language (L2), in the priority to the early language acquisition and articulation with the deaf community. The experiences analyzed show that schools of Bilingual Education for the Deaf are not spaces of segregation, but linguistic territories that assure equity and identity.
O presente artigo trata de um recorte da pesquisa de mestrado: Bem-estar / mal-estar de professores que atuam no atendimento educacional especializado (AEE), situado em Ladário-MS. Propõe-se da apresentação de adversidades que ocorrem no ambiente escolar que provocam o mal-estar docente, apresenta estratégias de enfrentamento em busca do bem-estar. A pesquisa é de cunho bibliográfico. As análises apontaram a importância deste trabalho científico por se tratar da carreira e do papel dos professores que adoecem no desenvolver de funções; há de ressaltarmos como ponto positivo a formação continuada que se mostra eficaz, concomitantemente, com a realidade.
Este artículo explora la conciencia ambiental desde el pensamiento ancestral del pueblo Awá, ubicado en el suroccidente colombiano, como base para una propuesta educativa orientada a la sostenibilidad. Desde un enfoque filosófico-pedagógico, se analiza cómo esta comunidad establece una relación ontológica y ética con la naturaleza, concebida como un ser vivo con el cual coexiste. A partir de una revisión documental, observación contextual y diálogo con actores del territorio, se plantea la integración de estos saberes en la educación formal, favoreciendo procesos de aprendizaje significativo y contextualizado. Se concluye que estas perspectivas ofrecen claves para enriquecer los modelos educativos contemporáneos y fortalecer una ética del cuidado ambiental, en diálogo respetuoso entre conocimiento académico y pensamiento indígena.
Since the late 20th century, school–university partnerships have been promoted as collaborative efforts in teacher education. Traditionally, in such partnerships, university teacher educators oversaw cooperating teachers who supervised pre-service teachers (PSTs) in a hierarchical structure. In parallel with a growing movement for teacher educators to adopt activist roles challenging societal oppressions, recent shifts have recognised cooperating teachers as co-educators who collaborate and share knowledge. This paper explores this school–university partnership by questioning: (a) What were the learning journeys experienced by the cooperating teachers in a school–university partnership? and (b) To what extent did their learning journeys align with the concept of activist teacher educators? Designed as participatory action research (PAR), this project was established between public schools and one university engaged in the Institutional Programme of Teaching Initiation (PIBID) in Brazil. Participants included a university lecturer and two cooperating teachers. Throughout the 18-month duration of the project, data were collected from various sources, including weekly meetings, participants’ diaries, final interviews, and artefacts produced by the group. Through thematic analysis, three themes were developed: (a) creating democratic spaces with PSTs, (b) practitioner inquiry as a means to transform teaching practice, and (c) micro-social changes to improve the profession, demonstrated through activism in new PIBID projects or initiatives with education administration. This study underscores the role of cooperating teachers as activist educators in fostering collaborative and social justice-oriented teacher education processes, contributing to ongoing discourse on reflective practice and collaborative partnerships.
