This article presents an excerpt of the final results of a research developed in the Master's in Education course which aimed to analyze national and international articles published in the years from 2018 to 2023 in the SciElo.org, Scopus and Web of Science databases with the theme of continued training of teachers in the early years of elementary school in mathematics, in order to identify how it has been approached and/or related to student learning. To this end, we conducted a bibliographical research - systematic review with a mixed approach and used Bardin's content analysis techniques. The final analysis reveals the need to invest in studies that relate the continued training of teachers in the initial years of elementary school in mathematics with student learning and/or practices applied in the classroom, thus expanding the focus beyond of teaching professional development.
This paper aims s to analyze studies on the platformization of education, aiming to identify the main challenges, opportunities, and risks associated with this phenomenon to extract recommendations for the ethical integration of digital technologies in education. The overview of the platformization of education is problematized using a qualitative methodology with an exploratory and descriptive character to give visibility to the selected studies to compose the state of knowledge for analysis. The investigation was carried out in three official national repositories: Oasisbr of IBCIT, Publications of Ipea, and Scielo Brazil. The results mainly show the precarization and intensification of teaching work, job insecurity, dependence on algorithmic evaluations, and concern about the lack of technological training for teachers. It is considered that, for the ethical and sustainable integration of digital technologies in education, the formulation of public policies is essential, to protect teachers' rights, ensure fair and decent working conditions, and guarantee school autonomy and the protection of educational data privacy is essential.
The article offers an interpretation of a zine created by high school students based on the documentary method developed by Ralf Bohnsack. The zine was selected for analysis due to its focus on the presentation of bodies in these students' publications. The article provides an illustration of the adaptation of the Documentary Method in the analysis and interpretation of diverse visual data, while also expanding the scope of image analysis in the field of educational research. By reconstructing and applying the stages of the Documentary Method and these pictorial elements, it is possible to comprehend the entirety of the image through a simultaneous and non-sequential analysis, akin to that employed in a narrative or textual analysis.
Sanctioned in January 2023, Law No. 14,533 established the National Digital Education Policy (PNED), bringing new challenges to pedagogical practice in the school context. The "School Digital Education" axis integrates media education as a cross-curricular content in the formal curriculum of public schools in the country. This article proposes some theoretical-methodological guidelines that may guide media education practice in the school context, in accordance with the provisions of the policy. The research underlying this proposal reviewed and synthesized a significant number of theoretical and empirical studies developed in different countries over the past 20 years and produced and analyzed data on the perception of basic education teachers regarding the skills necessary for digital literacy. From this set of materials, theoretical parameters and guidelines for pedagogical practice were systematized.
This article presents and discusses the construction of knowledge about teaching in the early years by student trainees on the Pedagogy course. The theoretical problematization is supported by studies in the field of teacher training and pedagogy. It starts from the premise that teaching develops when we recognize the existence of an in-between where theories and practices feed back into each other, favoring the teacher's specific knowledge. The research involved the interpretative analysis of reflective records drawn up by the trainees during their teaching internship in the early years. Based on the thematic analysis of the reflective records, four nuclei of meaning were identified: organization and functioning of the school; organization of pedagogical work - planning; insertion into teaching; the other of the pedagogical relationship. In each section, different aspects of teaching are discussed, such as situations of doubt, uncertainty, fear, affection, disaffection, failure, mediocrity, rupture and resistance. The strategies and knowledge developed by the trainees for action and understanding of the pedagogical act, a moment permeated with contradictions and tensions, are also problematized. The results of the research point to the multiplicity of teacher knowledge, demonstrating the importance of understanding pedagogy and teaching in the tension between theory and practice so that knowledge can be constructed and (re)interpreted by teachers in training.
