Pub Date : 2022-12-20DOI: 10.20952/revtee.v15i34.18037
M. Bizerril, Antonia Adriana Mota Arrais, Nayara P. Martins Silva
The purpose of this article is to examine how a culture of care and sense of belonging are related to environmental behavior and how it can be fostered in higher education. To support this analysis, the concepts and the ways of strengthening the sense of care and belonging are discussed based on literature and experiences developed on a campus of the University of Brasilia, Brazil. The physical environment and participation tools on campus are presented, as well as the results of a survey on the perception of the academic community about the quality of life on campus, answered by 10.5% of the campus population. The quality of life on campus was rated as good or excellent by 90% of respondents. The feeling of personal responsibility in taking care of people and in the campus environment was confirmed by 41% of respondents. We relate this perception to the community's participation in outreach and sustainability programs. Sustainability policies in higher education must prioritize the promotion of a culture of care and sense of belonging. These values are essential for the humanistic education of postsecondary students in a planetary reality that must be radically transformed, aiming at the transition to sustainable societies.
{"title":"The culture of care and sense of belonging as drivers of sustainability in higher education","authors":"M. Bizerril, Antonia Adriana Mota Arrais, Nayara P. Martins Silva","doi":"10.20952/revtee.v15i34.18037","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18037","url":null,"abstract":"The purpose of this article is to examine how a culture of care and sense of belonging are related to environmental behavior and how it can be fostered in higher education. To support this analysis, the concepts and the ways of strengthening the sense of care and belonging are discussed based on literature and experiences developed on a campus of the University of Brasilia, Brazil. The physical environment and participation tools on campus are presented, as well as the results of a survey on the perception of the academic community about the quality of life on campus, answered by 10.5% of the campus population. The quality of life on campus was rated as good or excellent by 90% of respondents. The feeling of personal responsibility in taking care of people and in the campus environment was confirmed by 41% of respondents. We relate this perception to the community's participation in outreach and sustainability programs. Sustainability policies in higher education must prioritize the promotion of a culture of care and sense of belonging. These values are essential for the humanistic education of postsecondary students in a planetary reality that must be radically transformed, aiming at the transition to sustainable societies.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.20952/revtee.v15i34.18288
Ricardo Silva, Alexandra Carmo Caceres Ianelli, Ana Carolina Bueno de Carvalho
The research reported in this article aimed to investigate didactic aspects involved in the production of digital videos by mathematics pre-service teachers for the participation in the Festival of Digital Videos and Mathematics Education. The data were produced in the course named "Didactics of Mathematics" with two classes of an undergraduate course in Mathematics at a public state university. The video production process was based on the notion of “digital mathematical performance”. Based on the instructor's supervision, the groups produced six videos, four of which were submitted to the Festival, exploring different elementary and high school mathematical contents and using different artistic-narrative languages. The didactic proposal is innovative considering the interface involving the use of digital technologies and the arts in Mathematics Education, with emphasis on multimodality. Participation in the Festival offered the means to build alternative images of mathematics and aesthetic mathematical experiences for future teachers.
{"title":"Didactic aspects involving the production of digital videos by pre-service Mathematics teachers","authors":"Ricardo Silva, Alexandra Carmo Caceres Ianelli, Ana Carolina Bueno de Carvalho","doi":"10.20952/revtee.v15i34.18288","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18288","url":null,"abstract":"The research reported in this article aimed to investigate didactic aspects involved in the production of digital videos by mathematics pre-service teachers for the participation in the Festival of Digital Videos and Mathematics Education. The data were produced in the course named \"Didactics of Mathematics\" with two classes of an undergraduate course in Mathematics at a public state university. The video production process was based on the notion of “digital mathematical performance”. Based on the instructor's supervision, the groups produced six videos, four of which were submitted to the Festival, exploring different elementary and high school mathematical contents and using different artistic-narrative languages. The didactic proposal is innovative considering the interface involving the use of digital technologies and the arts in Mathematics Education, with emphasis on multimodality. Participation in the Festival offered the means to build alternative images of mathematics and aesthetic mathematical experiences for future teachers.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47434489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.20952/revtee.v15i34.17941
Felipe Lopes Terrão
The objective of this article is to investigate the relationship between the socioeconomic profile of basic education teachers and their choice for the private or public network as professional position. The concepts of Pierre Bourdieu, especially the concepts of cultural capital, field and habitus, guide our analysis. As a hypothesis, we consider that private school teachers, when compared to public school teachers, have incorporated a cultural matrix with dominant dispositions that make it possible to establish certain strategies of professional distinction and also regulate positions in the professional field. The methodological procedures involve the use of questionnaire and interview. The results allow us to conclude that private network teachers have a socioeconomic profile that differs from that public network teachers. The study also pointed out that the salary is the main regulator of the positions in the professional field, since the investigated teachers built their professional trajectory because of the economic return or, case of the public network, because of job stability.
{"title":"The influence of the socioeconomic profile of public and private school teachers on their choice of professional position","authors":"Felipe Lopes Terrão","doi":"10.20952/revtee.v15i34.17941","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17941","url":null,"abstract":"The objective of this article is to investigate the relationship between the socioeconomic profile of basic education teachers and their choice for the private or public network as professional position. The concepts of Pierre Bourdieu, especially the concepts of cultural capital, field and habitus, guide our analysis. As a hypothesis, we consider that private school teachers, when compared to public school teachers, have incorporated a cultural matrix with dominant dispositions that make it possible to establish certain strategies of professional distinction and also regulate positions in the professional field. The methodological procedures involve the use of questionnaire and interview. The results allow us to conclude that private network teachers have a socioeconomic profile that differs from that public network teachers. The study also pointed out that the salary is the main regulator of the positions in the professional field, since the investigated teachers built their professional trajectory because of the economic return or, case of the public network, because of job stability.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.20952/revtee.v15i34.18101
Francisco José Rengifo-Herrera, Gabriela Sousa de Melo Mietto, Ana Carolina Corrêa Alencar
Covid-19 outbreak forced the governments around the world to decide schools closure. In Brazil this circumstance lasted almost two years because a government wrong management had been marked by delays and lack implementation of public policies. The outbreak context brought important challenges for children and their families. This paper carried out a characterization and analysis of a questionnaire to assess the perception of fifteen families about care, socialization/learning, feeding and development of autonomy in shared context with children during the pandemic in a public day care center. Results show that families faced difficulties in socializing and playing. Feeding practices and use of objects-utensils during mealtimes and care had better indicators. However, difficulties in autonomy, learning, and anxiety increased. As a conclusion, the impact of pandemic changes must be evaluated, revealing actions that the school will have to carry out in the future, especially on children's development/learning processes.
{"title":"Experience report: Transitions during Covid-19 Outbreak and the Day Care Centers Closure","authors":"Francisco José Rengifo-Herrera, Gabriela Sousa de Melo Mietto, Ana Carolina Corrêa Alencar","doi":"10.20952/revtee.v15i34.18101","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18101","url":null,"abstract":"Covid-19 outbreak forced the governments around the world to decide schools closure. In Brazil this circumstance lasted almost two years because a government wrong management had been marked by delays and lack implementation of public policies. The outbreak context brought important challenges for children and their families. This paper carried out a characterization and analysis of a questionnaire to assess the perception of fifteen families about care, socialization/learning, feeding and development of autonomy in shared context with children during the pandemic in a public day care center. Results show that families faced difficulties in socializing and playing. Feeding practices and use of objects-utensils during mealtimes and care had better indicators. However, difficulties in autonomy, learning, and anxiety increased. As a conclusion, the impact of pandemic changes must be evaluated, revealing actions that the school will have to carry out in the future, especially on children's development/learning processes.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.20952/revtee.v15i34.18028
Stephany Castro Freitas, Juliana Guimarães Saneto, Ivan Marcelo Gomes
This article analyses the comprehension of Physical Education at Três Palmeiras’ indigenous pluridocent village municipal school. The study was constituted as qualitative, been set up as a descriptive and interpretative. The methodology was fulfilled with: participant observation of the Physical Education classes and the school dynamics in village context; field diary notes; registry of images; remote interviews, during the time of social isolation, thru apps of conversation/interaction. During our process of immersion of Três Palmeiras’ village context, located in Aracruz (ES), it was possible do verify that Guarani’s School Physical Education has been build up daily as an expression of the local culture (traditional and sportive), as from non-positive experience of the past, with emphasis on sports, and inside a conjuncture of indigenous school with a predominance of teachers from another ethnic group intending the intercultural aspects.
{"title":"- Comprehensions of physical education at Guarani multi-teacher school in Espírito Santo","authors":"Stephany Castro Freitas, Juliana Guimarães Saneto, Ivan Marcelo Gomes","doi":"10.20952/revtee.v15i34.18028","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18028","url":null,"abstract":"This article analyses the comprehension of Physical Education at Três Palmeiras’ indigenous pluridocent village municipal school. The study was constituted as qualitative, been set up as a descriptive and interpretative. The methodology was fulfilled with: participant observation of the Physical Education classes and the school dynamics in village context; field diary notes; registry of images; remote interviews, during the time of social isolation, thru apps of conversation/interaction. During our process of immersion of Três Palmeiras’ village context, located in Aracruz (ES), it was possible do verify that Guarani’s School Physical Education has been build up daily as an expression of the local culture (traditional and sportive), as from non-positive experience of the past, with emphasis on sports, and inside a conjuncture of indigenous school with a predominance of teachers from another ethnic group intending the intercultural aspects. \u0000 ","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47778515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.20952/revtee.v15i34.18000
Alexsandro Bezerra‐Silva, Gerlayne Teixeira de Souza, T.A.S. Batista, Emanuel Jhonata Gomes da Silveira, T. Nadia
The present study focuses on the analysis of two educational applications aimed at teaching botany in high school, they were created in the application factory, being a free Brazilian digital platform. ClikBotânica, addresses plant morphology, and Botânica na Palma da Mão, addresses plant ecology. The research was structured from qualitative and quantitative principles. The methodological process was carried out in three classes of the second year of high school (A, B, C) for the pedagogical interventions, each containing 30 students, totaling 90 students. The previous questionnaire regarding the morphology and ecology content showed that students have a greater affinity with the morphology-related content. In ecology, there was a great difficulty on the part of the students in solving the questions. After using the application, there was a significant reduction in wrong questions, especially those related to plant ecology. Thus, it is noted that the use of Information and Communication Technologies - ICTs in the classroom is something favorable in the teaching of botany.
本研究的重点是分析两个旨在高中植物学教学的教育应用程序，它们是在应用程序工厂创建的，是一个免费的巴西数字平台。clikbotnica，研究植物形态学，bot nica na Palma da m，研究植物生态学。这项研究是根据定性和定量原则进行的。方法过程在高中二年级的三个班级(A、B、C)进行教学干预，每个班级有30名学生，总共90名学生。之前关于形态学和生态学内容的问卷调查显示，学生对形态学相关内容有更大的亲和力。在生态学中，学生们在解题时遇到了很大的困难。使用该应用程序后，错误率显著降低，特别是与植物生态学相关的问题。因此，值得注意的是，在课堂上使用信息和通信技术对植物学教学是有利的。
{"title":"Annalysis of educational applications as pedagogical support resources for teaching botany in high school","authors":"Alexsandro Bezerra‐Silva, Gerlayne Teixeira de Souza, T.A.S. Batista, Emanuel Jhonata Gomes da Silveira, T. Nadia","doi":"10.20952/revtee.v15i34.18000","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18000","url":null,"abstract":"The present study focuses on the analysis of two educational applications aimed at teaching botany in high school, they were created in the application factory, being a free Brazilian digital platform. ClikBotânica, addresses plant morphology, and Botânica na Palma da Mão, addresses plant ecology. The research was structured from qualitative and quantitative principles. The methodological process was carried out in three classes of the second year of high school (A, B, C) for the pedagogical interventions, each containing 30 students, totaling 90 students. The previous questionnaire regarding the morphology and ecology content showed that students have a greater affinity with the morphology-related content. In ecology, there was a great difficulty on the part of the students in solving the questions. After using the application, there was a significant reduction in wrong questions, especially those related to plant ecology. Thus, it is noted that the use of Information and Communication Technologies - ICTs in the classroom is something favorable in the teaching of botany.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.20952/revtee.v15i34.17495
Francisca Brum Tolio, Lorí Viali, Regis Lahm
The main objective of this article is to present the learning theories that make use of technological ones. First, the theory of meaningful learning is presented, linked to connectivism. Following is the presentation of Flow theory using Gamification. In these first two chapters, we seek to raise the theories and how they can be implemented in the educational area. Subsequently, a reflection is made on the use of meaningful learning and connectivism, with the Flow state and the use of gamification. In this way, an interactive cycle is proposed that comprises the use of theories in education, indispensably using digital technologies, as well as the way in which they can be introduced in education. During the study, it was possible to understand that it is possible to develop content through technologies, in an attractive way that conquers students.
{"title":"Teaching and learning in te age of technology","authors":"Francisca Brum Tolio, Lorí Viali, Regis Lahm","doi":"10.20952/revtee.v15i34.17495","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17495","url":null,"abstract":"The main objective of this article is to present the learning theories that make use of technological ones. First, the theory of meaningful learning is presented, linked to connectivism. Following is the presentation of Flow theory using Gamification. In these first two chapters, we seek to raise the theories and how they can be implemented in the educational area. Subsequently, a reflection is made on the use of meaningful learning and connectivism, with the Flow state and the use of gamification. In this way, an interactive cycle is proposed that comprises the use of theories in education, indispensably using digital technologies, as well as the way in which they can be introduced in education. During the study, it was possible to understand that it is possible to develop content through technologies, in an attractive way that conquers students.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48064527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-17DOI: 10.20952/revtee.v15i34.17971
H. J. C. C. D. Azevedo, Vinícius Souza Magalhães Leite, R. M. Meirelles
The current Common National Curriculum Base (CNCB) was approved to comprise a guiding document for the curricular construction of Brazilian elementary schools. Through a discursive textual analysis, this article analyzes the Zoology content of the CNCB from early childhood education to high school. The results indicate discourses from archaic 19th century zoology, of a morphophysiological and classificatory nature, the absence of this bioscience aimed at early childhood education and the lack of updated proposals for its teaching-learning process. We conclude that Zoology teaching as presented by the CNCB proposes strictly conceptual and linear content approaches, and does not promote quality scientific education.
{"title":"Zoology teaching in Brazil from early childhood education to high school: a categorical conceptual analysis of the Base Nacional Comum Curricular","authors":"H. J. C. C. D. Azevedo, Vinícius Souza Magalhães Leite, R. M. Meirelles","doi":"10.20952/revtee.v15i34.17971","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17971","url":null,"abstract":"The current Common National Curriculum Base (CNCB) was approved to comprise a guiding document for the curricular construction of Brazilian elementary schools. Through a discursive textual analysis, this article analyzes the Zoology content of the CNCB from early childhood education to high school. The results indicate discourses from archaic 19th century zoology, of a morphophysiological and classificatory nature, the absence of this bioscience aimed at early childhood education and the lack of updated proposals for its teaching-learning process. We conclude that Zoology teaching as presented by the CNCB proposes strictly conceptual and linear content approaches, and does not promote quality scientific education.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47861204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-17DOI: 10.20952/revtee.v15i34.17992
Maria Cristina Araújo de Oliveira, Fabíola Silva de Oliveira Vilas Boas
This study aims to analyze the challenges faced by teachers at Centro Territorial do Piemonte da Diamantina II (CETEP), located in the city of Jacobina-BA, when implementing pedagogical actions in Vocational and Technological Education (EPT), with a view to the formation of critical and autonomous subjects. The reflections were produced in dialogue with five collaborating professors, through interviews and discussion groups, carried out through the virtual platform Google Meet, given the need for social distancing, caused by Covid-19. The theoretical voices summoned to support the arguments deal with the axes Professional and Technological Education Integrated to High School and Teacher Training. The results point to the need for a praxis that points to more systematic, interdisciplinary pedagogical actions, based on the diversity of local and global cultures as well as on the diversity of languages, with an emphasis on the human and professional training of students, protagonists of contemporary society.
{"title":"Teacher training and praxis in professional and technological education (EPT): challenges for a human and critical training of technical course students","authors":"Maria Cristina Araújo de Oliveira, Fabíola Silva de Oliveira Vilas Boas","doi":"10.20952/revtee.v15i34.17992","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17992","url":null,"abstract":"This study aims to analyze the challenges faced by teachers at Centro Territorial do Piemonte da Diamantina II (CETEP), located in the city of Jacobina-BA, when implementing pedagogical actions in Vocational and Technological Education (EPT), with a view to the formation of critical and autonomous subjects. The reflections were produced in dialogue with five collaborating professors, through interviews and discussion groups, carried out through the virtual platform Google Meet, given the need for social distancing, caused by Covid-19. The theoretical voices summoned to support the arguments deal with the axes Professional and Technological Education Integrated to High School and Teacher Training. The results point to the need for a praxis that points to more systematic, interdisciplinary pedagogical actions, based on the diversity of local and global cultures as well as on the diversity of languages, with an emphasis on the human and professional training of students, protagonists of contemporary society.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.20952/revtee.v15i34.17685
Jorge Luiz Zaluski
This text aims to analyze the activities developed by the Guidance Service (SOE), at Tiradentes School, in Curitiba-PR, during the years 1971-1983. For this, as historical documentation, Guidance Service Reports (SOE) available in the institution's archive were used. Benjamin Cowan's observations on the notion of moral panic help to observe the document. Based on the research, the activities developed by SOE had a strong approximation with the precepts shared by the military dictatorship, and served as a way to guide the training of students to take on professional activities supported by class and gender distinctions.
{"title":"Probe, guide and qualify: reverberations of Law no. 5,692/1971 and expectations for professional training (Curitiba – 1971-1983)","authors":"Jorge Luiz Zaluski","doi":"10.20952/revtee.v15i34.17685","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17685","url":null,"abstract":"This text aims to analyze the activities developed by the Guidance Service (SOE), at Tiradentes School, in Curitiba-PR, during the years 1971-1983. For this, as historical documentation, Guidance Service Reports (SOE) available in the institution's archive were used. Benjamin Cowan's observations on the notion of moral panic help to observe the document. Based on the research, the activities developed by SOE had a strong approximation with the precepts shared by the military dictatorship, and served as a way to guide the training of students to take on professional activities supported by class and gender distinctions.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49411092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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