Pub Date : 2022-12-15DOI: 10.20952/revtee.v15i34.17963
Adilson Cristiano Habowski, Cleber Gibbon Ratto
We propose to write this text seeking to resume the discussion of the bases of discursive architecture that settled childhood in the modern Western world, taking great inspiration in the legacy of Enlightenment thought of the 18th and 19th centuries. that they are, but under the conditions of possibility for them to be constituted in such a way. Thus, it is set in motion from four discursive architectures: research by Philippe Ariès and foucaultian criticisms; the pedagogization of the child's sex; modern pedagogy; and, finally, a discussion of whether there would be the death of childhood constituted in modernity.
{"title":"Bases of discursive architecture that settled the invention of childhood in modernity","authors":"Adilson Cristiano Habowski, Cleber Gibbon Ratto","doi":"10.20952/revtee.v15i34.17963","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17963","url":null,"abstract":"We propose to write this text seeking to resume the discussion of the bases of discursive architecture that settled childhood in the modern Western world, taking great inspiration in the legacy of Enlightenment thought of the 18th and 19th centuries. that they are, but under the conditions of possibility for them to be constituted in such a way. Thus, it is set in motion from four discursive architectures: research by Philippe Ariès and foucaultian criticisms; the pedagogization of the child's sex; modern pedagogy; and, finally, a discussion of whether there would be the death of childhood constituted in modernity.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697719","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 : 2022-12-15DOI: 10.20952/revtee.v15i34.17708
A. Vieira
This study has as its object the self-narrative woven into the entanglements of a narrative research developed within the scope of the Graduate Program in Education at the Federal University of Sergipe. The work aims to understand how the narrative movement makes it possible to bring out the understanding of oneself and of teaching that is weaved in the formative web of the daily life of the teaching profession. The research is qualitative in nature, anchored in the epistemology of narrative research, which has as its centrality, in the production of meanings, the narrativity that the subject makes of himself, when narrating the actions of the research he develops. In this direction, narrative research is established as a teaching training device, by enabling the reflexive articulation of the actions and knowledge that the teacher does when narrating the actions, difficulties, learning and challenges that he encounters in the exercise of the teaching profession. The work reveals how narrativity evidences the understanding of teaching and the research movement, woven under the comprehensive look of itself and the actions developed in mathematics teaching.
{"title":"The trajectory and professional trajectory of a researcher: teaching through insurgent narratives","authors":"A. Vieira","doi":"10.20952/revtee.v15i34.17708","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17708","url":null,"abstract":"This study has as its object the self-narrative woven into the entanglements of a narrative research developed within the scope of the Graduate Program in Education at the Federal University of Sergipe. The work aims to understand how the narrative movement makes it possible to bring out the understanding of oneself and of teaching that is weaved in the formative web of the daily life of the teaching profession. The research is qualitative in nature, anchored in the epistemology of narrative research, which has as its centrality, in the production of meanings, the narrativity that the subject makes of himself, when narrating the actions of the research he develops. In this direction, narrative research is established as a teaching training device, by enabling the reflexive articulation of the actions and knowledge that the teacher does when narrating the actions, difficulties, learning and challenges that he encounters in the exercise of the teaching profession. The work reveals how narrativity evidences the understanding of teaching and the research movement, woven under the comprehensive look of itself and the actions developed in mathematics teaching. \u0000 ","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47428483","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 : 2022-12-14DOI: 10.20952/revtee.v15i34.17990
Jorge Andrés Jiménez Muñoz, Fernanda Rossi
The objective is to analyze the life stories of Physical Education teachers in Brazil and Colombia. Based on the methodology of life history and configurational sociology, two retired professors from each country were interviewed. A narrative text was produced that presented the intertwined lives, and many of the narrated experiences originated in confrontations and material and symbolic struggles that constituted social habitus in the face of professional development in schools, colleges and groups. Among the converging aspects between the countries, the unbalance in the “me – us” scale stands out, leaning towards a “we”, confirming for teachers the importance of leadership of different groups and collectives. As divergent aspects, there is, for one country, a socio-professional character of those groups and, for another, the existence of these groups in conjunction with an academic-scientific configuration of the area. It is concluded that configurational approaches to life stories make it possible to understand the multiple interdependencies that configure being a teacher.
{"title":"Life stories of physical education teachers in Brazil and Colombia: a configurational analysis","authors":"Jorge Andrés Jiménez Muñoz, Fernanda Rossi","doi":"10.20952/revtee.v15i34.17990","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17990","url":null,"abstract":"The objective is to analyze the life stories of Physical Education teachers in Brazil and Colombia. Based on the methodology of life history and configurational sociology, two retired professors from each country were interviewed. A narrative text was produced that presented the intertwined lives, and many of the narrated experiences originated in confrontations and material and symbolic struggles that constituted social habitus in the face of professional development in schools, colleges and groups. Among the converging aspects between the countries, the unbalance in the “me – us” scale stands out, leaning towards a “we”, confirming for teachers the importance of leadership of different groups and collectives. As divergent aspects, there is, for one country, a socio-professional character of those groups and, for another, the existence of these groups in conjunction with an academic-scientific configuration of the area. It is concluded that configurational approaches to life stories make it possible to understand the multiple interdependencies that configure being a teacher.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67697870","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 : 2022-12-14DOI: 10.20952/revtee.v15i34.18086
Fabíola dos Santos Kucybala, Vera Lucia Felicetti, Adriana Robayo
The transition between Early Childhood Education and Primary Education is a process that permeates the academic lives of children, so it is fundamental that it takes place in an interconnected way, with an integrated curriculum and the use of recreational situations and experiences that contribute towards literacy. This literature review analyzes the productions and foundations in the educational landscape and in the field of knowledge production regarding the transition between these two stages of Basic Education, by analyzing articles published in journals classified as Qualis A1 in Brazil, according to the assessment carried out by CAPES in 2019. The articles analyzed had themes aimed at the following a priori categories: Childhood Education; Teacher Knowledge and Practices; Curriculum and Teaching and Learning. After analyzing these articles, guided by Textual Discourse Analysis, three categories and five subcategories emerged. Among the results, we found that most of the articles addressed issues related to the curriculum, literacy and issues related to early childhood, reinforcing the importance of establishing an interconnected and systematic study between the two stages of Basic Education. However, research in the area of transition is insignificant, despite the evident importance of this topic.
{"title":"The transition between early childhood education and primary education: a literature review","authors":"Fabíola dos Santos Kucybala, Vera Lucia Felicetti, Adriana Robayo","doi":"10.20952/revtee.v15i34.18086","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.18086","url":null,"abstract":"The transition between Early Childhood Education and Primary Education is a process that permeates the academic lives of children, so it is fundamental that it takes place in an interconnected way, with an integrated curriculum and the use of recreational situations and experiences that contribute towards literacy. This literature review analyzes the productions and foundations in the educational landscape and in the field of knowledge production regarding the transition between these two stages of Basic Education, by analyzing articles published in journals classified as Qualis A1 in Brazil, according to the assessment carried out by CAPES in 2019. The articles analyzed had themes aimed at the following a priori categories: Childhood Education; Teacher Knowledge and Practices; Curriculum and Teaching and Learning. After analyzing these articles, guided by Textual Discourse Analysis, three categories and five subcategories emerged. Among the results, we found that most of the articles addressed issues related to the curriculum, literacy and issues related to early childhood, reinforcing the importance of establishing an interconnected and systematic study between the two stages of Basic Education. However, research in the area of transition is insignificant, despite the evident importance of this topic.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48901633","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 : 2022-12-14DOI: 10.20952/revtee.v15i34.17862
Jesus Alexandre Monteiro, Danilo Ferreira Soares
This article aims to present a brief history of country music, through qualitative bibliographic research and exhibitions of musical excerpts to offer teachers and other interested parties a path of educational intervention. Music associated with education promotes dynamism in the learning and teaching process. Specifically, country music contextualizes the social relationships of students in rural regions and also in large urban centers. From the Brazilian colonial period, in the mid-16th century to the present day, this musical style adapts and characterizes the historical and chronological times through which it passes. Each country song represents a historical context permeated with culture and sensibility. It is an investigation that explains the didactic and educational potential of the use of country music in the study of human and social sciences within the new high school.
{"title":"Each toada represents a missing: a brief history about the use of caipira music in the study of human and social sciences in new high school","authors":"Jesus Alexandre Monteiro, Danilo Ferreira Soares","doi":"10.20952/revtee.v15i34.17862","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17862","url":null,"abstract":"This article aims to present a brief history of country music, through qualitative bibliographic research and exhibitions of musical excerpts to offer teachers and other interested parties a path of educational intervention. Music associated with education promotes dynamism in the learning and teaching process. Specifically, country music contextualizes the social relationships of students in rural regions and also in large urban centers. From the Brazilian colonial period, in the mid-16th century to the present day, this musical style adapts and characterizes the historical and chronological times through which it passes. Each country song represents a historical context permeated with culture and sensibility. It is an investigation that explains the didactic and educational potential of the use of country music in the study of human and social sciences within the new high school.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694226","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 : 2022-12-14DOI: 10.20952/revtee.v15i34.17368
Adelyn Barbosa de Aquino, Tícia Cassiany Ferro Cavalcante
This research sought to analyze how the use of Alternative Communication in intervention sessions can contribute to the process of communication of children with intellectual disabilities in the stage of Early Childhood Education. The research had the participation of two children with intellectual disability and communicative difficulties, students of public schools in the city of Igarassu-PE. Intervention sessions were held with the use of Alternative Communication resources. The study demonstrated that the use of alternative communication resources contributed significantly to these children's communication. It showed that the use of alternative communication coupled with pedagogical activities to stimulate oral language in early childhood education can enhance the acquisition and development of the language of children with intellectual disabilities, which in the classroom can allow children with ID to have as many opportunities for development as other children without disabilities.
{"title":"Progress in communication of two children with intellectual disability in child education: interventions using alternative communication resources","authors":"Adelyn Barbosa de Aquino, Tícia Cassiany Ferro Cavalcante","doi":"10.20952/revtee.v15i34.17368","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17368","url":null,"abstract":"This research sought to analyze how the use of Alternative Communication in intervention sessions can contribute to the process of communication of children with intellectual disabilities in the stage of Early Childhood Education. The research had the participation of two children with intellectual disability and communicative difficulties, students of public schools in the city of Igarassu-PE. Intervention sessions were held with the use of Alternative Communication resources. The study demonstrated that the use of alternative communication resources contributed significantly to these children's communication. It showed that the use of alternative communication coupled with pedagogical activities to stimulate oral language in early childhood education can enhance the acquisition and development of the language of children with intellectual disabilities, which in the classroom can allow children with ID to have as many opportunities for development as other children without disabilities.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67692520","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 : 2022-11-03DOI: 10.20952/revtee.v15i34.17508
Elizabete Cristina Costa-Renders, Debora de Lourdes da Silva Sous, Ana Carolina Valverde Bresciani
This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.
{"title":"Remote teaching and inclusive education: approximations with Universal Design for Learning","authors":"Elizabete Cristina Costa-Renders, Debora de Lourdes da Silva Sous, Ana Carolina Valverde Bresciani","doi":"10.20952/revtee.v15i34.17508","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17508","url":null,"abstract":"This article results from the approximation between two researches in the area of education: a scientific initiation research with promotion of FAPESP and a master’s survey at PPGE/USCS. Both were based on the paradigm of inclusion and the principles of the Universal Design for Learning and were carried out in the context of the closure of schools due to the COVID-19 pandemic between 2020 and 2021. The objective was to promote an interface between UDL principles and the curriculum approach in emergency remote teaching. It was empirical investigations that combined narrative research and development research and as instrument were held wheels of conversations with teachers working in the great ABC Paulista. Among the results, stands out the fact that remote teaching places light on the great social and educational inequality in Brazil, evidenced, for example, by the development of asynchronous remote teaching in printed material, something contradictory in a digital society. In addition to this need to remove digital barriers, in remote teaching it was necessary to extend the degree of influence of the learner in the teaching process and the UDL supported teachers, as it minimizes the need for curricular adaptation.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693275","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 : 2022-09-12DOI: 10.20952/revtee.v15i34.17778
Rander Silva Morais, Letícia Rodrigues da Fonseca
This study aimed to describe how Design Thinking can contribute to the development of digital games for the teaching of Chemistry, considering the needs of educators who teach this discipline and the reality of the students in which they are inserted. It was carried out through an applied research, with the digital game with the teaching staff and high school students of a private Basic Education Institution, located in a municipality in the southern region of Minas Gerais. Still, through the exploratory-descriptive study, with a qualitative approach, to understand how the Digital Quiz developed was enough to promote meaningful learning of Chemistry contents. Through the speech of teachers and students, through evaluation of the experimentation process, it was found that the digital game developed has potential as an innovative and active method for teaching Chemistry. It was concluded that Design Thinking can favor the process of developing digital games for the teaching of Chemistry, considering the needs of educators and the reality in which their students are inserted, and that through the evaluation of the participants, it is possible to ensure that the process asserts itself as methodological, innovative and active for the promotion of meaningful learning.
{"title":"The use of Design Thinking in the development of digital games for the teaching of chemistry in basic education","authors":"Rander Silva Morais, Letícia Rodrigues da Fonseca","doi":"10.20952/revtee.v15i34.17778","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17778","url":null,"abstract":"This study aimed to describe how Design Thinking can contribute to the development of digital games for the teaching of Chemistry, considering the needs of educators who teach this discipline and the reality of the students in which they are inserted. It was carried out through an applied research, with the digital game with the teaching staff and high school students of a private Basic Education Institution, located in a municipality in the southern region of Minas Gerais. Still, through the exploratory-descriptive study, with a qualitative approach, to understand how the Digital Quiz developed was enough to promote meaningful learning of Chemistry contents. Through the speech of teachers and students, through evaluation of the experimentation process, it was found that the digital game developed has potential as an innovative and active method for teaching Chemistry. It was concluded that Design Thinking can favor the process of developing digital games for the teaching of Chemistry, considering the needs of educators and the reality in which their students are inserted, and that through the evaluation of the participants, it is possible to ensure that the process asserts itself as methodological, innovative and active for the promotion of meaningful learning.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67694143","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 : 2022-09-12DOI: 10.20952/revtee.v15i34.17380
Gabriel César Silveira Figueredo, D. Berlese, G. Sanfelice
The SARS-CoV-2 Coronavirus pandemic has directly affected all areas of society, and education would be no different. Facing the rapid dissemination of COVID-19, in-person classes were suspended, bringing remote teaching into reality. The present article aims to investigate the perceptions of Physical Education professionals about their teaching performance in APAEs in Vale do Sinos region, in Rio Grande do Sul, during the Covid-19 pandemic period, as well as their expectations about the return to in-person classes. The research has a qualitative approach. Four Physical Education graduates were investigated. As an instrument, we used a semi-structured interview and notes referring to the interviewees' expressions during the interview. For the analysis of the results, the triangulation of methods was used, articulating the answers of the interviewees, with dialog with authors and, finally, notes during the interviews. The conclusion was that the APAEs investigated did not have the infrastructure to support remote teaching. It was also evidenced that, during the pandemic, the low investment in the educational sector in Brazil and the inequalities in the levels of access to social media made remote teaching difficult.
{"title":"Perceptions of physical education professionals about their teaching performance in APAES during the Coronavírus SARS-COV2 pandemic","authors":"Gabriel César Silveira Figueredo, D. Berlese, G. Sanfelice","doi":"10.20952/revtee.v15i34.17380","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17380","url":null,"abstract":"The SARS-CoV-2 Coronavirus pandemic has directly affected all areas of society, and education would be no different. Facing the rapid dissemination of COVID-19, in-person classes were suspended, bringing remote teaching into reality. The present article aims to investigate the perceptions of Physical Education professionals about their teaching performance in APAEs in Vale do Sinos region, in Rio Grande do Sul, during the Covid-19 pandemic period, as well as their expectations about the return to in-person classes. The research has a qualitative approach. Four Physical Education graduates were investigated. As an instrument, we used a semi-structured interview and notes referring to the interviewees' expressions during the interview. For the analysis of the results, the triangulation of methods was used, articulating the answers of the interviewees, with dialog with authors and, finally, notes during the interviews. The conclusion was that the APAEs investigated did not have the infrastructure to support remote teaching. It was also evidenced that, during the pandemic, the low investment in the educational sector in Brazil and the inequalities in the levels of access to social media made remote teaching difficult.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67692604","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 : 2022-09-12DOI: 10.20952/revtee.v15i34.17559
P. Rios
This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. With regard to methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences.
{"title":"Youth and adult education, curriculum and sexual and gender diversity: weaving reflections","authors":"P. Rios","doi":"10.20952/revtee.v15i34.17559","DOIUrl":"https://doi.org/10.20952/revtee.v15i34.17559","url":null,"abstract":"This study sought to discuss the relations of gender and sexuality in Youth and Adult Education - EJA from the curriculum practices, considering them important in the pedagogical process of students of this type of education, aiming to reflect on what In this way, the issues of subjectivity of sexual gender are problematized in the Youth and Adult Education curriculum, in a municipal public school, located in the Northern Piemonte Identity Territory of Itapicuru, in the State of Bahia. With regard to methodological procedures, we opted for (auto)biographical narratives, as we understand that this research method favors the study in question, in the sense of enabling greater analysis capacity regarding the proposed objective. From the narratives it was possible to show that the issues of gender, sexuality and diversity need to be problematized within the school, so that it can be constituted as a space of respect for differences.","PeriodicalId":46062,"journal":{"name":"Revista Tempos e Espacos Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693896","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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