https://ri.ufs.br/jspui/handle/riufs/1382 Thu, 16 Jul 2026 04:55:39 GMT 2026-07-16T04:55:39Z https://ri.ufs.br/jspui/handle/riufs/25537 Título: Educação intercultural e formação de professores em contexto espanhol para alunos imigrantes Autor(es): Matos, Doris Cristina Vicente da Silva; Permisán, Cristina Goenechea Abstract: This paper is an invitation to discuss the relation between intercultural education and teacher education in a multicultural and multilingual context. Our starting points are migration – which has been an important issue in the world – and the cultural variety arising from this phenomenon, which generates political, ideological, ethnic and cultural conflicts. We have researched the role of schools and teachers in the current scenario and aim to present the results of a study conducted in Spain with teachers who receive immigrant students. Most of these students do not speak the local language and need to learn it to integrate into the school environment and into society. As for methodology, we have followed mixed research principles, using quantitative and qualitative approaches, of the interpretive paradigm, to analyze the data obtained through questionnaires and transcriptions of discussion group meetings. The data was collected from the teachers who work on Aulas Temporales de Adaptación Lingüística (ATAL – Language Adaptation Temporary Classes) in the province of Cadiz, in the autonomous region of Andalucia, Spain. The results obtained evidenced that there is a demand on teachers’ part for educational actions focused on intercultural education. This indicates that the discussion on this matter is important for the development of schools that encourage and understand meeting the other as part of intercultural relations. Thu, 01 Dec 2016 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25537 2016-12-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25111 Título: O Partido Conservador e a educação literária no Império brasileiro (1841-1863) Autor(es): Oliveira, Luiz Eduardo Meneses de Abstract: The centralization of the system of public instruction in eighteenth century Brazil, related to the centralization of the main public institutions of the country, was the result of parliamentary victories of the Saquaremas, as the illustrious representatives of the conservative party were called. Since 1837, when Bernardo Pereira de Vasconcelos (1795-1850) assumed the virtual leadership of the government, the conservatives had proposed centralizing measures. Although one used to say at the time that there was nothing more similar to a Saquarema than a Luzia with political power, there was a hierarchical relation between the two parties, even though both were complementary parts of the government, which was composed by what was considered the “good society”, that is, the political elite of the empire. Such hierarchical relation was due to the failure of the Luzias’ – or liberals’ – project of forging a political direction to the country. Such project was accomplished by the Saquaremas, who had reduced the revolutionary pretentions of their opponents to the condition of rebellions. This article investigates how the institutionalization of literary education in Brazil was related to the Saquaremas’ political project, who aimed to form the spirit of those who would later be part of the bureaucratic framework of the empire. To do so, many legislative pieces were used as sources, including parliamentary debates and ministerial reports, besides the political, educational and literary historiography of the period. Tue, 01 Dec 2015 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25111 2015-12-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24343 Título: Avaliação e autoavaliação como tecnologia formativa aplicada ao Programa Residência Pedagógica Autor(es): Barreto, Juliana; Rosa, Acassia dos Anjos Santos; Teles, Gildete Cecília Neri Santos Abstract: This research aims to analyze the impacts and contributions of the Pedagogical Residency Program – PRP in the education of future foreign language teachers, in Sergipe, during the Covid-19 Pandemic, based on students' self-assessment. To this end, the study starts from the perspective of the ones involved in the program, linked to the Federal University of Sergipe – UFS, between 2020 and 2022. It is a qualitative, interpretive research, which, through the analysis of questionnaires, sought a more accurate understanding of the meaning built by the undergraduate students, linked to the Spanish and English cores. Here, we consider self-assessment and continuous assessment as systematic, critical, reflective, permanent, and, therefore, formative processes, which enable diagnoses and monitoring with the function of redefining initial goals. The aim is, therefore, to redefine meanings of knowledge production, of preliminary proposed actions, paying attention to the weaknesses and potentialities of the process, and, thus, turning our attention to the redefinition of priorities established in the foreground. The results show that the PRP provided teachers, in pre-service education, a good relationship with those involved in the project, as well as the construction of a self-reflective pedagogical approach, recognizing strengths and weaknesses during their participation in the program, given the diversity of scenarios caused by the pandemic period. Mon, 01 Apr 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24343 2024-04-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22739 Título: 20 de novembro de 2023 Autor(es): Souza, Alessandra Corrêa de Mon, 01 Jan 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22739 2024-01-01T00:00:00Z