Suchergebnisse

The main objective of this work is to discuss some of the policies for the prevention of school violence in Brazil, specifically in the States of Sao Paulo and Minas Gerais, seeking to reflect on the role of citizenship education in these States. One of the core issues is whether these policies are aimed at developing the values of citizenship. As a conclusion, we pointed out that the feelings of social insecurity are reflected in the relationships inside the big schools generating an intolerance to behaviour considered as antisocial, which, in general, is directed mainly at the poor youths from outlying neighbourhoods. After analysing the documents, we consider that the state of Sao Paulo as well as Minas Gerais have sought partnerships with judiciary organs to restore the balance broken in the school environment as a result of conflict situations. This attitude does not prioritize a pedagogical education through the citizenship.

Functions are one of the most important topics of algebra in which the success rate of students is quite low and many misconceptions are commonly encountered. Studies argue that by means of technological support, mathematics teaching in general and functions in particular will be facilitated. On the other hand, the rapid development in technology and digital natives necessitate the integration of technology into the field of education. The aim of this study is to present sample activities with regard to the integration of information and communication technologies into the teaching and learning process of functions by using readily available e-contents; Autograph, one of the softwares used for mathematics teaching; and other basic tools.

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.