O formato tradicional da formação docente, organizado em palestras e encontros desarticulados, favorece práticas pedagógicas motivadas por planejamentos de ensino que desvinculam o estudo dos conteúdos curriculares de demandas das realidades local e global. Considerando a relevância de superar essa perspectiva formativa, este artigo tem como objetivo sistematizar resultados de uma pesquisa vinculada a um mestrado profissional, na qual foi desenvolvida uma proposta de formação docente comprometida com a metamorfose da prática pedagógica mediante a utilização de uma metodologia de ensino comprometida com o planejamento pertinente. Desenvolvido durante o período da pandemia da Covid-10, o estudo priorizou a pesquisa-ação e a abordagem qualitativa, mobilizando 30 participantes atuantes na docência ou na gestão de escolas de Educação Básica da Rede Municipal de União da Vitória, Paraná. Entre os resultados da formação, destaca-se a ênfase no trabalho colaborativo, o estímulo ao sentimento de pertencimento e o aprofundamento teórico vinculado à utilização de uma metodologia comprometida com a aproximação dos conteúdos curriculares a demandas locais e globais.

The traditional format of teacher training, organized through lectures and disconnected meetings, tends to encourage pedagogical practices driven by teaching plans that separate the study of curricular content from the demands of local and global realities. Considering the importance of overcoming this formative perspective, this article aims to systematize the results of research linked to a professional master's degree, in which a teacher training proposal was developed, committed to the transformation of pedagogical practice through the use of a teaching methodology aligned with relevant planning. Conducted during the Covid-19 pandemic, the study prioritized action research and a qualitative approach, involving 30 participants who were either teaching or managing schools in the Basic Education Network of União da Vitória, Paraná. Among the results of the training, the emphasis on collaborative work, the encouragement of a sense of belonging, and the deepening of theoretical knowledge tied to the use of a methodology committed to connecting curricular content to local and global demands are noteworthy.

Inom högre utbildning har användningen av artificiell intelligens (AI) ökat dramatiskt med introduktionen av chatbotar som erbjuder en rad fördelar för både lärare och studenter. Undersökningar under början på 2023 visade att inom 6 månader efter att de första chatbotarna blivit fritt tillgängliga on-line använde många studenter ChatGPT eller liknande verktyg i sina studier.Det är därför nödvändigt att anpassa användningen av generativ AI för att säkerställa en positiv undervisningsmiljö för både lärare och studenter. I litteraturen har både potentiella fördelar och farhågor diskuterats, i synnerhet diskuteras ofta hur man kan eller bör styra studenternas bruk av AI-verktyg.

Digital culture refers to the practices, habits, and values that emerge from people'sinteractions with digital technologies, such as the Internet, social networks, and mobile apps,among others. In the curriculum of basic education, it is necessary to work with elements of DigitalCulture so that students can exercise digital citizenship in a critical and reflective way. However,research indicates that teachers, many of them digital immigrants, do not have appropriateresources from the Digital Culture to teach their classes while students, digital natives, observe theidiosyncratic logic and dynamics of school with their reality and notice a great mismatch. Based onthis context, the question is: what are the elements of digital culture that contribute to the reflectionand criticality of students in the teaching of Philosophy in high school? The aim of this text is tohighlight the resources of digital culture that contribute to the reflection and criticality of studentsin the teaching of Philosophy in high school. The methodology is a qualitative bibliographicapproach. As a result, it was observed, in existing research, that the digital resources adopted inpedagogical practices contribute to the teaching of Philosophy and that, depen ding on the resourceused, they allow: illustrating philosophical concepts and theories in a concrete way; stimulatephilosophical and critical reflection; develop critical skills; stimulate debate; share ideas andopinions on philosophical topics; democra tize access to illustrative, representative and interactivephilosophical content; offer different perspectives according to the context and pedagogicalintentions.

A cultura digital refere se às práticas, hábitos e valores que emergem dainteração humana com as tecnologias digitais, como a internet, as redes sociais, osaplicativos móveis, entre outros. No currículo da educação básica, é necessário trabalhareleme ntos da Cultura Digital para que os estudantes possam exercer a cidadania digital deforma crítica e reflexiva. Com isso, questiona se: quais são os elementos da cultura digitalque contribuem para a reflexão e criticidade dos estudantes no ensino da Filos ofia doensino médio? O objetivo consiste em evidenciar os recursos da cultura digital quecontribuem para a reflexão e criticidade dos estudantes no ensino da Filosofia no ensinomédio. A metodologia é de abordagem qualitativa do tipo bibliográfica. Como resultados,observou se, nas pesquisas já existentes, que os recursos digitais adotados nas práticaspedagógicas contribuem para o ensino de Filosofia e que a depender do recurso utilizado,eles permitem: ilustrar conceitos e teorias filosóficas de modo co ncreto; estimular areflexão filosófica e crítica; desenvolver habilidades críticas; estimular o debate;compartilhar ideias e opiniões sobre temas filosóficos; democratizar o acesso a conteúdosfilosóficos ilustrativos, representativos e interativos; ofer ecer perspectivas diversas deacordo com o contexto e intencionalidades pedagógicas.

La cultura digital se refiere a las prácticas, hábitos y valores que surgen de la interacciónde las personas con las tecnologías digitales, como la internet, las redes sociales, los aplicativosmóviles, entre otros. En el plan de estudios de la educación básica, es necesario trabajar elementosde la Cultura Digital para que los estudiantes puedan ejercer la ciudadanía digital de manera crític ay reflexiva. Sin embargo, las investigaciones muestran que los profesores, muchos de ellosinmigrantes digitales, no se apropian de recursos provenientes de la Cultura Digital paraministraren sus clases mientras los estudiantes, nativos digitales, obser van la lógica y la dinámicaescolar idiosincrática con su realidad y notan un gran descompaso. Con base en ese contexto, secuestiona: ¿cuáles elementos de la cultura digital contribuyen para la reflexión y criticidad de losestudiantes en la enseñanza de Filosofía en la escuela secundaria? El objetivo de este texto esevidenciar los recursos de la cultura digital que contribuyen para la reflexión y criticidad de losestudiantes en la enseñanza de Filosofía en la escuela secundaria. La metodología es de abo rdajecualitativa de la tipología bibliográfica . Como resultado, se observó, en investigaciones existentes,que los recursos digitales adoptados en las prácticas pedagógicas contribuyen a la enseñanza de laFilosofía y que, dependiendo del recurso utilizad o, permiten: ilustrar conceptos y teorías filosóficasde forma concreta; estimular la reflexión filosófica y crítica; desarrollar habilidades críticas;estimular el debate; compartir ideas y opiniones sobre temas filosóficos; democratizar el acceso aconte nidos filosóficos ilustrativos, representativos e interactivos; ofrecen diferentes perspectivassegún el contexto y las intenciones pedagógicas.

The purpose of this study is to map evidence of relevant knowledge being appreciated in stricto sensu graduate research which bind teacher education to pedagogical practice. It is a review study which prioritizes a bibliographical review and a qualitative approach utilizing the descriptors “teacher education”, “pedagogical practice”, and “relevant knowledge” when selecting studies available in the Catalogue of Thesis and Dissertations of CAPES. The results denote special attention to relevant knowledge manifested in meeting local demands while teacher education is still in progress. Some proximity is also observed in part of the researches with global demands, even though this is not clearly indicated in the studies. However, there are no references to the Sustainable Development Goals in the studies we have analyzed, which confirms an issue to be addressed in the policies intended for teacher education in the Brazilian context, because these goals express planetary needs which no longer can be disregarded in the pedagogical practice.

Este estudio tiene como objetivo mapear la evidencia de la valoración del conocimiento pertinente en la investigación de posgrado stricto sensu que vincula la formación docente con la práctica pedagógica. Se trata de un estudio de revisión que prioriza la investigación bibliográfica y el abordaje cualitativo, en el que se utilizaron los descriptores "formación docente", "práctica pedagógica" y "conocimiento pertinente" en la selección de estudios disponibles en el Catálogo de Tesis y Disertaciones de la CAPES. Los resultados denotan especial atención a los conocimientos pertinentes expresados en la preocupación por satisfacer las demandas locales incluso durante la formación docente. También existe cierta proximidad de parte de la investigación a las demandas globales, aunque esto no se afirma explícitamente en los estudios. Sin embargo, no hay referencia a los Objetivos de Desarrollo Sostenible en los estudios analizados, lo que confirma una cuestión a ser abordada en las políticas de formación docente en el contexto brasileño, porque estas metas expresan necesidades planetarias que ya no pueden ser ignoradas en la práctica pedagógica.

Este estudo tem como objetivo mapear evidências de valorização do conhecimento pertinente em pesquisas de pós-graduação stricto sensu que vinculam a formação docente à prática pedagógica. Trata-se de um estudo de revisão que prioriza a pesquisa bibliográfica e a abordagem qualitativa, no qual foram utilizados os descritores “formação docente”, “prática pedagógica” e “conhecimento pertinente” na seleção de estudos disponibilizados no Catálogo de Teses e Dissertações da CAPES. Os resultados denotam especial atenção com conhecimentos pertinentes expressados na preocupação com o atendimento a demandas locais ainda durante as formações docentes. Observa-se também alguma proximidade de parte das pesquisas com demandas globais, ainda que isso não seja declarado explicitamente nos estudos. Contudo, não há referência aos Objetivos de Desenvolvimento Sustentável nas pesquisas analisadas, confirmando uma questão a ser abordada nas políticas de formação docente no contexto brasileiro, porque esses objetivos expressam necessidades planetárias que não podem mais ser desconsideradas na prática pedagógica.

This paper aims to raise awareness about recent developments in AI and urge educators to prepare for a wider application of digital tools in the future. The authors emphasize the importance of utilizing AI to achieve the goals while maintaining the integrity of examinations.Artificial intelligence (AI) has made remarkable progress in recent years, enabling it to be widely adopted in higher education. Today, AI can provide personalized learning experiences, create virtual learning environments and automate grading of students. The release of ChatGPT (GPT stands for Generative pre-trained transformer) in November 2022 gave many educators and institutions cause for alarm as it provided students with access to software potentially able to assist in the writing process of papers and assignments, as well as provide help with literature reviews, identification of research questions and formatting and language reviews of articles. Hence, it became a problem for teachers in higher education that students could be tempted to use AI to write essays and other assignments intended to test their knowledge and abilities. In a recent study, more than half of American college students believe that using AI tools to complete assignments or exams is cheating. In this paper, the authors compare these results with a similar survey of Swedish college students´ opinions.The authors conclude that there is an urgent need to establish procedures and ethical rules for the use of AI in higher education.

Quantitative data about the use of various tools in the Learning Management System (LMS) in the year 2004, the academic year 2009-2010 and 2018 at a small Swedish university confirm the notion that increased use of educational software usually does not lead to a wider use of collaborative pedagogical methods. This paper aims to explain why lecturers predominantly use LMS to distribute documents to students, rather than to facilitate collaborative learning and interaction. A survey of lecturers and students’ perceptions collected in the spring of 2019 with an online questionnaire provided additional qualitative data.

The authors discuss the situation with restrictions due to the Corona pandemic and a change of LMS in the years 2019-2022 as a problem to both the education process and the collection of data, but also as an opportunity to accelerate the implementation of on-line digital methods. It remains to be seen if the increased use of off-campus methods in 2020 to 2022 will be persistent over time.        

In their conclusions the authors assert that a wider use of the tools for interaction depends on pedagogical practices built on social constructivist, learner centered theories of learning. They suggest that if higher education is only justified by the impact on economic growth, creation of new jobs and new products rather than as a means for personal growth and development, it works as a barrier to the use of pedagogical methods intended to elicit student activity and promote the creation of learner communities and shared perspectives. 

I denna rapport presenteras en undersökning av lärares upplevelse av utbildning och support under bytet av lärplattform 2021-2022 vid Högskolan i Borås. Syftet var att samla den undervisande personalens upplevelse av en komplicerad process och ge underlag för reflektion och eftertanke för alla inblandade. Dessutom berörs några frågeställningar som måste beaktas när organisationen av teknisk och/eller pedagogisk support skall planeras.

nclusive education requires teacher education initiatives that enable pedagogical practices committed to students’ singularities. This article aims to systematize contributions to teacher education towards educational inclusion provided by research conducted at the master’s and doctoral levels in Education. We selected studies published from 2016 to 2019 in the Catalogue of Theses and Dissertations maintained by the Coordination for the Improvement of Higher Education Personnel (CAPES), and we used the following descriptors: “inclusão escolar” (educational inclusion), “formação docente” (teacher education), “Ensino Fundamental” (elementary and middle school). With regard to our theoretical foundations, our study builds on the work of authors such as Campos (2009), Marques et al. (2020), Nóvoa (1999, 2017, 2019) and Zwierewicz et al. (2020). Methodologically, it is based on bibliographic review with a qualitative approach. Results show that teacher education is one of the pillars to build educational inclusion; creativity and collaborative work are critical; teachers’ work environment should allow them to re-signify reality as they re-signify themselves, mobilized by reflections on their own pedagogical practices and by recognition for initiatives committed to educational inclusion principles.