Project Submissions

Elementary school, undergraduate, and graduate students, teachers, and researchers, are invited to share their practice and research on the II CONGRESSO MUNDIAL SESC RJ DE Educação: “Essa escola chamada vida”[1]. For this purpose, it is necessary to observe the following conditions:

[1] II SESC RIO DE JANEIRO EDUCATION WORLD CONGRESS: “This school called life”

1. Up to 2 papers can be accepted for each author, provided that 1 should be as an author and the other one as a co-author. Each paper can have up to three authors.

2. Submission of an expanded abstract, according to the event standards, through the email congressosesceducacao@sescrio.org.br from 10th August to 1th October 2021.

3. The papers approved by the Scientific Committee will be presented during the Dialogue Session in the form of oral communications and posters.

4. The details informed are the authors’ entire responsibility and should be correct since they are going to be used in all the processes related to the author and/or paper (documents delivery, publications, declarations and certificates).

5. The papers can be submitted in Portuguese, English or Spanish. The material accepted for the presentation and/or publication will be used in its original version.

6. The language and grammar checking is entirely the authors and co-authors’ responsibility.

7. All the approved papers will be published on the Congress annals and posted for online access on SESC RJ website. The publishing on the annals is conditioned on the submission payment by the authors and co-authors. All papers are to be published in the language they are submitted.

8. After submitting the paper, authors and coauthors are authorizing the General Coordination to digitally publish the original version.

9. The abstract needs to mention:

a) The announced and developed problem;
b) The methodology and theoretical background;
c) The conclusions and/or partial results;
d) The list of references used according to ABNT standards.

10. The papers evaluation by the scientific commission will observe the following criteria:

a) Importance and relevance of the paper to the guiding theme;
b) Conceptual richness on the problem development;
c) Consistency and accuracy in the theoretical-methodological approach, and line of argument.
d) Uniqueness and contribution to the advance for the field knowledge.

11. The expanded version abstracts should be between 1000 to 1500 words, including title, footnotes and references.

12. It is advisable to avoid long sentences and quotes (except for reference/year, indicated on the bibliographic references) or any sort of illustration (graphics, tables, formulas).

13. For information, suggestions, complaints, compliments, questions and enquiries about the II CONGRESSO MUNDIAL SESC RJ check our website: congressosesceducacao@sescrio.org.br


THEMATIC AXES

1. CHILDHOOD AND YOUTH IN TIMES OF PANDEMIC AND POST PANDEMIC
The human being develops itself in their relations. We are, by nature, history and allegiance beings, therefore, in constant state of change and in a permanent learning process, in search of knowledge to unveil the world and ourselves. This time, in which children and young people exist and have their existence, is also a place, it has its own history and for that, it is the human existence condition. It is necessary to think about this moment in which we live to reflect on the way life takes its form, especially facing the Covid-19 pandemic. It affects children and their childhood, and also youth. Which new subjects take form in the pandemic? This school called life brings to the center of the discussion children and youth’ point of view, bearing in mind seeing, listening and understanding these subjects as the new others in the relations created from culture, premeasuring educational practices and politics.


2. TEACHER TRAINING
Critical thinking about yesterday’s practice can improve the next practice. The practical-theoretical knowledge of the concrete reality in which teachers work must converge with the theoretical knowledge of ecological, social and economic contours in which we live. Inquiry, search, research are characteristic of teaching practice. Thus, the educators need to perceive themselves and assume themselves as a researcher and researcher in their ongoing training process. Teacher education should also be concerned with the indispensable postures when teaching, according to the democratic or progressive political-pedagogical perspective. In addition to science and technique, the educators affect and are affected by: love, respect for others, tolerance, humility, taste for joy, taste for life, openness to the new, availability to change, persistence in struggle, refusal to fatalisms, identification with hope, ethics and justice. This school called life invites educators, researchers and students to share reflections, reports, research on pedagogical practice in the process of continuing education.

 

3. CULTURES, ARTS AND TECHNOLOGIES
The Covid-19 pandemic is an extreme situation that has generated ruptures in all spheres of life: a rupture in daily life, in gestures, words, in human relationships, in love, in friendship, in relationships with objects. Epistemological, emotional, sentimental, intellectual and political ruptures that have demanded from all of us a long learning process, in the discovery of others, of another reality, in a new context. The pandemic has strongly impacted our relationships, our ways of being and acting, and has placed many ‘certainties’ in check, leading us to a process of discoveries and learning in the appropriation of the new reality, in the construction of viable novelties. In the educational field, new challenges were imposed on basic education at all levels and modalities and have raised many questions: what have we been experiencing in this period? What pedagogical actions are (in)possible to implement in this context? What knowledge are we building even with social distancing? If we can no longer resist technology, how can we resist with technology? This school called life reinvents itself daily in the plurality of cultures, arts and technologies, in the face of different demands, creating new modes of communication and interaction.

 

4. DIVERSITY AND INCLUSION
The racism experienced every day by black people and by original peoples (natives, indigenous) tries to silence their voices and invalidate their stories and experiences. We know that racism is sometimes veiled, intrinsic in the roots of our society that excludes and segregates those they want. Discrimination and prejudice against the poor, the black, indigenous people, homosexuals, women, people with disabilities also imply not listening to their voices, their ideas, their desires, their needs. Discriminatory and prejudiced practices generate a top-down treatment; superior to those who are different. These prejudiced practices generate in society a cycle of hate, violence and death, where some lives overlap others. In order to dialogue to exist, a horizontal relationship is necessary; it is established when there is trust in the subjects and in their possibilities. Thus, the school is one of the spaces of cultural, geographic, economic, social, religious, ethnic multiplicities, of different understandings of the world, in the most varied dimensions of social practice. This school called life has its richness and power in difference, in diversity, and must be capable of welcoming, legitimizing and, effectively, including all human beings in their right to be unique, to be more.


5. FROM THE WORD TO THE WORLD: FOR THE RIGHT TO READ, WRITE AND EXPRESS YOURSELF THROUGH THE “WORD WORLD”
Reading the world precedes reading the word. From a very young age, we have sought to appropriate the world around us. In it, in the relationship with other subjects, we constitute ourselves and learn to speak. This world, of which we speak and in which we speak, builds its own ways of being read. This reading, which expresses social positions and worldviews, and which we carry with us, constitutes our cultural horizon of reference, from which new readings are built. Always in the tension between existing meanings and new meanings. In this bias, reading, in its different forms, in the diversity of discourses that circulate in society in general and, in particular, in the school space, acquires its own meanings under the conditions in which they are engendered. This school called life invites a discussion about reading, in its different forms, as a right that is not guaranteed to everyone. Access to literature is part of this. Reflecting on reading as everyone’s right is to conceive that learning to read is, above all, learning to read the world around us, understanding its history and context, in order to transform it.


6. POPULAR EDUCATION AND SOCIAL MOVEMENTS
Once again, human beings, challenged by the drama of the current times, pose themselves as a problem. They discover that they know little about themselves, about their ‘place in the cosmos’, and are anxious to know more. In fact, one of the reasons for this search is in the recognition of their little knowledge of themselves. By installing themselves in the almost, if not tragic, discovery of their little knowledge of themselves, they make trouble for themselves. They inquire. They answer, and their answers lead them to new questions. (Freire, 2005, p. 16).
The Social and Popular Movements are the living school where people learn that it is possible to face difficulties.
It is necessary to discuss the work of democratizing school knowledge and to propose ways for popular education as public education.
The aim of the axis is to share experiences and studies that reflect the conceptions of popular education, present in social and popular movements of different natures, and also in public education, at all levels, from early childhood education to higher education (undergraduate and postgraduate courses) and its influences on the construction of a philosophy of education that responds to the desires of the oppressed peoples in Our America.

MODALITIES: DIALOGUE AND POSTER SESSIONS – MANDATORY EXPANDED SUMMARY

Rules for submission of papers:

The text can be written in Portuguese, English or Spanish, following the guidelines and formatting rules to maintain common criteria in the edition of the abstracts book/congress proceedings/e-book:

1. Title of the paper in bold, centered, capital letters, Times New Roman 14 font, double-spacing between lines and between paragraphs.
2. Thematic axis for which the work was inscribed in bold, centered alignment, Times New Roman 12 font, single spacing between lines and double spacing between paragraphs.
3. Authors’ full names in italics, right alignment, Times 12 font, single line spacing;
4. <email@com.url> normally, Times New Roman 10 font, single line spacing for each author.
5. Institutional link, Times New Roman 10 font, single line spacing for each author.
6. When inserting another author, email, link, make room for one line.
7. Expanded Summary: 1000 to 1500 words.
8. In the body of the text, Times New Roman font, 12 font, space, 1.5 between lines, justified formatting, A4 sheet, margins: top, 3.0; lower, 3.0; left, 2.5; right, 2.5.
9. Keywords: 3 to 5 keywords; separated by semicolons.
10. References must contain exclusively the authors and texts cited in the work and be presented at the end of the text, in alphabetical order, in compliance with the updated ABNT rules.
11. Save the publication in a word file (.doc; .docx).
12. Submit document without page numbering.

 

Send the expanded summary to:  congressosesceducacao@sescrio.org.br

E-mail subject for Submission of paper:
SUBMISSÃO DE TRABALHO PARA O II CONGRESSO MUNDIAL DE EDUCAÇÃO SESC RJ: “ESSA ESCOLA CHAMADA VIDA”

Attach the expanded summary in word format (.doc; .docx).
File’s name: SESC Author’s first and last name.

TEXTS THAT DON’T COMPLY WITH THE GUIDELINES INDICATED ABOVE WILL NOT BE ASSESSED.

Registrations

Deadline for Applications / Modalities Start The end Accepted
Dialogue Sessions:
Oral Communication
august 18th October 1st From October 11th

WARNING:

  • NO REGISTRATION FEE WILL BE CHARGED FOR PARTICIPANTS WITHOUT SUBMISSION OF PAPERS.
  • Participants who had papers ACCEPTED for presentation in the Dialog Sessions must pay a fee of R$50.00 (fifty Brazilian reais), by means of a bank slip that will be sent with the acceptance letter.
  • Participants linked to partner universities that had papers ACCEPTED for presentation in the Dialog Sessions WILL NOT PAY REGISTRATION FEE.