Narrativas de Formação de Professoras dos Anos Iniciais do Ensino Fundamental:Concepções e Construções de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

Nas asas de Ícaro: uma análise da Pedagogia Freinet do 2º ao 5º ano do Ensino Fundamental na perspectiva da ação docente continuada

Célestin Freinet was one of the most memorable educators of the twentieth century. He presented some educational alternatives that had the objective of stimulating the construction of pedagogic actions to promote the social development of the student based upon a work centered on the free expression as the way to self-structure the knowledge. With a permanent proposal of research based on the enquiry-based learning, Freinet set human capacity (cognitive, social-affective, psychometrical) taking cooperation in consideration on the processes of knowledge construction. Based on this referential, this present work has the objective to show Freinet s pedagogy in a continuous teaching action from 2nd to 5th grade focusing the teacher s discourse and also the educative practice of the students of a city public school in Natal. The observed work revealed the teacher s discourse and educative experience and delineated the students development while immersed into Freinet s educational practice. By virtue of the nature and specificity of the theme that guided our research, we chose a qualitative approach to it, as a way of conducting ourselves during our investigative process. We observed and analyzed the method that was used to conduct the activities in the classroom, as well as the ways of expression that the children used through drawings, words (oral text), or through writing. We highlight, among the written texts, the individual and collective texts, and also letters and notes, which during some moments served as a base to express a diversity of languages. The results, after a analyzing the research data, point towards a teaching practice that favors the construction of a significant learning process through the grasping of the school environment, on which all these factors are based: society, knowledge acquisition, abilities, attitudes and values. This learning process also strengthens human solidarity bonds and mutual tolerance, on which the student s social life is seated.

Pedagogia etnomatemática : ações e reflexões em matemática do Ensino Fundamental com um grupo sócio cultural específico

mongst the trends in Mathematics Education, which have as their object a more significant and criticallearning, is the Ethnomathematics. This field of knowledge, still very recent amongst us, besides analyzing an externalist history of the sciences in a search for a relationship between the development of the scientific disciplines and the socio-cultural context, goes beyond this externalism, for it also approaches the intimate relationships betwe_n cognition and culture. In fact, the Ethnomathematics proposes an alternative epistemological approach associated with a wider historiography. It struggles to understand the reality and come to the pedagogical action by means of a cognitive approach with strong cultural basis. But the difficulty of inserting the Ethnomathematics into the educational context is met by resistance from some mathematics educators who seem indifferent to the influence of the culture on the understanding of the mathematics ideas. It was with such concerns in mind that I started this paper that had as object to develop a curricular reorientation pedagogical proposal in mathematics education, at the levei of the 5th grade of the Ensino Fundamental (Elementary School), built from the mathematical knowledge of a vegetable farmers community, 30 km away from the center of Natal/RN, but in accordance with the teaching dimensions of mathematics of the 1 st and 2nd cycles proposed by the Parâmetros Curriculares Nacionais - PCN: Numbers and Operations, Space and Form, Units and Measures, and Information Treatment. To achieve that, I developed pedagogical activities from the mathematical concepts of the vegetable farmers of that community, explained in my dissertation research in the period 2000 through 2002. The pedagogical process was developed from August through Oecember 2007 with 24 students of the 5th Grade of the Ensino Fundamental (Elementary School) of the school of that community. The qualitative analysis of the data was conducted taking into account three categories of students: one made up of students that helped their parents in the work with vegetables. Another one by students whose parents and relatives worked with vegetables, though they did not participate directly of this working process and one third category of students that never worked with vegetables, not to mention their parents, but lived adjacent to that community. From the analyses and results of the data gathered by these three distinct categories of students, I concluded that those students that assisted their parents with the daily work with vegetables solved the problem-situations with understanding, and, sometimes, with enriching contributions to the proposed problems. The other categories of students, in spite of the various field researches to the gardens of that community, before and during the pedagogical activities, did not show the same results as those students/vegetable farmers, but showed interest and motivation in ali activities of the pedagogical process in that period

O conceito de morte: significações de professoras dos anos iniciais do ensino fundamental

Cette étude appartient à l un des principaux défis de l éducation dans l actualité qui est la production de connaissances concernant la mort comme objet d investigation théorique et empirique dans le domaine éducationnel. Des recherches récentes signalent le besoin d une éducation contemplant des études sur la mort et montrent l école tel qu un lieu de débats et reflexions à propos de ce thème. Cette reflexion est relevante et fondamentale, étant donné que la mort fait partie du cycle de la vie et se trouve présente dans les contenus scolaires des différents domaines de la connaissance. Ce travail a, donc, l objectif d analyser les signification attribués à ce concept mort et la relation qui s établit entre eux et la pratique des professeurs de l enseignement fondamental. Il adopte en tant que référentiel les principes de la recherche qualitative du type étnographique (André, Chizzotti et Meksenas), dans une approche socio-historique et en ce qui concerne la formation et le développement des concepts (Vygotsky, Kopnin, Guetamanova et Ferreira). La participation des professeurs a été faite par l observation participante, registres en cahier de bord et application d un instrument de construction de données pour l appréhension des significations attribués aux concepts qui sont à la base de la pratique de cinq enseignantes des premières séries de l Enseignement Fondamental d une école publique du réseau d enseignement de l État du Rio Grande do Norte située dans la Zone Sud de Natal. De ce fait, les analyses et les interprétations des observations de la pratique dans la salle de classe et des réponses aux quinze questions liées au thème ont permis de construire les significations des concepts qui appuient les pratiques enseignantes de ces professeurs, tout en mettant en relief la fragmentation et la désarticulation entre les expressions décrites dans les questionnaires et les pratiques développées en salle de clase. Ces reflexions mettent en évidence la nécessité de re-penser l articulation entre l énnoncé et la pratique des professeurs à propos de cette thématique au cours d une formation initiale et continue

Teorias implícitas dsos estudantes de Pedagogia sobre a docência nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Formação e Profissionalização Docente da UFRN) concentra su ámbito de interés en el problema de la formación, de la profesionalización del pensamiento del profesor, buscando investigar las Teorías Implícitas de los estudiantes del Curso de Pedagogía sobre la docencia en los años iniciales de la Enseñanza Fundamental. La emergente necesidad de términos acceso a las Teorías Implícitas de estudiantes de Pedagogía (futuros profesores) sobre la docencia en los años iniciales de la Enseñanza Fundamental, a través de un instrumento de pesquisa que posibilite su aplicación en varios contextos formativos para contribuir con su proceso de profesionalización docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teorías Implícitas de los profesores sobre la docencia en los años iniciales de la Enseñaza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodológicos, según orientación del paradigma sociocultural, tales como: estudios exploratorios, a través de la revisión bibliográfica de la literatura especializada y técnica de trabajo creativo en grupo; técnicas normativas y psicométricas. A través de los estudios exploratorios identificamos y configuramos tres teorías profesionales de la docencia en los años iniciales de la Enseñanza Fundamental, las cuales presentan una importante relación con el Estado: la docencia como actividad laica, la docencia como actividad técnica y la docencia como actividad profesional. Para la configuración de la teorías, definimos siete subdominios estructurales de la docencia: función docente, concepción de aluno, contenidos de enseñanza, gestión de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condición básica para investigar sus Teorías Implícitas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensión del objeto de estudio están presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teorías configuradas para caracterizar la profesión docente en los años iniciales de la Enseñanza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teorías, como actividad laica y como actividad técnica, no presente índice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teoría de la docencia como actividad profesional. Las Teorías Implícitas de los estudiantes enseñan que ellos comparten elementos o rasgos de todas las teorías de la docencia, aunque se revelen más predispuestos a la docencia como actividad profesional. El estudio orienta la aplicación del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de enseñanza en cuestión, para que averigüemos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validación de nuestro instrumento de pesquisa

Estágio Supervisionado na formação de professores em serviço dos anos iniciais do ensino fundamental

This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piauí and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible

Campo educacional e representação social da formação docente :o olhar dos agentes

Teaching formation has been the target of many changes, having been forged according to numerous formats and models through different times and spaces, composing thus, different codes and curricular proposals for different levels of qualification. We've tried in this work to pinpoint the main discussions which take place in the area of the teaching formation, based in the views of modern writers. We ve also tried, through the Social Representations Theory, to reveal and learn how the agents directly involved in this process realize and react, that is, the teachers who cope with the beginning stages of the Fundamental Teaching in the public school system in Natal/RN, taking into account that, in many cases, such formation demands the rethinking of the very formation policies. We've also adopted the concepts of field and educational field introduced by the praxiology of Pierre Bourdieu. It s been considered a fundamental theoretical reference which enables the understanding of social phenomena, both in macro and micro viewpoints. Thus, we do not neglect the whole, and particularly, the nuances of each context or specific situation. In the methodological track we ve used for data gathering the Free Word Association Test, and the Semi-Structured Interview, and also secondary sources for the characterization of the research spectre. Data treatment and analysis were performed with the help of the following software: SPSS Statistical Package for Social Sciences and EVOC; and the method of Content Category Analysis. The combination of the concepts and techniques mentioned above was necessary to cope with the qualitative and quantitative aspects, in our attempt to offer a wider range of contributions and outcome validations, which have shown, among other less explicit elements, the existence of a social representation of the teaching formation such as: knowledge theoretical and practical; a necessity imposed by the symbolical conflicts of the social field; capacitation and compromisse. We acknowledge the relevance of the thoughts discussed here, though aware that this is just one of the possible approaches to the theme

Narrativas de formação de professoras dos anos iniciais do ensino fundamental: Concepções e construções de necessidades formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Ceará-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system.

O olhar da criança sobre a brincadeira nos anos iniciais do ensino fundamental

Universidade Federal do Rio Grande do Norte

RoboEduc: uma metodologia de aprendizado com robótica educacional

In this work, we propose a methodology for teaching robotics in elementary schools, based on the socio-historical Vygotsky theory. This methodology in conjunction with the Lego Mindstoms kit (R) and an educational software (an interface for control and programming of prototypes) are part of an educational robotics system named RoboEduc. For the practical development of this work, we have used the action-research strategy, being realized robotics activities with participation of children with age between 8 and 10 years, students of the elementary school level of Municipal School Ascendino de Almeida. This school is located at the city zone of Pitimbu, at the periphery of Natal, in Rio Grande do Norte state. The activities have focused on understanding the construction of robotic prototypes, their programming and control. At constructing prototypes, children develop zone of proximal development (ZPDs) that are learning spaces that, when well used, allow the construction not only of scientific concepts by the individuals but also of abilities and capabilities that are important for the social and cultural interactiond of each one and of the group. With the development of these practical workshops, it was possible to analyse the use of the Robot as the mediator element of the teaching-learning process and the contributions that the use of robotics may bring to teaching since elementary levels

RoboEduc: especificação de um software educacional para ensino da robótica às crianças como uma ferramenta de inclusão digital

Because of social exclusion in Brazil and having as focus the digital inclusion, was started in Federal University of Rio Grande do Norte a project that could talk, at the same time, about concepts of collaborative learning and educational robotics , focused on children digitally excluded. In this context was created a methodology that approaches many subjects as technological elements (e. g. informatics and robotics) and school subjects (e. g. Portuguese, Mathematics, Geography, History), contextualized in everyday situations. We observed educational concepts of collaborative learning and the development of capacities from those students, as group work, logical knowledge and learning ability. This paper proposes an educational software for robotics teaching called RoboEduc, created to be used by children digitally excluded from primary school. Its introduction prioritizes a friendly interface, that makes the concepts of robotics and programming easy and fun to be taught. With this new tool, users without informatics or robotics previous knowledge are able to control a robot, previously set with Lego kits, or even program it to carry some activities out. This paper provides the implementation of the second version of the software. This version presents the control of the robot already used. After were implemented the different levels of programming linked to the many learning levels of the users and their different interfaces and functions. Nowadays, has been implemented the third version, with the improvement of each one of the mentioned stages. In order to validate, prove and test the efficience of the developed methodology to the RoboEduc, were made experiments, through practice of robotics, with children for fourth and fifth grades of primary school at the City School Professor Ascendino de Almeida, in the suburb of Natal (west zone), Rio Grande do Norte. As a preliminary result of the current technology, we verified that the use of robots associated with a well elaborated software can be spread to users that know very little about the subject, without the necessity of previous advanced technology knowledges. Therefore, they showed to be accessible and efficient tools in the process of digital inclusion

A etnomatemática dos trabalhadores das cerâmicas de Russas-Ce e o contexto escolar: delineando recomendações pedagógicas a partir de uma experiência educacional

It is still common among contemporary educational proposals an overemphasis abstraction, to the formalism and symbolism of mathematical knowledge at the expense of the sociocultural aspects of Mathematics. Coming up by questioning some academic mathematical tenets and valuing knowledge developed in different sociocultural contexts within Mathematical Education, the Ethnomatematics is consolidating itself as a research field. Despite its contributions to the educational context, because its philosophical character and the paucity of debates about the subject, the implementation of educational proposals for basic education are scarce. Given this situation, this dissertation comes up with a view to develop an educational intervention in the light of Ethnomathematics in a class of 6th grade of an elementary school from a red ceramic industries workers community, located in a countryside from Russas-CE and from this intervention, to develop a set of pedagogical recommendations aiming basic education teachers. Adopting a perspective of qualitative research, particularly guided by action research, this study used observation, field diary, interviews and activities with students as tools for data collection. It was found that the use of field research as part of teaching and learning favored the placement of students as critical subjects of their own reality . Furthermore, the educational experience culminated in the development of a method of teaching based on a relationship between protocooperational Ethnomatematics and the Resolution of Problems. It is necessary to broaden the debate about the ways in which the Ethnomatematics can contribute to the school context, bringing proposals closer to the reality of basic education teachers in order to help the promotion of an education which values cultural diversity without taking away the students from the access of the academic knowledge

Arquitetura bioclimática para instituição de ensino fundamental em São Gonçalo do Amarante/RN

In the design of a building process must consider climatic variations in the region, the external conditions and the use of available resources in nature, like the sun, vegetation, rain and winds, to provide a built environment with comfort and environment reduced energy expenditure. However, increasing urbanization, often with an occupancy of disordered ground comes disregarding this knowledge and disregarding local characteristics, drastically reducing the green areas. This disordered occupation associated with the reduction of green spaces, is modifying aspects of climate and thus, damaging the thermal comfort of users. Given this situation was born the question: What projetuais strategies can bring better thermal conditions to an educational building located in a region of hot and humid weather? Thus, faced with two important issues , education and environmental comfort , the research is justified by the fact that there is a large national demand for expansions and renovations in its public schools , but not in most areas provides students with quality for good learning development. This paper aims to draw up a project for establishment of Primary Education with the application of the concepts of bioclimatic, highlighting the use of vegetation as a regulatory element of the climate. Initially we carried out a literature search; we analyzed architectural solutions and set up the site. The next phases, called understanding, were raised with the laws, rules and environmental restrictions. Subsequently, the program needs and the development of architectural design was defined. The conclusion of this paper presents the definition of criteria and solutions for the use of vegetation to design of bioclimatic architecture in hot and humid climates and contributes a catalog of plant species for schools in the metropolitan region of Natal, RN.

Avaliando as escolas pelas suas competências: aplicação do DEA não discricionário para o ensino fundamental do Rio Grande do Norte

Formal education, understood by the gradual process that occurs at school, aims at learning and systematic knowledge is of great interest to society as it benefits its individuals and leads to many positive effects, such as increased productivity and welfare (Johnes, Johnes, 2007). Understanding what influences the educational outcome is as important as the result itself, because lets you manage these variables in order to obtain a better student performance. This work uses the data envelopment analysis (DEA) to compare the efficiency of Rio Grande do Norte schools. In this nonparametric method, an efficiency frontier was construct from the best schools that use the inputs set to generate educational products. Therefore, the data used were obtain by Test Brazil and year 2011 School Census to state and municipal schools of Rio Grande do Norte. Some of the variables considered as inputs and outputs have been obtain directly these bases - the other two were prepared, using the Item Response Theory (IRT) - they are the socioeconomic and school infrastructure indices. As a first step, we compared several DEA models, with changes of input variables. Then was chose the non-discretionary model for which was deep the analysis of results. The results showed that only seven schools were efficient in the 5th and 9th grades simultaneously; there were no significant differences between the efficiency of municipal and state schools; and there were no differences between large and small schools. Analyzing the municipalities, Mossoró excelled in both years with the highest proportion of efficient schools. Finally, the study suggests that using the projections provided by the DEA method, the most inefficient schools would be able to achieve the goal IDEB in 2011, in other words, it is possible to improve the education of significant state taking the efficient schools as a basis for too much.

A crise de legitimidade na democracia representativa e o desatendimento aos direitos fundamentais: um enfoque participativo-educacional

This study aims to bring reflection on the legitimacy crisis of the Brazilian representative democracy, which results in non-attendance of fundamental rights, regarding legal and social facts in light of the existing constitutional order and seeking solutions in more democratic procedures and in a more humane, critical, democratic and collaborative education. It has been an issue for some time the understanding that the authorities do not meet the basic needs of Brazilian citizens - the only way to make them autonomous and sufficiently able to conduct their lives in a competitive and globalized labor market. Such situation only worsened - as illustrated by the social movements in mid-2013 - when people took to the streets, showing a noticeable dissatisfaction with public services in general, and some other groups presenting specific complaints in those events. To find solutions or at least suggestions for the reflection of the problem found, a current approach to public authorities was necessary attempting to reveal how the constitutional order authorizes their operation and how - in fact - they act. In this endeavour, the legitimacy of power was discussed, involving the analysis of its origin, to whom it belongs and the legitimacy of deficit situations, concluding that it is only justified as it gets more democratic influence, with greater participation of people in its deliberations and decisions, with its plurality and complexity. Research carried out by official institutions was necessary to have evidence of the low level of social development of the country and the nonattendance of minimum basic rights, as well as exposure to various acts and omissions which show that all public authorities do not legitimately represent the people's interests. The competence of the Supreme Court to establish the broader scope of the remuneration policy in the public service received proper attention, presenting itself as an effective means to promote the reduction of the remuneration and structural inequality in public service and contributing to better care of fundamental rights. Also, considerations were made about the Decree 8243/2014, which established the National Policy for Social Participation (NPSP) and the National System of Social Participation (NSSP) and took other measures with the suggestion of its expansion into the legislative and judiciary powers as a way to legitimize the Brazilian democracy, considering its current stage. In conclusion, it is presented the idea expressed by the most influential and modern pedagogical trends for the creation of a participatory, solidary, non-hierarchical and critical culture since the childhood stage. This idea focuses on the resolution of questions addressed to the common good, which considers the complexity and the existing pluralism in society with a view to constant knowledge update. Knowledge update is in turn dynamic and requires such action, instilling - for the future generations - the idea that the creation of a more participatory and collaborative democracy is needed to reduce social inequality as a way to legitimize and promote social welfare, with the implementation of a policy devoted to meet the minimum fundamental rights to ensure dignity to the population.