This theoretical essay presents the conceptual model called The Systemic Dimensions for the study of Business Cooperation in Small and Medium Enterprises, having as reference the strategic dimensions; organizational; of products and / or services and marketing. A theoretical mapping is done regarding the cooperation strategy; organizational architecture; strategy and systemic approach; organizational culture; innovation, competitiveness; essential skills; market positioning; market segmentation and marketing compound. Finally, it presents a series of questions aimed at understanding the process of business cooperation in Small and Medium Enterprises, as a contribution to future discussions.

This article addresses the theme of transdisciplinarity in basic education. The theme is justified by the need for teaching that values the integral and global education of students, contributing to them having a "complex" view of the reality and the world in which they live. Thus, the reflection was based on the following problem: "how is transdisciplinarity, in the Morinian conception, present in basic education and what are its challenges?", having as a general objective to investigate transdisciplinarity in basic education, from the Morinian theory of complexity. To this end, the specific objectives were structured as follows: to conceptualize transdisciplinarity in the light of Edgar Morin; report transdisciplinarity with basic education; and discuss the need for an integrative teaching of knowledge in basic education. As for methodological procedures, this is a bibliographic study with a qualitative approach. Through this research, it is inferable that reflections on transdisciplinarity are fundamental to organize knowledge in basic education schools, so that those involved in the educational process can understand the contemporary world through a vision of the interconnections of phenomena to understand and face the challenges posed by contemporaneity.

This scientific essay presents the results of the empirical research on the relations between traditional educational culture and the postmodern context in Luziânia's high schools, where the aim is to comprehend the contradictions between traditional pedagogical and contemporary tendencies applied to public schools. It reviews bibliographically from the perspective of different Brazilian education thinkers to discuss the paradox between traditional educational culture and the postmodern context, with a goal to investigate the relationship between the theoretical basis that supports the characteristics of traditional liberal pedagogical culture and the current scenario. The field research was held through the application of a structured questionnaire, as a basis in the construct denominated Conceptual Model of study of the paradigms of traditional educational culture in the context of liquid modernity, with questions closed and based on the Likert scale. At last, it highlights that the empirical evidences of research indicate that in light of the social, economic and cultural context of the rapid and complex transformations of postmodern society, there is still a predominance of traditional liberal pedagogical thinking. Thus, based on this research, it is inferred that the paradigms of traditional education overlap with the thoughts and dynamics of society inserted in the context of liquid modernity.

O presente texto foi elaborado a partir de um estudo de caso sobre educação e oralidade negro-brasileira e consiste em uma abordagem acadêmico-reflexiva sobre alguns aspectos da educação escolar de negros; da tradição e culturas africanas; e, da oralidade negro-brasileira. Esta abordagem se embasa teoricamente, em especial, nas seguintes obras, com seus respectivos autores: Cultura Tradicional Banto, de Raul Ruiz de Asúa Altuna; O Local da Cultura, de Homi Kuane Bhabha; Tradição Viva, de Hampâté Bâ; e, Políticas Públicas de Ações Afirmativas: Educação e Abá (pensamento) Negro-Brasileiro Diásporico, de Jorge Manoel Adão. Ao mesmo tempo em que constatamos que a tradição oral é parte constituinte da matriz formadora da cultura brasileira, em suas expressões artísticas, festivas, religiosas e populares; percebemos que, desde os indicadores, temos um sistema educacional ainda pouco atraente aos pardos e pretos por não agregar a sua identidade cultural e por não reconhecer às singularidades deste grupo específico. Singularidades como: a entrada precoce no mercado de trabalho; a falta de uma qualidade social no ensino público, em que majoritariamente estes têm acesso; e, a um conteúdo programático que não reconhece o universo cultural, a partir de suas raízes, dos negros e que não incentiva a construção de um saber identitário. Assim como o racismo e o preconceito no ambiente escolar e em sala de aula que, consequentemente, se traduz em evasão e descontinuidade dos estudos e falta de referenciais, de perspectivas para a realização de uma trajetória de sucesso pessoal, acadêmico e profissional.