https://revistas.uece.br/index.php/CadernosdoGPOSSHE/issue/feedGPOSSHE notebooks2025-12-01T21:49:24-03:00Frederico Jorge Ferreira Costafrederico.costa@uece.brOpen Journal Systems<p><em>Os Cadernos do GPOSSHE On-line</em> são uma publicação semestral do Grupo de Pesquisa Ontologia do Ser Social, História, Educação e Emancipação Humana – GPOSSHE, que faz parte do Instituto de Estudos e Pesquisas do Movimento Operário – IMO. O GPOSSHE está vinculado ao Programa de Pós-graduação em Educação da Universidade Estadual do Ceará (PPGE-UECE). Seu objetivo é tornar público artigos resultantes de estudos e pesquisas e abordem temas de ciências humanas, em particular de educação, história e questão social, a partir das coordenadas teóricas do humanismo, do historicismo concreto e da razão dialética. Também compõem o escopo da revista a publicação de resenhas de obras relevantes para os debates nas referidas áreas, sejam elas de autores(as) nacionais ou estrangeiros(as). </p> <p><span style="vertical-align: inherit;">Qualis Capes 2017-2020: B1 Sociologia; História; Educação<br />Prefixo DOI: 10.33241<br />e-ISSN: 2595-7880 | ISSN: 2595-7880</span></p>https://revistas.uece.br/index.php/CadernosdoGPOSSHE/article/view/16765The Teaching Praxis in Elementary Education in São Luís/MA2025-11-30T16:54:48-03:00Ana Larissa dos Reis da Silveiraalr.silveira@discente.ufma.brStefany Passos da Silvastefany.passos@discente.ufma.brErbio Santos da Silvaerbio.silva@ufma.br<p>This work aims to reflect on the exercise of teaching praxis in the city of São Luís/MA, using, for this purpose, the participation of twenty-three teachers from the municipal education network of São Luís. The research carried out is qualitative in nature, with a descriptive-analytical approach (Bogdan; Biklen, 1994). The theoretical framework is based on Freire (1996), who reflects essential knowledge for teaching; Luckesi (2012), who makes contributions on the construction of the profession of educator; as well as Pimenta and Lima (2004), who portray the contributions of the Internship to teacher training. It is concluded that teaching praxis, understood here as the dialectical relationship between theory and practice, is experienced through the articulation between planning and methodological processes, reflecting the approach used in the classroom in the experiences of participating teachers debating their philosophical and political choices as a product of teaching praxis.</p>2025-12-02T00:00:00-03:00Copyright (c) 2025 GPOSSHE notebookshttps://revistas.uece.br/index.php/CadernosdoGPOSSHE/article/view/16764The “New High School” in the ENPEC minutes (2023)2025-11-30T16:46:29-03:00Maria das Neves de Lima Araújomaria.lima12@academico.ufpb.brDieison Prestes da Silveira dieisonprestes@gmail.comMarsílvio Gonçalves Pereira marsilvioeduc@gmail.com<p>This article aims to map and analyze the academic production contained in the minutes of the National Science Education Research Meeting (ENPEC) that discusses the New High School, contributing to the counter-hegemonic debate as a form of intervention in society, recognizing education as a movement for well-being and quality of life for all. This qualitative research is based on a state-of-the-art study, selecting research that discusses the "New High School" and is present in the ENPEC minutes for the year 2023. Of a total of 1,049 research studies, seven comprise the analytical corpus of this investigation. Data analysis revealed concerns regarding the implementation of the New High School, as well as the reduction of the workload for Biology teaching, requiring further research to understand the assumptions and nuances involved in this public policy.</p>2025-12-08T00:00:00-03:00Copyright (c) 2025 GPOSSHE notebooks