Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional

Training and practice in the context of the Pedagogical Residency: a teaching practicum peport in Science classes

Rafael Ferreira dos Santos — 2025-06-10

In view of the need to improve Science education and the potential of using diversified methodologies, this paper describes a teaching internship experience in Science classes at Colégio Estadual Câmara Filho, located in Rialma-GO, with 8th-grade students from Elementary School. The lack of a Science laboratory and the predominance of lecture-based teaching were challenges identified during the observation phase. In response to these challenges, dynamic methodologies were sought in order to make the teaching process more interactive and meaningful. The lessons were planned based on the Documento Curricular para Goiás (DCGO) and adapted to meet the students' needs, aiming to foster greater engagement and effective learning. During the internship, a total of 20 lessons were conducted between October and December 2023. The introduction of participatory strategies enabled greater student involvement, contributing to their motivation and understanding of the content. This experience reinforces the importance of the PRP (Pedagogical Residency Program) in teacher education, as it provides opportunities that connect academic knowledge to school reality and encourages critical reflection on pedagogical practice.

Contributions of School/Educational Psychology to the Development of Socioemotional Skills in Early Childhood Education

Carolina Farias Machado Lima — 2025-08-05

The development of Socioemotional Skills (SES) is crucial for children, fostering friendships, conflict management, and proper emotional expression. This research aims to analyze the contributions of School/Educational Psychology (SEP) in fostering Socioemotional Skills development in preschool children from a school in Fortaleza/CE. The study, qualitative in nature, is based on the experience report of the "Emotions Project." It was observed that the school environment is conducive to socioemotional development. It was concluded that SEP can undertake important theoretical-practical interventions based on SES, potentially preventing future disorders and stimulating children's emotional expressiveness.

Systematization of the “Laços do Colo” extension project: health education for the prevention of cervical cancer

Ruthely Cris Grangeiro de Freitas — 2025-08-07

This paper reports on the experience of the university extension project "Laços do Colo" (Ties of the Cervix), a health education initiative on the prevention of Cervical Cancer (CCU) carried out in May 2025 in Fortaleza, Ceará, Brazil. Using the Systematization of Experiences methodology as a framework, this paper critically analyzes the intervention led by biomedicine undergraduate students. The strategy, guided by the principles of Popular Health Education, combined dialogical approaches with accessible materials, highlighting the importance of decoding technical knowledge and the potential of university extension to foster a more critical and humane academic education. The study concludes that the experience proved to be a powerful tool for operationalizing the principles of Health Promotion, yielding insights to enhance future interventions.

Internship practices amid the coronavirus pandemic: an experience report

Kalleu de Alencar — 2025-08-07

During the coronavirus pandemic, the Brazilian educational environment was forced to reinvent itself based on a remote model. In undergraduate programs, internships within the curriculum had a direct impact on this change. This article reports on the experiences of Chemistry graduates from the Federal Institute of Ceará (IFCE) facing the challenges of working as interns in a new training model: remote supervised internships. The authors' experience as interns in the "Inorganic Chemistry" course was presented in a class of forty high school students in the Integrated Technical Program in Chemistry at the IFCE Maracanaú campus, from October 2021 to February 2022. Activities and pedagogical interventions were carried out in the virtual model, including a class taught by the interns with an online questionnaire to gather student feedback on the situation. This experience allowed for a greater appreciation of in-person supervised internship training alongside interpersonal education.

The use of digital technologies as assessment tools in supervised internship: an experience report

Larissa Silva Ferreira — 2025-08-11

This experience report aims to analyze the use of Digital Information and Communication Technologies (DICTs) as an evaluative tool during the supervised internship in Physical Education at the Elementary School level. The adopted methodology was the experience report, involving the application of an interactive quiz created on the Canva platform, consisting of 25 questions about Body Awareness Gymnastics. The results indicated greater engagement and participation from the students, including the more reserved ones, and suggested that evaluation can be lighter, more dynamic, and meaningful. The discussion emphasizes that when well integrated, DICTs enhance learning, the development of socio-emotional skills, and the formation of critical and innovative teachers. It concludes that the supervised internship is an essential space to experiment with pedagogical practices aligned with the digital reality, promoting a more comprehensive education connected to the current demands of education.

Permanent Education in Health and Culture Circle in caring for the LGBTQIAPN+ population in the UHS

Karine da Silva Oliveira — 2025-08-11

In the context of health, Permanent Education in Health (PEH) seeks to break with the traditional teaching model by proposing a dialogical interaction between teaching, service, and community. Thus, the Culture Circle (CC), conceived by Paulo Freire as a space for dialogue and collective construction of knowledge, is deeply related to the principles of PEH. The objective of this work was to report the experience of a PEH carried out using the pedagogical and methodological framework of Paulo Freire's CC. This is a report on the experience of a project of PEH moments on welcoming the LGBTQIAPN+ population in the Unified Health System (UHS), between September and December 2022. The experience highlighted the transformative potential of the CC as a methodological strategy of PEH, proving to be a powerful device for listening, problematizing, and redefining care practices in daily work.

Gamification in Teaching Complex Health Topics: An Experience of Health and Education Integration

Allan Cruz da Silva — 2025-08-29

How can the teaching of complex topics be transformed into a memorable experience? This experience report answers this question by systematizing the 'Baby Life' pedagogical intervention, a gamified class for a mixed audience from the Health and Education fields, held in October 2024 during a University Week in Fortaleza-CE. The approach used playfulness to address topics such as intersectoriality, immunization, and child development. The objective was to critically analyze the potential of this teaching tool. The results indicate that the strategy promoted high engagement and facilitated content assimilation. It is concluded that gamification is a valuable pedagogical approach for inspiring innovative practices and strengthening the necessary articulation between health and education.

Action Plan in Higher Education Management: integrating data beyond the Internal Evaluation Committee

Júlio César Soares Aragão — 2025-09-23

This report presents the methodology adopted for the development of action plans within the coordination of a medical undergraduate program between 2023 and 2025, focusing on the integrated use of institutional data to support management decisions. The study emphasizes the procedures of analysis, triangulation, and validation of information derived from institutional self-assessment (CPA), the Ombudsman, and the academic support center (CAIP), prioritizing the construction of evidence-based and planned responses. The experience describes the stages of plan formulation, approval by academic boards, and dissemination to the university community, as well as the institutionalization of formal spaces for student engagement and dialogue. By systematizing this process, the study contributes to the consolidation of a data-driven academic management model grounded in institutional accountability, transparency, and the valuing of qualified listening as a tool for continuous improvement.

Evaluation of the teaching of orienteering in school: interdisciplinary knowledge in lower middle school

Rachel Bessa Teixeira — 2025-09-29

This paper describes the practice and evaluation of orienteering with middle school students at a municipal school in Fortaleza, Ceará, focusing on student integration and guided exploration of the school environment. Using simple maps and clues designed as pedagogical tools, participants developed spatial orientation, logical thinking, and cooperation, in addition to reinforcing values such as equal participation and mutual respect. The methodology included theoretical preparation, execution of the course in mixed pairs or small groups, and a closing session with a discussion circle and experience recording. Assessment was formative and continuous, using criteria such as active participation, peer cooperation, and problem-solving ability during the activity. As a result, increased student engagement, strengthened teamwork, and critical appropriation of the school space as a learning environment were observed.

The Contribution of the School Active Search Program in Combating Evasion in the State Education Network of Rio Grande Do Norte

Adriana Aparecida Souza — 2025-03-25

The work investigates the contribution of the Programa Busca Ativa Escolar (BAERN), as a public policy regulated by State Decree nº 29,987 of September 16, 2020 to combat school dropout in the State of Rio Grande do Norte, this strategy seeks to promote access and retention to students across the education network. Therefore, we question how BAERN has been contributing to ensuring students’ access and permanence to schools in the State of Rio Grande do Norte? The methodology is bibliographic, documentary and uses quantitative and qualitative data from IBGE, Undime, INESC and the Secretariat of Education, Culture and Leisure of Rio Grande do Norte. The results indicate an increase in school dropouts due to the pandemic, however the data reveals a reduction in 2023, this suggests that BAERN has played an important role in understanding and promoting strategies for returning to school in RN.

SAEB and ENEM 2019-2021: Impacts of the pandemic on high school in Brazil and Rio Grande do Sul – RS

Claucida Silva de Oliveira Lima — 2025-03-26

Even though the COVID-19 pandemic has passed, it has impacted Basic Education in Brazil and it is necessary to measure which aspects were most affected, based on comparative analyses of proficiency assessments carried out before and after the humanitarian crisis. The Saeb (National System for the Assessment of Basic Education) and Enem (National High School Exam) tests, carried out in 2019 and 2021, record important data for mapping the points that have become most fragile in High School. This mass assessment system aims to classify the quality standard of education offered to students by institutions. The objective of this study was to analyze the results released by Saeb and Enem in 2019 and 2021, with the aim of identifying how the pandemic period affected the teaching and learning process at a national level compared to the state of Rio Grande do Sul. Based on the Saeb and Enem Results Reports, it is possible to measure how High School students have been prepared in the educational aspect to position themselves in the world.

Evaluating state and quality indicators for undergraduate courses in physical education

José Nailson Alves Dias — 2025-02-07

The aim of this study is to analyze the indicators used by the instruments of the National Higher Education Assessment System in the assessment of undergraduate courses in Physical Education. This is a qualitative study, considering that the analysis and interpretation of the data are based on the object as part of a whole. Based on the research carried out, the conclusions suggest that the current assessment model is based on meritocracy, generating inequalities between courses and institutions, especially in the private sector. In Physical Education courses, it is concluded that there is a difference in the number of indicators assessed by the Undergraduate Course Assessment, which may vary depending on the analysis of the Course's Pedagogical Project and the National Curricular Guidelines. However, it is important to emphasize the need to ensure the quality of teaching by creating educational policies that materialize emancipatory assessments, giving real autonomy to institutions.

Guidelines for the return of presential judo classes in Ceará: evaluation in the covid-19 pandemic

Thiago Cavalcante Ferreira Costa — 2025-02-07

The object of the study was to analyze judo teachers' perceptions of the safety measures proposed by the FECJU when returning to face-to-face classes after social distancing. This study investigated the perception of 29 judo teachers in Ceará, aged between 18 and 66 and with at least one year's teaching experience, about the safety measures adopted. Using a semi-structured survey, the results showed that the greatest difficulties were: understanding safety recommendations and social distancing during classes. On the other hand, the language used with specific terms and the pedagogical division of the lessons into phases helped in the process of using the guide. We concluded that the application of safety measures was mentioned as a preponderant factor in demotivation and evasion. In addition to other factors mentioned, such as the lack of contact during practice and the difficulty of carrying out physical training.

Perceptions of coordinators, monitors and students about a school day extension project: validation of interview scripts

Bruno Carneiro de Andrade — 2025-04-26

The study aimed to validate research instruments in the area of school day extension programs. In order to validate the three interview scripts applied together to the researched segments, namely, coordinators, monitors and students, the Content Validation Index (CVI) method was adopted according to the guidelines of Alexandre and Coluci (2011) and Joventino (2010). There was the participation of six evaluators, including PhD (4) and masters (2). CVI ≥ 0.80 was considered valid. In the five criteria put under analysis, this indicator was obtained, with the total CVI (average of the total CVI for each criterion) from the coordinators' and students' interview script being 0.94, while the index obtained from the monitors' interview script was of 0.92. Regarding the score (from 0-10) assigned by each evaluator in the analysis of the instrument, the average of the three interview scripts was the same (9.03).

Integral education in Brazil: a review of recent academic literature (2018-2024)

Samuel Aquino Vieira da Silva — 2025-08-03

This article presents a systematic review of academic literature on integral education in Brazil, analyzing dissertations and theses produced between 2018 and 2024. Based on a search in the Brazilian Digital Library of Theses and Dissertations (BDTD), 16 studies addressing different aspects of integral education in municipal public contexts were selected and analyzed. The qualitative analysis of the works revealed a diversity of conceptions about integral education, highlighting challenges related to school infrastructure, teacher training, curricular articulation and school-community integration. The results show that integral education transcends the mere extension of school time, demanding a resignification of times, spaces and pedagogical practices. The study contributes to understanding the state of the art of research on integral education in the country, providing subsidies for the improvement of public policies and educational practices in this area.

Study of Preconceptions of Physical Education Students in the Context of Preprofessional Practices

Mariana Sarni — 2025-08-03

This work presents a study in the curricular unit Professional Practice 1 of the Higher Institute of Physical Education (ISEF), University of the Republic (Uruguay). Its objective was to explore the experiences and prior knowledge of students when starting their preprofessional practices. Using a descriptive and interpretative methodology, surveys and interviews were conducted with 61 students from the morning shift. The results indicate that students feel more prepared to teach sports, games, and gymnastics, but less so for dance, aquatic practices, wrestling, and circus. This perception is related to their experiences and personal preferences. Although they acknowledge a limited theoretical knowledge of Physical Education teaching, they emphasize that observing future preprofessional practices will help them. It is concluded that conducting a diagnostic assessment at the beginning of the course is essential for developing an evidence-based teaching project.

Reflections on the use of item response theory in the school assessment process

João Felipe Xavier Cordeiro — 2025-08-04

The National Common Curricular Base – BNCC (2018) indicates the need to investigate the process of students in the development of skills and competencies. While school evaluation is a broad and debated topic, there is a mechanism for investigating student learning paths that is still relatively unknown by teachers and underutilized in the classroom. Item Response Theory (IRT) is an assessment method that can better categorize student results through evaluations, making it possible to visualize which learning range students are in, thus becoming an effective instrument in learning processes. It is important to foster student protagonism and family participation throughout the school year, including knowledge of the evaluation strategies used for each student. Through a literature review, we conducted research on the importance of IRT for assessment in schools. We describe the advantages of IRT over Classical Test Theory (CTT), and the importance of more accurate data collection and analysis to enhance assessment processes. We conclude that knowledge of this theory can be useful in the classroom, and further research on this topic is warranted.

External assessments in Fortaleza city: understanding the setting of DCRFor under a critical perspective

Maria Meiriele Soares da Costa — 2025-08-04

This paper analyses critically the relationship between external assessments and school curriculum structure expressed in the Curriculum Reference Document from Fortaleza (DCRFor), also like this reference opposes to Freire’ education perspective. We aim to contribute to bibliographic and pedagogical references represented as need of questioning whether external assessments have indeed been fostered the critical formation of teachers and students, if the Document approaches integral development of individual in class society. The discussion develops in qualitative way, focusing on the DCRFor, which is explored inside its textual depth. The method of approach is based on authors of historical and dialetical materialism, such as Engels (2020), Gadotti (2024), Freire (2022). The reached results, in light of Paulo Freire’ thought, build a scientific understanding of official documents, which are seen as the opposite meaning of a emancipator education, because the documents participate of neoliberal project, reproducing the silence culture and a non-democratic education concerning public school.

Access and retention projects in Higher Education: mapping of projects funded by FECOP in Ceará

Antonio Cleiton Lino de Sousa — 2025-08-04

The article maps projects funded by the State Fund for Poverty Eradication (FECOP) in the state of Ceará, focusing on initiatives aimed at promoting access to and retention in Higher Education. To this end, in this qualitative documentary study, institutional spreadsheets covering a 20-year period (2005–2024) were analyzed. For each identified project, the objective and target audience, the executing state department, the period of investment, and the financial resources approved for each proposal were specified. Among the 6 approved proposals, a teacher training project and the provision of scholarships for university students stand out. The survey made it possible to outline an overview of FECOP’s impacts in combating inequalities in Higher Education, while also highlighting the need for greater transparency regarding the reach of these actions.

Perception Assessment in Teacher Training: A Psychometric Study of the Data Collection Instrument

Francisco Felipe Moura Fontele — 2025-08-05

This article presents the psychometric validation process of a questionnaire designed to assess teachers' perceptions of continuing education programs conducted in 2024. The instrument, mostly composed of items structured on a Likert-type scale, was administered to a voluntary sample of teachers and analyzed using statistical and psychometric procedures. Cronbach’s alpha coefficient, corrected item-total correlation, descriptive statistics, the Shapiro-Wilk normality test, and Spearman's correlation were applied. The results indicate satisfactory internal consistency and suggest that the questionnaire has a coherent structure among thematic blocks, as well as the ability to capture homogeneous response patterns. These findings show that the instrument is methodologically robust and has potential for use in institutional assessments aimed at analyzing the effectiveness of training initiatives. The study contributes to the literature by providing a validated tool that can support the evaluation of policies and practices in continuing teacher education within the educational context.

Assessment of the Pedagogical Residency Program on the teaching identity of undergraduate students in Physical Education

Maria Vanusa Sousa Melo — 2025-08-05

The Pedagogical Residency Program (PRP) promotes the active insertion of undergraduate students into the school context and the articulation between theory and practice. The objective was to evaluate the contributions of the PRP to the process of constructing the teaching identity of undergraduate students in Physical Education. Data were collected through an online questionnaire (Google Forms), with six questions, one objective and five subjective, and analyzed based on five categories: pedagogical experiences, theory-practice integration, training support, skills development, and professional identity. The results indicate that the residents attribute high relevance to the experiences in the program. Insertion into the school environment favors the development of teaching skills, with emphasis on planning, organization, classroom management, and communication. In addition, the mediation of the preceptors, through guidance and feedback, strengthens pedagogical practice. Therefore, the PRP contributes to the critical and identity formation of future teachers, strengthening ties with the school reality.

Gamification as an assessment strategy in university physical education: student perceptions

Lucas Souza Silva Saturnino — 2025-08-06

The study aimed to understand the perceptions of Physical Education students regarding the use of gamification as an assessment strategy in teaching-learning. This is a descriptive, exploratory and qualitative study, in which 10 students from the Bachelor's degree course at a private educational institution participated. The gamification proposal as an evaluative proposal was well received by the students, which contributed to identifying recurring difficulties and academic engagement, since the proposal was productive. Future research is suggested that can uncover the universe of assessment in the teaching-learning process that can contribute to the professional training process.

Initial teacher education for the provision of mental health first aid to students

Juliana de Souza Ferreira Vieira — 2025-08-06

The study aims to understand the initial training of teachers in Pedagogy courses, for action in emergency situations in the mental health of students in Basic Education. The research methodology is qualitative, exploratory and of the documentary and bibliographic study type. The Curricular Matrices of undergraduate courses in Pedagogy of public universities in the state of Ceará were analyzed. The data evaluation was carried out based on the content analysis method, which allowed us to conclude that even containing mandatory Psychology disciplines in the PPCs of the Pedagogy courses investigated, the syllabuses do not contain data pointing to studies focused on the mental health of students.

Assessment in teacher training in physical education: a narrative review

Janiele Santos de Sousa — 2025-08-08

The objective of this study was to analyze the scientific productions on assessment in Physical Education teacher training based on a narrative review. Therefore, non-systematic searches for articles were carried out in the Scielo, Google Scholar and CAPES Journals databases. Thus, it was evidenced that even though assessment is a practice considered crucial in the teaching and learning process, PE teachers still emphasize traditionalist assessment methodologies, which are replicated based on the proposals of the course teachers, due to the lack of discussions on assessment in training. Thus, teacher knowledge on assessment becomes fragmented, directly influencing professional performance. Thus, it becomes urgent to promote concrete actions in the initial and continuing training of Physical Education teachers, which provide an understanding of educational assessment from a formative perspective.

Assessment of the Didactic-Pedagogical Dimension of a Physical Education Course in the Interior of Ceará

Cleene Tavares de Souza — 2025-08-06

The objective of this study was to conduct a self-assessment of the didactic-pedagogical dimensions of the Physical Education course at URCA - Iguatu, from the perspective of students, teachers and administrators. This is a mixed-methods research, with the application of a questionnaire based on the Course's Political Pedagogical Project and semi-structured interviews. Twenty subjects participated: nine students, seven teachers and four administrators. Data analysis involved descriptive statistics and content analysis. In general, students and teachers considered the dimensions evaluated to be satisfactory. Three thematic categories emerged: advances and limits of Scientific Initiation and pedagogical monitoring; the selection process for IC notices; and inequalities perceived by temporary teachers in the competition for scholarships, a factor that generates demotivation. Students reported greater incentive for research in recent years, while teachers highlighted structural obstacles that impact equity in access to scientific opportunities.

Professional training and collective health: dialogues and contributions for the consolidation of the SUS

Carine de Oliveira Franco Morais — 2025-08-08

This theoretical essay analyzes the dialectical relationship in health education and discusses how the specific knowledge of each professional category contributes to Collective Health and the Unified Health System (SUS). Using a critical-hermeneutic approach, it is argued that overcoming the biomedical model and consolidating comprehensive care depend on interdisciplinary articulation. The work highlights that the praxis of Nursing, the rights-based perspective of Social Work, the body and movement approach of Physical Education, and the psychosocial focus of Psychology, when integrated, strengthen the defense of the SUS and the struggle for social rights in a context of growing neoliberal challenges.

The use of educational technologies in assessment practices during the Pedagogical Residency Program

Maria Diva Barbosa Lima — 2025-08-08

This work discusses the transformation generated by technologies in daily life and their emergence in educational institutions to make the evaluation process more dynamic. It addresses the assessment of learning and the incorporation of technologies into school Physical Education. The objective of the study is to analyze the use of educational technologies in the evaluative practices of undergraduate Physical Education students during the PRP. The methodology involved exploratory qualitative research with semi-structured interviews. In the results and discussions, the statements reveal challenges such as infrastructure issues and a lack of professional training for better utilization of these tools, but also benefits such as more dynamic classes and increased student engagement. In the final considerations, we realize that educational technologies can transform evaluative practices, where these technologies have the capacity to enhance pedagogical practices; however, there is a need for investment in teacher training.

The use of large-scale assessment results in teaching practice in basic education: A literature review

Samia Maria Silva Ribeiro — 2025-08-11

This study aims to analyze the use of large-scale assessment results in teaching practice in Basic Education through a literature review. Bibliographic references were searched in scientific databases such as SciELO, Google Scholar, and CAPES journals, using a combination of the following descriptors: large-scale assessments, teaching practice, external assessment, pedagogical strategies, and use of results, applying Boolean operators (AND, OR) to refine the search. The results were filtered by a period of the last 10 years. The initial search yielded 30 studies, of which 13 were excluded for not fitting the theme. The findings analyzed were divided into two thematic categories: strategies and reflections on teaching practice based on the use of large-scale assessment results, and challenges related to their use. Based on the analysis of the research findings, it is highlighted that assessments play a relevant role in teaching qualification, fostering teachers' reflection on their practice. They also highlighted challenges regarding the lack of training in assessments and the difficulty in appropriating the results in response to feedback.

Validation of the Body Shape Questionnaire and the Burnout Scale in Medical Students

Bruna Casiraghi — 2025-08-08

This study aimed to validate the Body Shape Questionnaire (BSQ) and the Burnout Scale for University Students (ESB-eu) in a sample of 513 medical students. Confirmatory factor analyses were conducted to assess the internal consistency and structural validity of both instruments. The BSQ demonstrated excellent internal consistency (α = 0.969; ω = 0.971) and a good fit to the four-factor model, with high factor loadings. Similarly, the ESB-eu showed strong reliability (α = 0.872; ω = 0.874) and construct validity, with an adequately fitting three-factor model. These findings support the use of both instruments for assessing body image dissatisfaction and burnout symptoms in academic contexts, and contribute to the development of mental health promotion strategies among university students.

Self-assessment of the infrastructure dimension of the Physical Education Course at URCA, Iguatu-CE Campus: Perception of students, teachers, and managers

Douglas Alves da Silva — 2025-08-11

Infrastructure is a determining factor in the training of new professionals. In this context, Physical Education requires several essential structures to support students in developing skills throughout their academic journey. This study aimed to conduct a self-assessment of the infrastructure of the Physical Education course at URCA, Iguatu-CE campus. It is a mixed-methods study conducted in the interior of the state of Ceará, involving five students, five professors, and three administrators. Data were collected through an evaluation form addressing the components of the Physical Education infrastructure and a semi-structured interview. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The evaluation revealed an overall regularity in the infrastructure provided, indicating moderate satisfaction among participants. However, the responses also highlighted the need for improvements, given the complexity of the course. Despite these challenges, the program meets institutional requirements and complies with regulatory standards.

Development of a validation scale by experts for educational products

Bruna Casiraghi — 2025-09-23

This study aimed to develop the Validation Scale by Experts for Educational Products (EVEPE), an instrument designed to evaluate educational products produced within professional stricto sensu graduate programs. The instrument’s construction was based on a literature review and grounded in three evaluative dimensions: organization, content, and relevance. Composed of 16 items arranged on a Likert-type scale, EVEPE seeks to promote a rigorous, ethical, and contextualized evaluation aligned with contemporary demands for inclusion and social commitment. Its application is intended for specialists with practical experience in educational contexts, enabling more sensitive and situated analyses. Although still in the prototyping phase, the instrument represents an advance in qualifying defense processes and the analysis of educational products, with potential to strengthen the evaluative culture in professional graduate education.

External assessments and active methodologies: practices, learning, and student performance

Prena Naiara Ferreira de Sousa — 2025-09-23

The objective of this study is to reflect on and examine academic works that address active methodologies and external assessments, investigating how schools develop strategies and engage in order to respond to the demands and challenges imposed by these evaluative processes. External assessments are already part of the daily routine of Brazilian schools and, in recent years, have gained prominence in educational debates. The study is justified by a data survey, which revealed that few works address the relationship between external exams and active methodologies. In this survey, only three studies showed similarities with this research, which were analyzed as part of the study’s results. For the methodological framework, a qualitative approach was adopted, based on the analysis of studies and research on active methodologies and external assessments, with a focus on the commitment of pedagogical practices to learning outcomes. For theoretical support, we used reference authors who discuss external assessments and active methodologies, such as Moran (2018), Diesel, Baldez and Martins (2017), Silva, Castro and Sales (2018), SPAECE (2022), as well as the contributions of Paulo Freire and Ausubel. We conclude that the combination of technologies and active methodologies, as pedagogical support, significantly contributes to achieving positive school outcomes. These strategies can be applied in different ways to make classes more modern and dynamic, thereby raising the performance indexes of external assessments.

Motherhood and academic life: daily challenges for students/mothers in a bachelor's degree program

Micaelle Alexandra de Carvalho Oliveira — 2025-09-26

Motherhood carries a series of responsibilities that go beyond physical and emotional issues, especially in a patriarchal society that still reinforces gender stereotypes. The objective of this research seeks to evaluate the educational context through the experiences of students and mothers. Using qualitative methods and analyzing focus group experiences, the on-site research was conducted with seven students and mothers from the Chemistry Bachelor's program at IFCE Maracanaú campus (2025.1). We identified that the academic journey of these women is marked by numerous challenges, balancing family, academic, and professional responsibilities. 71.4% of the interviewees manage to remain in the program, viewing it as a space for personal fulfillment and professional growth, although they have considered dropping out, precisely because of the physical and mental overload. In short, institutional policies are necessary to alleviate this problem.