Educ. Form.

The impact of platformisation on Basic Education: Challenges and implications for the educational context

2025-10-17T11:26:37-03:00

The objective of this study is to analyse how digital platforms are inserted and integrated into the daily routine of Basic Education, from the perspective of teachers from three schools in southern Minas Gerais. Based on the concepts of platformisation, datafication, and algorithmic performativity, the qualitative study used focus groups with teachers and identified four main categories: digital platforms, daily practices, connectivity, and the precariousness of teaching work. The results show a predominance of “Big Tech” technologies, a mostly instrumental use of digital information and communication technologies, inequality in connectivity, especially in public schools, and an intensification of the precariousness of teaching work. By problematizing the growing dependence on private platforms, the article contributes to the debate on the structural impacts of digitisation on education and highlights the need for policies and practices that expand pedagogical autonomy and criticism in the face of corporate logic.

Professional development of Early Childhood Education teachers: metasearch in the field of teacher training

2025-02-19T11:07:35-03:00

The qualitative research presented, characterized as meta-research, analyzed the professional development of Early Childhood Education teachers in Brazil, based on theses and dissertations available on the platform of the Coordination for the Improvement of Higher Education Personnel and on Laurence Bardin's content analysis methodology. We identified a predominance of qualitative studies, with a variety of data collection methods, and an under-exploration of the Northern region. The analysis highlighted the influence of initial and continuing training, the challenges of starting teaching and working conditions, as well as pointing to a gap in the conceptual definition of teacher professional development, indicating the need for further theoretical study. We emphasize that meta-research such as this contributes significantly to the debate on teacher professional development by highlighting the relevance of theoretical reflection and the formulation of new concepts and categories.

The Mobilization of Technological Pedagogical Content Knowledge: a study conducted with Elementary School Mathematics teachers

2025-10-13T16:47:03-03:00

Teaching constantly faces challenges driven by the increasing access to Digital Information and Communication Technologies (DICT), which have also brought about significant changes in curriculum organization since the approval of the Brazilian National Common Core Curriculum (BNCC). From this perspective, this study sought to gain a better understanding of the knowledge required for teachers to incorporate technologies into their teaching practices through Technological Pedagogical Content Knowledge (TPACK). This study aims to analyze how elementary school Mathematics teachers mobilize Technological Pedagogical Content Knowledge in lesson planning involving digital technologies. The data, collected through triangulation using a questionnaire, lesson plans, and semi-structured interviews, and analyzed in the light of Bardin’s (2011) content analysis, revealed that the teachers did not simultaneously integrate the knowledge bases of the theoretical model. These limitations were mainly attributed to the lack of continuing professional development.

Unveiling racial relations in pedagogical practices: A decolonial reading of everyday school life

2025-08-18T16:54:48-03:00

This article presents an excerpt from the master's dissertation defended in 2023 and sought to understand the place of anti-racist education and the decolonial perspective in the pedagogical practices of teachers in the area of Human Sciences (Geography, History, and Philosophy). The research, of a qualitative nature, aimed to highlight the reflection of ethnic-racial diversity in public education spaces, through meetings with teachers and the production of pedagogical letters. The “decolonial doing” (Ocaña; López, 2019) was used as another way to think about the methodology based on decolonial principles. The analysis revealed that the spaces used by teachers to include ethnic-racial issues in pedagogical practices most often involve spontaneous situations in the relationships between students in the daily classroom routine, but they need to be intentionally included in the curriculum as guided by Law no. 10.639/2003, which raises questions about the urgency of critical, anti-racist and decolonial teacher training, promoting the denaturalization and confrontation of racism.

The pandemic and social inequality: impacts on the educational processes of rural schools

2025-11-03T07:53:55-03:00

This article discusses the impacts of Covid-19 pandemic and social inequality on the schooling of elementary school students in a rural school located in a municipality in the state of Ceará, Brazil. The analysis is based on data from a study conducted with teachers, using a methodological approach grounded in conversation sessions about teaching experiences during the pandemic. The teachers’ narratives were analyzed through the procedure of meaning nuclei, which resulted in the identification of a central nucleus titled Rural Education: social inequality and its impacts during the pandemic, comprising three indicators: social inequality and its impacts on the school reality; educational challenges: shortcomings, support, and the need for teacher training in rural education; and the school as a space to confront the social inequality experienced by students.

The emptying of the social in the purposes of education and Social Pedagogy as a training alternative in Brazil

2025-05-21T16:23:00-03:00

This article discusses the importance of Social Pedagogy as a critical alternative to the erosion of social purposes in Brazilian education, influenced by the neoliberal advance in recent decades. Thus, it analyzes the conceptions regarding educational purposes in our country, especially between the years 1990 and 2020. Moreover, the objective is to present Social Pedagogy as a field that opposes the emptying of the social and critical sense of education, promoting a vision of social emancipation. Based on authors such as Roberto Leher, Luiz Carlos de Freitas, and José Carlos Libâneo, to address changes in the purposes of contemporary education, and Geraldo Caliman and Roberto da Silva, in the field of Social Pedagogy, the methodology of this article involves a bibliographic review and theoretical analysis of the Brazilian educational scenario. It concludes by highlighting the theoretical dispute between neoliberal and socio-critical views, presenting Social Pedagogy as an alternative to promote critical and emancipatory education.

Collaboration from Freire'sperspective in the tessituras of collaborative work and groups in mathematical training

2025-08-18T16:54:38-03:00

The mapping and analysis of scientific productions published in the Annals of ANPEd, from 2000 to 2023, are part of the Doctoral research. The aim is to understand, through a Systematic Literature Review, the meanings of collaboration from a Freirean perspective in the context of collaborative work and groups in training spaces for teachers who teach mathematics, shared in Working Group 19 “Mathematics Education” of ANPEd. This action within the scope of qualitative research provided an understanding of the object of study, based on an interpretative and critical view of the theoretical-methodological framework and the analysis of the data produced in the research. The RSL made it possible to organize the data and interpret it through the foundations of collaboration from the Freirean perspective, which involve dialogic action in interaction with others, “learning from and with you”, problematizing communication, dialogic subjects, teamwork, among other assumptions in the context of collaborative work and groups.

The approach to ethnic-racial issues in the curricula of IFRN's undergraduate programs in the natural sciences

2025-12-03T15:33:23-03:00

The valorization of European knowledge has led to the silencing of African and Afro-Brazilian history and culture in school curricula. This article analyzes the inclusion of ethnic-racial issues in the curricula of undergraduate teaching programs in the Natural Sciences offered by the Federal Institute of Education, Science, and Technology of Rio Grande do Norte (IFRN). The research stems from the need to comply with public policies focused on cultural diversity, such as Law No. 10,639 of 2003, which mandates the inclusion of Afro-Brazilian and African history and culture in school curricula. Through documentary and bibliographic analysis, the study examines how these themes are incorporated into the curricular frameworks of undergraduate programs in Biology, Physics, and Chemistry, discussing the challenges and potentialities of promoting an anti-racist and inclusive education. Bardin’s Content Analysis was used for data analysis. The results highlight both progress and gaps in the implementation of these policies, emphasizing the importance of training critical teachers committed to valuing ethnic-racial diversity.

The political formation of the basic education teacher mobilized by dialectical formation: Aspects of didactic-scientific literacy

2025-08-18T16:54:32-03:00

Attacks on democracy, an anti-dialogical context, and the devaluation of teachers have marked the Brazilian landscape in recent years. Therefore, the term "Didactic-Scientific Literacy" is seen as a potential avenue for mobilizing the political education of basic education teachers. Given the above, this paper offers reflections on Didactic-Scientific Literacy among teachers, based on research conducted in municipalities in Bahia. These reflections are prompted by the question: how can teachers develop students' political consciousness if they themselves lack political education? The aim is to broaden discussions on teacher political education, using the epistemological basis of developing Didactic-Scientific Literacy within the context of dialectical education. The research corpus was compiled using a questionnaire and analyzed using Freirean Discourse Analysis, which highlighted the absence of political knowledge in teachers' pedagogical practice, highlighting the need for ongoing training that fosters political education linked to Didactic-Scientific Literacy.

Pedagogical practices, training and Educommnunication in vocational secondary education

2025-12-03T15:38:56-03:00

This article explores the understanding of educators at the Renato Ramos da Silva Professional Education Center in Lages, Santa Catarina, regarding Educommunication, educommunicative ecosystems, and pedagogical practices involving digital technologies. The study was conducted with 15 participants selected based on their experience at the institution, using a questionnaire with open-ended questions analyzed through the Content Analysis method (Bardin, 2020). The statements reveal a consonance between the principles of Educommunication and the contemporary demands of teaching, particularly concerning the integration of technologies and the promotion of dialogical and interactive educational environments. However, gaps and the absence of effective practices are observed in schools, demonstrating a distance between theoretical discourse and pedagogical application. In this regard, the promotion of practical and collaborative training within this educational context becomes relevant, enabling educators to design educommunicative projects that engage students in activities grounded in dialogue, critical media use, and collective knowledge production.

Environmental Education in the Context of the New High School Curriculum: An Integrative Review

2025-08-18T16:54:41-03:00

The New High School seeks an education aligned with contemporary society, but requires proper planning. The objective was to contextualize Environmental Education within the scope of the New High School based on the scientific literature through an integrative review (2018 and 2023). The articles were mainly produced in the state of São Paulo (14.54%), followed by Santa Catarina (12.72%), Pernambuco, and Rio Grande do Sul (9.09%). Among the studies, approximately 60% address the continuous training of students in the New High School. Regarding integration with the New High School curricula, 85.45% of the themes were aligned. In terms of theoretical and methodological frameworks, Critical Environmental Education was the most explored, representing 50.91% of the cases. When examining the monographs (39.58%), dissertations (52.08%), and theses (6.25%), it was found that 33.33% come from the Northeast region, while 22.92% are from the Southeast. In addition, 70.83% are integrated into the New High School curriculum, while 29.16% do not align. The investigative method was widely adopted (31.25%), followed by documentary/theoretical analysis (25%). Regarding the theoretical/methodological frameworks, Critical Environmental Education stood out (47.91%).

Between a liberating education and neoliberal educational practices: notes on the life project category

2025-08-18T17:05:43-03:00

This article analyzes the inclusion of the "life project" category in the National Common Curricular Base (BNCC) in relation to the advancement of neoliberal practices in Brazilian education. In this sense, we seek, from a conception of liberating education, to analyze the way in which education can be understood within its theoretical and system-subversive limits. The research uses bibliographic and documentary analysis, focusing on the BNCC and Law No. 13,415/2017, in addition to understanding this corpus in its respective socio-political contexts, with the life project category as its main object of study. This analysis uses the concepts of Neoliberalism and Neoliberal Practices by Dardot and Laval (2016) and liberating education by Freire (1996), as the main analytical tools, enabling the understanding of the phenomenologically constituted reality. Next, we seek to outline viable paths for building life project classes with a view to attempting to subvert the neoliberal system.

Academic satisfaction of undergraduate students at Save University, in Inhambane, Mozambique

2025-08-18T16:54:31-03:00

This study assessed the academic satisfaction of undergraduate students at Save University, located in the southern region of Mozambique, using the Academic Experience Satisfaction Scale, a sociodemographic questionnaire, and a free-form question. The 285 participants attended eight courses and were between 19 and 43 years old. Descriptive analyses and analysis of variance were performed using the software Statistical Package for the Social Sciences software. The results indicate that most students were satisfied with the elements of the course dimension. The most satisfied students were male, with partners, in the courses of Human Resource Management, Educational Psychology, History, Agriculture, Chemistry, and Psychology, in the after-work shift, and over 35 years old. The participants suggested improvements in the existing teaching conditions, course management, interpersonal relationships between teachers/students, institutional public services, quality of teachers, student assistance policies, and tuition fees.

Formative path and educational practices in the (auto)biographies of teachers who teach Mathematics

2025-10-17T11:26:35-03:00

This article investigates the training and teaching practices of teachers who teach mathematics in basic education, considering their experiences and reflections based on (auto)biographies. Based on a qualitative approach, the study adopts Discursive Textual Analysis as its analysis methodology, drawing on references such as Freire (2021), Nacarato (2010), and Skovsmose (2022), who highlight the importance of reflective, critical, and contextualized training. Based on the narratives of 12 teachers, it was possible to highlight gaps in initial training, the relevance of contextualized pedagogical practices, and the need for continuing education that addresses the contemporary challenges of teaching mathematics. The study emphasizes the relevance of continuing education as a fundamental element for promoting effective and transformative pedagogical practices, contributing to a more critical and meaningful education.

Tracks of research on teacher training and the peasant school

2025-05-06T09:24:21-03:00

This article comprises a presentation of our research – its spaces and methodologies, and a literature review on its topic, which intersects teacher training and the relationship of rural schools, in this case, in Três Lagoas, in Mato Grosso do Sul, with a focus on for Emec Antônio Camargo Correa. Thus, the object of study was the training of teachers who work in Rural Education in the municipality of Três Lagoas-MS. The research concluded that In view of what was exposed in this analysis, the works selected in this “State of Knowledge” by the BDTD platform, provided a theoretical and reflective deepening regarding the importance of quality training of teachers and education professionals, therefore, linked to power public, because given the reality of Rural Schools, pedagogical conditions are still out of date.

Teacher training: epistemological conceptions and the international perspective in a Brazilian public policy

2025-08-18T16:54:37-03:00

The objective of the research was to understand the epistemological conceptions of teacher training expressed in the Santa Catarina State Education Plan (PEE/SC) and to reflect on the respective goals and strategies in the context of its implementation and from the perspective of international organizations. Regarding the methodological aspects, the qualitative approach and content analysis techniques of Bardin (2016) were used to categorize the epistemological conceptions of teacher training adopted in the PEE/SC. Regarding the results, it was identified that: a) the PEE/SC adopts the epistemology of practice as a theoretical conception that underpins teacher training; b) teacher training is influenced by national policy and international recommendations, especially the 2030 Agenda; c) no significant strategies for financing teacher training were identified and the achievement of the goals appears to be far from the objectives initially established for the decade 2015-2024.

The concept of species in question: reflections and perceptions of students of the degree in biological sciences

2025-08-18T16:54:46-03:00

The main objective was to discuss about the perception that students of the initial training course in bachelor of Biological Sciences have regarding the concept of species. The research is action-research type, with qualitative character, and had the participation of 25 students from the first semester of the mentioned course of the Federal University of Pará, campus Marajó-Soure, who were studying the discipline Ecology in the period from May to June 2024. It was found that, although most of the participants claim to know the concept of species, only 12% were able to express coherent answers about this. This explains the existing distance between what students understand by “knowing” and the ability to write and explain the concept. In addition, students perceive that the use of teaching resources is playful, stimulating and reduces the distance between theory and practice. It is believed, therefore, that the contact with diverse teaching resources can contribute to the diversification of teaching practice and the process of teaching and learning.

Schooling of the Self-Entrepreneur: Generalization of the Company-Form in the New High School

2025-10-30T08:24:50-03:00

This paper analyzes the educational formation of the “entrepreneur of the self” as a generalization of neoliberal subjectivity in the New High School. The qualitative research is based on a Marxist perspective and on the studies of Dardot and Laval (2016) regarding the corporate subject. It also includes an analysis of New High School curriculum documents, such as the National Common Curricular Base (2018) and the Santa Catarina State Curricular Base (2021). The curriculum prioritizes the creation of self-managing and entrepreneurial individuals who are prepared to negotiate their place in the job market on an individual basis. The analysis highlights the political and administrative aspects of the curriculum and its implementation in Santa Catarina, with a focus on life projects, socio-emotional competencies, and entrepreneurship. The study concludes that this neoliberal rationality shapes the profile of the future worker, requiring a self-managing individual who can adapt to the crises of contemporary capitalism. In this context, a neoliberal pedagogical tendency is solidified as the theoretical and practical basis of this formative approach.

Continuing training of Early Childhood Education teachers in the municipality of Santa Maria/RS: Achievements and Impasses in the Implementation of public policies

2025-08-18T16:54:43-03:00

This study investigates how the municipality of Santa Maria, Rio Grande do Sul, has been articulating public policies for the continuing education of early childhood teachers. This article delineates the scope of the research to the year 2019. Achievements and obstacles in the implementation of the municipal public policy 'Conexões de Saberes' (2019) were identified, which arose from high rates of age-grade distortion and school dropout in the municipality. From this policy, the Municipal Literacy and Education Project for preschool teachers and early years emerged, aimed at qualifying teachers in their literacy practices, which sparked interest in including the early childhood education stage in the program. The study was based on theoretical references: Araújo (2011), Bardin (1977), Corsino and Nunes (2011), and Kramer (2006), conducted through a case study with documentary analysis, a questionnaire for teachers, and the interview with the municipal secretary of education. The need for ongoing training for early childhood education teachers was identified based on the specificities of childhood.

The history of school coordination in the state public education network of Ceará based on the Statute of the Official Teaching Profession of the State (1984 – 2023)

2025-08-18T16:54:44-03:00

This qualitative study, developed through a documentary study, aims to present a historical-legal synthesis of the role of school coordination in the public basic education network of the state of Ceará based on the Official Teaching Statute of the State (1984-2023). Studying this theme is important because it allows us to understand how the educational legislation related to the role in question has evolved over time in the network of the Secretariat of Education of the State of Ceará - Seduc-Ce. The text is structured in four sections, namely: introduction, methodology, results and discussions, final considerations and finally the references. It is clear that this study not only contributes to the understanding of the history of school coordination in the Seduc-Ce network, but also allows for reflections on the role of the role in contemporary times, aiming at the effectiveness of pedagogical practices and the success of public education in the state.

The Importance of Interdisciplinary Psychology and Pedagogy Seminars in the Training of Primary School Teachers

2025-10-22T07:23:23-03:00

The relevance of the study is determined by the need to ensure the improvement of professional competence of future primary school teachers through an interdisciplinary approach. The aim of the study was to develop and implement an interdisciplinary psychology and pedagogy seminar for professional development in the training of primary school teachers and assess its effectiveness. The research employed the following methods: pedagogical experiment, questionnaire surveys, comparison of indicators of the control group (CG) and experimental group (EG), statistical data processing, as well as observation of participants. The implementation of interdisciplinary psychology and pedagogy seminars had a positive effect on the professional competence of bachelors in pedagogy in the EG. The resultant significant increase in the high level (up to 50%) and a decrease in the low level (up to 6%) confirms the effectiveness of the above measures, which demonstrates an improvement in the quality of student training compared to the CG. The academic novelty of the study is the development and implementation of an innovative interdisciplinary psychology and pedagogy seminar to improve the professional competence of future primary school teachers. The methodology that combines various subjects and approaches to develop complex professional teachers’ skills was applied for the first time in the context of pedagogical training of primary school teachers. Research prospects include adapting the seminar to other levels of education and studying its long-term impact on the teachers’ professional development.

The impacts of Pibid on the training of students on graduate courses: State of knowledge

2025-08-18T16:54:34-03:00

The objective of this article is to present and discuss the results achieved by relevant research that analyzed the impacts of Institutional Teaching Initiation Scholarship Program on the education of students in teacher training courses. A systematic review of the state of knowledge was carried out, using important national and international studies that address teacher training as a theoretical framework for discussion. Among other aspects, the articles analyzed show that the Program strengthens praxis, contributes to professional teaching learning and to collaborative work among those involved in the subprojects. However, the studies also indicate some limitations and challenges of Program, especially in the university-school relationship, in identifying the working conditions of teachers in public institutions and in the lack of training of supervisors to work in the Program.

The urgency to modernize and innovate in professional technical education in Mozambique: contributions to reflection

2025-04-22T11:24:38-03:00

One of the major current concerns of the Mozambican government is related to the quality of vocational technical education, measured in the quality of its graduates. From this perspective, this qualitative case study was designed to discuss the urgent need to modernize and innovate in technical vocational education in Mozambique. The data was obtained through a structured interview and a questionnaire survey applied to 32 subjects (managers, teachers and students) and was analyzed using the categorical content analysis technique. The results indicate the urgent need for modernization and innovation in technical vocational education in Mozambique, characterized by the intensive use of digital resources in the teaching-learning process and ongoing training for those involved, in order to ensure the best use and maintenance of these resources. Thus, although there are some technologies in these institutions, there are still a number of challenges to overcome if integration is to be effective and relevant.

The Adolescent and Adult Education Campaign of 1947: From enthusiasm to dehydration

2025-08-18T16:54:36-03:00

This article analyzes the 1947 Campaign for the Education of Adolescents and Adults as the first official initiative for popular education throughout the country via radio to increase enrollment and combat adult illiteracy. The characteristics, positive points and vices that led to the campaign's extinction in 1963 are listed. The research revealed that the Campaign for the Education of Adolescents and Adults was an innovative measure in using radio as a vehicle for reaching illiterate people, but it was desiccated due to a lack of investment, considering the territorial extension that required greater investment in technical broadcasting equipment. As for the method, we used Certeau's (2020) notion of historiographical operation, which consists of re-articulating traces of the past in the present time in order to understand the facts. The sources used in this study are bibliographical and documentary, the primary sources being the proceedings and shorthand notes of the 1947 São Paulo Constituent Assembly.

Challenges of Integral Education in the Amazon Region of Pará: The Role of Manager Training

2025-10-01T12:27:22-03:00

This article explores full-time education, focusing on immaterial aspects and the role of managers in the Metropolitan Region of Santarém (RMS/PA). The main objective is to analyse full-time education, considering aspects related to the work of school managers, the circulation of strategic information, and the development of pedagogical practices that value knowledge and communication as essential elements to ensure this mode of education. Based on a bibliographical and documentary analysis, the study addresses the strategic importance of immaterial working conditions within school management to consolidate an education project aimed at the structural transformation of society. The conclusion is that full-time education highlights the need for educational management that promotes and develops collective actions in schools, grounded in public policies and specific legislation.

The Quota Law applied in teaching competitions in institutions in Rio Grande do Sul

2025-10-16T10:23:18-03:00

The Quota Law for entry into the federal public service is an important legal instrument that enables black representation. However, it is worth problematizing the competitions for teachers with regard to the application and results obtained through the law. In order to verify these results, through a bibliographic and documentary research, we analyzed the public notices published between 2020 and 2024, and the nominations in three universities in Rio Grande do Sul: Federal University of Rio Grande do Sul, Federal University of Pelotas and Federal University of Rio Grande, seeking to draw an overview of the implementation of the law and the results obtained. As a result of the analyses, it was possible to verify that only one of the Federal Higher Education Institutions analyzed has obtained results close to those expected, which makes it necessary to rethink the format of the competition notices in order to achieve better results.

Digital Technologies and Education: challenges in the teaching and learning process

2025-08-18T16:54:40-03:00

The aim is to understand the challenges encountered in the teaching and learning process and their relationship with access to and use of digital technologies. This is a qualitative, exploratory investigation in the form of field research, conducted with 142 teachers who work in basic education. The information was collected with a questionnaire and analyzed by Discursive Textual Analysis, resulting in three final categories. In this study, the category was discussed: Access to digital technologies, supported by the following intermediate categories: Access to the Internet and physical technological resources; Access to technologies due to social conditions; and, Appropriate physical space for the use of technologies. The analysis highlighted the essential importance of investments in technological resources and in the continuing education of teachers, since, based on the availability of such resources and the knowledge of teachers, there is an environment that will contribute to qualifying educational actions and to facilitating student learning.

Continuing Teacher Education and Special Education: the development of the State of the Question

2025-08-18T16:54:35-03:00

This article presents the construction of the State of the Question on the subject of continuing teacher training for inclusive special education in the light of cultural-historical theory. The aim is to understand how this topic is being dealt with in current Brazilian scientific production, exploring its main approaches and contributions. To this end, we opted for a qualitative approach and bibliographic research, based on the mapping of Brazilian scientific articles, theses and dissertations on the Brazilian Portal of Publications and Scientific Data in Open Access, on the Journals Portal of the Coordination for the Improvement of Higher Education Personnel and the Digital Library of Theses and Dissertations, with a time frame from 2014 to 2024. The results show that, although there is a general consensus among the works on the importance of reflective and collaborative training, there are still clear gaps in the effective implementation of these practices, as well as in the evaluation of their real impacts.

The The training of social educators in Rio de Janeiro: Between social representations and Social Pedagogy

2025-08-18T16:54:47-03:00

This research investigates the presence of social representations among social educators in an extension course at a public university in Rio de Janeiro. The Postdoctoral research in Educational Sciences aimed to understand how these social representations interfere in the formative processes, articulating the results with Baptista's (2005) concept of hospitality in Social Pedagogy. Using the psychosocial approach of Doise (2001) and Moscovici (2003), the research was carried out in the phenomenological-interpretative paradigm (Marques; Amendoeira, 2020) with 26 social educators participating in the continuing education course in Social Pedagogy. Their portfolios and forms were analyzed based on the rhetorical-philosophical discourse analysis. The results indicate the presence of social representations with a figurative core on “School”, covering themes such as school education, expanded teacher training, non-school educational practices, the role of the social educator, and subjects impoverished by their practices.

The theme of Indigenous History and Culture in teaching programs at IFTO campuses, in accordance with Law No. 11.645/2008

2025-04-22T11:24:36-03:00

Indigenous History and Culture, with its characteristic aspects of ways of life and cultural traditions, constitute a theme that needs to be included and highlighted in studies in school curricula. The objective of this study is to analyze the inclusion and mention of the theme Indigenous History and Culture in teaching programs of curricular units of the campuses of the Federal Institute of Tocantins, in accordance with Law No. 11,645/2008. The research was characterized by a qualitative, applied approach and documentary nature. Pedagogical course projects, teaching plans and class diaries of the Federal Institute of Tocantins were analyzed. Among some results, the data revealed that, in the Teaching Plans, in less than half of the Curricular Units in the classes of Technical Courses Integrated to High School of the Gurupi campus and in the majority of the Curricular Units in the classes of Technical Courses Integrated to High School of the Avançado Formoso do Araguaia campus, no mentions of this theme were identified in any of these documents; among which there is also no evidence of studies being carried out on content that addressed the culture of indigenous peoples of Tocantins.

The second teacher and the learning of students with Autism Spectrum Disorder

2025-08-28T14:40:52-03:00

This study is based on the premise that the second teacher significantly contributes to the inclusion of students with Autism Spectrum Disorder. This article seeks to answer: what is the role of the second teacher in promoting the learning of students with Autism Spectrum Disorder? The aim is to understand this role through a systematic literature review grounded in studies that investigate pedagogical practices and the contribution of this professional in regular education. Dissertations and articles published between 2016 and 2023 were analyzed from the databases Coordination for the Improvement of Higher Education Personnel, Scientific Electronic Library Online, and Brazilian Digital Library of Theses and Dissertations. The results indicate that the second teacher plays a relevant role in mediating learning, but faces challenges such as inadequate training and poor infrastructure. It is concluded that it is necessary to strengthen teacher training and pedagogical strategies. The reflections are based on Mantoan, Prieto and Arantes (2006), who emphasize that pedagogical support is essential to overcoming barriers to participation.

Leadership for care as a generator of confidence in Chilean teachers

2025-05-21T16:22:58-03:00

Leadership for care refers to a set of practices that promote comprehensive well-being (emotional, social and academic) within the school community. In this context, this article seeks to recognize the extent to which teachers perceive and value practices (or actions) of care and trust on the part of their directors. A quantitative approach was used, by applying a questionnaire to 333 teachers from the Metropolitan Region of Chile. The results indicate that teachers positively value the competence and integrity of their school directors; however, the dimensions of esteem and respect, although valued positively, show lower scores.

Right-wing conservatism in the BNCC: “gender ideology” from Theodor Adorno

2025-11-03T10:41:36-03:00

This paper discusses variables involved in the ideological production of the far right and its effects on Brazilian educational policy. The objective was to analyze the far right's strategies surrounding gender ideology and its concrete effects on the National Common Curricular Base approved in 2018. The methodology involved a documentary study guided by Theodor Adorno's theoretical framework. The research revealed the premeditated political and ideological influence of a group of neoliberal and far-right groups in the development of the National Common Curricular Base. Given the political and institutional crisis that erupted in Brazil in 2010 and the consequent regression in social policies, this created a fertile environment for the approval of the latest version of the national curriculum guidance document, which, in its content, eliminated gender and diversity issues.

A pedagogical experience with reading diary (RD) in the formation of the reader in the final years of elementary education based on ethnic-racial textual/literary genres

2025-08-18T16:54:39-03:00

The practice of reading is essential to form critical and reflective readers, beyond mere decoding. This article investigates the influence of the reading diary on the formation of selective and critical readers, exploring its capacity to expand cultural repertoire and foster reflective thinking. The research highlights the reading diary as a relevant pedagogical tool in elementary education, encouraging students to record their reflections and the texts they have read. Adopting an exploratory approach, the study identifies the reading diary as a dialogic discursive genre (Machado, 2005) that enhances interpretative experiences and symbolic engagement with texts (Marcuschi, 2008). The results demonstrate that the reading diary promotes meaningful reading, connected to the students' experiences, contributing to the formation of critical and reflective readers who are capable of creating their own interpretations and deepening their relationship with the text.

Characterization of time management strategies and academic procrastination of undergraduate students

2025-10-30T15:21:03-03:00

The objective of this research was to understand the time management and academic procrastination behaviors of undergraduate students and analyze them in relation to sociodemographic and academic life variables. Participants included 238 students from a public university, who completed a sociodemographic questionnaire and a time management and academic procrastination scale. Descriptive, comparative, and correlational analyses were performed using the Statistical Package for the Social Sciences. The results showed moderate levels of time management and academic procrastination. Statistically significant differences were found when comparing the scale with the variables: type of high school, self-perceived grades, and degree of intention to continue the course. Significant, negative, and high-magnitude correlations were found between time management and academic procrastination. It is suggested that interventions be developed for the groups with lower time management scores.

Transgeneridade e intersexualidade no ensino de genética: limites e possibilidades para uma biologia pós-crítica

2025-10-16T10:30:49-03:00

This work aims to analyze the limits and possibilities for a post-critical Biology, through Queer Sexual Education, aiming to problematize essentialist discourses in the Teaching of Genetics, to favor the recognition of identities/differences, such as transgender and intersexual people. Although distinct, both are, socioculturally, delegitimized and/or pathologized by essentialist discourses that (re)produce oppressive and misinformed views regarding these bodies and genders that differ from cisheteronormativity. Therefore, we developed a lesson plan related to the Teaching of Genetics in a Queer approach, making it possible to go beyond the limits of merely biological aspects and take on sociocultural issues about bodies, genders and sexualities. As biologist-educators, we problematize essentialist discourses, seeking to deconstruct knowledge and practices on such themes, through cultural artifacts, such as films and music. Thus, we point out problematizations to question essentialist discourses based on biological determinism, reiterating, for example, that “male” bodies would be composed of XY chromosomes and “female” bodies by XX, expanding knowledge about the diversity of bodies.

Views on education and schooling for transvestites and transexual women

2025-10-02T13:14:29-03:00

A study on gender and sexuality is presented, in light of the experiences lived by transvestite and transsexual students inserted in the context of Youth and Adult Education recorded in the so-called body letters. It aims to understand the meanings of schooling for these students, looking at the challenges, school dropouts, and discrimination they face, considering the following theoretical bases: Ballestrin (2020), Benevides (2020), Butler (2021), Collins (2021), Evaristo (2020) and hooks (2019). In the information in these letters, the students show strategies for “over-living” to perceive themselves as socially inserted in the face of gender normative power. The lived experiences of the participant-authors make it possible to state that each story brings unique knowledge and perspectives on the world and the possibility of recognizing education as a social, cultural and political practice that enables transvestites and transsexuals to re-signify their trajectories of experiences, corporealities, existences and resistances. The importance of teachers recognizing and valuing these experiences for an emancipatory educational process is highlighted.

“To Resist is to Exist": conservatism, gender, and sexuality in educational contexts

2025-08-18T16:54:45-03:00

In a context marked by the resurgence of conservative discourse and significant setbacks in public educational policies, the discussion around sexual education within schools must be expanded, so that the topic assumes a central place in the curriculum and resists the dilution brought about by the strengthening of conservative forces. This article approaches sexuais education as a foundational axis of a pedagogy committed to the recognition of gender identities and the appreciation of diverse sexual orientations. Grounded in the theoretical contributions of Vitiello (1995), Heilborn (2006), Silva (2014), and Santos (2018), the study analyzes the role of the school as a space of contestation and social transformation, emphasizing its potential for resistance against the perpetuation of prejudice and stigma. Based on a bibliographic review, the study underscores the need for inclusive pedagogical practices supported by public policies that promote equity, the recognition of differences, and the consolidation of a democratic school culture.

Drag Queen performance art as an alternative approach to teaching Chemistry

2025-10-16T10:25:05-03:00

This article aims to highlight and discuss the potential of using Drag Queen performance art in an experimental demonstration in chemistry classes. To this end, the research used this approach in a college entrance exam prep course to teach the concept of density. The teaching practice that was the subject of this research was carried out in two stages, the first dedicated to a demonstrative experiment on the concept addressed through Drag Queen performance art and the second dedicated to the systematization of knowledge. Data were collected from students through questionnaires and analyzed using categorical content analysis. The results showed that the methodological aspects used helped to stimulate student interest due to the dynamism of the class and the development of teaching and learning processes, mediating teacher-student relationships in a non-hierarchical manner and promoting Drag Queen culture.

The contributions of crossdressing to reflecting on the training of Science teachers

2025-08-28T14:39:49-03:00

This work is an excerpt from a master's research project and aims to demonstrate and analyze how crossdressing practice can contribute to reflections on Science teaching from the perspective of the body, gender and sexuality, the Pedagogy course and the Pedagogue, and their training for teaching Natural Sciences in the early years of elementary school. This study used the (auto)biographical method to use narratives of experiences to produce reflections anchored in queer studies and based on analogies with a view to teaching Science. Based on the analysis, we found that crossdressing can contribute to rethinking Science teaching from the perspective of a movement of (re)creation, (re)constitution, innovation and renewal in the direction of constant change, (re)inventing oneself and transgressing standards, by overcoming the anatomical binarism of bodies, sexual and gender identities.

Professor-Student Relationship from the Perspective of Sexual Diversity at the State University of Feira de Santana

2025-12-03T15:34:09-03:00

This study investigates the relationships between university professors and students from the LGBTTQIAPN+ community at the State University of Feira de Santana. The research aims to understand how university professors can contribute to the inclusion of these students within this institution. A qualitative approach was employed to achieve this objective; data were collected through an online questionnaire, and the analysis was conducted using Excel functions and content analysis. Among the main findings, it is highlighted that these students' experiences are marked by challenges related to academic persistence, insufficient discussions on the subject, and symbolic violence. Therefore, this study advocates for a revision of the teaching practices of professors at UEFS to promote a more inclusive education in light of sexual diversity.