Educational Practices, Memories and Oralities

Women, science and society: the semiotic perspective of the female image in science textbooks

RAYANNE CARNEIRO DE SOUZA — 2025-02-23

In this study, a state-of-the-art review was conducted, mapping academic productions from 2018 to 2024 on female representation in science textbooks, using sources such as Google Scholar, Scientific Electronic Library Online (SciELO), and the Brazilian Journal of Physics Teaching. The aim was to evaluate changes or stagnation in the image of women in science teaching materials. Additionally, Peirce’s semiotics was used to analyze the illustrations in books from the middle school from four collections of the Plano Nacional do Livro Didático (PNLD) of 2024. A qualitative, exploratory approach was chosen, as the invisibility of women in science manuals is still little explored in education. The studies show the evolution of the female image in science textbooks over the years. However, there are still veiled representations of the female role, reflecting the persistence of a patriarchal society in educational productions.

Low-cost materials for experimentation in Physics teaching in São Raimundo Nonato-PI

Flávia Soares Nascimento — 2025-01-02

Physics, as a philosophical line of nature, mathematically formalized and associated with everyday life, has shown a lack of interest and lack of affinity among students studying Physics. Therefore, this research work aims at the teaching-learning process applied to high school students in relation to the teaching of Physics based on experimentation with low-cost materials to assist them in this process. With the aim of improving physics teaching, a study was carried out in a public school in the municipality of São Raimundo Nonato-PI, using low-cost materials for experimentation. Thus, it was possible to analyze the skills and competencies related to the Physics discipline and diagnose the students' opinions. The results show that experimental practices are a motivational factor for students studying Physics.

The critical and transformative constructivism for landscape education

Erico Fernando Lopes Pereira-Silva — 2025-03-06

This paper constitutes a critical essay on Landscape Education proposing the integration of critical constructivism pedagogies and transformative education in this still innovative educational field in Brazil. It is discussed that learning in landscape can occur more broadly, encompassing different age groups, sectors, disciplines, cultures, and institutions, adopting inclusive strategies. Landscape-based learning can contribute to scientific and environmental literacy, the appreciation of cultural and natural heritage, the promotion of sustainability, and resilience in our landscapes. The text highlights the importance of a participatory and collaborative approach in Landscape Education, involving schools and the local community in building sustainable solutions for environmental and social challenges. The paper also provides a discussion of the concepts of John Dewey, Paulo Freire, and other education theorists to argue that Landscape Education can be a powerful tool for the formation of critically aware and politically engaged citizens.

Educational assessment and the Encceja: paths and challenges

Maria Irilene Alves dos Santos — 2025-11-25

Evaluation was, for a long time, confused with the practice of examining, but it was precisely as an “examination” that the act of evaluating had its first functions and, only with time and the improvement of evaluative types and conceptions, was it possible to understand the development and construction of educational evaluation identities. This study outlines the profile of this practice and proposes a reminder of its historicity based on bibliographical research of studies such as those by Bonamino and Sousa (2012) on the three generations of assessment, in addition to an explanation of large-scale assessments, among them, Encceja, with emphasis on the study by Santos and Santos (2021), about this examination, focused on Youth and Adult Education. It was possible to verify the importance of the evolution of large-scale assessments and the relevant role of Encceja in verifying learning.

Funding and enrollment in Youth and Adult Education in Goiás: evolution or dismantling?

Lívia Aparecida Oliveira de Moraes Sousa — 2025-01-10

In recent history, Brazil has experienced a period of dismantling and neglect of public social, science and education policies. In this context, Youth and Adult Education (EJA) may also have been impacted. The aim of this study is to evaluate the recent evolution of the value per student and the number of EJA enrollments in basic education and integrated technical education in the state of Goiás. The descriptive research was carried out using secondary data and evaluated the following variables related to the EJA: nominal and inflation-adjusted annual value per student; enrollment in basic education; enrollment in technical integrated to high school; and percentage of EJA enrollment in technical education. The results indicate that the value per student has remained close to inflation, although this does not necessarily imply an increase in investment. The decrease in enrollment in basic education and technical education integrated with secondary education is noticeable.

Approach to LGBT+ education in official documents: a systematic literature review

Mayra Gomes de Oliveira — 2025-04-20

This article aims to analyze the referrals and discussions carried out in studies on Sexual Diversity, in order to evaluate and synthesize evidence on how documents and current public educational policies have approached LGBT+ Education. To this end, the study was developed using the methodology of the Systematic Literature Review (RSL), which was carried out in May 2024, in the databases of the Capes Theses and Dissertations Catalog, on the Brazilian Publications Portal and Open Access Scientific Data (Oasisbr) and Google Scholar. Content analysis was used to categorize the selected papers, based on Bardin (2016). According to the research protocol, followed in the review, it was possible to see from the few papers selected (9) that studies on educational policies still lack research on the subject studied.

Teaching Practicum: voices from students and alumni of a Graduate Program in Education

Antonio Anderson Brito do Nascimento — 2025-10-24

The paper aims to present reflections on the Teaching Practicum in the Postgraduate Program in Teaching (PosEnsino), established through a broad association between three Higher Education Institutions located in the state of Rio Grande do Norte (UERN, UFERSA and IFRN). The production and, consequently, the analysis of the data are based on the experiences of master’s students and graduates of the program who experienced this formative stage at different times and in different contexts in Higher Education. A total of 26 participants collaborated with the research. It was concluded, among other things, that the Teaching Practicum is essential for understanding teaching and planning in this teaching modality; it makes it possible to experience, in some way, the tripod that drives Higher Education – teaching-research-extension; it contributes to the progress of the research being carried out in the master’s program; and, when well mediated by the internship supervisor, it allows for the construction of a reflective posture, critical analysis and continuous improvement of teaching practice in Higher Education.

Knowledge of first aid actions for teachers and staff in basic education

Acaz Petrus Soares — 2025-03-08

Basic life support (BLS) is a set of emergency measures to save lives, such as CPR, ventilation and use of a defibrillator. The application of BLS in schools allows professionals to act quickly until the arrival of health professionals in cases of emergencies. From this perspective, this study aims to demonstrate the importance of training teachers and staff in basic notions of first aid in basic education. This is a systematic literature review carried out in the Virtual Health Library, so eight studies were selected. The findings indicated that lack of knowledge about first aid is prevalent in the school environment. In addition, it was observed that many educators recognize the need for training but have deficits in relation to knowledge and self-confidence to act in emergencies. It is concluded that training in first aid is important to promote a safer school environment.

Intercomprehension and digital games: dynamizing the Portuguese language classes in the 8th year

Andreia Sales de Freitas — 2025-06-05

Considering the importance of working with written comprehension and students' demotivation during activities in Portuguese language classes, we developed an innovative proposal, integrated into the curriculum, combining digital games and romance languages. In this sense, our objective was to investigate the possible contributions of the intercomprehension approach, allied to the use of digital games, in Portuguese language classes with 8th grade students. The theoretical contribution was based on the concepts of intercomprehension, learning strategies and digital games. The qualitative approach to action research began with the application of a didactic sequence involving a digital multi-lingual game. For data collection, we used semi-structured interview, observation of the teacher-researcher and recording the impressions of students. The results indicated that pedagogical practices that integrate intercomprehension and digital games stimulate the participation of students, in addition to contributing to the development of written comprehension.

Domestic work in the historicity of professional health education: influences on the construction of social image

Erika dos Reis Gusmão Andrade — 2025-02-20

The study explores the historical development of Professional Education (PE) and Professional Health Education (PHE) in Brazil, emphasizing how domestic work has shaped their social image. It presents a review of existing literature from several databases, reflecting on the reality that PE/PHE often caters to individuals from disadvantaged social classes. This educational model maintains a divide between practical work and intellectual thought, reinforcing a social image rooted in representation and emotions. The research suggests that this image is shaped by the inequalities in Brazilian society, where educational dualism persists. Additionally, it highlights the ongoing association of the female gender with caregiving roles, a deeply ingrained gender determinism that perpetuates gender binarism within the education system.

Education and national identity: the role of history teaching at Colégio Pedro II (1837-1850)

Patrick da Silva Pastor — 2025-10-15

This work investigates how the History discipline at Colégio Pedro II contributed to the construction of a Brazilian national identity between 1837 and 1850. The research analyzes the symbolism surrounding the institution’s foundation, the composition of its staff, student profiles, and History teaching programs, using institutional documents from the Documentation and Memory Center (NUDOM), periodicals from the Digital Newspaper Library of the National Library, and official decrees. The analysis is based on a diverse bibliography, including authors such as Vera Andrade (1999), Gondra and Schueler (2008), Beatriz Santos (2011) and Letícia Silva (2023), who address both the historical context and the institution's trajectory. The study aims to understand the political uses of education and to contribute to the historiography of Colégio Pedro II, a traditional and relevant institution in the shaping of national identity.

Conversations and meetings: anticapacitist cartographic writing in a school in Niterói (RJ)

Jussara Silva Cavalcante — 2025-02-05

This article is composed as an effect of a research developed collectively with the research group Workshop for Inventive Training of Teachers of the Graduate Program in Education – Formative Processes and Social Inequalities and a diaristic work of a specialized educational support teacher in a school in Niterói (RJ). The work analyzes capacitism and attitudes of oppression and prejudice about the subjectivities called disabled, through intervention research as a thought exercise that proposes cartography. The writing discusses the effects of a culture of normality, called capacitism. A posture that hierarchizes bodies in relation to people as a function of corponormativity, that defines subjects with a vision of incapacity. It is a problematization that affirms the gesture of meeting, conversation and listening as a possibility to problematize the instituted knowledge.

A educação a distância (EaD) na educação profissional e tecnológica (EPT): lacunas e proposições contemporâneas

Ailton Batista de Albuquerque Junior — 2025-08-04

Contemporaneamente, a Educação a Distância (EaD) tem nas Tecnologias Digitais da Informação e Comunicação (TDIC) suas bases tecnológicas para o desenvolvimento da educação em todos os locais, inclusive, para aqueles menos favorecidos no tocante à oferta de cursos e programas com grande flexibilidade em todos os níveis e modalidades. Nessa perspectiva, a educação profissionalizante em EaD potencializou-se a partir dos anos 2000, possibilitando inclusive que os Institutos Federais de Educação pudessem ofertar cursos técnicos nessa modalidade. O artigo tem como objetivo discutir a pertinência da Educação Profissional e Tecnológica na Educação a Distância (EaD), apontando o uso de ambientes virtuais de aprendizagem (AVA) e metodologias ativas para o compartilhamento de conhecimentos sistematizados. No que diz respeito aos aspectos metodológicos, contou com abordagem qualitativa, mediante pesquisas bibliográficas e documentais. Em síntese, sustentamos que a EPT EaD se constitui como profícua estratégia de acesso ao ensino básico e superior.

Gamification as an active methodology in English language classes

José Rosamilton de Lima — 2025-09-22

This paper aims to study the practice of games and recreational activities in English language classes, focusing on the use of active gamification methodology. The research was carried out in a 9th grade class at a public school in the Alto Oeste Potiguar region. The general objective of this study was to analyze the use of games and recreational activities in English language classes as a stimulus for the development of student learning, also highlighting whether the teacher is applying gamification as an active methodology for teaching this curricular component. This is a mixed approach research, with theoretical studies based on authors such as Lima and Barbosa (2024), Nascimento, Silva and Morais (2019), Martins (2016) and guiding documents such as the PCNs (1998) and the BNCC (2018). The reflections indicate that games and recreational activities, if used appropriately, can stimulate English learning in the school researched.

Digital learning objects for the teaching of chemistry in an inclusive perspective: scientific productions (2019-2023)

Sumaya Ferreira Guedes — 2025-02-10

Digital Technologies, when directed to teaching, are considered Digital Learning Objects (DLO), and can help teachers in classes, making them more interactive and attractive to students. In this sense, the present study aimed to map the scientific productions that address the development and/or use of digital learning objects for the inclusive teaching of chemistry. This is a bibliographic research, with a qualitative approach, which used the Systematic Literature Review as a research methodology. The search was carried out on the Periódicos Capes platform with descriptors “Digital learning objects”, years 2019 to 2023. 14 articles were selected, nine of which involved DLO with chemistry and five that involved DLO and special or inclusive education. Unfortunately, no article was observed that related the use of DLO for the teaching of chemistry from an inclusive perspective.

Between social memory and archives: an analysis of the educational system of Rio de Contas

Alice Angélica Mafra — 2025-08-05

This article aims to analyze the educational system of Rio de Contas-BA through social memory and archival records. It was possible to analyze the references related to education in the municipality, covering both the positive points and the difficulties encountered during this period. This analysis was based on documentary sources found in the Municipal Public Archive of Rio de Contas (APMRC) and data collected from semi-structured interviews with education professionals who worked at the Centro Integrado Rio-contense de Educação e Assistência (CIRCEA). This study adopts Bakhtin’s (1998) discourse analysis approach, exploring the construction of meaning in discursive interactions, based on the category of polyphony. The municipal education system in Rio de Contas is based on CIRCEA, which operated between 1959 and 2007. As well as being a reference in education, CIRCEA is recognized for contributing to the economic development of the municipality in question.

Professional and technological education at IFRO: black women writers in humanistic and omnilateral reading education

Ivonete da Silva Cardoso Vieira — 2025-11-03

This article aims to promote the inclusion of literary works, from the perspective of Black women writers, in the humanistic and comprehensive reading development of students enrolled in the Technical Courses integrated into Secondary Education at the Federal Institute of Rondônia, Porto Velho Calama Campus. The objective is to contribute to the students’ integral and comprehensive reading formation through thematic notebooks about Black women writers and their works, providing possibilities for classroom activities. The research process was characterized as qualitative with an investigative nature, and the methodology used for its implementation was the participatory approach. The result was the dissemination of Black women writers and their literary works within IFRO. In addition to fostering the promotion, reading, and preservation of African and Afro-Brazilian literature.

The effectiveness of the National Common Curricular Base in the practices of kindergarten teachers

Ana Paula do Amaral — 2025-02-23

Basic education has been experiencing the implementation of the National Common Curricular Base (BNCC). This raises the question: How is the BNCC being implemented in the pedagogical practice of kindergarten teachers? The aim is to understand how the BNCC is being implemented in the pedagogical practice of kindergarten teachers. The research is organized from a systematic literature review, carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors: Kindergarten, Pedagogical Practices, BNCC and Public Policies. Eight dissertations and theses were selected for analysis. Limitations were observed in the document in relation to children's education, such as the organization into competencies, the lack of discussion of gender issues, the absence of scientific content and the valorization of the areas of language and mathematics. Therefore, it is necessary for children to have access to scientific knowledge, and we believe that this can be achieved through Historical-Cultural Psychology and Historical-Critical Pedagogy.

The marks of education in the book O Diário de Vovô Pedro (1912-1986)

Charliton José dos Santos Machado — 2025-01-10

The aim of this study was to understand the marks of education present in the autobiographical writing of the personal diary of the former mayor of Cuité, Pedro Simões Pimenta, written between the years 1912 and 1986. This is autobiographical research, supported by the new cultural history. The data were obtained from the personal diary of the autobiographer, published under the title O Diário de Vovô Pedro (Grandpa Pedro's Diary). The study focused on three main perspectives: who writes, what is written, and the relationship of writing with education. It was evidenced that Pedro Simões Pimenta, born in 1896 and deceased in 1989, although inserted in a privileged context for his time, experienced a difficult literacy process. As mayor of Cuité, in Paraíba, he prioritized the education of his constituents, built schools, and appointed teachers. It is concluded that the personal diary, as an egodocument, is a fruitful source for elucidating life trajectory, education, professionalization, thus holding educational historical importance.

Dialogues on the Theme of Medicinal Plants at IFPA – Conceição do Araguaia

Laryany Farias Vieira Fontenele — 2025-03-30

The research analyzed the context of medicinal plants at IFPA – Conceição do Araguaia, investigating the approach to the theme of medicinal plants in the training process in institutional documents, curricula, teaching practices and student participation. Using a qualitative approach, six institutional documents were analyzed, including the PPP, PDC, PPCs and Teaching Regulations, through documentary analysis and semi-structured interviews with teachers and students. The research comprised three stages: pre-analysis, document collection and content analysis. The study categories were identified in the semi-structured interviews: curriculum syllabus, pedagogical didactics, student learning about medicinal plants and the institution's commitment to the subject. The results indicated that the topic of medicinal plants is present in compulsory and optional subjects. However, the institution needs to promote interdisciplinary actions to strengthen the teaching-learning processes on the subject.

Violence against transgender people in Brazil: an integrative review

Iasminny Loiola Teixeira — 2025-08-28

The aim of this integrative research was to identify, analyze, and summarize studies that address transgender people and the various types of violence experienced by them. The research was conducted using two databases: Medline and Index Psychology, using inclusion and exclusion criteria that were rigorously and ethically established. Thus, data was collected, and the central information from the studies were extracted. A total of 15 articles were selected for analysis, all focused on the violence suffered by LGBTQIA+ people. The guiding question was: how has violence against transgender people been addressed in scientific research? The analysis identified 3 categories: studies addressing sociodemographic profiles and the temporal aspect of violence, types of violence, and psychological suffering. The texts analyzed indicated the need to implement public policies that meet the demands of this population, thus implying increased visibility and biopsychosocial care for such people.

The Way of the Turtle: Python and the Turtle Library in Education

Francisco Davi Camilo Ribeiro — 2025-11-10

New technologies have changed the way we live in the current century, generating impacts on the educational environment, which can be enhanced with new methodological possibilities in order to develop student learning. Thus, the objective is to discuss how the application of the teaching methodology proposed by the Logo language facilitates the teaching of programming and some mathematical fundamentals, even when aimed at those with little prior knowledge of this language. The study, which has a qualitative approach, was developed through interactions in the Python environment and its Turtle library, which allowed the execution of some programming commands to exemplify how this language is relevant to the teaching of programming and some mathematical notions. It was evident that this feat enables more constructive, interactive and meaningful learning, when compared to traditional forms of teaching, since the learning subject is encouraged to construct his own learning based on his mistakes, through an interactive relationship within the environment, providing meaningful learning. It is concluded that the programming language is an important mechanism for diversifying formal schooling, especially when it comes to teaching programming and mathematics.

Oral History and its social representations: interview with professor Gisafran Nazareno Mota Jucá

Regiane Rodrigues Araújo — 2025-01-03

This paper is about the results of a dialogue around social and conceptual representations that constitute Oral History. We aimed to broaden the debate around Oral History, as well as to deal with the theoretical and methodological aspects encompassed by this research methodology. Thus, we interviewed Dr. Gisafran Jucá, combining interview methods with autobiographical narratives, based on the contributions of Clandinin and Connelly (2015). This study concluded that Oral History is an ingenious transdisciplinary research methodology, not exclusive to historians, which teaches us to give voice to those overlooked by traditional history and the ruling class. Everyday life is a key element of Oral History: it turns the ordinary into singular memories and extraordinary experiences.

Historicity of the Romani Peoples: the documentary as a historical record and a tool for the dissemination of culture

Tatiane Pires de Oliveira — 2025-10-27

This article aims to present the historical trajectory of the Romani people in Brazil and understand the relevance of using documentary films in high schools to build an education that aims to include knowledge about these people and their cultures in the school environment. To this end, we draw on authors such as Wanderley (2009), Durante (2022), Moonen (1996), and Teixeira (2008). Thus, this is a qualitative, interpretive study based on bibliographic and documentary research, using the documentary Art and Culture: Romani Culture, available on YouTube, as a source of analysis. Thus, the research highlighted the presence of Romani people in different historical moments, demonstrating that documentary films are an important tool for educating high school students about the Romani people and their cultures, presenting themselves as a rich pedagogical proposition.

Human training and preceptorship in multiprofessional residency programs: what does scientific production reveal?

Raphaela Amorim Pinheiro Fernandes — 2025-05-13

This study, configured as a state of art, aims to investigate the scientific production disseminated in the fields of health and education through the analysis of preceptorships in multiprofessional residencies. Searches were conducted on sites such as the Brazilian Digital Library of Theses and Dissertations (BDTD), Scientific Electronic Library Online (SCIELO), as well as mappings in institutional repositories that reflect the intersection of these fields concerning the debate on human formation and professional teaching practice. The categories of preceptorship, health residencies, and continuing health education are approached in dialogue with authors such as Ceccim (2018), Merhy (2004), Sarreta (2009), and Silva (2018). One article, six dissertations, and two theses resulting from searches using descriptors such as "preceptorships," "health residency," and "professional training" were analyzed. The results indicate that, especially from 2015 onward, there has been an increase in research concerning preceptors, formative dynamics, and professional practice.

Aerodynamics and research-based teaching: the perception of club students

Francisco José Pereira da Silva — 2025-09-23

The objective of the work is to analyze the perception of some participants in an activity on aerodynamics in a Science Club. Nine students participated in the meeting, where the principles of aerodynamics were presented through paper airplane models, aiming at the contextualization of theoretical knowledge as well as everyday life (of birds). The qualitative study used Carvalho (2013) as a reference, as did other authors. A Discursive Textual Analysis (Moraes; Galiazzi, 2011) was used to analyze the students' products, especially those of the ship's diaries. As a result, we observed that differentiated and innovative methodologies, such as “Ensino por Investigação”, are promoters of scientific literacy in spaces that do not form teaching. Furthermore, I observed that the students were participatory, expressing what they had understood during the activities. Learning with meaning encourages new concepts to be connected to previous knowledge, creating meaning and significance for learning.

Transforming habits: pedagogical workshop in chemistry teaching on smoking addiction

Khawanny Nathaly Chagas de Sousa — 2025-01-24

Chemistry teaching in the Brazilian educational system reveals a growing gap, making the urgency for reforms and updates evident. Faced with this situation, the methodological approach of contextualized teaching emerged. Teaching workshops suggest that teaching occurs in a situated manner, presenting a dynamic and interactive learning space, where students do not absorb information passively, but actively participate in the knowledge construction process. This article aims to explore the effectiveness of a pedagogical approach that uses a generative theme to discuss the implications of nicotine chemistry, both in traditional cigarettes and electronic devices, with the aim of sparking critical reflection on the implications of smoking, enabling students to become agents of change in society, disseminating knowledge and positively influencing those around them.

Affirmative policies for the consolidation of Inclusive Education: interfaces with school Physical Education in Federal Institutes

Luan Gonçalves Jucá — 2025-08-11

Affirmative policies are proposals designed to equalize access opportunities for historically excluded and marginalized groups in different areas. Thus, we sought to analyze the work of the affirmative policy centers present in the Federal Institutes for the consolidation of inclusive education and its interfaces with school physical education. This is a qualitative and descriptive field research. A semi-structured interview was conducted with 11 Physical Education teachers from Federal Institutes who teach high school classes. The empirical material was submitted to thematic analysis. The results consisted of four themes that evidenced the teachers' perception of the importance of Napne, Neabi and Nugs/Nuged for the consolidation of social justice within the educational institution and the implementation of political-pedagogical practice in Physical Education in schools. We concluded that these centers assist the teaching work with the themes of race, gender and disability, enabling the effective inclusion of all students in the educational process.

Teachers' lounge as a place of memory: narratives of retired teachers in the interior of Bahia

Iraci Souza Nunes Marques — 2025-09-17

This study conceives the teachers' lounge as a place for the (re)construction of retired teachers' memory. The analyses were based on a theoretical mapping of scientific data regarding the theme and on the collection of testimonies grounded in the discussions of Halbwachs (1990), Ricoeur (2007), Benjamin (1987), De Benedictis (2020), Nora (1993), and Bondía (2002). The phenomenological-hermeneutic method enabled visibility to testimonies, valuing their contributions and impressions of the memories constructed in the teachers' room, their knowledge and experiences. Semi-structured interviews and a 'memory workshop' were also conducted. Through the analyses, we can perceive the relevance of the retired teacher's perspective on their memories constructed in the teachers' room, the work done with students, the joys, but also the difficulties experienced both in the exercise of the profession and in the path of retirement, of forgetfulness. The (re)constructed memories became a trace of the experiences of retired teachers in the aracatuense society.

A look beyond the COVID-19 pandemic: the use of DICTs in education

Cristiano Balbino da Silva — 2024-01-24

The desire for education integrated into the digital world has grown significantly in recent years and the COVID-19 pandemic forced the Brazilian educational system to transition to teaching mediated by information and communication technologies. This study reports data from a survey with teachers from two public educational institutions, regarding the use of digital information and communication technologies in the school context, before, during and after the COVID-19 pandemic, with the aim of identifying the legacies left for the experience of teaching practice in this chaotic period of humanity. This research has indicated that approximately 61% of teachers used technological resources to mediate the teaching and learning process. In the post-pandemic scenario, 34% use it sometimes and only 5% said they stopped using it. Upon returning to face-to-face classes, teachers noticed simple changes in the institutions’ infrastructure.

Educational practices during Carnival: Autism among confetti and streamers

Perolina Souza Teles — 2025-09-09

This essay aims to project symbolic references made to autism, capturing images from Carnival parades inspired by “Autistic Identity,” in order to reflect on them from an educational and inclusive perspective. In this context, the samba schools Dascuia and Princesa do Igaraçu are highlighted. In 2024, they presented the themes “Colors of the heart: a journey through autism” and “Make way and let autism shine,” respectively. The text also addresses the Galo da Madrugada Carnival block in 2025, which dressed its mascot with autism symbols, and the band Nação Zumbi, which dedicated its performance at Marco Zero to autistic individuals, wearing socks with puzzle piece patterns. The purpose of this text is not to offer a negative critique of these awareness strategies; however, it concludes that it is important to challenge this debate beyond festive colors, which may unfortunately reduce the identity cause to a one-off and superficial expression.

Epistemological dilemmas and curricular conflicts in IFCE Music degree courses: Expert-centered evaluation

João Paulo Ribeiro de Holanda — 2025-02-18

The aim of this article was to analyze the syllabus of the Language and Musical Structuring I (LEM I) curricular component in the Music degree courses at the Federal Institute of Ceará (IFCE), from the perspective of expert-centered assessment, based on a decolonial approach to musical learning. In terms of methodology, the research is descriptive in nature, constituting a case study, using the quadrupole method and a quantitative and qualitative treatment of the data. The analysis of the experts – ten music graduates from three regions of the country – showed that 60% of them considered that the LEM I curricular component lacked contextualization; 70% did not judge it to be current; and 80% assessed that the syllabus was not relevant. The hypothetical suspicion of a Colonial Matrix of Power present in the IFCE music curriculum was confirmed.

Assessment tools and practices in early childhood education: reflections on the role of children’s participation

Carlos Rafael Monteiro Brasil — 2025-09-30

The evaluation of learning is conceived as a guiding dimension of the learning process and serves as a support for pedagogical (re)planning. In this article, we reflect upon assessment tools and children’s participation based on a supervised internship experience carried out at a Municipal Child Education Center (CMEI) in Manaus. This qualitative research is a descriptive and reflective study. We combined the analysis of field notes with a literature review on learning assessment in early childhood education, drawing on contributions from the Sociology of Childhood and the Pedagogy of Childhood. From this study, we understand that children’s participation in assessment contexts within schools remains a challenge for teachers, as it requires that assessment experiences reflect participatory choices and strategies that position children as co-participants.

The socio-educational role of the school curriculum in preventive education

Maria Eliana Soares — 2025-01-03

This article talks about the project School: Academy of Life (March/2017 to January/2018), which objective was helping the prevention to the risk of use and abuse of drugs by children, teenagers and young people, establishing attitudes of support and orientation to students of the middle school, through the interdisciplinary activities in the school curriculum. It refers to a volunteer project of the Pope John XXIII Association in Brazil and consists in one
research-action of qualitative board. Data was collected through the application of questionnaires, daily observations and testimony, through a volunteer action at a municipal public school in Castanhal (PA). For the thematic discussion, the technique of discourse analysis was used (Bardin, 2016). The founds indicated that educating for the prevention involves more than teaching contents. The results reinforce that the social importance of the school, which is going beyond the official curriculum (Faleiros; Faleiros, 2008), preparing for life and strengthening against marginalization

Challenges and strategies in mathematics education for young people and adults (EJA): a systematic literature review

Jailson Carlos da Silva Barbosa — 2025-05-08

This article analyzes academic production on mathematics education in Youth and Adult Education (EJA) through a systematic review (Sampaio; Mancini, 2007). The databases used were SciELO, SciVerse Scopus and LILACS. The results point to three essential aspects: reading and writing barriers that make it difficult to solve mathematical problems (Smole; Diniz, 2001); the insertion of innovative pedagogical practices to improve mathematics teaching in EJA; and valuing students' experiences and cultures for more inclusive learning (D'Ambrosio, 1990; Fonseca, 2020). We conclude that, despite advances, it is essential to understand the students' context, give voice to their experiences and avoid the infantilization of mathematical teaching.

PIBID and Pedagogical Residency: revealing narratives of identity construction and agency in teacher education

Patricia Correia de Paula Marcoccia — 2025-10-08

This article aims to present and analyze the insights of Pedagogy scholarship holders regarding both the PIBID and the Pedagogical Residency programs. Among the formative activities, students are invited to produce narratives with the pedagogical intent of tracking their constitutive process in the profession. This process emerges through participant observation and mobilized learnings as they experience teaching situations and school management. The analyzed narratives correspond to a synthesis of the period between 2022 and 2024. Anchored in Bardin’s content analysis technique, we identified elements that prove promising in the training of future teachers and pedagogues. The results point to robust theoretical-practical training, professional identity and the student protagonism, as well as a sense of belonging, connections with public schools, and horizontal dialogue between higher education and basic education.

Meanings by physical education students about inclusive/adapted practices

Airton de Lima Oliveira — 2025-03-06

The aim of this study is to discuss the meanings given to inclusive/adapted practices by Physical Education undergraduate students at a private higher education institution. The research was carried out with seven students and consisted of three main stages: 1) Survey, study and integrative literature review; 2) Field research; workshops; and semi-structured interviews. Data was analyzed using the methodological proposal of nuclei of meaning. According to the interviewees, it is through preparation - in the disciplines - that students will be able to experience inclusive/adapted activities, and the teacher is a subject who plays a fundamental role in inclusion at school, as they are responsible for mediating the pedagogical practice. The results indicate that initial training is fundamental for preparing future teachers to implement inclusive practices, although the participants report challenges and the need for more practical experience during their training.

The appropriation of digital culture in teacher’s pedagogical practice

Adriana Gomes Alves — 2025-04-02

This article presents a literature review on the relationship between digital culture and teaching practice. The concept of digital culture is based on Lévy's theory. A qualitative approach to research and bibliographic analysis was adopted, using the Integrated Library System of the University of Vale do Itajaí [Univali] (SIBIUN) as a search field, through combinations of descriptors that allowed to obtain results according to the topic, considering a time frame from 2018 to 2024. The analysis highlights the need to integrate pedagogical practices focused on digital culture in teacher education programs and in-service training of existing teachers. Furthermore, they reveal the insecurity and lack of preparation among teachers to address this topic in their activities, underscoring the importance of fostering discussions and new research on the subject within educational spaces.

Prior knowledge of Biology teachers regarding potentially significant strategies and approaches

Aleson da Silva Fonseca — 2025-10-23

We investigated Biology teachers’ prior knowledge of teaching strategies and approaches with the potential to promote more meaningful science teaching, focusing on socio-scientific issues (SSIs). The data were collected during a teacher training course using a semi-structured questionnaire administered during the first training session. Response analysis was conducted based on categorization. The results reveal teachers' limited knowledge regarding the use of teaching resources, especially regarding SSIs and thematic inquiry. Alternative conceptions of teaching planning focused on scientific literacy were also identified, reflecting a still reductionist and Cartesian view present in the minds of these professionals. We emphasize the importance of expanding teacher training programs to provide tools that favor the use of more meaningful teaching methodologies, fostering greater confidence and pedagogical autonomy among teachers.

Autobiographical Narrative: the teaching experience at YAE Prison in Boa Vista-Roraima

Joseane Elizabeth Soares Assunção — 2025-03-08

The article discusses the Youth and Adult Education program at the State School Professora Crisotelma Francisca de Brito Gomes, located within the Monte Cristo Agricultural Penitentiary and the male and female jails in Boa Vista, RR. This initiative results from technical cooperation between the State Secretariat of Justice and Citizenship and the State Secretariat of Education and Sports. Our goal is to critically reflect on the teaching experience in prison-based Youth and Adult Education. Through the analysis of this experience, we have identified the importance of specialized, continuous training for educators operating within the prison system. We employed qualitative methodologies, including documentary research and autobiographical narrative. Our findings indicate that the legal framework governing Prison Education in Brazil, and particularly in Roraima, underscores the necessity of fostering educational processes within this context to reclaim education as a public policy right.

Pedagogical workshop on teaching textual genres: a teaching resource applied to integrated high school

Magda Freitas Medeiros — 2025-08-12

Pedagogical workshops are a structured activity that aims to promote learning and the exchange of knowledge in a dynamic and participatory way. Participants play an active role, exploring concepts, solving problems and sharing experiences. This article is an excerpt from a dissertation. The methodology used was action research, with a qualitative approach, using a preliminary questionnaire for students, interviews with teachers and coordinators, the implementation of the pedagogical workshop, followed by evaluation using questionnaires. Data analysis was carried out using the Bardin technique (content analysis). The pedagogical workshop was applied to the 1st year class integrated into the technical aquaculture course. The results show that teaching textual genres, as well as reading and interpretation, contribute to the development of student autonomy, criticality, good communication and expressiveness, thus seeking comprehensive training.

The construction of the trans character in “Other Women” by Casey Plett: a dialogic analysis

Válber Rodrigo Ribeiro de Medeiros — 2025-10-07

In order to understand the construction process of the trans character who stars in the short story “Other Women” (Plett, 2014), our research used Bakhtin’s theory of the novel (2015) as a theoretical contribution. Thus, establishing a dialogue between form and content, we analyzed the conflicts that afflict the story’s protagonist and the language used to represent them, thus seeking to extract the ideological value of the lexical choices made by the author. As a result, we could observe that the subjectivity of the character is constantly threatened by the authoritarian discourse of cisnormativity, which makes her seek an ideal of femininity based on submission, at the same time that it compels her to perform a gender binarism in a compulsory way.

The past in the present: the Dictatorship Military in the educational context among sensitive topics

Cleusa Teixeira de Sousa — 2025-03-06

The Military Dictatorship in Brazil is a sensitive subject, especially in the educational context, due to the intentional erasure of evidence and memories dating back to the events of that period. Conservative groups tend to disqualify humanities disciplines with frivolous attacks that have no scientific basis. They suggest historical revisionism without a theoretical and/or epistemological basis to structure a reflexive critical analysis of the facts. The aim of this article is to contribute to studies on the subject, as well as to highlight the importance of humanities teachers in strengthening educational practice around human rights by establishing critical reflections on themes such as the Dictatorship, an event that seemed to have been overcome by time, but which still remains in the shadows in the present. To this end, we will establish dialogues with Reinhart Koselleck, Maria Lígia Coelho Prado, Rodrigo Patto Sá Motta (2021), the Brazilian Constitution of 1988 and the Declaration of Human Rights (1948).

Analysis of biology textbooks: are they suitable for preparing students for the ENEM?

Maria Clara Alves Pereira — 2025-11-21

This study aimed to analyze Biology Textbooks in light of possible similarities between the content covered and the ENEM questions. For this purpose, a qualitative research was carried out, based on the Discursive Textual Analysis (DTA) methodology. The object of this research was 29 ENEM questions, present in the 2018 to 2023 exams, about the theme “molecules, cells and tissues”, in addition to two collections of Textbooks approved by the PLND (2018 and 2021). Among the results, it is worth highlighting that the analyzed textbooks present a non-illuminating approach for most of the questions analyzed, even in the collection updated with the National Common Curricular Base (BNCC), it was still possible to verify the presence of terms in the ENEM exam questions that are not addressed in the textbooks.

Inclusive Education and Science: Approaches for Students with ASD in Monte Negro (RO)

Marcia Íris Barbosa — 2025-09-22

The aim was to identify elements in teacher training, analyze teachers’ conceptions about the educational process of students with ASD and science teaching, and examine the challenges faced by educators in this context. A qualitative approach was adopted using questionnaires, direct observations, and document analysis. Results highlighted the need for enhanced teacher training, improved school infrastructure, and greater availability of adapted materials. Despite limitations, diverse pedagogical strategies were observed, reflecting teachers’ efforts to foster inclusion. It is concluded that investing in continuous training, adequate resources, and institutional support is essential to ensure inclusive and high-quality education for students with ASD.

Perception of quality in higher education: student analysis of a philanthropic institution

Artur Ribeiro de Assunção — 2025-04-24

The objective of this study is to highlight the students' perception of the relationship between organizational management and innovation strategy indicators and the quality of teaching at a philanthropic HEI. To measure the quality of teaching, an adaptation was used with theoretical indicators on the Organizational Management Strategy and innovation with the complement of the HEDPERF model by Firdaus (2006). As a statistical model, Structural Equation Modeling (SEM) analysis techniques were applied. The results suggest that both the Organizational Management Strategy and innovation are positively associated with the perception of the Quality of teaching at the HEI. As limitations of the research, the restriction of the specific sample and the impossibility of generalizing the results stand out, since only one educational institution that falls into this category of philanthropic HEI was evaluated.

Teaching mathematics to students with intellectual disabilities: a systematic literature review

Maycon Hryniewicz de Almeida — 2025-10-30

The inclusion of students with Intellectual Disabilities in Mathematics teaching presents challenges that demand effective pedagogical practices. The objective of this study is to analyze pedagogical practices in teaching Mathematics to students with ID. The methodology adopted was a Systematic Review, through the Methodi Ordinatio, covering the period from 2018 to 2023. The Web of Science, Scopus, Science Direct and SciELO databases were consulted, using the descriptors "Mathematics", "Intellectual Disability" and "Special Education". The results indicated that inclusive pedagogical practices, such as the use of concrete materials, games and educational software, are effective in teaching and learning these students. However, challenges such as scarcity of resources, need for curricular adaptation, effective legislation and continuous professional development of teachers were highlighted. It is necessary to invest in continuing education, ensure access to adequate resources and promote inclusive educational environments that provide all students with opportunities for meaningful learning in Mathematics.

Racial relations in the medical program at the Federal University of Pará: experiences of black and white students

Josiney da Silva Trindade — 2025-09-01

In this article, we analyze the perceptions of black and white students regarding race relations in the Bachelor’s Degree Program in Medicine at the Federal University of Pará, Altamira Campus. We conducted a field study with a qualitative approach, collecting data through open interviews and simple observation.
The results reveal the complexity of racial dynamics in the studied context, with harmonious coexistence and episodes of racial tension. In this context, silence is used as a strategy to avoid confronting racial issues. Furthermore, racism affects the subjectivity of black students, who face stigmas and stereotypes that question their legitimacy. There is also the formation of support groups and solidarity networks among black students as forms of resistance and strategies for remaining in the course, which highlights their resilience as well as the limitations of institutional policies in promoting a truly inclusive and anti-racist university environment.

Semi-presential teaching and the challenges for digital empowerment in Adult and Youth Education (EJA)

Patrícia Flávia dos Santos Cau — 2025-03-08

The integration of digital technologies into Adult and Youth Education (EJA) faces numerous challenges, particularly regarding students’ familiarity with these tools. This article presents the outcomes of a project implemented in a public state school in Espírito Santo, Brazil, adopting a blended learning methodology. Pedagogical actions, including training workshops for teachers and students and practical digital literacy strategies, were developed. The primary goal was to ensure equitable access to digital technologies, recognizing their role as essential tools for students' academic, social, and professional development. The findings suggest that, despite initial difficulties, well-structured pedagogical interventions and institutional support can promote digital inclusion and foster digital emancipation in the EJA context.

Three decades of the Salamanca Statement: state of knowledge related to publications on this milestone for inclusive education

Liliane Maria Vieira Silva — 2025-11-03

The Salamanca Statement, signed in 1994, is a milestone for Inclusive Education and continues to be a reference in educational policies, especially with the increase in the number of Special Education students in regular schools. Based on this, we conducted a qualitative-descriptive study, through a systematic bibliographic review named State of Knowledge type. The results were divided into four emerging categories: (i) discussions on Inclusive Education and public policies; (ii) aspects of Special Education and Specialized Educational Services; (iii) presence of Special Education students in Brazilian public schools; and (iv) bibliographic research on the Salamanca Declaration. We conclude that the document continues to be an important reference for actions aimed at educational inclusion, influencing pedagogical practices and academic research. Its legacy reinforces the need to overcome normative and structural barriers in schools, contributing to educational reforms that guarantee the right to education for all, with acceptance and respect for differences.

Forms of capital and family influence on school performance from the perspective of Sociology of Education

Deisilucy de Aragão Fernandes Sequeira — 2025-10-16

This article presents fundamental concepts of Pierre Bourdieu and James Coleman to the Sociology of Education field, as well as the reflexions and contributions of differents authors aiming to show the influence of different forms of family capital on children's academic success. The work made used of a consistent bibliographical review which, in dialog with a data from the Results Report of the Basic Education Assessment System (SAEB) – Volume I (Brazil, 2021), identified the influence of family support and participation on the students’ academics results. The conclusions of this study indicate that different types of capital, cultural and social, have meaningful effects on student performance, whether through support, encouragement and family participation in their children's studies or through the mobilization of the family support network, in which the 'family dialogue' and 'family educational resources' can become distinctive factors.

Children with Autism Spectrum Disorder (ASD) in Early Childhood Education

Lilian Mari Sabidot — 2025-10-10

This theoretical article, based on a literature review, aims to identify trends and theoretical-methodological contributions from graduate research conducted between 2021 and 2024 on the inclusion of children with Autism Spectrum Disorder (ASD) in Early Childhood Education. Theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations (BDTD) were analyzed using the keywords: “early childhood education,” “inclusive education,” “autism,” or “ASD.” Thirteen studies were selected and discussed through thematic analysis, organized into three categories: diagnostic assessment of ASD, teachers’ and families’ perceptions of inclusion, and inclusive pedagogical approaches in Early Childhood Education. The results indicate advancements, such as valuing diagnostic practices sensitive to children’s individual characteristics, the need for continuous professional development for teachers, and the importance of collaborative relationships between family and school. However, barriers persist, especially limiting conceptions about child development and the insufficiency of integrated public policies.

Fractal geometry in basic education: a systematic review of pedagogical approaches and learning strategies

Jairomar de Araújo Sobrinho — 2025-07-21

This study aims to map and analyze research that proposes didactic activities focused on Fractal Geometry in Mathematics education, identifying methodologies, resources used, and their impact on the learning process. Through a systematic literature review (SLR), nine dissertations were selected from CAPES journals and the PROFMAT repository. The results show a growing presence of Fractal Geometry in high school education, with frequent use of software such as GeoGebra and manipulative materials that enhance visualization and experimentation of fractal concepts. Pedagogical approaches such as constructivism and interactionism are also observed, promoting active student learning. It is concluded that the inclusion of Fractal Geometry can contribute to student motivation and engagement, although challenges remain, such as the need for greater integration with other areas of knowledge and the inclusion of programming education as a complementary tool.

Liberating pedagogy and decoloniality: dialogues among Paulo Freire, Enrique Dussel, and Ramón Grosfoguel

Melissa Dandara de Oliveira Duarte — 2025-10-21

The colonization of Latin America was a historical event that impacted the entire world, leaving enduring consequences that persist to this day, such as Eurocentrism and epistemic racism/sexism, which have entrenched their claws into Westernized universities, hierarchizing epistemologies. In this context, Enrique Dussel and Ramón Grosfoguel propose pluriversal transmodernity, a decolonial project aimed at fostering intercultural philosophical dialogue among all peoples, promoting the valorization of epistemologies marginalized by Europe and the United States. Paulo Freire, with his Liberating Pedagogy, contributed through his proposal to appreciate popular knowledge, emphasizing the importance of recognizing the social, historical, and political context in which individuals are situated. Therefore, the objective of this article is to correlate the ideas of Freire, Dussel, and Grosfoguel, aiming to contribute to a debate that inspires decolonial and emancipatory educational practices, centering the knowledge produced by Latin American authors.

Literacy and Autism Spectrum Disorder: inclusive pedagogical intervention

Eliana Pereira Gomes — 2025-10-07

This article analyzes a pedagogical intervention with a student with Autism Spectrum Disorder (ASD) undergoing literacy development in a multigrade rural school. In the absence of Specialized Educational Assistance, the teacher-researcher developed inclusive strategies grounded in attentive listening, visual resources, and structured routines, taking into account the student's interests and everyday life. The qualitative methodology was inspired by action research, integrating theory and practice. The results indicated progress in communication, engagement in activities, and the building of affective bonds, even though alphabetic writing was not fully consolidated. The experience highlights the potential of inclusive literacy in rural contexts, emphasizing teacher commitment and listening as core educational principles.

This study aims to analyze the experiences of accounting students who are members of the Tutorial Education Program (PET) in carrying out actions involving university extension and its relationship with academic and professional training, in light of the Theory of Experiential Learning. As a data collection instrument, documentary research and narrative interviews were used, involving the participation of nine students who have been or are part of the PET accounting program. After data collection, the data were processed through content analysis, characterizing the study as qualitative research. The results of the research indicated that extension actions are important and relevant to the academic, professional, human and civic training of students. Interaction with the communities and institutions served allowed students to develop skills, better assimilate theoretical content, combine it with practice, and contribute to personal and professional growth.

Avena Gomide Porro Ferrari — 2025-01-24

This study aims to analyze the experiences of accounting students who are members of the Tutorial Education Program (PET) in carrying out actions involving university extension and its relationship with academic and professional training, in light of the Theory of Experiential Learning. As a data collection instrument, documentary research and narrative interviews were used, involving the participation of nine students who have been or are part of the PET accounting program. After data collection, the data were processed through content analysis, characterizing the study as qualitative research. The results of the research indicated that extension actions are important and relevant to the academic, professional, human and civic training of students. Interaction with the communities and institutions served allowed students to develop skills, better assimilate theoretical content, combine it with practice, and contribute to personal and professional growth.

Using social media for daily, critical and reflective reading

Cicero Edissandro dos Passos — 2025-06-23

This work is about an action research developed at Luiz Gonzaga de Alcântara High School, in Tarrafas-CE, through a project and is justified by the need for actions that motivate reading, using technology as an ally. A reading that provides reflections on various themes, highlighting those associated with ethnic-racial relations. In this sense, the general objective of the research is to develop and strengthen the habit of daily reading, using social networks as a strategic tool. For the development of the project, qualitative and quantitative research was used, questionnaires were applied at the beginning and end of each phase of the project, daily text posts on Instagram and thematic weeks were held. The theoretical basis is based on Almeida (2010), Santos; Oliveira; Melo (2021), Ribeiro (2019), Evaristo (2020), among others. Finally, it is found that the daily reading habits of the target audience improved, developing anti-racist awareness and dialogues on ethnic-racial relations.

Jump and watch: norms of masculinities in the play of a “black queer child”

Silas Miquéias da Silva Boldo — 2025-12-01

This article aims to analyze the processes of subjectivation and bodily production, with emphasis on gender and sexuality dynamics observed in the games of “jumping elastic” and “jumping rope” in a public school in Porto Ferreira, São Paulo, during Elementary School I, between 2001 and 2005. The study is autobiographical, in which the author conducts a reflective analysis of his own memories, aiming to understand how the construction of masculinities and the experience of being a “black queer child” manifest in educational formation. The reported experiences were interpreted considering ethical aspects related to confidentiality and the critical analysis of personal experiences. It is observed that these influences extend beyond the school environment, encompassing recess and family interactions, where tensions related to religiosity and gender and racial expectations emerge. Finally, the article discusses how certain behaviors are naturalized as exclusive to boys or girls, reflecting established social norms.

Teaching science in laboratory animals and imaging diagnosis in ludovicense veterinary medicine

Hugo Leonardo Melo Dias — 2025-04-02

Veterinary medical education is governed by national curricular guidelines (Brazil, 2019), through which universities establish their pedagogical course projects (PPC). This research involved an active search for documents (PPC and syllabi) with the aim of visualizing the teaching offering of Science in Laboratory Animals (CAL) and Diagnostic Imaging (DI) in the Veterinary Medicine course at the State University of Maranhão, prioritizing the Political Pedagogical Projects in the period 1995 and 2021. The data obtained showed implementation, changes in syllabi, nomenclature and workload of the DI discipline. On the other hand, the CAL subject was never offered as an elective or mandatory course during the period studied. It was concluded that the DI discipline was offered with a reduced workload, challenging teachers to change teaching methodologies. On the other hand, the course does not prepare Veterinarians to work in the CAL area nor does it sensitize them to issues pertinent to the area.

High school and portuguese language in Brazil: legal changes and critical implications from Marcuse's perspective

Geane Izabel Bento Botarelli — 2025-06-23

This study investigates the transformations in the teaching of Portuguese Language in Brazilian high schools, based on the National Education Guidelines and Framework Law (LDB) enacted throughout the 20th and 21st centuries. This qualitative research, with a descriptive and exploratory character, adopts Bardin’s (2011) content analysis, structured in three stages: pre-analysis, material exploration, and treatment of results, inference, and interpretation. The corpus comprises legal documents and their pedagogical implications. The analysis reveals that semantic changes reflect political, social, and economic dynamics that impact educational practice. Based on Herbert Marcuse’s critical theory, the study problematizes normative language as an instrument of social control, emphasizing instrumental competencies and limiting students’ critical and dialectical formation, thus favoring the reproduction of one-dimensional thinking. The study advocates for the teaching of the mother tongue as a tool for emancipation, capable of developing critical awareness and promoting transformation.

Education and work: settlers' perceptions at the time of the CANG

Neusa Maria dos Santos — 2025-06-06

This article analyzes the Colônia Agrícola Nacional de Goiás (CANG) from the settlers’ perspective, relating their experiences to the political regime of the time, the lack of public and social policies in education, and the political formation of youth and adults, emphasizing generational impacts. It highlights social resistance movements and the political alienation of vulnerable groups, often deprived of basic education and dignity, and excluded from social policies. The study also discusses how the discourse of progress and technology contributed to this marginalization. This is a qualitative study with historiographic elements, based on documentary and bibliographic research, including texts written by former settlers who became literate through youth and adult education (EJA). The analysis draws on works by Sayão (1985) and Dutra e Silva (2002, 2017), as well as interviews and historical documents about CANG.

The importance of feminist education: a report of awareness in a 2nd year class of integrated high school at IFPA

Marina Denise Hollanda Souza — 2025-11-10

This article analyzes the results of educational practices in the context of feminism, based on the formative experiences obtained in the research project “Women's writing in Amazonian and Latin American literature”. The study emphasizes how feminist education, based on specific methods and content that address the reality and experiences of women from a gender perspective, contributes to expanding students' sociocultural repertoire, helping to develop their writing for the Enem exams. During the teaching-learning process, two awareness-raising actions were carried out that promoted critical and reflective action by students in deconstructing patriarchal culture and defending gender equality. The theoretical references are based on Simone de Beauvoir (2009), Françoise Vergès (2020) and Pierre Bourdieu (2017), which explore structural machismo and patriarchal society, highlighting how these structures relegated women to a position of inferiority in a society marked by phallocentrism and classist gender categories, and Hooks (2018) with regard to the importance of feminist education in the context teaching-learning.

Mini-CEX as an assessment strategy for nursing students: an integrative review

Brígida Maria Diniz — 2025-04-21

This study aimed to evaluate the use of the Mini-Clinical Evaluation Exercise (Mini-CEX) as an evaluation tool in the training of nursing professionals. To this end, an integrative literature review was carried out, covering studies that applied Mini-CEX or adapted versions of the tool in nursing teaching contexts. The research showed that Mini-CEX has emerged in the training of nursing students as an alternative to the traditional assessment models previously used, in addition to guaranteeing good results in the ongoing training of professionals already in the job market. The positive impact of the feedback proposed at the end of the Mini-CEX application on student training was also observed, providing opportunities for critical and reflective learning. We concluded at the end of this study that the use of assessment tools based on the Mini-CEX can be advantageous in the training of nursing students and professionals and should be encouraged.

Emotional education in Social Inclusion Projects: the expression of emotions in karate

Jose Antonio Vianna — 2025-09-27

Understanding the effects of sports practice in Social Inclusion Projects (SIP) on the expression of students' emotions can provide support to teachers for planning and conducting the teaching process. Thus, this comparative study aimed to identify the expression of emotions of 30 public school students (male = 18; female = 12), aged 11 to 15 years (M age = 12.9), who were beginners in karate in SIP. The subjects answered the Games Emotion Scale II after a kata class and a kumite class. According to the statistical analysis, positive emotions were significantly higher than negative emotions in both kata and kumite practice. Positive emotion in kata was significantly higher than the same emotion in kumite practice, while expression of the negative emotions anger and sadness were significantly higher in kumite practice than in kata practice.

The ethnic-racial relations and the agricultural course at IFRN: a content analysis

Izabel Cristina Leite de Lima — 2025-04-17

The object of this study was the teaching of racial-ethnic relations in the Integrated Technical High School Course in Agriculture at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Apodi Campus, with the aim of identifying and analyzing elements of the Course Pedagogical Project (PPC) that relate to the Principle of Political and Historical Awareness of Diversity, as outlined in the National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. To this end, a content analysis based on Bardin was carried out. The hypothesis was that the discussion on Teaching Ethnic-Racial Relations in the course's PPC was in the field of transversality and that the discussion only covered the subjects defined by Laws 10.639/2003 and 11.645/2008. The first hypothesis was fully confirmed and the second partially.

(Auto)biographical narratives and teacher training: analysis of dissertations and theses produced in Brazil

Natália Parente de Lima Valente — 2025-01-03

This literature review study aims to present the state of the art of research developed in Brazilian Postgraduate programs at the stricto sensu level on (auto)biographical narratives and teacher training. The research was carried out in the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) and in the Capes Catálogo de Teses e Dissertações in March 2024. Based on the pre-established criteria, a total of 108 works were found, including theses and dissertations, with 30 in the Capes Catálogo de Teses e Dissertações and 78 in the BDTD. The results found indicate the diversity of works that seek to understand the teacher training process through the valorization of subjectivities, a practice that is based on narratives, as an approach to biographical research. It also reveals that there is still a lack of studies aimed mainly at doctoral research involving the topic, therefore highlighting an important path to be followed.

Rap pedagogies: rap as a possibility of pedagogical pluralization

Adilson Cristiano Habowski — 2025-05-23

The article revisits the concept of pedagogy, traditionally limited to schooled education, and explores how contemporary educational practices, such as rap, can expand this definition. Historically seen as a uniform and normative model, Pedagogy has not been able to cope with practices outside the school environment. The text suggests a redefinition of Pedagogy to include cultural and social approaches, highlighting rap as a form of cultural pedagogy. The research investigates how rap, as a cultural and musical practice, can be understood as an unconventional pedagogical instrument that teaches and forms subjects. In methodological terms, this is a qualitative study with an exploratory and explanatory approach. It adopts a critical and intersectional perspective, where the study argues that the rapper, as an intellectual and activist, challenges established norms and promotes reflection and social transformation, representing a powerful form of pedagogy in the current cultural and social context.

Experiences and contributions of Pibid-Physical Education to teacher training

Karen Simas da Rosa — 2025-07-25

The research aimed to investigate the experiences and possible contributions of Pibid to the initial training of future Physical Education teachers. This is a qualitative documentary study that explored field diaries containing records of activities developed in the collective meetings, held online, of Pibid Physical Education at Santa Catarina State University (2020-2022). The data shows that the activities developed by Pibid, such as roundtables, lectures, participation in events and the preparation of documents, contributed to bringing the school context closer, favoring the exchange of experiences between teachers and scholarship holders and training for teaching Physical Education in schools. It can therefore be concluded that the experiences promoted by Pibid-Physical Education contributed to broadening the participants' training experiences and to developing the teaching identity of future teachers, overcoming the challenges imposed by remote teaching.

Luiz Gonzaga’s songs in Youth and Adult Education (EJA) as pedagogical tools for valuing cultural identity

Rodrigo José Araújo de Jesus — 2025-09-24

Youth and Adult Education (EJA) requires methodologies that value students’ culture and experiences. This documentary and analytical study investigates the potential use of Luiz Gonzaga’s songs as a teaching tool in EJA, promoting meaningful learning and student engagement. The research selected 23 of the artist’s songs and analyzed their applicability in different curricular components. The methodology involved associating the songs with specific knowledge areas and their respective learning objectives, providing a contextualized teaching approach. The results indicate that the musical approach encourages active student participation, strengthens Northeastern cultural identity, and expands pedagogical possibilities in EJA. It is concluded that music, beyond being an artistic resource, is a powerful educational strategy, fostering critical thinking and interdisciplinary learning.

Literacy at the Right Age Program (PAIC) in Ceará: achievements, contradictions and challenges

Joana Adelaide Cabral Moreira — 2025-03-24

This article reveals the results of an investigation carried out with education professionals working in the Literacy Cycle of municipal public schools, who weave the Literacy at the Right Age Program (Programa Alfabetização na Idade Certa – PAIC) into their daily teaching practices. The general objective was to investigate the impact (achievements, contradictions and challenges) of the PAIC on the social quality of teacher training and teaching in the early stages of basic education in the Central Hinterland of Ceará. This study was based on analyzing the theoretical categories of teacher training, language, children and human emancipation, supported by the concept that the educator is a socio-historical subject. As a methodology, we used a qualitative case study approach, based on historical and dialectical materialism. The results of this study include the perception that PAIC contributes significantly to overcoming persistent school failure.

Playful memories of educators in early childhood education

Maria do Socorro Almeida Rêgo — 2025-05-13

This study explores the playful memories of educators working in Early Childhood Education. The primary objective was to analyze the significance of these memories and the importance of integrating them into the educational setting. The research employed a qualitative, bibliographic, and documentary approach. Data was collected through semi-structured interviews with two teachers from the municipal education network in Pau dos Ferros/RN. The gathered information was subsequently analyzed using Bardin's content analysis technique. The findings indicate that playfulness plays a crucial role in child development. By incorporating traditional games into their pedagogical practices, teachers provide opportunities for these games to be revisited and reconstructed within students' memories, while also fostering the development of personal, cultural, and social identities. Based on these results, the study emphasizes the value of teachers rediscovering and sharing games from their own childhoods, enabling children to experience them within the school context.

Impacts of the pandemic on the mental health of postgraduate students

Emanoela Thereza Marques de Mendonça Glatz — 2025-10-28

This bibliographic and field study aimed to explore the perceptions of students in the Postgraduate Program in Education (PPGE) of a state university in Paraná, regarding the mental health of postgraduate students and the difficulties they experience in the context of the COVID-19 pandemic. The research included the participation of 76 postgraduate students who completed, remotely, an intersectional survey with 69 questions. The data collected revealed that postgraduate students, during the pandemic crisis, suffered from stress, anxiety, insomnia, lack of motivation, had difficulties in the frequency and quality of sexual interactions, as well as increased consumption of alcohol and psychotropic medications.

The Tauá River as a pedagogical tool

Luiz Eduardo da Silva — 2025-01-21

The general objective of this article is to present pedagogical proposal developed together with the teachers at a country school, to take into account the peculiarities of the countryside, waters and forests, especially the Amazon region. The specific objectives presented are: to understand, through the narratives, the relationship between the community’s oldest residents with the Tauá River, as well as holding a workshop with teachers of geography, science, art and history to develop teaching proposals for 6th grade students. To this end, the methodological procedure used qualitative research, considering the links of oral history, carried out in a countryside school in Santo Antônio do Tauá (PA), with 8 subjects, 3 of whom were teachers and 5 older residents of the community. The results reveal the need for teachers to develop practices that promote meaningful learning in the formation of critical and reflective students, using the Tauá River as a pedagogical tool.

Curricular Innovation and Multiliteracies in Language and Literature Education: A Literature Review

Greice Mére Ceserino Botelho — 2025-05-30

In today's society, transformed by the technological revolution, new forms of language and knowledge organization emerge, driven by multimodality and digital network culture. This shift manifests in the reconfiguration and hybridization of languages, the blending of texts through various signs, and the construction of a new textual grammar, resulting in multiple ways of producing meaning and interacting with the world. The curriculum policy for the initial training of Language and Literature teachers is intrinsically linked to these new perspectives on language comprehension and use. Thus, this literature review aims to analyze the scientific production—including theses, dissertations, and articles—related to the themes of curriculum innovation, multiliteracies, and teacher education in Language and Literature, in their various intersections, from 2004 to 2022. The findings highlight the urgent need to deepen this debate, considering the importance of rethinking teaching practices through a multifaceted, multiliterate, and multisemiotic approach in the training of Language and Literature educators.

Internationalization of the chemistry degree curriculum: a systematic look at the literature review

Suiane Costa Alves — 2025-02-05

This article is an excerpt from a doctoral research that aims to analyze the internationalization of the chemistry degree curriculum. Grounded in authors such as Abba (2018), Leask (2015, 2021) and Morosini (2018), this research was constructed based on the descriptors Internationalization of the Curriculum, Internationalization of Higher Education and Degree Course in Chemistry in order to identify in the main databases and digital repositories the works related to the theme in question. In this sense, it has as methodology the systematic literature review, presenting a quantitative-qualitative approach. Based on the research findings, 229 works were found, dating from the period between 1973-2022 and, of these, only one research is directly linked to the four descriptors mentioned above and 38 works are indirectly connected to at least one descriptor, evidencing that the theme is little explored and the real need to systematize and publicize the information found.

The state of art on Edith Stein

Rebeca Maria Bruno Montenegro — 2025-10-30

The phenomenology of the German philosopher Edith Stein highlights the importance of empathy and intersubjectivity in human relationships, concepts that are essential for building a more humanized approach to education. This article presents a state-of-the-art analysis on the application of Stein’s thought in university teacher education, with a focus on academic supervision in higher education. The research adopts a qualitative approach, based on a systematic literature review in recognized academic databases, covering the period between 2018 and 2022. The results indicate that, while there is a growing number of studies on Steinian phenomenology applied to education, gaps remain in the literature regarding its practical implementation in academic supervision and the integral formation of university professors. Thus, it is concluded that Edith Stein’s phenomenology provides a significant theoretical framework for enhancing the relationship between advisors and students, contributing to a more reflective and dialogical higher education.

Reflections on the silencing of black women’s works in natural science textbooks

Sthefany Dionizio Silva — 2025-08-11

This study was based on the following questions: how does academic literature discuss the silencing of black women’s contributions in natural sciences textbooks and how does this silencing manifest itself in a specific analysis of a science textbook? Our general objective is to identify possible perspectives for studies focused on the theme of the invisibility of black women’s contributions in science textbooks. Specifically, our objectives are: a) to evaluate the possible impacts of this absence on the construction of science education; b) to examine the possible epistemological reasons that contribute to this silencing. The results of these movements indicate that it is essential that science education be guided by an approach that breaks with stereotypical views and the structural logic that privileges the heteronormative and white perspective, as discussed by Kilomba (2020), Fanon (2008), Sueli Carneiro (2011), Almeida (2019) and Pinheiro (2019).

Diary of a wimpy kid: the verb-image text and the formation of critical readers

Allana Mayara Santos Castro — 2025-05-26

This study aims to exam the use of the verb-image text, i.e., the verbal language aligned to the visual, in the children's literary text Diary of a wimpy kid (2008) by Jeff Kinney, and how this application contributes to the reader's understanding and its critical formation. Methodologically, this study with a qualitative approach and bibliographic research according to GIl (2021), as of the contributions of Coelho (2000), Zilberman (2015), SIlva (2015), Cossetin Alves, Cossetin e Maiberg (2020), Sozza (2011), Faria (2013) and Vasconcelos (2014). The results shows that the articulations present in Diary of a wimpy kid contributes to the text's understanding from the elements that comprise it's type of language and, thereby, manages to reach children and young people both due to the good use of the verb-image text and for talking about an everyday experienced by individuals of this age group, problematizing their reality.

The teaching work of physical education teachers in the context of educational reforms: a research overview

Mirela Moreira da Silva Monte — 2025-08-21

This study aims to analyze the teaching work of physical education teachers, in the face of educational reforms in secondary education. To this end, the state of knowledge on the subject in the following digital databases was used as a research method: Brazilian Digital Library of Theses and Dissertations (BDTD) and the Capes periodical portal. Research between dissertations and articles was analyzed. It was found in the analysis that educational reforms lead to changes in the routine of physical education teachers, requiring new organizations of teaching work, and most of the implementations of these reforms are not discussed with teachers and the school community.

The formative-professional trajectory of professor Timothy Denis Ireland and his advocacy for education in the prison system

José Douglas de Abreu Araujo — 2025-08-28

This study sought to understand and analyze the educational and professional trajectory of professor Timothy Denis Ireland within the context of prison education, highlighting his advocacy for the right to education for people deprived of liberty. Data was generated through autobiographical narratives, allowing the professor to recount his journey and contributions to this field. The narratives reveal that Ireland has become a key reference in the area, advocating for accessible education that upholds the human dignity and citizenship of incarcerated individuals. Furthermore, his experience is closely linked to the socio-cultural context of prison education, as it highlights the importance of educational training as a tool for personal and social transformation. His trajectory reaffirms the need for educational policies that ensure learning opportunities within the prison system, which contributes to the promotion of human rights and the resocialization of individuals beyond prison walls.

Inclusive mathematical education and visual impairment: an overview of Brazilian research

Andréa Andrade Moura — 2025-10-01

This literature review article (LRA) aims to analyze dissertations and theses in the field of mathematics education that discuss teacher training and teaching practices with visually impaired students. Its theoretical framework is based on studies by Fernandes and Heally (2011), Moura (2015), Vasconcelos and Manrique (2014), Silva (2010) and Barbosa et al. (2020). The LRA was developed according to Hohendorff (2014) and guided by a qualitative approach, based on the selection of productions, using specific descriptors, from the period 2015-2023 available in the BDTD, analyzing them according to the interpretive perspective conceptualized by Stake (2011). In light of the investigative process developed, the publications present the following areas of focus: “Initial and continuing teacher training,” “Classroom practices,” and “Production and analysis of teaching materials.” In this regard, further studies are needed so that we can broaden the discussion of visual impairment in the context of inclusive mathematics education.

Reading and writing by students with intellectual disabilities: Contributions from comic books

Roseneide Maria Batista Cirino — 2025-10-21

This article addresses the appropriation of reading and writing by students with intellectual disabilities in the early years of Elementary School. The study originated from the master's research entitled “Comic books as a mediating resource for improving the reading and writing of students with intellectual disabilities” (2022) and aims to analyze the contribution of comic books as a mediating resource for the learning of students with intellectual disabilities (ID), with a specific focus on the linguistic skills of reading and writing. The research is based on the Historical-Cultural Theory (HCT), with exploratory, descriptive and applied studies, through the use of a didactic-pedagogical experiment. The field of investigation was a municipal school in Apucarana, PR, Brazil, in a 5th-grade class of the early years of Elementary School. Among the selected subjects, two had intellectual disabilities and eight had learning difficulties related to reading and writing. In this excerpt, data referring to two participants are presented, whose results show satisfactory responses when compared to the proposals using prose texts.

Training Guide for Teachers of Students with Intellectual Disabilities in EJA: Development Report

Olga Mara Bueno — 2025-08-11

This article aims to present the process of creating a pedagogical product, developed within the scope of the Professional Master’s Degree in Inclusive Education in the National Network (PROFEI). It is a Training Guide intended for teachers of Youth and Adult Education (EJA) who assist students with Intellectual Disabilities, in the final years of Middle School and High School. The research that supports it is a field study. Teachers, managers and students with intellectual disabilities participated in this study. Questionnaires and open interviews were used for data collection, and Content Analysis techniques for analysis. Theoretically, it has Vygotsky as its central contribution. For the proposals that constitute it, the main references are Zerbato (2018), with strategies of Universal Design for Learning (UDL), and Marins (2019) on Peer Tutoring. The application of this product added to the inclusive pedagogical practice of the teachers participating in the research and can inspire other studies in this perspective.

Cultural diversity at risk: educational neocolonialism and the resistance of the peoples of the Amazon

Ivana de Paula Araújo Machado — 2025-10-16

The central issue of this research is the proposed revocation of the Modular Teaching Organization System (SOME), which threatens the right to education of the peoples of the Amazon. Its relevance lies in highlighting the risks of educational neocolonialism and the urgency of critical decolonial and intercultural policies. A qualitative methodology is adopted, based on a historical-social review of the legislative process of Law 10.820/2024, through document and content analysis, grounded in decolonial theory. The findings indicate that revoking SOME would result in cultural erasure and the violation of the right to education of Indigenous peoples, Quilombolas, riverine communities, and rural populations. The mobilizations of ethno-racial and critical intercultural movements also stand out as a context of practice, in line with Ball’s (2001) policy cycle approach. The study concludes that collective resistance reaffirms education as a right and underscores the need for plural, contextualized, and decolonial public policies.

Education for ethnic-racial relations in the municipality of Macapá: legal framework and educational reality

Moisés de Jesus Prazeres dos Santos Bezerra — 2025-09-24

This study aims to analyze the implementation and developments of affirmative action public policies targeting ethnic-racial relations in the municipality of Macapá, state of Amapá, in light of the legal and institutional frameworks established at the national level. Based on the theoretical framework of decolonial thought, the work adopts bibliographic and documentary research as its methodology, seeking to understand the local dynamics of implementing these policies. The results demonstrate that, although the last two decades have been marked by significant normative advances in the field of affirmative action, in the Macapá context, persistent structural and circumstantial challenges hinder their consolidation. Notable among these challenges are institutional fragility, the lack of specific investments, and the intensification of conservative political discourses and practices, which promote setbacks in addressing structural racism. These elements highlight the need for a critical in-depth analysis of the actual conditions under which anti-racist policies are implemented in peripheral contexts of the federation, such as the Brazilian Amazon.

Diversity, culture and ethnic-racial relations: articulations for the teaching process

Jaqueline de Morais Costa — 2025-09-09

This study aims to discuss the relationship between teaching, diversity, and culture, focusing on ethnic-racial relations, based on the principles of Didactics.
To this end, a bibliographic survey was conducted, using as parameters works that address the themes of ethnic-racial relations, diversity, and culture, with an emphasis on the connections that can be made in the field of Didactics. The topic demonstrates a conceptual unfolding, with discussions on culture as an object of school knowledge encompassing different strands, with the line defending multiculturalism being the one that defends and incorporates the theme of
ethnic-racial relations into the curriculum. We conclude that the discussion at hand is broad; however, it is crucial that teaching-learning processes include their actors and their stories to strengthen the subject-education-training relationships and that cultures converge and interconnect.

Ethnic-racial relations in chemistry teaching in adult education: a literature review

Rômulo Henrique Possatte Martins — 2025-09-23

The research, based on authors who discuss popular education, social justice and decolonial curriculum, aimed to identify academic productions that articulate the teaching of chemistry with education for ethnic-racial relations in Youth and Adult Education. An integrative literature review was carried out, focusing on articles published in national journals in the areas of education and science/chemistry teaching. The results reveal a scarcity of studies that integrate these dimensions, although they indicate that teachers recognize the importance of the topic. However, pedagogical implementation faces obstacles, such as the lack of continuing training and the shortage of suitable materials. When present, anti-racist practices value students’ experiences and encourage critical engagement. We conclude that it is necessary to encourage research and training that promotes contextualized, critical and inclusive approaches in chemistry teaching aimed at this audience.

Alphabet soup: building a body-chorus towards literacy diversity in basic education

Manuela Rodrigues Santos — 2025-07-25

In Brazil, it has become common to hear criticisms such as: “Why so many letters in the acronym that represents diversity?” Always in a mocking tone, they accuse LGBTIA+ people of forcing the expansion of existences. Therefore, it is important to dismantle the stereotypes crystallized in common sense that end up fueling LGBTIAphobia. To this end, this work has as its methodological design applied research, starting from reality to propose discussion groups and the construction of a glossary, which aim to broaden the understanding of gender and diversity among the academic community of the Instituto Federal de Sergipe, Campus São Cristóvão. By constructing the reality of new discourses, a central political and pedagogical role is played in the formation of the subject-gender, the body-subject and sexuality. Hence the importance of making the school an environment that deconstructs stereotypes towards respect for diversity and a civic school for everyone.

When flowers face the square sun: curriculum, exclusion, and trans resistance behind bars

Willian Lazaretti da Conceição — 2025-08-12

This article presents findings from a qualitative study focused on the educational experiences of transgender women deprived of liberty in the state of Pará, Brazil. The research analyzed their narratives regarding the school curriculum, revealing the barriers they face both prior to and during incarceration. Structured interviews based on Thematic Oral History were conducted with ten students at the Santa Izabel-VI Custody and Reintegration Unit. The accounts highlighted ongoing experiences of exclusion, discrimination, and the lack of public policies that acknowledge gender diversity. The analysis underscores the urgent need for curricular reform and continuous teacher training to ensure the right to education through an intersectional lens that recognizes and values trans identities within the prison system.

Changing first name and gender as a guarantee of the principle of human dignity

Diego Cardoso de Oliveira — 2025-09-18

The name represents a crucial element in identifying a person both in the family and in society, generally considered immutable to preserve legal relationships. However, there are situations in life that demand an exception to this rule. This article aims to understand how changing one’s first name and gender, which is a social right and guaranteed in civil registry offices, favors the construction of human dignity for transsexual, transgender, and transvestite people. This study is conducted through qualitative research using narrative interviews as an instrument for collecting information. The theoretical framework is based on the studies of Butler (2015); Bento (2014); Gagliano; Pamplona Filho (2011); Rios (2022), in addition to the legal basis based on Brasil (1988; 2002; 2022). In conclusion, it is argued that the legal system needs to progress by making the rule of name immutability more flexible, aiming to guarantee the legal security of individuals.

Amefricanizing o cuir

José Henrique De Jesus Silva — 2025-06-16

There are a thousand words to refer to queer, but which words would be reflected and used by us, Latino-Americans? Queer studies delve into our territory, producing a range of important connotations for understanding our pluralities, but where does queer fit? We start by presenting the paths that lead to what we call queer theory and then, thinking from the body-territory, explore the variations that queer is delineated in territories where it does not belong. In this way, we problematize cuir and the way of reading from the Global South that is woven through a language variation from queer to cuir as another way of thinking about the concept through a recontextualization of difference.

The invisibility of LGBTQIA+ people in spaces of power: challenges and representation strategies

Maria Thaís de Oliveira Batista — 2025-09-01

This article aims to investigate the challenges faced by LGBTQIA+ individuals in their pursuit of representation and the strategies that have been implemented to reverse this scenario. The research is based on a qualitative, bibliographic approach, drawing on authors such as Michel Foucault, Judith Butler, Kimberlé Crenshaw, Guacira Lopes Louro, and Berenice Bento, among others, who contribute to understanding the structural dimensions of exclusion and the possibilities for subverting social norms. The study highlights how stigmas, historical inequalities, and the absence of inclusive public policies contribute to the invisibility of LGBTQIA+ identities. On the other hand, it emphasizes the role of political activism, intersectionality, and visibility as pathways to building a more just and democratic society. The results indicate that, although advances have been made, significant obstacles to full inclusion and representation of these populations still persist.

Bewitching memory: essays on the notion of dis_archive in education research

Thomas Cardoso Bastos Santos — 2025-05-30

This text is part of ongoing doctoral research. It is, therefore, an essay on the notions of dis_archives presented in the research. This composition is inspired by Conceição Evaristo's spells and Saidiya Hartman's escapes from traditional notions of what is understood, organized and valid as a memory/archive. This is an attempt at entanglement amidst the imp-possibilities of archival statements about gender and sexuality dissent, therefore the object of this work is to propose a brief notion of dis_archive, which is in development, and spread some provocations of how some archives can cross the trans senses/experiences.

Dissident subjectivities: memory, resistance, and transmasculinities in Brazil

Letícia Attolini do Prado — 2025-08-05

This article revisits gender debates through the lens of transmasculine experiences, aiming to make visible the history of transmasculine movements in Brazil and to affirm dissident subjectivities. It is grounded in the understanding that cisheteropatriarchal norms and technologies structure society and politically and daily sustain the systematic erasure of transmasculine narratives. Through a theoretical-essayistic approach, articulated with diverse transmasculine experiences, we propose a critical analysis of the forms of subjectivity production, highlighting the role of memory as a political technology. Subjectivity is understood as an effect of power-knowledge relations, shaped by historical and social determinations, constituting diverse and situated subjects. The defense of a transmasculine memory politics is presented as a strategy of resistance against erasure, violence, and normativity.

Aõbo Rarybere Wyna Ki Heòty? Why not use the language of my people?

Carleane Soares da Silva — 2025-11-27

The issues raised in the text revolve around the sound of the maraca through the maintenance and insistence of other modes of existence in the university. Taking as the territory of analysis the authors narratives in their academic and indigenous daily lives, the daily situations of violence and recolonization are problematized. The university city that claims to be “universal”, “democratic”, “diverse”, in its way of functioning, itself points to the urgency of making the problem that such words establish last when they present themselves as words of an education for order and white neoliberal progress. But, what could a tongue on fire do with these words?

The weight of norms: transgenderism, inequalities and the invisibility of trans students in educational institutions in Pará

Lauribaldo Calandrini de Azevedo Neto — 2025-07-25

This article analyzes the trajectories of transgenderities people in educational environments, focusing on the barriers faced by trans students at the Federal University of Pará (UFPA). The research, based on Judith Butler’s studies, is based on the assumption that the weight of educational and social norms, centered on cisgender and gender binarism, negatively impact self-discovery and recognition of gender identity, contributing to invisibility and inequalities at the university. The objective of the study is to investigate how these challenges influence the educational path of these people, with an emphasis on the experiences of transgender students at UFPA. The methodology adopted was qualitative, based on non-directive interviews, whose responses were analyzed through discourse analysis. The results reveal that educational institutions, by reinforcing binary gender norms, promote an environment hostile to gender diversity. It is concluded that the lack of institutional preparation contributes to the reproduction of educational inequalities in higher education.

The trans girl and the lesbian girl: who's afraid of a subversive child?

Daniela Maroja Ribeiro — 2025-09-09

This article aims to consider the tension and similarity between the categories “childhood subversion” and “adultcentrism” based on two experiments with children from different empirical research fields, based on a content analysis. Given the fear that adults demonstrate towards children (Gaitán, 2024), they surprise children by speaking and/or intervening in situations that are unusual for adults. They are also capable of destroying the adult representation based on an image characterized by the prefix “in”: incomplete, incapable, immature. The stories provoke us to reflect on how, instead of being subjects of rights, girls subvert adult expectations. To this end, the article is divided into three parts: 1) the intersection between gender and childhood; 2) the presentation and contextualization of the fields of participation; 3) intergenerational implications and reflections. Finally, it is concluded that there is a need for (de)hierarchization between generations, conditioned on the end of adult fear.

ody, representations and perceptions: a study in the degree course in biological sciences of the IFS

Jocelaine Oliveira dos Santos — 2025-07-23

Starting from reflections that expand the concept of body and corporeality, crossing the border of an ideal of a merely biological body, this article aims to present the results of the research project Beyond biology: body, representations and perceptions in the degree in biological sciences course at IFS – Campus São Cristóvão, registered and fostered by the Public Notice 01/2023 PROPEX/IFS of the PIBIC/CNPq program. This project aimed to map understandings on the theme of corporeality within the training curriculum of future teachers in biological sciences, also aiming to perceive the representations and vision that these students have about the theme. It is considered that future graduates of biological sciences will be confronted with a school reality whose debate permeates the construction of multiple understandings about the body and it is necessary to know what formative contributions these students have to face such challenges.

The connection between music and dance in “Geni e o Zepelim” by Sutaques de Casa

Pérola Juliana Cunha Lima — 2025-10-17

This article focuses on the choreographic representation of the song Geni e o Zepelim, from the Brazilian singer Chico Buarque, performed by the dance company Sutaques de Casa in 2024 under the general direction of the choreographer Leandro Matos. The purpose is to point out the political nature of the movement when handle with gender inequality and how dance can be part of an educational and enlightening process about how violence against women is still a social problem, besides recording how the connection between music and dance can maximize the artistic experience for both the artists on stage and the spectators. This is a qualitative research, carried out through interviews with the director and cast of Sutaques de Casa, which shows different perspectives about the performance that premiered during the Integrated Arts Concert in celebration of the 56th anniversary of the Sergipe Federal University.

The approach to intersexuality in the teaching of embryology in a nursing course

Viviane Patrícia Pereira Félix — 2025-10-01

This article deals with an attempt to re-signify the Biology, Histology and Embryology (BHE) curriculum in the first year of the bachelor's degree in Nursing at a public university in Maceió-AL. Traditional Biology/Embryology teaching commonly discusses the intersexual experience as an abnormality. Given this context, we were faced with the following problem: how can we talk about intersexuality in a non-pathological way and within the traditional themes of the Biology, Histology and Embryology curriculum? Based on this inquiry, we set as our main objective: to reflect on the potentialities of discussing intersexuality through a non-pathological perspective in a nursing course. This is an action Research Project, whose content analysis made it possible to verify that both the approach and the clinic of intersexuality in the health area are not integral, inclusive or guaranteeing of human rights.

Trans People in Argentine Graduate Studies: Initial Discussions for a State of the Knowledge

João Sol Ávila Mendonça — 2025-12-02

This article investigates the experiences of Black and Indigenous trans people in Argentine Higher Education. The objective is to map and discuss the academic production, identifying advances and gaps, especially about intersectional studies. The study is anchored in Paul Preciado (2017; 2019), Letícia Nascimento (2021), and Jack Halberstam (2020), who understand trans identities as forms of gender dissidence. The analysis also draws on Patricia Hill Collins and Sirma Bilge’s (2020) intersectional perspective, which considers the articulation of gender, race, and other social markers. Methodologically, it is a bibliographic, exploratory research with qualitative and quantitative approaches. The corpus was built from the repository of the Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), using the descriptors persona trans and posgrado, resulting in four publications between 2021 and 2024. The findings indicate that research on this topic remains incipient, reinforcing the need to expand scientific production.

Pedagogical notebook: training episodes for mathematics education guided by the principles of universal design for learning

Rodiney Marcelo Braga dos Santos — 2025-08-21

This text will communicate part of the results of a Master's research in Inclusive Education, entitled: “Training to include” Mathematics Education in interface with Universal Design for Learning. Thus, this work aims to present an educational artifact (pedagogical notebook modality) as an instrument for the elaboration of proposals for training, innovation and curricular differentiation, whether in teacher training or in the planning of school Mathematics through the assumptions of Universal Design for Learning (UDL). To this end, in the collaborative action research developed with undergraduate students in Mathematics, we used the Design Science Research method to elaborate the educational product and produce new knowledge. Thus, we analyzed a sequence of recurring actions, as pointed out by Dresch, Lacerda and Antunes Júnior (2015). As results, for the development of innovation, we can highlight its contribution to the improvement of pedagogical attitudes with expanded dimensions, in relation to autonomy, criticality and reflective process; for scientific development, its contribution to pedagogical and technological mediation from an inclusive perspective and in interface with the UDL; and for technological development, potential of educational processes and products for the field of teacher training from an inclusive perspective.

Learning Assessment: a didactic proposal for teacher training in Chemistry

Renan Martins Libório — 2024-04-17

The aim of this paper is to present a proposal for a didactic workshop focused on the theme of learning assessment and, specifically, taking the generations of assessment as a reference. The workshop is intended for the initial training of chemistry undergraduates, using six case studies, each representing a generation of assessment practices in the context of chemistry education. By constructing and analyzing these case studies, this paper proposes a comprehensive methodological framework for teacher training, advocating an inclusive, equitable, and contextually relevant approach to the assessment of learning. The conclusions suggest that the integration of these diverse assessment strategies into teacher training programs can better prepare educators to face contemporary challenges and promote the comprehensive development of students and teachers.

Proposal for an educational product on chemical equilibrium for blind students

Letícia Samara da Silva — 2025-01-10

With the increasing number of blind students enrolled in regular Basic Education classes, there is a need to think about mechanisms that favor the effective inclusion of these students. This article presents a proposal for an Educational Product designed for blind students. The teaching material discusses the concept of Chemical Equilibrium (CE), more specifically, the effect of concentration on the displacement of CE. The objective is to offer an inclusive, accessible and autonomous learning experience, overcoming barriers in understanding complex Chemistry concepts. The proposal includes tactile material for use in the classroom and outside, as well as auditory approaches with audio classes and exercises available on the "Estudaki" application. These strategies seek to contribute to the effective inclusion of these students in the educational environment. This study highlights the importance of inclusive approaches in science education and offers contributions to the development of more accessible pedagogical practices in the area of Chemistry.

Introduction to the concepts of area and volume in light of the teaching guidance activity: possibilities for teaching mathematics

Ronaldo Gomes dos Santos Filho — 2025-09-27

This text presents a proposal for an Educational Product designed for high school students. The objective is to present SDA involving the concepts of area and volume, using GeoGebra software, based on the concept of Teaching Guiding Activity. For this purpose, Teaching Trigger Situations were developed that address the need for packaging, the delimitation of land portions in ancient times and the storage of agricultural production. Themes were problematized based on emerging situations from everyday life and the virtual history of a fictitious company. The integration of Geogebra can allow reviewing concepts, exemplifying, illustrating, manipulating and testing hypotheses, providing support for the creation of a conceptual model of the final solution to be defined collectively with the class. The proposal presented is yet another possibility that can help mathematics teachers in their teaching practices regarding the concepts of area and volume in the classroom.