Revista Contexto & Educação is published every four months by the Graduate Program in Education in Sciences of UNIJUÍ. It aims to establish an interlocution with the national and foreign academic community in order to disseminate researches, production of knowledge, and reflexions on issues that affect the field of education. Working since 1986, it has been created by a group of professors/researchers with the objective of publishing ideas, researches and analysis of educators’ practices committed to Popular Education in Brazil and Latin America. It was consolidated as a journal intended to contribute to the diffusion of theoretical and practical knowledge developed through the interactions of the university with broader social sectors. Since 2004, under the responsibility of PPGEC, it has been articulating research lines and groups keeping the tradition and commitment to the free circulation of ideas and opinions theoretically founded on current issues and interest in the education field, contributing to the discussions and the production of knowledge that seek the qualification of education and social emancipation. ISSN: 2179-1309
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The development of autonomy in the initial teacher education through curricular internships
This article presents part of the results of a doctoral research study that investigated how initial teacher education fosters the development of students' autonomy. It is considered that, by promoting autonomy, initial teacher education stands out as relevant for the human development of individuals, preparing citizens capable of acting both personally and professionally in Society. For this research, the concept of autonomy is understood based on the idea that individuals develop progressively through the critical decisions they make. To support this study, research on initial teacher education by Moreira (2021), Nóvoa (2012), and Pimenta and Lima (2012) was used, as well as studies on the concept of autonomy by Freire (2017) and Guzzo (2002, 2009). For data collection, inspired by the case study approach (Yin, 2015), semi-structured individual interviews were conducted with students and faculty members from teacher education programs in the field of exact sciences at a community university in southern Brazil. The data were analyzed using Discursive Textual Analysis (Moraes; Galiazzi, 2007). The results highlighted the importance of internship experiences, particularly regarding the relationships between practice and the theories studied, in a context that connects the university with everyday school life. In this sense, it is understood that curricular internships in teacher education programs promote autonomy and critical thinking by engaging students in activities that enhance learning, as well as their personal and professional development as future teachers.
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Continuing teacher training in professional and technological education: Importance, challenges and training management
Continuing teacher training is an important issue, especially when it comes to professional and technological education (EPT), due to the peculiarities of this type of teaching in Brazil, mainly in the Federal Institutes of Education. Most of the studies already carried out in the country on teacher training in EPT have dealt with this issue in a generic way. However, this research addresses this issue with a focus on continuing education. The objective of this work was to understand, from the teachers' perspective, the fundamental aspects of the continued training of EPT teachers in relation to the importance of this training, the management of training and the challenges faced. To achieve the proposed objective, a qualitative, descriptive and exploratory case study was carried out with 31 teachers from the Federal Institute of Tocantins (IFTO), located in the State of Tocantins, Northern Brazil. According to the results, EPT teachers believe that continued training is an essential element in pedagogical practice. However, some challenges were identified in carrying out this type of training, highlighting the lack of financial resources and the lack of institutional incentives. Furthermore, when managing their own continuing education, teachers prefer learning from (teacher-teacher relationship), reading and research practice.
Daiane Aparecida Ribeiro Sarmento Pereira
University models in Argentina: From the reformist conception to the massive model of higher education
The beginnings of higher education in Latin America date back to the dawn of colonization, which was a significant milestone in the historical and social development of the continent. This process is framed within the context of European colonialist expansion, which was characterized by an embryonic and expansive phase of European dominions and burgeoning mercantilist capitalism. The objective of this article is to characterize processes that influence the constitution of the different Argentine university models, in order to systematize an analytical synthesis that allows understanding how these factors are articulated with theoretical conceptions of universities in the Latin American region. The qualitative approach of this study is influenced by the conception of historical-structural dependence of Latin American societies, based on theoretical-methodological assumptions of a Marxist perspective. Through a specification of the economic, political and social dimensions of each moment, it is shown how certain historical conditions influenced the constitution of the different Argentine university models. This, in turn, allowed for the development of an analytical synthesis to understand how these factors are presented in the ethical-political conceptions of universities in the Latin American region.
Adoption of strategic management tools in pedagogical routines at an elementary school in Rondon do Pará
This research aims to investigate how strategic planning tools can incorporated into the pedagogical routines of an educational institution to promote excellence in teaching. Aims to understand the role of these tools in the continuous improvement of educational quality, supporting school management, and optimizing the decision-making process. A qualitative case study in a public elementary school for the final years, located in Rondon do Pará-PA. The research employed semi-structured interviews to collect data and perceptions from those involved, providing a detailed analysis of administrative and pedagogical practices. Highlights the importance of implementing management strategies in non-business environments. The findings contribute significantly to the field of education, introducing innovative methods of management and decision-making. Furthermore, it expands the practical scope of administration by strengthening the relationship between administrative theory and educational practice. Reveals how strategic management tools, traditionally used in the business sector, can be adapted by education professionals without specific training in administration. Familiarization with these tools allows educators to observe the specific needs of the school and choose the most appropriate one, facilitating the implementation and effectiveness of educational projects throughout the academic year.
The transformations experienced by the subjects of EJA-EPT (PROEJA FIC)
In 2009, YAE-PTE, which combines elementary education with Initial and Continuing Education (ICE), began to be encouraged and promoted. Despite the conflicting movements of support and silence that have characterized the historical development of YAE-PTE, the significant provision of this educational policy was observed in the technical cooperation agreement between the Federal Institute Farroupilha), campus Júlio de Castilhos), and the Municipal Education Network of Tupanciretã. In this context, the objective is to identify the transformations experienced by students who have accessed the YAE-PTE (PROEJA ICE) policy in the municipality of Tupanciretã. This research is characterized as exploratory and descriptive, and the data collection methods include questionnaires for students, interviews with administrators, field diaries, and dialogue groups. Content analysis was used for the analysis. The conclusion is that the transformations experienced by students are numerous, and in the researched reality, they include changes in the surrounding environment. Experiences and challenges are constant in this journey, and it is through these experiences and the pedagogical work developed that the policy, as well as the access, retention, and success of the students, are strengthened.
Learning strategies, academic performance, and knowledge areas: Analysis with university students
The use of learning strategies (LS) is central in the self-regulation of learning, encompassing techniques, processes, or activities that students undertake to complete a task or achieve goals. This research analyzed the use of LS by university students and correlated it with academic performance, considering the areas of their courses. The sample consisted of 539 students from academic programs across the three fields of knowledge (Humanities, Exact Sciences, and Health) and all years of study. Data were collected through a sociodemographic questionnaire and an LS scale. The Academic Performance Coefficient was obtained as a measure of performance. Students reported using most LS. The most frequently used strategies were: rereading the material, reviewing answers before submitting the test, taking notes, selecting main ideas, and organizing necessary materials. No significant relationship was found between the factors of the LS Scale and academic performance. The scale items were analyzed separately and correlated, considering the area of knowledge. It is concluded that the relationship between LS and performance is complex and multifaceted, depending on various factors such as the area of knowledge and learning context. The discussion highlights the need to characterize the strategic student not only by the number of strategies used but also by the quality and conscious use of these strategies.
The national literacy policy and its methods of conducting teaching
The article aims to examine the ways of being a literacy teacher created by the National Literacy Policy (PNA), which was in force in the country from 2019 to 2023. The theoretical framework emerges from the reflections of Michel Foucault and his commentators on the concepts of governmentality and speech analysis. The empirical material consists of the documents that make up the PNA: the text that establishes the National Literacy Policy; the technical-scientific document of the National Textbook Program; the manual about GraphoGame; the manual Tell Me: Family Literacy Guide and the guide Literacy Practices: Literacy Teacher's Book. The analysis showed three results. The first is linked to the importance that the PNA gives to the educator. The second is that the role of the educator shifts from one who teaches to one who guides learning, centered on the individual. The third result highlights the strong relationships between literacy, scientific evidence and psychological discourse. Thus, the study allows us to affirm that the PNA constitutes a mechanism that captures and guides the teaching of literacy teachers, positioning them as facilitators of a literacy process regulated by psychological discourse, disregarding other forms of literacy.
Approach of the concept chemical transformation in the 4th elementary school year focusing on a textbook
The textbook (LD) perform an important role in the teaching and learning process, being relevant to understand its specifications in the Elementary School prime years, in which professors have a lack of especific graduation in grounds, such as natural science (CN). The article analyse the approaching concept “chemical transformation” on a natural science textbook used in the 4th elementary school year. The building process and data analisys, inspired by assumptions on textual discourse analysis (Moraes; Galiazzi, 2016), flags the importance of daily relationship, allowing to create two categorys: concept approach “chemical transformation” with and without the usage of the word “substance”. The results endorse the LD contribuition to the access of scholar knowledge implied in the relationship between the daily relationship and science, through dynamic process of conceitual signification with student's systematical engagement in the scholarship studies, being able to stimulate the critical thinking founded through scientifical knowledge, in favor of a better world.
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Semantics in old portuguese language textbooks adopted in public schools in Florianópolis – SC / Brazil: A preliminary study
This study describes and analyzes how semantic contents were approached and discussed in old Portuguese language textbooks for elementary school II, from the end of the 1980s and beginning of the 1990s, which were adopted in public schools in the city of Florianópolis (SC), Brazil. This is a bibliographical and documentary research with a descriptive-analytical nature, with a qualitative and quantitative approach. The partial results indicate that the contents on meaning, which were presented exclusively through fixation exercises on synonyms and antonyms, in the textbooks examined, were treated from the perspective of normative grammar, without fostering critical or reflective sense regarding the uses of expressions and their meaning effects.
Integrated teaching-assessment-learning planning: perspectives in construction
The aim of this paper was to analyze the perceptions of Biological Sciences pre-service teaching undergraduate students on the theoretical-practical foundations of the Integrated Teaching-Assessment-Learning Planning, after training meetings held within the scope of the Supervised Curricular Internship. The qualitative research of an interpretative nature was carried out with 12 students from the Biological Sciences Teaching Degree course at a public university in the state of Paraná, Brazil. Data was constructed from questionnaires and activities organized during the training practice carried out with the participants. To analyze these data, we opted for the Discursive Textual Analysis methodology, which was appropriate for the interpretation of the statements, which were organized into categories and subcategories that reveal the reflections built from the theoretical-practical foundations of the Integrated Teaching-Assessment-Learning Planning. Those relating to the act of didactically planning the teaching, assessment and learning processes, in an integrated manner, stood out, contributing to coherent, planned and reflective actions on the role of planning and assessment in pedagogical practice.
Higher education and privatization in latin america: An integrative review of recent literature
For some time now, privatization has been at the center of debates about the future of higher education in Latin America. The reforms adopted by Latin American nations since the end of the last century have had profound impacts on education systems, such as: drastic reduction in funding for state universities, proliferation of private-for-profit HEIs, weakening of public higher education. In light of this scenario, we seek to carry out an integrative review of the recent literature on the privatization of higher education in the region. The productions analyzed indicate that the opening to the private sector made it possible to expand access, however, this expansion took place in a context of very low quality of education, with no democratization occurring, in fact.
The initial training of chemistry teachers in CTS education: A state of knowledge
In recent years, understanding how the teacher training process takes place, including chemistry teachers, has been a focus of researchers around the world. This time, the present work aimed to carry out a state of knowledge of research available in the Digital Library of Theses and Dissertations (DLTD) that discuss the initial training of Chemistry teachers with CTS education. After using inclusion and exclusion criteria, five works were selected, two of which were dissertations and three theses. The results of this survey indicate that HEIs contribute in an incipient manner with proposals that articulate initial training and the assumptions of STS education. The work also showed that future teachers have misunderstandings regarding the approach to STS education in classes, despite considering its potential to be relevant. Therefore, it is necessary to rethink and insert some questions into the process of initial Chemistry teacher training so that challenges can be incorporated to broaden the vision of future professionals in relation to the assumptions of STS education.
Critical analysis of the guidelines of the national education plan 2014-2024
Through bibliographical research and data analysis, this article intends to critically analyze the guidelines of the national education plan 2014-2024, understanding guidelines as formulations that indicate the lines of action to be followed that are always expressed objectively, in a statement synthetic, and aim to define the general strategy and priorities of the Greater Plan. The aim here is not to analyze the goals and strategies of the national education plan, which will receive their own work, although connections will be made with these when essential for understanding the analysis. This work aims to see where the State has grown and where it failed in its proposal with the plan and provide suggestions and new measures as well as critically and politically point out the causes and consequences of any failures.
Digital technologies in basic education and the territorialization of inequalities: The case of Amazonas
This study analyzes the application of Digital Information and Communication Technologies (DITs) in basic education in the state of Amazonas, with an emphasis on the territorialization of educational inequalities. Based on the analysis of the "Aula em Casa" project — implemented by the Government of Amazonas during the COVID-19 pandemic — and official data, such as the institutional dashboard of SEDUC-AM (2020), strong asymmetries in the distribution and use of technologies between the capital and the interior were identified: while management reached 88.68% in the capital, in the interior it was restricted to 39.26%. WhatsApp was the most used resource, with 162,083 participants, in contrast to the 28,491 who accessed Google Classroom, evidencing the prevalence of more accessible but less sophisticated pedagogical tools. The article highlights that only 4% of public schools in Amazonas joined the Connected Education Innovation Program (PIEC), revealing the mismatch between national public policies and regional realities. Furthermore, data from 2022 show that 40.9% of the state's public schools still do not have internet access (ANATEL, 2022), with the situation being most serious in riverside areas, where 97% of institutions remain disconnected (FAS; UNICEF, 2017). The study concludes that, although ICTs are potentially democratizing, their implementation in the Amazon is limited by structural, geographic, and historical factors. Thus, it is argued that there is a need for territorially sensitive educational policies, with structural investments, adequate teacher training, and integration of local knowledge, so that digital technologies can effectively become instruments of inclusion and educational justice.
Corporate environmental education as a contribution to strengthening business sustainability and raising employee awareness in the company
This study aims to examine how organizations implement corporate environmental education, highlighting the practices and principles that contribute to organizational sustainability and employee awareness. To achieve these objectives, we employed a questionnaire using non-probability convenience sampling. Data was collected between October 3 and November 7, 2023, yielding 54 validated responses. The findings underscore the need for environmental education initiatives in corporate settings to be developed as continuous, interdisciplinary programs. Such initiatives should stimulate critical reflection among employees regarding business sustainability challenges while fostering an organizational culture of sustainability. This culture can facilitate dialogue, participation, and engagement among employees and stakeholders, ultimately advancing socio-environmental sustainability in the workplace.
Between historical-cultural psychology and sociology: School failure, school meanings and relations with knowledge
This study examines the dynamics of schooling and its respective educational processes, based on the understanding that schools are shaped by specific socio-historical processes that have influenced and characterized this institution in its known contemporary form and culture. Within this scope, the thematic focus is the socio-historical production of school failure in relation to the meanings of schooling and students' relationships with knowledge. The justification for this research lies in the increasing questioning of the legitimacy and centrality of schools in educational processes since the late 1980s, reaching its peak with contemporary homeschooling movements. It is precisely in this context—where the traditional notion of school failure and the attempt to decentralize schooling in educational processes converge—that the following question arises: In a social context centered on material-economic individualization, how is schooling perceived and understood by segments of subordinated social classes as possible indicators for understanding school failure? Therefore, this study aims to understand how young people from marginalized social classes relate to school knowledge by analyzing different aspects of school failure in the construction of meanings associated with schooling. The research is based on bibliographic investigation, stemming from a theoretical-empirical master's study. The analytical approach is guided by the sociological theory of historical-dialectical materialism developed by Karl Marx and Friedrich Engels, in conjunction with the historical-cultural psychology of Lev Vygotsky and collaborators.
Socio-emotional skills: Educational improvement or controlled education
Since the 1990s, Brazilian government projects have reflected policies aimed at expanding capital. This period marks the beginning of our scientific initiation research, which serves as the basis for this article. Throughout the analysis of normative documents, it is clear that policies of international organizations, such as the World Bank and the OECD, have a direct influence on Brazilian educational policies, as the focus is to promote a minimum basic education for workers, with the aim of reducing poverty and inequality. The theme of socio-emotional skills and abilities appears in the school environment alongside cognitive skills. Based on this, the results of the documentary and bibliographic survey are presented, through theses, dissertations and documents, on the Scientific Electronic Library Online, Scielo, and on the Brazilian Library of Theses and Dissertations, BDTD, as well as World Bank documents, intended for Brazil, that deal with Socioemotional Skills and Competencies, HSE, how they approach this topic and the consequences for Brazilian education, with interconnection with higher education and teacher training. The historical milestone is the period from 1990 to 2022. The aim is to demonstrate that this model emphasizes the practical execution and the valorization of skills and competencies within hegemonic pedagogies, distorting the educational function, focusing on technique, on “learning to learn” and on “knowing how to do”, as tools for reproducing utilitarian teaching.
For an enlightenment pedagogy: In the pure war of counterinformation the initial victim is the truth
This article presents a political-epistemological in the field of qualitative research, effort in order to highlight the cyberfascist cartography that corrupts democracy, in the framework of the of pure war focused on counter-information unleashed in contemporaneity. In this context the Enlightenment Pedagogy is proposed as a path to bear the authoritarian offensive. This is education as a practice of freedom in the face of the viral pandemic of fake news, which imposes the false sometimes as a cosmetic, sometimes as a poison of the real to pave the way for the predatory advance of ultraliberalism.
Research on evaluation in science education: A study in theses and dissertations
We present the results of a review study that sought to investigate the profile of research on assessment, within the scope of Science Education, in the theses and dissertations contained in the Catalog of Theses & Dissertations, available on the CAPES website, from 2013 to 2022. To this end, a bibliographical research of the state of knowledge type was carried out, having as a methodological reference the documentary analysis of the synthesis type. In conducting this analysis, we used as a theoretical reference the concepts of Formative Assessment, Examination and Emancipatory Assessment. We observed that the majority of the 79 studies analyzed were carried out at the basic education level, with the presence of these studies in graduate studies being insignificant. The studies analyzed mostly address issues related to the methodological and operational aspects of assessment, with little space for sociopolitical questions and low criticality. The concept of Formative Assessment is adopted by most of the studies analyzed, the logic of the Exam is present in a significant amount of research, while the emancipatory perspective is assumed by a reduced number of works. Thus, there are indications of the need to expand and deepen research in Science Education, with regard to the theme of assessment, with decoloniality being a theme still unexplored, and there is a demand for future research.
The relationship between advertising discourses and the expansion of EAD Higher Education in Alto Uruguai Gaúcho
This article presents data from a study that sought to understand the legitimacy of education as a superior commodity, based on the expansion of distance education. In view of this, the formation of an educational market is taken into account in the investigative process, driven by the constitution of DE, as a factor that deepens the use of technology in higher education, and seeks to obtain its consolidation through the construction process of a social imaginary. Therefore, the theoretical-methodological approach of discourse analysis was undertaken in the movement of interpretation and analysis of advertising advertisements, in order to understand how different subjects are questioned by the institutions that choose this educational market. The research results reiterate the influence of advertising discourses on the questioning of subjects, given the incorporation of such discourses into the social imaginary, and the production of representations and meanings. This condition contributes to the legitimacy of education as a commodity, given that by acquiring private courses in the distance learning modality, subjects promote an action that directly impacts the expansion process.
Education, right to memory and truth: testimony to elucidate Brazil's underground memories
This article seeks, through qualitative analysis and critical-hermeneutic contribution, to emphasize the value of memory as a fundamental element for the notion of truth in contemporary Brazil, especially focused on the (re)construction of a memory about the dictatorial period. At first, a certain theoretical perspective on the construction of memories stands out, taking the notion of subterranean memory as one of the central concepts. Then, a case of testimonial narrative about missing persons in the Brazilian military dictatorship will be presented. In the third moment, the importance of education in resisting and combating all types of barbarism is highlighted, by admitting that, for this, the world needs to be preserved and transmitted before the arrival of each new generation.
Dossier Presentation: Teacher Training and Practice for/in Inclusive Education - Challenges and Perspectives for Transformative Teaching
The Revista Educação & Contexto presents a dossier titled "Teacher Training and Practice for/in Inclusive Education – Challenges and Perspectives for Transformative Teaching," organized by Professor Dr. Cleusa Inês Ziesmann, a faculty member at the Federal University of the Southern Frontier – Cerro Largo/RS campus. This dossier is part of the "V International Seminar on Inclusion in Higher Education," which took place from November 6 to 8, 2024, at the Faculty of Forestry Sciences, National University of Misiones, in Eldorado – Misiones, Argentina.
Educational inclusion: Tensions and intentions in undergraduate program projects
Inclusive education is an indisputable reality across all levels, stages, and modalities of education, with demand in higher education increasing year after year. In this context, universities are also called upon to integrate individuals with disabilities into their environments and incorporate content on inclusion and human diversity into their formative processes. This study aims to analyze how the Pedagogical Course Projects (PPC) of Undergraduate Programs, which train teachers for basic education, address issues related to inclusion and/or human diversity. It involves a bibliographic and documental analysis conducted at a State Public University in Paraná, Brazil, which offers 38 undergraduate programs. The objective is to determine whether these programs include courses focused on the inclusion of individuals with disabilities and/or human diversity and, consequently, whether they address current demands in formal education across its various levels and modalities. The results highlight the presence of the Libras course in all programs, greater inclusion of related topics in Pedagogy courses, and the absence or nascent presence of such courses in undergraduate programs outside of Pedagogy.
Mentoring in teacher training: Identity and professional development
This article explores the role of mentoring in teachers' professional development, using a qualitative bibliographic research of the 'state of knowledge' type. Discursive textual analysis (DTA) was used to interpret data collected from databases such as BDTD and Scielo, focusing on descriptors such as 'mentoring', 'academic mentoring' and 'teacher training'. The research revealed an initial scarcity of studies on mentoring in undergraduate courses, requiring adjustments to the inclusion criteria. It was observed that mentoring is more common in the health field, especially in medicine and nursing, with an increase in publications on mentoring in education between 2013 and 2024. The selected works sought to understand the different conceptions of mentoring applied to education. The choice of DTA allowed an in-depth analysis of the meanings present in the texts, expanding the understanding of the theme. The researchers highlight the potential of mentoring in teacher training, based on its successful application in other areas and records of its use in basic education. However, they emphasize the need for more research on mentoring in undergraduate courses in Brazil. In conclusion, mentoring can strengthen teacher training and promote a more humane education, but the importance of investing in the teacher's career beyond initial training is emphasized.
Continuing education for teachers of multi-age classrooms: Reflections from the multi-age school organization in Paraná – Brazil
This article analyzes the continuing education process of the Escola da Terra program with teachers from rural schools that are organized into multi-age classrooms in Paraná, southern Brazil. The research was based on document analysis regarding Rural Education, and incorporated principles of action research. The Escola da Terra program is a result of a partnership between the Universidade Federal da Fronteira Sul – Laranjeiras do Sul Campus, the State Bureau of Education of Paraná, and the Ministry of Education, and has trained seven groups of participants since 2015 in Paraná. The teachers from the multi-age schools have been part of the audience served by the program in the recent editions. The organization of Elementary School classes into multi-age classrooms began in 2020, initially involving 72 rural educational institutions. Multi-age classrooms consist of students from two different school years, divided into two phases: Phase I (6th and 7th grades) and Phase II (8th and 9th grades). Aiming to contribute to the pedagogical work in these classrooms, the Escola da Terra program considered the specificities of the multi-age organization. One of the outcomes of the actions is the publication of the “Methodological Guide for Multi-Age Rural Schools in Paraná.” We conclude that the meetings and studies provided by Escola da Terra helped overcome methodological difficulties in the multi-age classrooms, allowed for the identification of issues and the advocacy for improvements in the schools, and enabled the exchange of knowledge and experiences among teachers, enhancing the education in classrooms that integrate various ages.
Equity: Fair equality in special inclusive education
The concept of equity goes beyond the constitutional and legal principle of equality, which is general in nature and advocates for equality before the law. Equity is an ethical principle that serves as an essential tool for recognizing and respecting differences through public policies guided by the principles of justice and inclusion. It seeks fair equality by promoting unequal treatment for unequal individuals in proportion to their inequalities. This study aims to explore the concept of equity as applied to Special Education, differentiating it from the concept of equality, considering the right to education for persons with disabilities and the State's duty to establish inclusive educational systems (Aristóteles, 1991; Abbagnano, 2000; Azevedo, 2013; Bolívar, 2005; Regis Kabengele, 2018). The methodology employs exploratory, documentary, and bibliographic research, analyzing international official documents endorsed by international organizations and, at the national level, legislation addressing Special Education in Brazil. The results demonstrate that a society founded on humanist values is expected to promote inclusive educational systems in which students with disabilities can study in regular schools alongside other students. An educational system rooted in the concept of equity remains a challenge, requiring an understanding of schooling as a right recognized and guaranteed to all without distinction. It is also the State's responsibility to implement public policies that respect differences and reduce inequalities within schools, fostering the construction of more equitable, egalitarian, and inclusive educational systems.
Sexual and reproductive health education in the triple frontier: Gender perspectives and regional challenges
Sexual and reproductive health education in the Triple Frontier region, where Brazil, Argentina, and Paraguay meet, faces significant challenges due to the complexity of socio-cultural, economic, and political contexts. The region is characterized by cultural diversity and structural inequalities that directly impact the implementation of public health policies. Gender issues play a central role in this scenario, influencing access to health services, reproductive rights, and perceptions of sexuality among men and women. The objective of this study was to identify the challenges and influences of gender issues in the implementation of sexual and reproductive health education programs in the Triple Frontier region. The study is an integrative review, with online research from LILACS, BVS, PUBMED, and Scielo databases, using the following descriptive terms: "Health education", "Sexual and reproductive health", "Border", "Gender" from the last 5 years. It was identified that the challenges faced in the implementation of sexual and reproductive health education programs in the Triple Frontier region are strongly intertwined with gender issues and the socio-cultural, economic, and political particularities of the involved countries. Gender inequality, reinforced by stereotypes and traditional social norms, limits equal access to information and health services, especially for women and girls, who continue to be the most vulnerable to institutional and cultural barriers.
Humanities in the education of engineers at community Universities in Rio Grande do Sul: The usefulness of the "useless"
This article results from theoretical and documentary research, with a qualitative approach, to understand the trend(s) guiding the inclusion/approach and/or exclusion of humanities in academic education in Engineering courses at the 14 community universities in Rio Grande do Sul, aiming to develop a critique that can creatively support a counter-discourse to the instrumental paradigm in Higher Education. Data collection involved accessing the universities' public web pages to identify the profile of graduates and the content/disciplines related to humanities education and in the National Curriculum Guidelines (DCNs) for Engineering. Data analysis was conducted through content analysis. Findings point to a critical situation in these courses regarding humanistic education, considering the low percentage of these disciplines and contents offered in the curricula. There are inconsistencies between the profiles of graduates and the curriculum design, revealing the effects of instrumental rationality and the blindness of reductionist knowledge, which impacts the loss of self and human subjectivity. There is an urgent need for a counterpoint in the education of university students by finding mechanisms to make it a "studious space" that prioritizes holistic education, transcending instrumental logic.
To become a teacher: an art that unfolds along the way
This study centers on the discussion of becoming a teacher. Therefore, the main objective is to present the perceptions of the teachers participating in the Emotional Education Research Group (GRUPEE) at the Universidade Federal da Fronteira Sul – UFFS, regarding the academic and professional paths experienced that enabled them to become teachers. The qualitative research approach utilized the Padlet platform, where participants recorded their responses to the question: What academic and professional paths have enabled you to become a teacher? The literature review drew from authors such as Josso (2004), Zeichener (1993), and Day (2001). The analysis of the narratives, which is descriptive-interpretative in nature, shows that the process of becoming a teacher is influenced by a variety of formative experiences and professional development. The participants' narratives emphasize the importance of initial training, the need for continuous education, and the sharing of experiences with fellow teachers as learning and professional growth. The process of becoming a teacher is dynamic and continuous, involving the integration of theoretical and practical knowledge, as well as personal and professional experiences, for the holistic development of the profession
Controversies in guidelines for teacher training and their contradictions with field education
The elaboration is part of the reflections on training of educators in the field and aims to analyze the guidelines of teacher training (s) considered the documents in force between the years 2015 and 2024 and that have regulated teacher training in the last decade in Brazil. Some controversies present in the guidelines of this formation are highlighted with notes on their contradictions with the fight for a Field Education. Resolution CNE/CP n° 2/2015, Resolution CNE/CP n° 2/2019 were considered to replace the previous document and the current version, circumscribed in Resolution CNE/CP n° 4/2024. Being sustained in the bibliographic and documentary research, from the analysis of the referenced resolutions, proximities and differences between them are addressed, with the Field Education as a counterpoint to neoliberal and conservative logic driven by the incidence and interference of business reformers in Brazilian education, with particular emphasis on its activity in the preparation of the guidance documents for teacher training in the country. Controversies are recorded about the guidelines for training teachers and their possible implications in the formation of those professionals participes of formative processes focused on the activity in the Field Education, which, in turn, points to accounts of the formulations placed in the documents with the concreteness of the Field Education in its source materiality.
Continuing teacher training: A look at digital information and communication technologies (ICT)
Continued education to teachers fosters the improvement of knowledge and contributes to the expansion of teaching skills and capabilities. Digital information and communication technologies are increasingly taking up space in everyday school life, so it’s important that teachers, when using them in their pedagogical practice, are able to create teaching proposals with learning conditions, requiring continued education. This study aims to foster reflections about continued education to teacher in the context of digital information and communication technologies based on basic education documents and practices developed in the city of Concórdia/SC. The justification is established based on the need for continuous training processes that contribute to a constant movement of learning and knowledge construction with technologies. The methodological approach of the research was qualitative, exploratory and, regarding data collection, it was classified as bibliographic and documentary. As a result, it’s worth noting that, despite the importance of planning and offering continued education from a technology perspective, this is rarely addressed in the documents that guide the teaching work, such as the National Common Curriculum Base (BNCC), the National Education Plan (PNE) and the National Curriculum Guidelines (DCN). With no specific proposals, pointing to the need to review the National Guidelines for Continued Education for Basic Education Teachers. Regarding the implementation of training in the municipality of Concórdia/SC, some were promoted in 2020, but one or none in the following years, which implies a discontinuity in the training process. The methodology used in the continued education, not providing an opportunity for permanent dialogue between the teacher and his/her practice, problematizing it and, thus, not enabling constructions through ICT.
The student with dyslexia in school: A perspective from inclusive pedagogical proposals
This work stems from an interest in seeking methodologies that favor pedagogical practice with a focus on the inclusive work of children and young people who present a reading disorder defined as dyslexia. We note that it is essential to adapt school contexts in order to ensure quality teaching and learning for students. Thus, based on the theoretical perspectives of Dehaene (2012), Petrossi (2004), Castrillon (2013), Leffa (2006), Sampaio (2014), Kleiman (2000), Batista (2017), among others, this work was divided into three chapters: the importance of reading and the place of the student with dyslexia in this process; dyslexia and its effects; and, finally, the game as a pedagogical support tool. For the research, we sought to list the main deviant processes during oral reading in children and young people diagnosed with dyslexia. In addition, we developed a game with stimulus activities to increase phonemic awareness, starting from the identification and recognition of syllables, words, and sounds, applying and analyzing its effectiveness through reading tests and game organization, which is the main objective of this work. The participants in this research were children and young people diagnosed with dyslexia. In total, there were five participants aged nine (09) to twelve (12) years. After applying the game, we observed that the milder cases of dyslexia showed fewer difficulties than the participants with more advanced stages. Despite presenting different degrees of progress with the game, all showed an interest in learning.
Gender and sexuality issues in the training course of scholarships of the pedagogical residence program in the area of natural sciences and their technologies
As part of the formation of subjects, aspects that involve the constitution of men and women are present in all social contexts. Issues of gender and sexuality permeate school content in biological, social, and cultural aspects. Evidence shows that generally, the curriculum of undergraduate courses in Brazil does not present specific subjects or content that address issues of gender and sexuality at the undergraduate level. This can lead to a lack of preparation for planning activities regarding the approach to this topic, as well as a lack of social interest in the importance of taking these issues to the classroom. The present investigation aimed to analyze teaching plans prepared by undergraduate students in the area of ​​Natural Sciences and its Technologies, on the topic of gender and sexuality. The material produced was analyzed using Content Analysis. The results indicate some misunderstandings regarding the terms and methodologies for working with this theme since limited creativity is visible regarding the possibilities of resources and teaching strategies.
Nursing care for people with disabilities in light of transcultural theory
The Ministry of Health defines a person with a disability (PWD) as an individual with a long-term impairment of a physical, mental, intellectual, or sensory nature, whose interaction with one or more barriers may hinder their social participation (Brazil, 2015). Thus, regarding the access of PWD to the healthcare system, particularly in Primary Care, more than just physical adaptations are necessary. Therefore, this study aims to discuss the care of PWD in light of Transcultural Care, based on a reflective study using the Theory Analysis Model proposed by Meleis (2012). Nursing, as a profession and a science, has its essence grounded in human care, requiring a holistic perspective not only on the individual but also on their family and the community environment in which they are inserted (Gomes; Robaína; Budó, 2012). Among the profession’s care models, Madeleine Leininger’s Transcultural Nursing Care Theory (1978) stands out. This theory proposes the development of a set of scientific and humanized knowledge as a tool for universal and culturally specific care practices. It evaluates the patient’s values, beliefs, and behavioral patterns, relating them to their health-disease process. Monticelli (2010) highlights that transcultural care should involve professional activities that preserve, negotiate, or restructure healthcare practices, aligning them with the individual’s customs. Thus, in the context of caring for PWD in light of this theory, nurses must understand health practices related to the individual and the particularities of their condition, acting as mediators in the construction of care. This implies understanding and respecting their way of life to provide humanized care, an effective and individualized care plan, while valuing their autonomy and safety.
Indigenous women at university: trajectory and challenges
This is a study on indigenous women in university, a mixture of struggles, challenges, articulation, resistance, dreams, utopia, and conquest, Kaingang and Guarani. This research is developed within the Graduate Program in Education at the Universidade Estadual do Centro-Oeste, aiming to identify the insertion and participation of women through their engagement with the university. The struggle of indigenous women occurs internally within their territories in the relation with their predominantly male leadership, within patriarchal family relations, and in the pursuit of higher education, both inside and outside the territories. This highlights the context and necessity for higher education and schooling for our people. The investigative problem clarifies that this territory has achieved advancements in job positions that previously did not exist, an aspect that requires higher education and has been challenged by access to public universities and, paradoxically, to private universities. Here, we intend to analyze the presence of indigenous women in higher education and their occupation of job positions within the territory. In order to produce data, we conducted a necessary bibliographic research in academic and scientific production. The central categories in the study include higher education, women, territory, and education, among others. In the fieldwork, we gather data on Kaingang and Guarani women in higher education, producing a qualitative and quantitative analysis framework. We note that there have been advances in these achievements, but the challenge of attaining higher education remains. It is emphasized that women still need to gain space in the management of their territories.
Initial training of indigenous educators in Paraná: Dialogues between the university and the indigenous territory
This paper discusses the initial training of indigenous educators, requested by the indigenous territory of Rio das Cobras - Paraná, and developed at the Universidade Estadual do Centro-Oeste (Unicentro). It justifies that, after two decades of specific policies for the inclusion of indigenous people in higher education in Paraná, the number of trained teachers does not meet the demand of the 40 indigenous schools in the state. The paper shares and discusses elements of the experience of training indigenous educators at Unicentro. It is a qualitative research that examines the context of indigenous higher education and conducts document analysis, such as the course's political-pedagogical project. The work is based on theoretical-legal foundations. It concludes that there have been legal and judicial achievements in Brazil driven by indigenous peoples. It highlights that the project's elements seek to incorporate alternating pedagogy, bilingualism, interculturality, the production of educational materials, and mobility. It shows that the collective management and conduct between the university and the community represent an advance in the training of educators. However, it notes the limitations in implementing a specific course for indigenous peoples, such as a lack of funding, the incorporation of indigenous culture, and the need to train the trainers. It reinforces that collective decision-making and empowerment through these proposals benefited everyone. The university learned from indigenous cultures, and these cultures learned from the university's culture, which strengthens the whole process. It emphasizes the need to evaluate the role of orality in training and to train indigenous masters and doctors to incorporate them into the university faculty.
Education and diversity: The territorialization of education in LDB modalities
This article presents it explores the contributions of the teaching modalities provided for by the National Education Guidelines and Bases Law (LDB) to guarantee the right to education within the territorialities of specific social groups, such as peasants, indigenous people, quilombolas and, more recently, gypsies . It highlights the relevance of studying the regulations that regulate these modalities, approaching them as fundamental human rights as established in Law No. 9,394/1996 and in other resolutions and opinions. The research is based on a documentary methodology, resulting in a review article. Land and territory are considered central elements in the fight against educational inequality, and the article recognizes diversity as a crucial factor in the search for overcoming social inequalities through the construction and implementation of public educational policies. The analysis seeks to contribute to the debate and research on the role of schooling in human formation, highlighting the importance of an approach that respects and integrates the cultural and territorial specificities of these groups. The study is expected to offer valuable insights for the formulation of more inclusive and equitable educational policies and practices.
Leonice Aparecida de Fátima Alves Pereira Mourad
Reading in the AEE classroom in the municipality of Cerro Largo: Developing phonological awareness in students diagnosed with dyslexia through inclusive games
This study aims to develop alternatives to support children and young people diagnosed with dyslexia, with an emphasis on fostering phonological awareness and improving the reading process. The research analyzes the application of the educational software EstimuGAME, designed to promote phonological stimulation through interactive and playful games. The study began in 2024 with eight eleven-year-old students from the municipal education network of Cerro Largo who participate in Specialized Educational Assistance (AEE) and will continue throughout 2025. The theoretical framework is based on authors such as Almeida (2009), Castrillon (2013), Condemarin (1986), Dehaene (2012), Magri Filho (2011), Martins (2003), Moojen (2014), Petrossi (2004), Sampaio (2011), and Snowling (2013). The methodology involves applying tests through oral readings before and after using the software, allowing for an assessment of its effectiveness in learning. Preliminary data collected in 2024 indicate progress in the reading skills of most participants, suggesting that the use of playful tools can be a valuable resource for the inclusion and development of students with dyslexia.
Apresentação do dossiê: políticas linguísticas e de internacionalização à luz do legado de Paulo Freire: os inéditos-viáveis no/do/para o sul global - parte 2
A edição de 2025 da Revista Contexto & Educação dá continuidade ao dossiê temático iniciado em 2024, na qual foram publicados quatro artigos que aprofundaram reflexões enraizadas no legado de Paulo Freire e em abordagens críticas comprometidas com a decolonialidade, o Sul Global e o inédito-viável como horizonte ético-político e epistemológico. Os textos agora reunidos ampliam esse debate, articulando práticas de resistência, pedagogias contra-hegemônicas e possibilidades de (re)existência educativa, respondendo à urgência de revermos nossas estruturas curriculares, linguísticas e políticas, diante das múltiplas opressões que atravessam a escola, a universidade e os próprios sujeitos do conhecimento.
"Southernizing" brazilian university internationalization policy based on Paulo Freire's contributions to education
Based on the premise that Brazilian university internationalization has been hegemonically guided by a Euro-North-centered perspective as a result of the colonial legacy in higher education, this article aims to articulate the internationalization of higher education with a decolonial perspective, taking Paulo Freire's contributions as the "south." To this end, we initially problematize the internationalization of higher education in Brazil in light of coloniality; then, we address the main higher education internationalization policies proposed by the Brazilian government since the 2000s; and finally, we present key elements that can contribute to “southernizing” Brazilian university internationalization, drawing from Paulo Freire’s contributions to Brazilian education. Methodologically, a qualitative research approach was used, with a bibliographic review and analysis of official documents to understand the paradigms on which Brazilian university internationalization has been based. Finally, we advocate for the need to implement policies that enable the construction of internationalization processes that consider regional and local needs and realities, fostering autonomy and affirming the university’s role as a space for integration and the existence of plural and diverse knowledges.
South-south epistemologies and good living: The unprecedented-viable in Freire, Krenak and Kusch
This article has the character of an announcement-denunciation, constituting a movement to hope for other possible worlds based on South-South Epistemologies, knowledge and philosophies present in Deep America. The coloniality established in America following the European invasion brought with it Euro-centered thinking, which violently denies the plural forms of being and threatens the right of existence - of the being of many lives. However, despite the oppressive nature of Euro-North-centered thought, with Sulear it finds resistance in indigenous and popular thought, in the force that gravitates from this soil, which is first and foremost indigenous. From this perspective, this work analyzes South-South epistemologies, from the perspective of the unprecedented-viable, especially in the context of education. This is a work of a bibliographic nature, centered on the works of Paulo Freire (1921-1997), Ailton Krenak (1953-) and Rodolfo Kusch (1922-1979), from which we describe the genesis of sulear and weave visibilities to the South-South, mobilizing concepts such as Epistemologies of the South, Unprecedented Viability and Good Living. The text highlights the importance of utopia, of continuing to hope and indicates that America's strength lies in its heir and it will only build its path considering its depths and its ancestry, which is still our South.
English language proficiency of affirmative students in graduate courses from the perspective of Freire's unprecedented-viable
English education is a privilege accessible to few in society. The primary aim of this position paper is to reflect upon and discuss the English language proficiency of graduate students admitted through affirmative action policies at federal universities (affirmative students) and also we will question the use and/or the lack of using English language. To do so, we begin by discussing the process of internationalization in higher education (Knight, 2004) and the demand for English proficiency. We then address the dominance of English over other languages as a strong indication of coloniality and modernity ((Mignolo, 2019; Quijano, 1993; Quintero; Figueira; Elizalde, 2019). Finally, we open a dialogue on overcoming these barriers through Paulo Freire's perspective of the "inédito-viável." (1992). We conclude that by thinking, willing, and acting in response to a limiting situation, we can initiate a decolonial project, denaturalizing what has been naturalized and engaging collectively in the search for alternatives to transform the problem.
Pedagogy of feminist hope: Findings from teaching portuguese language and literature
This article analyzes a feminist and anti-racist pedagogical experience carried out in 9th-grade Portuguese Language and Literature classes at a municipal school in Canoas, RS, Brazil. Drawing on critical feminist epistemology and language education based on discursive genres and Bakhtin's dialogical concept of language, it seeks to highlight the political resistance inherent in teaching practices. This is explored through the idea of a pedagogy of feminist hope, which interweaves Paulo Freire's insights with intersectional feminist perspectives, understanding education as a tool for citizenship engagement and confronting inequalities. Among the findings, the study emphasizes the potential for creating learning communities through seminars focused on the artistic and cultural production of Black women from feminist viewpoints. Within these communities, it was observed that safe spaces for demonstrating vulnerabilities, shared and democratic knowledge construction, and critical social awareness among students developed. We also underscore the relevance of these seminars as a practice in mother tongue and literature teaching, as they facilitate the sharing of readings that connect words to lived experiences, challenging traditional hegemonic curricula and fostering critical thinking by questioning inequalities and envisioning possible futures.
The poetical theopedagogy of the wanderer of dialogue and hope called Paulo Freire
This article intends to contribute with the memory of the life and work of Paulo Freire, as the Wanderer of Dialogue and Hope, celebrating its one-hundred-year anniversary. It intends to show how its Poetical Theopedagogy is lovingly libertarian and how its thoughts, its ideas and work, are actual and essential for the education and for all the society of our time. Making memory of the one hundred years of Paulo Freire is important, necessary, and always insufficient. The Recife-born master made himself an apprentice and learned with the simplicity and the wisdom of the farmers, among other workers for whom he taught through new methodologies the need of doing coherent options, of taking risks and of loving. Paulo Freire lives in its work that has the weight of an encyclopedia and the poetical beauty of a watercolor.
Hate speech in comments on social media: Towards a critical digital citizenship
With internet access becoming increasingly democratic, social practices have gained new contours and daily adherence, building an inevitable “digital world”. Through communication processes produced on social networks, digital discursive performances operated with meanings and effects emerging from/in digital relationships between users. The present reflections are based on the empirical material generated in the study by Ribeiro (2023), which sought to identify and problematize, through online comments generated from posts by female celebrities on the social network TikTok, speeches that fell into the category “hate”, observing the socially produced meanings around digital practice. From the 96 comments on six videos posted on the pages of six female celebrities, the relationship between gender and race can be seen, which threatens white masculinity, permeating intersectionalities that cross ageism, LGBTphobia, misogyny, racism, sexism and fatphobia, or all of these at the same time or in some proportion. This guides a critical digital citizenship that promotes openness and a sense of plurality about what surrounds individuals to see and read digitally, as well as a critical scrutiny of what they will do, subsequently, with the human behind the screen.
What constitutes an attractive education system for young people? A perspective from the Brazil-Italy dialogue
This qualitative study is the result of the first phase of research by the researcher-author in the context of a postdoctoral internship in Italy in the second half of 2024. The main objective of this first manuscript was to investigate some differences and similarities regarding the organization of the pre-university education system in Brazil and Italy, in light of student expectations. The choice of the theme of the organization of the education system in both countries is the first comparative aspect and, hypothetically, can guide how attractive the academic universe is for the new generations. For this purpose, the following research question was structured: What is considered an attractive education system for young people who aim to enter the university system? What were their initial expectations and to what extent were they met in light of the needs presented by the current sociocultural context in which they live? The data for this research were produced through an initial exploratory phase in official documents, followed by a narrative phase (personal memory) of two participants, one Italian and the other Brazilian. As a result, the main stages that configure pre-university Basic School Education in Italy and Brazil according to official regulations were first presented. Then, according to Moraes and Galiazzi (2006), three categories emerged from the Discursive Textual Analysis of the narrative memories of the participants in this research, who recently completed their university studies. It was concluded that the reasons that guaranteed the “motivation” to continue studying belong to the sociocultural plane, in a dialectical relationship of the sociogenesis and ontogenesis dimensions, without disregarding the microgenesis of each participant.
A brief analysis of Paulo Freire's pedagogy of the oppressed and Aníbal Ponce's education and class struggle
Paulo Freire's "Pedagogy of the Oppressed" deals with the false generosity of the oppressor in its examination of the formation of a critical and reflective conscience among peasants who have been dehumanized by the capitalist system. The work of philosopher Aníbal Ponce is added to Freire's thinking on contributions to the field of education. This article analyzes and discusses the book "Educação e Luta de Classes", with a view to reflecting on the educational process in history, with regard to the categories: work, alienation, education and class division. To this end, the school education process was related, with an emphasis on resistance to neoliberalism in schools, with the reflective analyses of educators Paulo Freire, Aníbal Ponce, Demerval Saviani and Georg Lukács. The bibliographical research - carried out during the period of a Master's research in Education linked to the Postgraduate Program in Education at the Federal University of Amapá (UNIFAP) - is based on criticism of the process of class struggles. The conclusion was that the process of denial and alienation of learning rights by the oppressor and dominant classes towards the working class historically triggers a process of oppression of the working class to prevent its social ascension through literacy and study.
Reflections on cultures, languages and education: An urgent debate
This work is part of an ongoing doctoral research that investigates how the educational project is constituted in rural territories with a strong presence of descendants of Germanic immigrants. Based on the concept of dialogicity, grounded in the studies of Bakhtin (2010) and Freire (2013), the research aims to analyze how the culture and languages of students from three rural community schools manifest themselves in school time and space. We juxtapose the concepts of culture and interculturality from Forquin (1993) and Candau (2002) with studies on linguistic rights, bilingualism, plurilingualism, and language contact by Altenhofen (2004) and Savedra (2021). In Gramsci (2004) and Semeraro (2006), we find support for understanding the teacher's work as an organic intellectual capable of problematizing and establishing a dialogical relationship between the community's cultural context and the knowledge established by educational legislation. The methodology used for this production is based on a literature review of the aforementioned authors and leads us to consider that cultures and languages pose challenges in the schooling process and have the power to foster the construction of an educational project that considers the rural and plurilingual territory of the students.
Using generative artificial intelligence to enhance vocabulary acquisition in modern foreign language learning
This article analyzes the role of translation and the mother tongue in learning a modern foreign language, focusing on vocabulary acquisition of the target language using technological resources, such as Generative Artificial Intelligence, exemplified by ChatGPT. The research proposes a pedagogical approach inspired by Paulo Freire, aiming at the cultural integration of the student in the modern foreign language and the promotion of innovative education, based on the ethical use of technologies. The investigation aims to observe how students in a public school in Distrito Federal deal with the meaning of words, both individually and in relation to sentence context, and whether they can learn and grasp the target language in a way similar to the natural acquisition of their mother tongue, using Generative Artificial Intelligence critically and without plagiarism. Translation activities, the use of online bilingual dictionaries, and ChatGPT are resources employed in this process. The study is situated within a public education context that values the exchange of experiences in the international scenario and seeks critical, emancipatory, and decolonizing education. The qualitative research, with bibliographical, documentary, and empirical approaches, was conducted through interviews and participant observation in a public school in Distrito Federal. The conclusions highlight the importance of translation in building the target language lexicon, the effectiveness of proper use of Generative Artificial Intelligence and bilingual dictionaries, and the appreciation of the mother tongue, promoting the students’ sociocultural and ethical development.
A Freirean perspective on language policies and internationalization: a bibliometric analysis
This study analyzes the profile and characteristics of publications on “language policies and internationalization under the legacy of Paulo Freire” using a bibliometric analysis of 453 documents retrieved from Scopus (1976-2024). Data analysis was performed using Bibliometrix R package. Results indicate a growing interest in the topic, particularly after 2014, with “Paulo Freire” as the most frequent keyword. Brazil and the USA lead in publication numbers, with a strong presence of journals from various fields. Co-authorship analysis highlights the most prolific authors, while co-citation analysis reveals the influence of seminal works and research clusters. The discussion emphasizes the relevance of Freire’s ideas for promoting critical and emancipatory education within internationalization processes, advocating for South-South cooperation and decolonial perspectives. The study underscores the need for further research to deepen the understanding of language policies and internationalization from a Freirean perspective, contributing to a more just and equitable world.
Language and power structures: the university-school relationship in the political training of teachers
Written language at the University is often used to maintain power structures. Based on Freirean theory, this article discusses the potential of working with language through text within its context, considering micro and macro dimensions in teacher training.The objective of the article is to problematize these correlations of power in the relationship between university and school and the possible spaces for the construction of unstested feasibilities/inéditos viáveis in teacher training. The methodology is based on literature review and analysis of two activities carried out in the undergraduate course in Pedagogy in the second semester of 2023 and in the first semester of 2024. Based on the results, we found that students have been daring in their writing, reflecting a dialogue with the theory, based on pedagogically planned activities in disciplines, which invited undergraduates to articulate practice-theory, through written language.
Racial quotas in courts: A judicial review’s research at Federal University of Ceará
The article aims to present the results of a research that collects data on the judicial review involving the occupation of racial quota, considering the affirmative action policies in Brazilian universities. This is a survey carried out in the Federal University of Ceará, covering the period from 2019 to 2023, in which 78 lawsuits and their preliminary, final and appeal decisions were consulted. The presentation and analysis of the data was preceded by a presentation of the foundations and objectives of affirmative action policies and the use of terms such as identity, hetero-identification and intersectionality. This is exploratory research, with literature review and data collection and analysis.
Potential of adventure body practices as content for school physical education in a remaining quilombo community
The adventure body practices are part of the Physical Education curriculum component and should be applied in classes from the later years of Elementary School to the third year of High School, according to the National Common Curricular Base document. In light of this, the main objective of the study is to analyze the possibility of using adventure body practices as content for school Physical Education. The research is of an applied nature, with an exploratory and descriptive objective, employing a qualitative approach. The study was conducted through a questionnaire with students from 6th to 9th grade of elementary school. Based on the information obtained from the questionnaire, it was observed that there is a lack of knowledge and use of adventure body practices in the school environment. The research also indicates as a result that adventure body practices can and should be taught as school content in Physical Education classes, as the school is located in an easily accessible environment for students, with an extensive area of forest and streams that allow the use of various activities in this category. Furthermore, there is a noticeable interest among students in gaining knowledge and experience in innovative activities.
A decolonial critique in the context of a university oriented towards south-south cooperation: an institutional ethnographic study
The research aims to understand a university project oriented towards South-South cooperation, captured through the lens of institutional practices in tension in the light of (de)coloniality. The critical institutional ethnographic method was considered, which produced an understanding based on three dimensions: (i) a scenario of reaffirmation of the institutional mission until 2014; (ii) a propositional agenda in the field of regional integration from 2014 onwards; (iii) reference to the conceptions of ‘excellence’, ‘performance’ and ‘quality’ triggered by the opening of stricto sensu postgraduate courses and an emphasis on the logic of student permanence after 2016. It discusses the conceptual, theoretical and normative basis situated in a documental institutionality, to understand what is intended utilizing the concepts ‘excellence’, ‘performance’ and ‘quality’, from the perspective of building decolonial agendas. The institutional practices described ethnographically, based on a critical decolonial perspective, broaden a 'reading' of the institutional challenges, giving rise to considerations about the unfolding of their practices from readings related to ‘neo-racism’, ‘nationalism’ and ‘patriotism’.
Internationalization and welcoming students in Pre-PEC-G: Challenges for higher education management
The aim of this article is to identify, describe and analyse the sequence of ritualized actions that is part of the management of Unifesp’s Pre-PEC-G program, a preparatory course intended to welcome and teach Portuguese as an additional language to PEC-G students. It is a systematization of experience considering the interconnected actions of teaching, research, extension and management involved in this program at Unifesp and it is based on the writing of memories of the multiple dimensions of the lived experiences during its implementation, document and bibliographic analysis. The discussion develops in order to indicate how it is possible to face challenges and to build a plural and critical democratic management in higher education, characterized by: collectivized and implicated management, articulation of collaborative networks, intercultural and intersectional reflexivity and what we call here as taming of management, based on Célia Xakriabá The results point out to the challenges of management in intercultural contexts and the potential of interdisciplinary actions in the construction of welcoming and language teaching policies in cooperation projects aimed at international students.
International cooperation and distance education: An experience in Bahia / Brazil
This article addresses the teaching and student experience in the Specialization Course in Open and Digital Technologies and Education, offered by University of Recôncavo da Bahia, in partnership with Open University of Portugal. By discussing and deepening the debate on the importance of mechanisms for international cooperation agreements in education and the relevance of the use of technologies in Education, it exposes possibilities for the development of scientific production, teacher training and institutional transformation within a scenario of internationalization of education. The writing was transversalized by results obtained from the literature review, documentary research and field research, in which the narratives represent the knowledge of reality based on the subjectivity of the participants. In this aspect, the expansion of scientific and technological dialogue and the socialization of knowledge were materialized through publications arising from course completion work.
Jomária Alessandra Queiroz de Cerqueira Araujo
Inclusive education and teacher training: an exploratory and transnational study between Brazil and France
This article aims to discuss Inclusive Education and teacher training in the Brazilian context, in the city of Vitória, in the State of Espírito Santo and in France, in the city of Bordeaux, in the Nouvelle Aquitaine region. The analysis is based on a qualitative approach based on focus groups, questionnaires and interviews, carried out in each context and based on a transnational reading, which allows us to reveal and understand how each of these countries, signatories of school inclusion policies, invest in the training of educators from an inclusive education perspective.The results of this research show that, in both countries, although there are policies aimed at different social groups, the understanding of Inclusive Education remains linked to the existence of Special Education, which can constitute a brake on the development of school inclusion and training of teachers within a broader perspective of the teaching and learning process.
Teachers training who teaches science: Contexts of diversity and decoloniality in theatrical acts
In this article brings reflections and analyzes of a training research involving the theater, in approaching socially relevant themes, of a group of four undergraduate students, in development of the theme “Relations between Science, Society and Citizenship II”, investigating the contributions to the construction of narratives and subjectivities linked to racism, in the consideration of relations around a phenotypical characteristic such as “curly hair”. We turned to the decolonial perspective as an analytical lens, in the reading of the text of the scene produced and entitled “Thinking about STS and washing the hair: respect!”. The theater has the potential to contribute to decolonizing approaches to colonial effects. The theatrical narrative established the boundary between fiction and realities experienced by the students – real experiences and built subjectivities. The weight of differences and prejudices, in the face of racism, have moved the black population to express difficulties in self-acceptance, seeking alternatives to their appearance, such as straightening and dyeing hair, as presented in the theatrical plot, approximations to a white beauty standard or with traces of whiteness – manifestations of being coloniality. It is important that, in teacher education, the understanding of race as a cultural and not a natural entity is presented, privileging critical and creative pedagogical practices, mediators of social learning processes, in a destabilizing, questioning and problematizing perspective, like theater.
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Film Tropical Dreams and science denialism: The intermediation process in the development of scientific knowledge
Using commercial films in the classroom is a didactic strategy to address and reflect on various themes related to Science. The present qualitative study in education aimed to analyze the potential of the film Tropical Dreams as a trigger for discussions about Health Education (HE) and scientific denialism, with preservice Biology teachers. Methodologically, the research was based on microgenetic analysis, and the subjects were undergraduate students in Biology from a Higher Education Institution (HEI). The empirical data emerged from the analysis of post-film discussions and the students' Training Diaries. The discussion of the results is anchored in the Historical-Cultural approach proposed by Vygotsky. This study uses the metaphor of winds to highlight the didactic role of the film in the classroom, the meanings, and points of reflection in the debate on HE, scientific denialism, and Scientific Literacy. We conclude that, when using films in teaching, the intentional action of the mediating teacher is essential, as they play a central role in guiding discussions and developing the critical positions of preservice teachers regarding the social context in which they are inserted, in addition to contributing to the construction of the subjects' scientific knowledge.
Alphabetization and reading processes in hospital pedagogy: Contributions to the social development of hospitalized children
The aim of this article is to investigate how literacy and literacy processes take place in non-school environments and how they enable sick children to socialize with the world around them. To this end, this research will take a qualitative, descriptive and exploratory approach, based on documentary analysis of articles and theses published on the same subject. We highlight the importance of the role and recognition of the pedagogue in the hospital environment for the humanization of health and for the construction of a teaching and learning environment in this context. Considering that continuing to encourage children to connect with society through the processes of literacy and literacy is of paramount importance, as this will allow them to return (when possible) to school in a more natural way.
Metacognition and learning: An exploratory study in medical education research
The study analyzes the occurrence of metacognition in scientific articles in the health field, particularly those related to the academic background and performance of physicians. The main question is the following: how does metacognition relate to the physician's learning process? The objective is to investigate how metacognition is revealed to be articulated in national and international research published in articles that deal with the learning processes linked to the academic background and performance of physicians. To achieve the objective, a bibliographic research of the state of knowledge type was carried out, selecting five databases as the locus of investigation: Education Resources Information Center (ERIC), SciELO, Web of Science (WoS), Scopus and PubMed. In these databases, and based on a combination of descriptors, 17 studies were selected to constitute the research corpus. These articles, after being read in full, revealed that in 2021, the Brazilian Journal of Medical Education and the United States and Brazil have the largest number of studies. Furthermore, the target audience of the research is concentrated in medical students. In terms of metacognition and physician learning, the results indicate that questionnaires are the most widely used instruments and that metacognition appears in the research as a learning strategy and/or as a factor in medical decision-making.
Closed infusion system: A multimedia learning object for nursing education
The teaching-learning process is a constant challenge for teachers. The search and introduction of new learning strategies have been desired in order to provide a pedagogical practice within the reach of students, respecting their autonomy and promoting a quality education. This paper presents a multimedia Learning Object (LO), named Sistema de Infusão Fechado (SIF) in Portuguese, which permits the learning of part of the programmatic content about intravenous therapy, highlighting the importance of the closed infusion system in infusion therapies of the parenteral solutions of large volumes. In the construction process of this LO, firstly, we aimed to know its main features, which could make it be an effective tool in the teaching-learning process. Thus, we were supported by the Ausubel’s Theory of Meaningful Learning, in order to follow the facilitative programmatic principals of the meaningful learning, and by the Cognitive Theory of the Multimedia Learning, with its principals which has as objective to align the learning process with the human cognition, with decreasing of the cognitive load, facilitating the learning process.
Health education activities of the speech, language and hearing sciences for education professionals and their interlocution with Primary Health Care
The Expanded Family Health and Primary Care Center (NASF-AB) advocates the implementation of intersectoral articulations, with health education activities being one of the fundamental axes of the speech-language-hearing performance with education professionals. In this context, the present study aimed to describe the production of health education activities developed by speech-language-hearing therapists from NASF-AB for education professionals in the geographic regions of Brazil, from 2016 to 2022. This is an ecological study based on data from the Health Information System for Primary Care. Records of health education activities, both general and specific to education professionals, were considered, in addition to the number of participants reached. Descriptive analysis was used to interpret the data. The results indicated that, throughout the period analyzed, the Northeast and Southeast regions concentrated most of the activities carried out and participants. The proportion of actions aimed specifically at education professionals was more significant in the South region and restricted in the Central-West region. In general, the production of these activities showed growth until 2019, followed by a sharp reduction in 2020. The panorama presented suggests that educational practices aimed at education professionals are still incipient and present regional discrepancies in Brazil. To strengthen the partnership between speech-language-hearing therapists and education professionals, as well as to improve health education strategies, future research is essential.
Public universities, sustainable development and zero waste: A factible interrelation?
Brazilian public universities have an important role in achieving the 2030 Agenda. Therefore, the objective of this article was to verify the evidence of appropriation of the zero waste approach in considered public universities. A qualitative approach was carried out, with bibliographic and documentary research based on the UI GreenMetric international ranking. The results of the bibliographical research indicate that universities must popularize the zero waste concept, incorporate the circular economy from different sources and that campuses can serve as a living elaborative model for multidimensional sustainability practices, including partnerships with government organizations and municipal managers. As for documentary research, the universities researched come from, although they are considered harmful, they have not yet incorporated academic and management practices to internalize sustainability. In the results of the lexical analysis, the term governance draws attention, showing its importance in the contemporary context of the research on Brazilian public universities, which can help implement the zero waste concept.
Education through human rights lens: Psychosocial development and student engagement in school
The right to education entails a specific quality of education that summons full personality development and educational processes. However, the pressing need for a theoretical framework to address these aspects at the student level, particularly during adolescence, a crucial period for promoting lifelong well-being, thriving, and active participation, cannot be overstated. The study aims to present a theoretical perspective to address full personality development and educational processes at the student level. Following initial considerations, we suggest two sound theoretical and empirical approaches highly relevant to education research: Erikson’s psychosocial development to address full personality development; student engagement in school to address educational processes. For each approach, prospects and challenges are presented. The discussion section focuses on the feasibility of a framework using these approaches to address the right to education at the level of students’ experience. The study presents a practical and constructive framework to actualize the right to quality education and advocates for its significance in both research and intervention. While the perspectives hold promise, this work serves as a starting point for debate and issue presentation. Further empirical endeavors are imperative, given the urgent need to consider education's role in adolescent’s thriving. However, the potential of the presented perspectives gives us hope for the future of education.
School paralympic sport: A sports culture in the making
This research sought to understand how the School Paralympics had an impact on the historical constitution of school paralympic sport in Rio Grande do Sul (RS), from 2010 to 2019, based on oral testimonies from Physical Education teachers and coaches(as) sports. Information collection was carried out through semi-structured interviews with 11 participants and the material was subjected to the Thematic Content Analysis technique. The results highlighted the challenges and practices carried out by two Physical Education teachers to enable the participation of the state's first delegation in the School Paralympics, in 2010. Along the same path, other agents and institutions began to share interests and develop practices focused on school paralympic sports in the state, forming the “State Parasports Center”. Actions such as events, competitions, projects and training focused on sport for students with disabilities began to be carried out in different municipalities in the state. The reports of the interviewees point to representations that show pride in the practices consolidated around school paralympic sports based on the interrelationships of the aforementioned nucleus. On the other hand, signs of discontent were found regarding the lack of State policies that ensure sport for students with disabilities in the long term.
Tributo a Mario Osorio Marques: à guisa de apresentação
Celebrar a memória de “pais fundadores” é uma tradição nas repúblicas modernas, tradição que achamos apropriada para reverenciar a memória de pessoas, homens e mulheres, que ousaram iniciar empreendimentos que impactam a vida de uma comunidade, seja no âmbito pessoal, seja nos aspectos profissionais que se desdobram em ações políticas capazes de reconfigurar contextos sociais. Mario Osorio Marques foi certamente um desses casos que marcaram vidas, constituíram profissionais e alteraram o contexto no qual se inseriram. Por isso, nada mais justo do que reverenciar sua trajetória, revificando memórias comuns daqueles que com ele conviveram, destacando aspectos de sua profícua produção intelectual, evidenciando ainda, o quanto sua obra continua repercutindo e inspirando seus leitores a pensar acerca dos temas que o ocuparam, e, com esse gesto, cocriando novas perspectivas capazes de iluminar as ações humanas no contemporâneo.
Mario Osorio Marques: Educational action with lovingness, the paths of human rights
This article aims to analyze, based on a study of the life and work of Mario Osorio Marques, the profile of his educational action and its relationship with the precepts of Human Rights. By examining the different phases of his life, from his different actions, from religious life, to social life, to intellectual production in the academic world, it is possible to identify something that sets him apart, attributing originality to his Being as a person and his actions, the expression of a differentiated educational action, filled with lovingness. That is, the expression of an educational action with lovingness expressed beyond institutionalized environments of teaching, but also in personal life, in moments of meetings, in social action with the perspective of seeking to improve social life, in his writings and in his diverse intellectual action.
Training and learning in Mario Osorio Marques
The article focuses on the trajectory of Professor Mario Osorio Marques, highlighting his extensive research contributions to education through his main book publications. Each publication is contextualized within the theoretical framework it belongs to, the perspectives that support it, and the innovative aspects it presents. The second part of the article addresses a theme to which the author has made a significant contribution through his extensive research: human learning, including its implications for formal teaching processes. In conclusion, the article emphasizes the life legacy of Professor Mario Osorio Marques, with reflections affirming that the theoretical perspectives underpinning his vast body of research are practically effective, as attested by those who knew and worked with him.
Teacher training and pedagogical practices: a significant look at the contributions of Mario Osorio Marques
The purpose of this study is to explore issues related to the legacy of Mario Osorio Marques' work in the field of education, based on publications and legal documents that discuss teaching, permeating its influence on teacher training and pedagogical practices. A qualitative research approach was adopted, focusing on documentary and bibliographical analysis. Data collection was based on the careful selection of excerpts and quotations from the works analyzed, followed by a critical interpretation. For this, the content analysis technique was used, as proposed by Bardin (2011). The results indicate the defense of continuous teacher training and contextualized and inclusive teaching that continues today, influencing educational policies and inspiring educators to see pedagogical practice as an ethical and political commitment. Therefore, by rescuing and reflecting on the contributions of Marques' works that still shape education in Brazil, it reaffirms the relevance of his ideas for the development of transformative and democratic educational practices.
Writing is necessary: memories and stories from the book by professor Mario Osorio Marques
We were in the year 1996, second class of The Graduate Program Education in the Sciences / PPGEC, Northwest Regional University of Rio Grande do Sul /UNIJUI, city of Ijuí/RG and, surrounded by many expectations and dreams that would transform the lives and paths of teachers and students, on the way and in the art of researching and being a researcher. Knowing, living, learning and sharing unique moments with professor Mario Osorio Marques, ”Our Giant", reminds us to highlight in this essay-memory the work Writing is Necessary: the principle of research, born in 1996 and first published in 1997, which illuminated the lives of two teachers and who transformed the learnings built at UNIJUI into fruitful itineraries in/by research, in the creation and composition of many writings, in the formation of a few hundred new researchers at the Federal University of Santa Maria/UFSM and at the State University of Bahia/UNEB. We highlight the resonances and recognition of the life and works of Mario Osorio from south to north of this immense country.
Review of the work "Writing is needed: The principle of research", by Mario Osorio Marques
The review presents the work Writing is necessary: ​​the principle of research, written by the thinker Mario Osorio Marques, written in the form of an open letter addressed to the reader. The objective of the writing is to establish a dialogue with the reader, presenting three of the author's motivations for writing the aforementioned book, as well as any and all writings. The first of these refers to the dimension of writing according to which a possible reader is always assumed, which would give meaning to such a project. The second concerns one of the biggest challenges of writing, which is getting started, with there not being exactly anything like preparation for such a task. The third is that writing cannot be confused with writing, since rewriting will always be necessary and reading will always lead to other possible readings. In this context, the hypothesis that writing is the principle of research gains importance.
Education, formation, and learning: a reading of Mario Osorio Marques’ works
This article aims to discuss the concepts of education and learning as processes of continuous and holistic formation in the work of Mario Osorio Marques, highlighting their implications for the field of education. Methodologically, it is an essay-based text within the field of philosophy of education, grounded in literature review and hermeneutic analysis. The study revealed that Marques’ work: revisits and reinterprets the concept of education as a holistic and continuous formative process of the human being, encompassing multiple dimensions of human existence and emphasizing openness to others, nature, and society; understands learning not as a mere adaptation to the existing reality or as the simple accumulation of knowledge and skills, but as a process of self-transcendent reconstruction of the human being and the structural components of the lifeworld - culture, society, and identity; demonstrates the necessity of a reconstructive hermeneutic exercise in education by its practitioners; emphasizes the role of schools and educational institutions in learning processes and in the formation of autonomous, responsible individuals capable of acting in a democratic society; and highlights Pedagogy as the science of education and educators.
Writing as a formative principle for teachers: Contributions of Mario Osorio Marques to Furg’s Pibid
The article presents the contributions of Mario Osorio Marques to the Institutional Program of Teaching Initiation Scholarships (PIBID) at the Federal University of Rio Grande (FURG). Writing is highlighted as a formative and epistemological tool, fostering dialogue between theory and practice in teacher education. Materialized in artifacts such as collective portfolios and classroom narratives, writing serves as a means for research and critical reflection. These practices enable program participants to reframe their experiences, investigate their pedagogical practices, and (re)construct knowledge about teaching. Research on these artifacts demonstrates the power of writing as a way of thinking, understanding, and, through this process, becoming a teacher.
Contributions of Mario Osorio Marques to teacher training in contemporary times
Mario Osorio Marques, a renowned educator and researcher, proposes a hermeneutic and reflective approach to the construction of knowledge and the development of teaching practice. The aim of this research is to reflect on the contributions of Mario Osorio Marques' studies to teacher training and educational processes in contemporary times. This is a theoretical-reflective text, with a qualitative methodological approach, based on the work “Pedagogy: the science of the educator” by Marques (2006) and the survey of articles on the Capes Periodicals Portal. Data analysis was carried out according to the theoretical assumptions of Discursive Textual Analysis by Moraes and Galiazzi (2020). From this analysis, the following categories emerged: critical-dialectical requirement, hermeneutic requirement, and epistemic-instrumental requirement. To support the research, Marques (2006) and Freire (2006) were used. The results show that the critical-dialectical, hermeneutic and epistemic-instrumental requirements in teacher training seek, respectively, to promote a critical interpretation of pedagogical practices, a transformative education that challenges positivist rationality and a continuous improvement of teaching practice through theory-practice integration and constant reflection. It is concluded that Marques leaves a lasting legacy for educators, as he advocates a dynamic, contextualized educational practice capable of responding to the demands of a world in constant transformation. Thus, his contributions are undeniable and are reflected in studies and research that continue to inspire educational processes.
Paradigms of knowledge and neomodernity: The relevance of Mario Osorio Marques' proposal
The legacy of Mário Osório Marques leaves us, among many other valuable contributions, the notion of paradigms of knowledge and reason – ontological, modern subjective and intersubjective – in the human tradition. This paper traces a path of bibliographical review and hermeneutical source that disagrees on each paradigm proposed by the author, as well as a transition between them. Marques enables the tension between each paradigmatic moment and the presence, limitations and possibilities of education in the conception of truth, positioning himself, after a linguistic turn, in the paradigm of communicative reason, which enables the conception of neomodernity, a term coined by Rouanet. Thus, neomodernity is proposed as a paradigmatic position capable of thinking about the problem of knowledge, education/learning and the implications of this for the social dimension of the world. The neomodern paradigmatic positioning and intersubjective reasoning represent the possibility of escaping the civilizing and emancipatory potential of the Enlightenment, in the face of a context of relativism, fake news and authoritarianism, that is, what Marques called a context of “systematically disturbed, asymmetrical and manipulative communication”.
Interlocution of knowledge: The cognitive principles of complexity in the pedagogical thought of Mario Osorio Marques
Did Mario Osorio Marques flirt with Edgar Morin? Did Marques make any incursions into the ontological-epistemological matrix of complex thought? The aim of this theoretical essay is to show that Marques, in his pedagogical thinking, sought to distinguish the paradigms of the object, the subject and intersubjectivity, but his main concern was to understand them in an integrated way in a “broader and more coherent theoretical framework”, which can be understood by the term “interlocution of knowledge”. In addition to this objective, the intention is to point out evidence that Marques transcends the simple framing in a single paradigm and that, systematically, he placed in dialogue the empirical-analytical, historical-hermeneutic and critical-dialectical approaches, in the broader theoretical framework of communicative reason and, through a circular and progressive form of thought, he narrowed the dialogue with the principles of intelligibility of what he called the “paradigm of complexity”. Therefore, an epistemological reading of his writings from the period from 1988 to 2002 is proposed. The theoretical essay is structured in three movements. The first one considers the ontological and gnosiological assumptions of Marques' educational praxis. In a second movement, we seek the presence of evidence of an alternative scientific paradigm for the science of the educator, in Marques' work. Finally, the presence of the principles of intelligibility of complex thought in Marques' proposal for training education professionals is discussed. Our reading of Marques' work led us to assume that it was the problem of interdisciplinarity that attracted him, sometimes to the edges, sometimes to the interior of the paradigm of complexity.
Mario Osorio Marques: a desecrator´s pedagogisms of death
This article reflects on the contributions of the humanist Mario Osorio Marques in the context of education. He is an original thinker who is still little known in academia. The thematization of his life is based on the experience of one of his former students, in consultation with his works and other theoretical contributions, resulting in bibliographic research of a qualitative and poetic nature. His epistemic stance of thinking about educational problems made him break geographical boundaries. Among his achievements is the creation of FAFI (Faculty of Philosophy, Sciences and Letters) in 1957, today the Regional University of the Northwest of the State of Rio Grande do Sul - UNIJUÍ and, later, he was the idealizer in opening the Postgraduate Program in Educational Sciences - PPGEC/Unijuí. Mario Osorio understood like few others the importance of the University as an environment for the formation and development of humanities, using pillars such as research, reading and writing. More than just an act of learning, reading and writing, for him, are acts of resistance. He left much more than a living legacy of understanding the University and of secular education that does not give in to the impoverishment imposed by the rational, fragmentary and transmissive logic to which we were and continue to be exposed. He left an example of epistemological persistence, demonstrating that reading, writing and knowing are pillars of human emancipation, producers of the world, generators of consciousness and living energy that impel and challenge us to be all too human in our ethical-formative untimeliness.
Impacts of Mario Osorio Marques' thought on physics teaching: a contextual and critical approach
The thought of Mário Osório Marques has a significant impact on Physics teaching, promoting a critical and contextualized approach. His contributions highlight the need for an education that integrates theory with students' sociocultural reality, opposing the traditional content-focused and decontextualized approach. Marques emphasizes three fundamental dimensions of pedagogy: hermeneutic, critical-dialectical, and epistemic-instrumental, which, when combined, enable a reflective and emancipatory teacher education. In Physics teaching, Marques proposes a methodology that values interdisciplinarity and problematization, making content more meaningful and applicable to students' daily lives. At the same time, he warns against excessive mathematization and mechanization of teaching, advocating instead for a learning process that fosters inquiry and critical thinking. Furthermore, he stresses the importance of continuous teacher training, emphasizing that educators should act as mediators of knowledge, promoting students' autonomy. Marques' approach dialogues with Paulo Freire’s perspective but differs by emphasizing pedagogy as an epistemologically autonomous field. His ideas encourage innovative pedagogical practices that break away from traditional models and promote active student participation in the learning process. Thus, this article analyzes how Marques' proposal represents a path to overcoming challenges in Physics teaching, bringing it closer to students' real-life experiences and contributing to transformative education.
The metamorphoses of the gaze: Mario Osorio Marques as a reader of photographic images
The article addresses the experience of an individual social actor, Mario Osorio Marques, as a reader and researcher of photographic images, in the context of the Northwest of the State of Rio Grande do Sul. The research problem raised in the article is how this social actor contributed to the construction of photographic culture in a given social context where there are very expressive photographic collections. The first part of the article addresses his importance as a reader and interpreter of images from the FIDENE/UNIJUI institutional collection. The second part addresses the importance of the book: História visual da formação de Ijuí – Rio Grande do Sul, how this work contributed decisively to the understanding of visuality, as an object of research for the construction of knowledge in the social sciences. The methodology used in the article is based on the principles of ethnography, from the perspective of understanding the cultural elements of a given individual social actor who worked in an educational institution and in the community to which he belongs.
Mario Osorio Marques: Conversation leads to Conversation!
This essay is a homage to Professor Mario Osorio Marques, based on personal memories and notes from the period in which I was a student in the Master's Program in Education in the Sciences, as proposed by the commemorative dossier marking the centenary of this great educator's birth. Using narrative as a methodological approach, I express the pride of having joined the third cohort of this innovative and bold initiative: a master’s program offered in the interior of Rio Grande do Sul, a region then considered economically disadvantaged. Mario Osorio Marques was a pioneer in the expansion of higher education and in the implementation of graduate (stricto sensu) programs in the northwestern region of our state, through UNIJUÍ, the university he helped to establish. He was an educator who consistently sought to align his actions with his words and writings, living by the principles he advocated—whether in casual conversation or while teaching. A great master, professor, and visionary, he fulfilled his mission of promoting quality education and regional development, grounded in the potential to overcome social and regional inequalities. Mario Osorio Marques was—and continues to be—fundamental to the pursuit of quality education for all, with a focus on quality of life. For this reason, even if it may seem prescriptive, it is necessary to reintegrate his thought into the required reading of teacher education programs, through his published works and articles. Moreover, it is essential to revive his vision and belief in education as a fundamental phenomenon of human life, a message he consistently conveyed in his teachings and writings.
At the mercy of the winds and imagination: A letter to Mario Osorio Marques
Aiming to discuss the specificity of school education and to uphold the importance of dialogue in the teaching and learning relationship, we examine issues that affect us as teachers in the exercise of thought, especially those involving the increasing emphasis on technology in the educational process. By writing to Mario Osorio Marques, we revisit his teachings, which allow us to shed new light on everyday matters, to problematize them by questioning his body of work, and to support our educational arguments centered on the humanity of the individual. In preparing this text, we adopted a critical hermeneutic dialogue, seeking in the philosopher of education’s thinking—alongside other theorists—support for broadening our understanding of contemporary times. By choosing to write a letter to the researcher, we establish a mode of dialogue across time with the thought of this important intellectual in the field of education, thereby keeping him close to our readings of the world. As a result, we unsettle contemporary chronotopies, whose events have cornered schools and their work; we demonstrate the questioning of a supposed "life" of technology that has been strongly propagated; and we recognize the need to speak about fear to find encouragement. We conclude that placing our bets on dialogue, both as an approach and as a school-level educational goal, offers a pathway toward affirming a human-centered, transformative, and emancipatory form of education.
Participatory development and validation of the game “Beat bullying”
Violence prevention work must use various methodological and participatory strategies, such as the use of educational materials produced based on local reality. Thus, the objective is to describe the process of production, evaluation, and validation of a game that addresses the topic of Bullying in schools. Participatory research, completed in the first half of 2023, developed in four stages: 1- Holding a workshop to create Educational Materials with teachers; 2- Creation of a storyboard by researchers; 3- Evaluation of the game produced by the target audience; and 4- Validation of the game by judges. Research approved by the ethics committee. Fifteen teachers participated and produced the game “Beat Bullying”. Initially, the researchers created a provisional storyboard that, after evaluation by teachers and changes, materialized into a card game with the theme of bullying, which was evaluated by nine elementary school II students. For content validation, 14 health judges participated and issued an overall ICV of 0.91 for the game, which was approved as an educational tool that stimulates knowledge acquisition and behavior change. The material produced, consisting of a flapbook, 55 cards (40 answer cards, 8 number cards and 7 action cards), a dice, a roulette wheel and a manual, aims to contribute to the discussion of school violence with adolescents and assist the work of education and health professionals in reducing vulnerabilities involving the topic of violence.
Cinema at school: empirical research on the use of films in schools in Valparaíso de Goiás
This article has as its central theme the use of films in the classroom and their use as a pedagogical resource in order to enrich the disciplinary content and form students' cultural identity. Conducted field research with a semi-structured questionnaire, where principals and teachers from six municipal public schools in Valparaíso de Goiás were interviewed. The purpose of this work is to present the successes and difficulties of these education professionals, based on their experiences with the cinema in the classroom.
Science, technology and society from the perspective of chemistry teachers at a state public school
This article aimed to investigate the understanding of the theme Science-Technology-Society (STS) on the part of Chemistry teachers, linked to the education department of the state of Ceará (SEDUC), and assigned to the Military Police College of this state. To this end, an adaptation of the Cuestionario de Opiniones sobre Ciencia, Tecnología y Sociedad (COCTS) was applied, with assertions scored using an ordinal scale ranging from 1 to 9 for each statement. The research developed here was of a qualitative nature and was guided by a descriptive, exploratory bias. In this study, teachers' understandings regarding the STS approach and its definitions are exposed and discussed. Regarding the conceptions related to the STS interrelationships, the classification “Adequate, Plausible and Naive” was used. In the corollary, the teachers demonstrated credible views regarding the understanding of STS, but at certain points there are naive ideas on the referred subject, pointing to the need for continuing education regarding the compressions of the STS approach.
Video-stimulated recall by video and the performative perception of chemistry teachers about didactic sequences and the learning evaluation
This article addresses the perception of performance and episodic reflection of two chemistry teachers regarding evaluation, based on their memories stimulated by video-stimulated scenes. Guided by the research question “What are the students' conceptions of evaluation in the context of applying two problem-based sociocientific teaching sequences?”, the aim of this research focus is to understand their conceptions of learning evaluation within the context of applying two sociocientific problem-oriented teaching sequences. The methodology involved the use of stimulated recall to analyze how the two chemistry teachers developed meanings about the context of applying teaching sequences and evaluation learning. Audio and video recordings of the lessons were made, followed by interviews with the teachers. The data were analyzed using NVivo 12® software, employing automatic coding and categorical analysis of the responses, with a focus on evaluation conceptions. The results of this study lead to the conclusion that the teachers engaged in a reflective process about their actions in the stimulated recall, an activity that created meaningful contexts for argumentation, performative interpretation, and the analysis of teaching episodes. The conceptions of evaluation reveal different approaches to developing it within the teaching sequences, highlighting the emergence of tensions, dilemmas, and contradictions due to institutional demands and challenges in teaching chemistry.
Pedagogical practice with the TEACCH methodology: Development of digital games by people with autism spectrum disorder using Scratch
The objective of this study is to describe a pedagogical practice carried out with subjects who have ASD and who developed digital games using the Scratch platform, based on the characteristics of the TEACCH methodology. Regarding the methodology, this research is of a qualitative nature, with the participation of two subjects with ASD. For data collection, participant observation was conducted, along with the collection of materials they produced. Thematic analysis (Braun; Clarke, 2006) was used for interpreting the materials they produced. We also sought to investigate the context of the participating subjects' scenario, encouraging approaches to concepts relevant to the content taught. The main results helped to understand that efforts to combine technologies and learning methodologies aimed at subjects with ASD can contribute to the training of these students and result in significant learning (Leite, Rehfeldt; Lopes, 2019), in addition to advancement in social relationships and interactions, as well as in the process of developing autonomy. Even with challenges, considering the particularity of each participating subject, it was possible to highlight benefits provided by developing this pedagogical practice, such as creative expression, stimulation of logical thinking, improvement of social skills and engagement of participants in the digital game creation process.
School museum: A practical pedagogical experience In the study of geography with children
This text presents considerations about the museum experience in school practice for the study of Geography with children in the early years of Elementary School. It presents records on the responsibilities of museums, with a view to preserving and preserving the memory of the facts of situations that made up the history of a given territory and its people, in collections of objects with historical and artistic value for society. It addresses theoretical aspects about the museum-school relationship, in the study of Geography and brings elements that help in the process of understanding the articulation in methodological practices that involve museum spaces, in the process of students' educational training. It records aspects of the experience of building, organizing and socializing the museum in the school environment, whose purpose is the study of Geography, through integrative activities with students. It is a proposal that changes the school's routine and corroborates by streamlining the teacher's pedagogical practice, by adopting methodological strategies that involve student participation in the construction of systematized geographic knowledge.
How teachers handle difficult situations and the emotions they raise
The purpose of this research is understanding the situations that trigger negative-valence emotions in the daily praxis of professors in the field of Applied Social Sciences and how these emotions are overcome. Using the critical incident technique, 24 higher education professors in the field of Applied Social Sciences were interviewed. Fear arises in situations related to dismissal, violence, the unknown, and peer judgment. Anger, on the other hand, is less frequent and emerges in situations of unmet expectations. To manage these situations, the professors sought options available in their repertoire of knowledge, acquired through teacher training, experience in other fields, or from their peers. Finally, it can be inferred from the results that professors are, above all, human beings, and knowing how to deal with their own emotions is not a minor issue in teacher education.
Professional resilience at risk contexts: A training program for social educators
The aim of this article is to present the results of a model of intervention program to promote professional resilience in social educators. The intervention was elaborated with the association of the Ecological Engagement and the Experiential Methodology. Ten workers participated in 4 thematic modules. The analyses of the results were carried out based on the principles of Grounded Theory and the support of Atlas.ti. The analyses of the meetings focused on three main points: Institutional Routine, Interpersonal Communications and Care Practices. There was also an increase in positive expectations and confidence in children and adolescents’ future projects with more joy and affection in the relationships, as well as more efficient patterns of communication with the residents. These are protective factors in the institutional context that are essential components of professional resilience.
Initial training in pedagogy and emotions about mathematics: A research articulation in the fields of education and biomedical engineering
This paper presents a case study that investigates the emotions of students of Degree in Pedagogy about mathematics. This is a mixed research, with a qualitative approach carried out as a narrative research in a focus group and with a quantitative approach based on an experiment that used a wearable electronic device to detect the heartbeats of the participating students. The results of the analysis of the data showed how the constituted narratives impacted on the revelation of the emotions of the undergraduate students in Pedagogy (manifested in their reports and in the signals detected by the device they used); how memories in relation to mathematics can produce teacher malaise and how this malaise can be registered, to be discussed, with the support of technological resources created from Biomedical Engineering. In addition to discussing how emotions about mathematics affect teachers in training when choosing their professional field, this article also presents an example of a research partnership between the areas of Education and Engineering to find solutions to problems related to teacher training.
Equal pay law: the state gives with one hand what it takes away with the other
Law n. 14.611/2023 (Equal Pay Law) adds to the normative framework aimed at guaranteeing equity and non-discrimination based on gender in the world of work. This paper aims to propose reflections on why such legislation is still necessary, from a critical, feminist, and decolonial perspective. Through a bibliographic review, we aim to problematize its potential reach in the face of a social organization structured in gender and racial coloniality. Initially, we trace a socio-historical contextualization of the sexual division of labor. Then, through legislative analysis, we reflect on the (in)sufficiency of the law, based on Segato's argument (2012) that the State gives with one hand what it takes away with others. Finally, we consider possible paths forward based on the presented debate.
STEM and gender issues: A systematic review
In the present study, a systematic review of the literature was prepared, based on data from the SciELO, Web of Science, and IEEE Xplore platforms. This procedure allowed for an analysis of the picture relating the STEM approach to multiculturalism, particularly with issues of gender inequality in STEM careers. The aforementioned platforms were initially consulted to create the corpus. Among the selected articles (43), more than half (22) addressed gender issues. In the articles described, a behavioral trend was clear that would lead women to become discouraged concerning their identification with STEM careers. It was observed that gender inequality in STEM areas is not an isolated fact, but is present in several countries and different realities. In all of them, this inequality converges from preconceived positions and statements that supposedly indicate women's lack of interest in STEM careers or, what is worse, a belief of the supposed innate inability to do so. The studies indicated that there is an evident need for public policies aimed at gender equity and the participation of women in STEM careers.