This letter/article aims to reflect on and identify the contributions of a continuing teacher education process, mediated by pedagogical letters, to addressing the processes of exclusion/dropout among Black students in the final years of elementary education. It is an excerpt from a doctoral research study carried out with teachers from the final years of elementary education in the municipal school system of Governador Valadares, Minas Gerais, Brazil. Through narrative and (auto)biographical action-research-training, using pedagogical letters as a device for research, education, and reflection, the study sought to understand how formative processes grounded in teaching experience and organized through writing can expand critical awareness of ethnic-racial relations within schools. The results demonstrate that experiencing the training cycle through shared writing promotes spaces for listening, the reconstruction of knowledge, and the strengthening of ethnic-racial relations education in everyday school life. As final considerations of an ongoing study, we present indications that writing, in this context, means remaining committed to public education, to the Black adolescents who build their trajectories within it, and to the belief that continuing education, when experienced as a collective and critical practice, can contribute to confronting processes of exclusion that still insist on repeating themselves. Keywords: Continuing teacher education process. Pedagogical letters. Education on ethnic-racial relations.
This article addresses self-writing as a formative device and a sociological procedure based on the author’s experience as a workshop facilitator in eight film-mediated pedagogical workshops conducted between 2024 and 2025 in different educational contexts. The study investigates how self-narratives produced in collective educational situations may foster processes of critical formation and the production of sociologically situated knowledge. Methodologically, this is a qualitative study with a narrative approach, based on the interpretative analysis of written narratives produced by participants at the end of the workshops, subsequently transcribed recordings, and the facilitator’s reflective records. The analysis engages with self-writing as a formative process, as proposed by Passeggi, Souza and Vicentini (2011), articulated with Mills’s (1969) sociological imagination and Elias’s (1994) relational conception of the subject. The results indicate the emergence of recurring meaning cores, such as learning understood as a collective production, the development of a sociologically oriented critical gaze, and the humanization of professional education in relation to social inequalities. It is concluded that self-writing, when mediated by cinema and grounded in analytical rigor and sociological reflexivity, constitutes an effective formative device capable of articulating biography, institution, and social structure in processes of teacher and professional education. Keywords: Self-writing. Teacher education. Cinema.
This article, resulting from a doctoral research study, aims to analyze the life narratives of teacher trainees and teachers working in the early years of basic education in the municipality of Imperatriz, Maranhão, with a focus on their educational trajectories, entry into and permanence in the teaching profession, considering the intersections between gender and race.This is a qualitative study, grounded in biographical approaches and in life and educational narratives. Data were produced through group discussions and individual interviews, enabling the creation of spaces for listening and for deepening the participants’ experiences. The results show that teaching constitutes a field shaped by structural inequalities, in which gender and race operate interdependently, influencing teachers’ opportunities, challenges, and professional paths. The analyzed narratives reveal that schooling is understood as a strategy for social transformation, while teaching is also seen as a space for identity construction, resistance, and the production of knowledge rooted in lived experience.It is also observed that Black women teachers experience processes of invisibilization and precariousness more intensely, but they also develop strategies of resistance and affirmation.It is concluded that understanding teaching requires considering the intersections between social markers, contributing to the strengthening of teacher education practices and educational policies committed to equity. Keywords: Teaching. Childhood. Gender. Race
The study of genetics is one of the fundamental contents of the biology curriculum; however, many concepts addressed in class can present difficulties in comprehension, making it necessary to use practices and activities that aid in the approach to the content. Therefore, the teacher needs to adapt and adjust their pedagogical practice, with digital resources, such as web applications, being important tools in this process. Thus, the objective of this work was to analyze the pedagogical contributions perceived in the use of a web application for creating pedigrees, developed to enhance classroom learning and assist in the approach to genetics content in the New High School curriculum. The research adopted a qualitative methodological approach, in which data were collected through a questionnaire applied after the use of the digital resource in the classroom, with the participation of volunteer students from three 3rd-year high school classes. The results indicated that the web application presented good usability, high acceptance among students, and pedagogical potential as an auxiliary resource for teaching genetics, favoring student engagement and interaction during the proposed activities. It is concluded that the use of educational technologies can contribute to the current demands of biology teaching in the New High School curriculum, especially when associated with pedagogical intent and used in a planned way during teaching practice. Keywords: Basic education. Genetics education. Educational technology.
The expansion of digital technologies has broadened the possibilities of access to information, education, and social participation. However, when digital environments are not developed according to accessibility principles, they may reproduce inequalities that particularly affect people with disabilities. Thus, digital accessibility constitutes a fundamental element for promoting inclusion and guaranteeing the right to education. This article aims to present and discuss the conceptual, legal, and normative foundations that support the construction of an inclusive digital society. This is a qualitative, exploratory, and descriptive study developed through a bibliographic review and document analysis. Scientific publications, technical documents, and legislation related to the topic were analyzed, as well as guidelines from the World Wide Web Consortium (W3C), the ABNT NBR 17225 standard, and the Brazilian Inclusion Law. It is concluded that digital accessibility is essential to ensure equity in access to education and information. Keywords: Digital accessibility. Inclusion. People with disabilities. Inclusive education.
Livro resenhado: HAIDT, Jonathan. A geração ansiosa: como a infância hiperconectada está causando uma epidemia de transtornos mentais. São Paulo: Companhia das Letras, 2024.
This article aims to explore the interaction between Meaningful Learning, Metacognition, and Engineering Education, with the objective of investigating how these concepts can be integrated to promote a more meaningful engineering education and foster the development of students’ metacognitive skills. The study proposes a methodological approach based on a qualitative literature review, analyzing research in the field of education and teaching, linked to graduate studies. The results enable connections between the three investigated aspects, providing insights aimed at improving engineering education and contributing to the training of professionals who are more reflective, critical, and capable of facing professional challenges and responding to social transformations. Keywords: Meaningful Learning. Metacognition. Engineering Education.
This article analyzes the initial and continuous teacher training, focusing on the application of Digital Information and Communication Technologies in schools. The study adopts a qualitative approach based on bibliographic research, with data interpretation grounded in Dialogical Discourse Analysis. The results indicate that such training fosters the creation of dynamic educational environments tailored to the demands of a digitalized society. When strategically and contextually integrated, digital technologies emerge as significant tools for educational equity, promoting inclusive education aligned with contemporary needs. However, factors such as financial constraints, time limitations, lack of institutional support, and a disconnect between theory and practice continue to hinder the effectiveness of such initiatives. Keywords: Teacher qualification. Educational technologies. Digital inclusion. Pedagogical innovation. Contemporary education.
El presente estudio analiza la presencia femenina en el Curso Técnico en Viticultura y Enología de Bento Gonçalves/RS, desde su primera promoción en 1962 hasta 2023, bajo la perspectiva de las relaciones de género en la enseñanza técnica. El objetivo central es comprender la evolución de la participación de las mujeres en este espacio históricamente masculinizado, identificando desafíos y avances en el acceso y la permanencia femenina en el curso. La investigación se inscribe en el campo de la Historia de la Educación y emplea una metodología basada en el análisis documental histórico, conforme a Bacellard (2005) y Certeau (1982), con el levantamiento de datos cuantitativos sobre la formación de estudiantes, además del análisis de reglamentos y documentos institucionales. Los resultados demuestran que, en las primeras décadas, la presencia femenina era limitada debido a barreras como la ausencia de internado para mujeres. A partir de la década de 1990, se observó un aumento en la participación femenina, que se intensificó con la transformación de la institución en Instituto Federal en el año de 2008. En los últimos años, ha habido un crecimiento significativo de alumnas en el curso, superando la presencia masculina en algunas promociones. Se concluye que, a pesar de los avances, persisten desafíos en el mundo laboral, donde la profesión de enólogo sigue siendo mayoritariamente masculina. Palabras clave: Género. Educación Profesional y Tecnológica. Viticultura y Enología.
This article examines how the principles of science and research are embedded in official documents and in the Institutional Development Plan (PDI) of a Professional and Technological Education (EPT) institution in Brazil’s Northern region. The primary aim is to determine whether these elements are effectively integrated into the teaching process, given their importance for establishing a unified educational framework in Integrated High School. Employing an exploratory, document-based methodology grounded in content analysis, the study finds that, although references to science and research appear broadly across the analyzed texts, contradictions and gaps persist - – particularly regarding their absence or superficial treatment in certain educational stages and modalities defined by current legislation. The PDI of the institution under investigation, however, fully incorporates research as an educational principle. As a next step, we recommend investigating how these directives are enacted in practice, with emphasis on teaching practices and the institution’s day-to-day pedagogical activities. Keywords: Professional and Technological Education. Integrated High School. Research as a Pedagogical Principle.
One of the main achievements of the Brazilian Black movement was the implementation, in 2003, of the mandatory teaching of Afro-Brazilian and African culture in basic education. However, despite the progress made, significant barriers persist, such as the lack of up-to-date and digital materials, as well as the perception among many teachers that they have only superficial knowledge of the subject. This article aims to analyze the potential of digital technologies in supporting the teaching of Afro-Brazilian history and culture through the development and evaluation of the application Mapeando Quilombos, focused on teaching about quilombola territories. This is a qualitative, exploratory study that employed bibliographic research, semi-structured interviews, and questionnaires applied to basic education teachers. The results indicate that the tool contributes to teaching the theme by promoting reflection, facilitating knowledge exchange, and addressing gaps in classroom content. Furthermore, the experience highlights paths for future research and pedagogical practices involving digital technologies. Keywords: Afro-brazilian history and culture. Quilombola territories. Teaching and learning. Educational technologies.
Black women’s experiences are marked by racism and sexism, which positions them in a context of inequality. The objective of this investigation was to analyze how racial and gender violence intersect the lives of Black women, identifying their emancipation processes, through the analysis of short stories from Conceição Evaristo’s work Insubmissas Lágrimas de Mulheres (Insubmissive Women’s Tears). Based on a qualitative approach, a bibliographic research was conducted, emphasizing four short stories from the mentioned book: Aramides Florença, Natalina Soledad, Mary Benedita and Rose Dusreis. The research results reveal that these narratives portray different intersectional oppressions experienced by Black women and, at the same time, present strategies of insubmission practiced by them in order to survive in a structurally racist and sexist society. The study concludes highlighting that Black women’s writing, related to the denunciation of intersectional oppressions, is fundamental for research in the field of racial and gender issues. Keywords: Black Feminisms. Escrevivência. Racism. Sexism.
Stingless bees are important pollinators, responsible for maintaining the biodiversity of several species. Its use as an instrument of Environmental Education is an alternative for promoting environmental awareness among students, as well as publicizing the importance of the ecosystemic role of these insects in maintaining life on Earth. From this perspective, the aim was to evaluate the use of the board game with the theme of rational breeding of stingless bees and Environmental Education as an important tool in the construction of knowledge focused on environmental issues. The research was carried out with 20 students from the 3rd year of high school integrated with the Agricultural Technician course at a family agricultural school. The students were divided into groups of four people to play the game “Pollinating Knowledge Trail”. During all moments of student participation, enthusiasm and commitment to analyzing and evaluating the game were evident. After playing the game, participants answered a questionnaire on Google Forms, with the aim of verifying its effectiveness as an educational tool, in the context of Environmental Education, based on stingless bees. The game allowed for the socialization of knowledge related to the theme of stingless bees and Environmental Education, and the students considered it informative and a facilitator of learning. Thus, the board game “Pollinizing Knowledge Trail” was considered an important tool in promoting Environmental Education based on stingless bees, with the potential to be used in formal and non-formal teaching spaces. Keywords: Stingless bees. Meliponiculture. Educational games.
The growing discussion about Artificial Intelligence (AI) in Basic Education raises several issues, ranging from the ethics of its use to the best ways of integrating its tools into the classroom. Focusing on the use of AI to support students in understanding mathematical word problems, this research adopts a qualitative approach, employing data collection, literature review, and observation. It seeks to understand how the creation of prompts in generative AI can become a meaningful learning tool. The results indicate that the use of AI, specifically, the creation and development of prompts, can contribute to students’ comprehension of mathematical word problems and their resolution in the classroom. The process of creating prompts requires students to deeply understand the problem statement in order to formulate appropriate questions for the AI, making it a potentially valuable resource for student learning. Keywords: Artificial Intelligence. Prompt. Mathematics Education.
Abstract: This paper presents some Federal Network Maker Labs aspects from its management team perspective. To this end, we define what Maker Culture is, its impact on education, and the types of maker spaces. This mixed nature research and data production methodology was based on an online questionnaire with open and closed questions sent to LabMaker managers through Google Forms. Questions mainly address aspects regarding the use of equipment, areas of interest, consumable materials, external visits, and financial resources to these laboratories. Data were analyzed, for the most part, using the five-point Likert scale method, statistical graphs, and content analysis. Main results indicate that LabMaker’s management areas of greatest interest are: 3D modeling and printing, laser/CNC cutting, and automation and robotics. A few challenges were pointed out regarding the acquisition of consumables, as well as the availability of human resources to keep these spaces open to the community. Keywords: MakerLab. Maker Culture. Technological Education. Innovation Environments. Maker Network.
The article discusses the importance of (auto)biographical narratives in teacher education by analyzing training memorials produced by undergraduate students in Chemistry Teaching and other related programs at a public university in Porto Alegre. The central objective is to identify elements of these students’ personal and academic trajectories that influence their connection with teaching and to understand how reflective writing can contribute to their professional development. The research follows a qualitative, documentary, and exploratory approach, with textual analysis based on three stages: pre-analysis, thematic reading, and comprehensive-interpretative reading. This procedure considered the documentary corpus as having heuristic value and was inspired by the phenomenology of experiences. Data were collected through training memorials written by students enrolled in a course called Introduction to the Teaching Field, complemented by the course instructor’s field journal and institutional documents. The results highlight that factors such as school experiences, interactions with inspiring teachers, family influence, and engagement with the field of Natural Sciences play a decisive role in choosing a teaching career. Some students reported experiencing transitional periods and uncertainty in their academic paths. Critical perceptions of the profession also emerged, such as low salaries and precarious working conditions, although most participants demonstrated a strong commitment to the teaching profession. The study reinforces the potential of (auto)biographical narratives as a formative tool, fostering the emergence of existential dimensions related to being a teacher. It also emphasizes the need to expand discussions on training models so as to prioritize critical approaches that promote a transformative outlook for society. Keywords: Teacher education. Training memorials. (Auto)biographical research.
This article develops an analysis of what is shown in scientific production in professional master's programs at Federal Institutes, regarding the relationship between the founding principles of these Institutes and a contingent neoliberal rationality. This is a Systematic Literature Review study. A bibliometric survey was carried out on a scientific basis based on the Capes Catalog of Theses and Dissertations, between the months of April and May 2022. The research collected dissertations in the time frame delimited to the period from 2017 to 2021. For analysis purposes, the dissertations selected were grouped into three categories defined a priori: Political Pedagogical Project (PPP) in courses at Federal Institutes; Academic trajectory of students at Federal Institutes and Comprehensive Human Training at Federal Institutes. After the appropriate filters, 13 dissertations were analyzed, in which the omnipresent utilitarian bias of the Educational Products that emerge from these studies can be evidenced, thus meeting the neoliberal rationality of production, in a mystifying discourse that barely contemplates a forceful critique and is almost always based on inconsistent arguments. Keywords: Educational Product. Innovation Policy. PRISMA recommendation. Neoliberalism. Systematic Review.
This study aims to analyze the interaction of elementary school students, from the 3rd to the 5th grade, with an automated device called the “Basket Problem” during visits to a Science and Technology Museum (MCT). The apparatus stands out for its automation and differentiated controls, which allow experimentation in a reproducible way and contextualize it in the perspective of free choice learning, which is characteristic of non-formal education environments. Analysis of the interactions, captured on video and mediated by monitors, revealed the impact of the equipment in stimulating the formulation of hypotheses, reflections on variables and the construction of scientific concepts in a playful and meaningful way. The results corroborate previous studies carried out in formal teaching contexts, which validate the instructional viability of the apparatus for children between the ages of 8 and 10. The study reinforces the importance of integrating science and technology in non-formal educational spaces, highlighting the role of mediators and pointing to future improvements in the design and application of interactive equipment. Keywords: Museum of Science and Technology. “Physical Knowledge” Activity. Elementary School.
Este artículo reflexiona sobre las principales causas de abandono, cancelación o suspensión (aunque sea por poco tiempo) que llevan a las académicas a la carrera de Grado del IFFar. El curso antes mencionado se completó en 2019 (la primera promoción tuvo cancelada su graduación en abril de 2020, y se realizó meses después de forma remota, debido a la Pandemia del Covid-19), y en cada una de las cuatro clases hubo una evasión bastante grande, quedando poco más del 50% del total de alunos matriculados. Las reflexiones aquí presentadas se desarrollaron a través de un estudio de caso, realizado en el contexto de la gestión institucional del Programa de Permanencia y Éxito con investigación documental, cuya reflexión fue suscitada por referencias bibliográficas en torno al pensamiento feminista descolonial e interseccional. Al analizar cualitativamente los datos, fue posible conocer un poco de la historia, a partir del informe de las académicas poco frecuentes y comprender las especificidades de sus causas. Por lo tanto, es necesario mirar de cerca y con cuidado sus causas, para que puedan mantenerse en curso y terminar con éxito. Palabras clave: Feminismo. Academia. Formación humano-profesional.
Astronomy presents itself as a captivating area for students, and it can be approached in education in an interdisciplinary manner, interconnecting the study of stars with sociocultural knowledge. However, the teaching of this science still faces many challenges, since it is usually limited to reproductive approaches that distance themselves from students’ social practices and critical training. As an overcoming strategy, the use of didactical resources such as the Constellation viewer stands out by enabling the observation of constellations and bringing the student closer to the practice of observing the night sky. In this context, the present work aims to report the Constellation Viewer Maker Workshop outreach activity carried out during the technological fair GeniusCon, in Jacarezinho-Paraná. The activity was based on Maker Culture and Historical-Critical Pedagogy, promoting hands-on and critical learning. The workshops were able to reach the students of the Northern Paraná, providing an interdisciplinary environment for exchanging experiences at the technological fair. The experience revealed an innovative potential for replicability, which reinforces the role of Federal Institutes in the democratization of scientific knowledge, especially through the construction of teaching resources with recyclable materials for teaching astronomy. Keywords: Maker Culture. Non-formal education. Astronomy teaching.
