Given educational and market demands, educational institutions have embraced Experiential Learning (EL) in their spaces, especially in the areas of applied social sciences, and have used the Business Models (BM) approach as a complementary tool. Therefore, this article aimed to map the theoretical context of studies on EL and BM and to meta-synthesize qualitative investigations, highlighting the main axes of experiential activities carried out in educational institutions and proposing a research agenda. As a methodological approach, this research employs two methods: Bibliometric analysis, using the Scopus database, and Meta-synthesis, conducted using the Scopus, Web of Science, Sage Journals, Wiley Online Library, and Oxford Journals databases. Both methods were applied without temporal restrictions, in accordance with the assumptions proposed by Prado et al. (2016) and Hoon (2013), respectively. The results indicate a significant trend in scientific production, relevant authors, and prominent terms in the field. Four main areas of activity for EL and BM were identified: Entrepreneurship, Sustainability, Academic Cyberspace, and Student Mentoring. These areas present perspectives focused on both the ontological and practical context of EL activity related to BM. It is concluded that the scientific field of EL and BM is promising, and perspectives for future analyses of the scenario are observed.
This study aims to examine the formation of the Brazilian education system in the light of education as a practice of freedom, according to the principles of Paulo Freire. The focus is on the social construction of individuals and the role of technology in promoting a more equitable and quality education. The research also explores the opportunities for access to education for the black population in a context of inequality, highlighting the relevance of a liberating and anti-racist education as a way of building a more democratic society.
The integration of computational thinking in Basic Education is essential nowadays and should be worked on from the earliest stages of education, as it is capable of developing a set of skills such as communication, problem-solving, creativity and cognition. This capacity becomes expressive in a scenario of rapid technological advancement, providing experiences that can encourage children in the way they think, act and behave socially. This study presents a systematic mapping in which educational games aimed at developing computational thinking skills in elementary school students were investigated, covering multiple areas of learning. The review prioritized hybrid educational games, but there was a need to broaden the search to include digital and non-digital games in order to identify trends in their development. As a result of this research, 90 relevant studies were analyzed, where the information extracted highlighted the predominance in the use of digital games aimed at mobile platforms, with the main focus on teaching programming concepts through the use of algorithms and sequences of instructions, for the initial years of elementary school. This work serves as a reference for researchers, developers and educators interested in understanding the current scenario of educational games focused on computational thinking and identifying gaps and opportunities for future research and innovative pedagogical practices.
This research explores the experience and perceptions of researchers from Administration, Information Systems (IS), Law, and Sociology academic fields regarding regulating emerging Information and Communication Technologies (ICT) in Brazil. We conducted a discriminant analysis of a survey applied to 139 researchers, assessing their experiences, contributions, and perceptions of challenges and worldview of lawmakers and bureaucrats. The results indicate little difference between the areas. However, despite recognizing the importance of participation, actual involvement and contributions were low. The lack of interest in public consultations and hearings potentially undermines the effectiveness of regulations, highlighting the need for further investigation and alternative solutions to enhance engagement. The absence of the IS area can critically impact the development and enforcement of effective regulations, emphasizing the importance of interdisciplinary collaboration.
Artificial intelligence is a scientific discipline that deals with the construction of intelligent machines, especially intelligent computer programs. One of the areas of great relevance for the use of artificial intelligence is healthcare. In this context, the objective of this research was to map and analyze the scientific production on artificial intelligence in healthcare, to understand how research in this area is developing in different parts of the world. This is an exploratory-descriptive study, with a quantitative approach. The method used was the Consolidated Meta-Analytic Approach Theory. The data were collected from the Scopus, Web of Science and Pubmed databases, and analyzed using bibliometric techniques. The corpus consisted of 53 publications. The results indicate an increase in publications on artificial intelligence in healthcare since 2018. A total of 304 authors were identified, of which 47% published in co-authorship. The country with the largest number of publications is the United Kingdom, with 20.6% of the total publications in the inventory. The analysis of keyword occurrences showed that there were seven clusters of terms, with the most frequent term being artificial intelligence, followed by health care and machine learning. The analysis of the articles' themes highlights the diversity and complexity of the topics addressed in research on artificial intelligence in healthcare. It is concluded that the research objective was achieved, indicating promising directions for future research on the topic.
Nutritional literacy is a crucial dimension in addressing public health demands, functioning as a link between education, health, and nutrition. This concept encompasses topics such as food labeling, non-communicable chronic diseases, food accessibility, and community aspects, enabling the identification of barriers that hinder understanding and influence food choices in society. The present study aims to describe the experience of students in carrying out food and nutrition education activities, with an emphasis on the importance of reading food labels for health promotion. This is an experience report that describes the planning and implementation of an educational action aimed at individuals with overweight and/or obesity in the municipality of Mossoró, in the interior of the state of Rio Grande do Norte, within the course Integrative Seminars and Teaching/Service/Community, part of the Nutrition program at a private institution. During the activity, topics such as the interpretation of food labels were addressed, with guidance on nutritional information, eating habits, and the promotion of healthier food choices, emphasizing easily accessible regional foods. The results and discussions indicate that community health education activities significantly contribute to the social enrichment of higher education students, offering opportunities for humanistic and dialogical training. These experiences provide comprehensive training for students, enabling them to act as health professionals committed to education and health promotion. The educational action allowed knowledge sharing among participants, facilitating the interpretation of food labels by users and encouraging reflection on eating habits. For the students, the experience was fundamental in developing practical skills related to nutrition education. Thus, integrating these practices into the educational process is essential to prepare students to promote healthy habits and prevent diseases.
.O pão é um alimento que se tornou a base da alimentação em praticamente todo o mundo e sua produção artesanal tem buscado contribuir com um estilo de vida mais saudável. Durante a pandemia do coronavírus, a produção artesanal de pão ganhou popularidade. No entanto, a rápida formalização de negócios nessa área acende um alerta para a falta ou pouca formação técnica desses padeiros. Deste modo, este estudo tem como objetivo propor uma adaptação pedagógica de ferramentas da qualidade por meio do desenvolvimento de materiais instrucionais acessíveis, visando contribuir com a melhoria contínua dos microempreendedores do setor de panificação artesanal. Trata-se de uma pesquisa exploratória da literatura, seguida de uma entrevista semiestruturada com especialistas do mercado de panificação e posterior elaboração de material instrucional. Foi realizada a análise do conteúdo das entrevistas e, a partir das informações obtidas, foram elaboradas quatro mini cartilhas, as quais posteriormente foram apresentadas aos especialistas. Os materiais instrucionais propostos com os conceitos das ferramentas da qualidade foram adaptados à realidade dos padeiros sem qualificação técnica e que buscam na panificação uma fonte alternativa de renda. Futuramente, esses materiais poderão ser divulgados entre os profissionais do setor de panificação.
In search of feminist and countercolonial approaches in the field of critical studies on technology and work, we created the undergraduate course entitled Technology, Work, Health and Care, offered by the Interdisciplinary Center for Social Development (NIDES/UFRJ). The concepts of health and care, when placed in dialogue with the other concepts that give the discipline its name, allowed this cleavage beyond criticism. In this article, we present the origin of the course, its syllabus and some of the results we have achieved from offering it to UFRJ students, especially those in engineering courses. We found that the experience of the course allowed students to recreate imaginaries about technology and work and rethink their relationships with health and care, in search of a world where people can live better. We emphasize that the experience of the course has also promoted overflows in our academic research and extension practices, reinforcing the inseparability between these three dimensions of academic work.
A mielite transversa aguda é uma doença neuromedular e autonômica clinicamente caracterizada por disfunções motoras e sensoriais abaixo do nível da lesão medular, resultando em comprometimento neurológico significativo. Essa condição possui diversas etiologias, sendo as causas infecciosas e as raras reações pós-vacinais as mais relevantes. Este relato apresenta um estudo de caso de mielite transversa após vacinação contra SARS-CoV-2 em um paciente de uma cidade do sul do Brasil. O estudo é um relato de caso descritivo e retrospectivo. Relatar um caso como esse é pertinente quando se trata de diagnósticos raros, tratamentos pioneiros ou desfechos inesperados em cenários convencionais. O caso foi definido com base nos sinais e sintomas clínicos, juntamente com testes diagnósticos que corroboraram o diagnóstico de mielite transversa após imunização contra SARS-CoV-2. Dada a escassez de estudos e relatos de caso sobre essa condição no contexto da vacinação, o presente relato é de alta relevância para a comunidade médica e científica, pois seus achados podem auxiliar no diagnóstico preciso em casos futuros semelhantes.
The technological society is increasingly related to individuals thirsty for training, but inserted in a historical moment in which teacher training has not been a priority in higher education. Thus, the objective of this work is to analyze the proposal to extinguish the Bachelor’s Degree in Computer Science (LI) in order to identify the elements that are highlighted as determinants for the process of discontinuing the LI course at the Federal Technological University of Paraná, Francisco Beltrão campus (UTFPR-FB). The methodology used was documentary research, data collection from reports and bibliographical survey of specific literature. The results showed that for the extinction of the LI course at UTFPR-FB, the following actions were necessary: internal conversations in the LI course, UTFPR-FB; creation of an internal committee; opening of a SEI Process; writing of reports and internal opinions of the UTFPR-FB campus and via general councils of UTFPR until the formulation and approval of a plan to extinguish the LI course, UTFPR-FB. The conclusion of the work shows that the process of closing the undergraduate LI course occurred in a complex manner and that until the present moment, January 2026, the course is completing its completion, in order to organize what was agreed upon through the analyzed report.
This article aims to identify how initial teacher training, correlated to subjectivity, has been addressed in the literature. In this sense, we carried out research, through a systematic review of a descriptive nature, which sought to identify and analyze articles related to research on initial teacher training and subjectivity. The recommendation of Systematic Reviews and Meta-Analyses (PRISMA) was followed. The articles selected for analysis were classified under three dimensions: a) professional training of teachers and the development of skills for professional teaching; b) professional training of teachers and subjectivity linked to different theoretical perspectives and; c) professional teacher training and subjectivity from a cultural-historical perspective. From the results, we highlight the need for changes in the professional training processes of teachers that consider the subjective dimension in the teaching and learning processes. It is expected that a process of professional teaching training will favor the development of knowledge, as well as contribute to the training of professionals capable of reflexively analyzing their practices and recognizing relational dynamics with pedagogical value.
Educational research currently operates within a context dominated by efficiency and accountability criteria. In many countries, both educational systems and academic output are evaluated through a statistical and neoliberal lens. This model, detached from the principles of evidence-based policy, places educational research under epistemological pressure by instrumentalizing its outcomes to support new political strategies. As a result, it constructs an education system based on neoliberal logics of production and efficiency, legitimized by a statistical language that reshapes the relationship between research and educational policy. This paper critically examines the institutionalization of knowledge transfer as a quality indicator in Spanish universities. It sets out two main objectives: (1) to interrogate the impact of this indicator on qualitative educational research within a context dominated by statistical discourse; and (2) to infer its long-term implications for the relationship between research and policy in the field of education. The study employs Critical Discourse Analysis, specifically Norman Fairclough´s Three-Dimensional Model, applied to a representative legislative corpus underpinning this institutionalization. The analysis reveals discursive structures and lexical choices that promote the instrumentalization of knowledge transfer, framing it as a competitive indicator aligned with a quasi-market logic in higher education. The findings highlight a strong association with Human Capital Theory and the advancement of meritocratic individualism in teaching practices. Therefore, the adoption of this indicator legitimizes educational neoliberalism by reinforcing technocratic approaches as political strategies. Consequently, qualitative research becomes less visible due to the nature of its outcomes. Moreover, ethical concerns emerge when educational issues are interpreted solely through a positivist lens in both research and policy, limiting the representation and agency of marginalized social groups, whose problems remains obscured within the statistical averages that dominate the numerical discourse.
The escape room is a flexible, adaptive, and collaborative gamified experience that has gained popularity over the years within the field of health education. This study aimed to develop and evaluate OncoScape, an educational escape room designed to support undergraduate health students in learning core oncology concepts. This is a methodological, qualitative research project divided into two phases: development and evaluation. The development process followed a framework based on the principles of agency, immersion, and transformation. The narrative of OncoScape revolves around the character Anaya, a researcher who has been diagnosed with cancer. Throughout the experience, players are challenged to solve puzzles scattered around the laboratory in order to find the cure formula, engaging them in the discussion on neoplasms. Testing sessions were essential for refining the experience and identifying necessary adjustments. After testing, focus groups were conducted to assess participants' experiences. The entire process was recorded, transcribed, and then analyzed using content analysis. Two main analytical categories emerged: Learning Production Through Experience and Gains Beyond Content Acquisition.
Cordel literature served in different historical periods as entertainment or as a way of sharing information. The intense process of memorizing scientific names related to the human body and the need to make memory permanent highlights the need for various tools and methodologies to facilitate the teaching-learning process. The present work developed guidelines from scientifically proven bibliographies to be applied to teaching anatomy to students in the area of health and biological sciences. The members of the executing team received training on rhymes and metrics, carried out a literature review and then illustrated the strings produced. Five strings were produced and received the following titles: Window of the Soul, 12 Nervousness, Empires of a Werewolf, Hard to Die. This work rescues an important cultural and literary tool from northeastern Brazil, uniting popular verse literature with the university academic environment.
Trends in curricular development in Brazil have recently placed greater importance and visibility on financial education. The objective of this investigation was to identify the perceptions and reflections of Mathematics teachers at IFMA regarding financial education. To this end, a questionnaire related to the subject was administered to the teachers. The results demonstrate that, although there is recognition of the importance of interdisciplinary approaches and the use of projects, teachers' conceptions are still strongly anchored in Financial Mathematics and economic terms, such as "money" and "planning." Themes related to "financial mathematics," "knowledge," and "training" emerged from the open-ended questions. It was also verified that teachers define the area mostly with terms focused on economics and administration. However, the respondents acknowledge the relevance of addressing financial education in an interdisciplinary manner. Furthermore, the study highlights a gap in teacher training, as the critical dimension, focused on social justice and Sustainability, rarely appears in the presented definitions. It is concluded that investing in continuing education is essential to overcome this strictly utilitarian view, aligning mathematics teaching with the citizenship objectives proposed by the BNCC and Critical Mathematics Education literature.
The article aims to analyze how the Pedagogical Residency Program contributed to the construction of the teaching identity from the perspective of preceptors and residents linked to the Physical Education course of a public higher education institution in the northwest of Paraná. To this end, the qualitative method of the descriptive type was adopted. Data collection was carried out through structured interviews and four preceptors and 19 residents participated. The data were treated based on the indications of the content analysis. It was found that the PRP contributed to teacher training, through critical reflection on the current practice. As well as professional socialization is effected by the exchange of knowledge and experiences between preceptors and residents, in addition, the teacher identity is constituted throughout the process, since it provides prolonged permanence on the school floor, providing the collective construction of new teaching ideas/strategies. It is concluded that the PRP contributed to the constitution of the teacher identity, by allowing to be and be in the school in a more effective and collaborative way.
CarcaraQSAR is an open-source, full-stack web application designed to simplify the development of Quantitative Structure-Activity Relationship (QSAR) models. By integrating machine learning algorithms and bioinspired feature selection techniques, the tool enables researchers to efficiently identify chemical descriptors correlated with biological activity. Its user-friendly interface eliminates the need for extensive programming knowledge, making QSAR modeling more accessible. CarcaraQSAR supports various validation strategies, including cross-validation and Y-randomization, ensuring robust and reproducible models. Designed for scalability, it allows cloud deployment, overcoming limitations of traditional QSAR tools. This application significantly enhances predictive modeling capabilities, thereby contributing to cost-effective drug discovery and molecular research. The synthesis of important tools in a single flow also makes CarcaraQSAR a teaching tool for University courses in Pharmaceutical and Medicinal Chemistry, providing students with a practical and integrated understanding of the concepts involved in QSAR.
This research aimed to verify the incidence of the themes of digital literacy and media education in teacher training, as well as the benefits of digital literacy for the development of media skills. A survey of articles was carried out in the ERIC and Redalyc databases from 2018 to 2023. The methodology used in the analysis of the selected articles was based on Content Analysis with an emphasis on categorizing the findings. The results show that, for the most part, the papers address literacy, but not literacy. It was also possible to observe that the development of media and information skills is not directly linked to age, but rather to practice and the conscious search for knowledge.
The rapid diffusion of Artificial Intelligence (AI) in architectural practice poses significant challenges for architectural engineering education, requiring institutions to move beyond fragmented tool adoption toward structured and pedagogically grounded integration. This study examines institutional readiness for AI integration through a case study of an architectural engineering program at Taif University, informed by international curriculum benchmarking and multi-stakeholder perspectives. Using a mixed-methods approach, the research explores student and faculty perceptions of AI, existing patterns of curricular integration, and institutional enablers and constraints shaping adoption. The findings reveal strong recognition of AI’s educational value, particularly in supporting design creativity, performance-based analysis, and professional relevance. However, AI integration remains uneven, constrained by limited curriculum coherence, insufficient faculty capacity, infrastructural gaps, underdeveloped strategic and ethical governance. In response, the study proposes the AI-ArchEDUQUAL framework as a quality-oriented evaluative model for assessing institutional readiness across six interrelated dimensions. The framework provides a structured basis for diagnostic assessment, strategic planning, and future comparative research in AI-enhanced engineering education.
Introduction. The review presented here on the measurement of teacher self-efficacy is justified by the problems of operational definition of the construct, despite its importance in the quality of teaching and learning processes. This makes it necessary to evaluate and improve its measurement. Method. By means of a scoping review, 47 primary studies carried out in Spain, Portugal and Latin America were selected. Results. The synthesis carried out shows the interest in the subject. The instrument that emerges as the most widely used is the TSES. Discussion. The results obtained allow us to conclude about the need to advance in stricter primary studies, given the importance of this aspect in the validity of the instruments used.
