Este trabalho se insere no campo da Educação Infantil e visa compreender o currículo deste segmento educacional como elemento dinâmico, relacional e vinculado ao cotidiano vivido por crianças e educadores. Para tanto, se vale dos eixos norteadores da prática pedagógica destacados nas Diretrizes Curriculares para a Educação infantil (DCNEI) (Brasil, 2009a): as interações e as brincadeiras – entendidas como elementos que englobam e promovem a expressão e o desenvolvimento de diversas linguagens. A pesquisa, de cunho qualitativo, está alicerçada na pesquisa bibliográfica; seu cerne reside na seguinte questão: como o currículo pode ser compreendido de modo a respeitar as especificidades das crianças e das relações cotidianas nas instituições de Educação Infantil? A partir da análise teórico-reflexiva realizada, este estudo revela que o currículo na Educação Infantil pode ser compreendido sob duas perspectivas: o currículo dirigido, formalmente planejado sob égides adultocêntricas, e o currículo vivido, que se constrói no cotidiano e nas experiências reais entre adultos e crianças dentro dos tempos e espaços educativos. Um currículo que vai além das situações organizadas de ensino, sendo indissociável das práticas diárias, interações e brincadeiras das e com as crianças desde bebês.
Este artículo analiza críticamente los cambios curriculares de la Educación Secundaria en la red estatal paulista, en lo que respecta a la reducción de la carga horaria de las asignaturas de Humanidades. A partir del marco teórico-metodológico del materialismo histórico-dialéctico y con base en investigaciones bibliográficas y documentales, se examina el proceso de implementación de la Nueva Educación Secundaria (NEM) en São Paulo, destacando sus consecuencias para la formación integral del estudiantado. Pese a la expectativa de recomposición de la carga horaria de las asignaturas de la Formación General Básica (FGB) con la reformulación de la NEM en 2024, estudios recientes demuestran que no se produjo tal recomposición en el área de Humanidades. La reconfiguración curricular sustituyó contenidos formativos por componentes orientados al mercado laboral precarizado y a las evaluaciones externas. A la luz del concepto gramsciano de escuela unitaria, se sostiene que tales transformaciones refuerzan la dualidad educativa entre escuelas destinadas a la clase trabajadora y aquellas dirigidas a las clases dominantes, lo que conlleva al vaciamiento del carácter crítico, integral y científico del currículo de la red estatal.
Este artículo teórico-documental propone un análisis crítico de las estructuras curriculares de la escuela pública brasileña a partir de la articulación entre currículo, blanquitud y silenciamientos epistémicos. Se parte de la hipótesis de que el currículo escolar, como dispositivo de poder, opera bajo la lógica de la blanquitud, produciendo borramientos sistemáticos de epistemologías negras y de saberes históricamente construidos por la población afrobrasileña. Con base en autoras y autores negros, en la legislación educativa y en documentos oficiales, con destaque para la Base Nacional Comum Curricular (BNCC), el artículo sostiene que la presencia negra en la escuela es frecuentemente reducida a enfoques folclorizados, periféricos o superficiales, cuando no es simplemente silenciada. Frente a ello, se sostiene la urgencia de pedagogías negras como prácticas críticas y emancipatorias, capaces de tensionar el proyecto educativo vigente y reinscribir cuerpos, historias y voces negras como sujetos del conocimiento. Afrorreferenciar la educación, en este contexto, constituye no solo una elección pedagógica, sino un compromiso ético y político con la justicia racial y con la transformación de la escuela pública.
Este artículo tiene como objetivo investigar las reivindicaciones a favor de la educación femenina difundidas en el periódico Escrinio (1898), fundado en el siglo XIX por Andradina América Andrade de Oliveira en Rio Grande do Sul. La investigación parte de los presupuestos de los estudios literarios y feministas, con enfoque en las discusiones sobre la prensa feminista decimonónica y la escritura de autoría femenina (DUARTE, 2016; 2019; MUZART, 2003; GAUTÉRIO, 2015; BARBOSA, 2007). De esta manera, se propone un trabajo de recuperación del periódico Escrinio, con el fin de analizar cómo se redactaban y publicaban los textos relacionados con la esfera educativa, observando cuál era la postura de Andradina de Oliveira en las manifestaciones a favor del derecho a la educación de las mujeres. La metodología empleada consistió en el mapeo y análisis de fuentes primarias, asociada a la investigación bibliográfica de carácter teórico e histórico. Se identifica que el periódico fundado por la autora gaúcha desempeñó un papel fundamental en la articulación de un discurso de emancipación femenina, mediante la promoción de la educación, la valorización de producciones literarias escritas por mujeres y la celebración de logros femeninos en distintos contextos. Estas prácticas, materializadas a través de la literatura y la prensa, funcionaron como estrategias de resistencia frente a los patrones normativos de género vigentes en la época. Se concluye, por lo tanto, que el periódico no solo evidencia el compromiso político de Andradina de Oliveira, sino que también se inscribe en el panorama de la prensa de resistencia, contribuyendo a la formación de una conciencia crítica entre las lectoras. Al rescatar este material, el estudio refuerza la importancia de la prensa literaria como herramienta de protagonismo femenino en el Brasil decimonónico.
Este artículo analiza el impacto de un club de lectura con enfoque antirracista en la formación inicial de futuros profesores en la educación superior brasileña. El problema de investigación consistió en comprender de qué forma la participación en este espacio de diálogo contribuye al letramiento racial de estudiantes universitarios, considerando su futura actuación en la educación básica. El objetivo general fue promover la reflexión crítica sobre identidad racial, representatividad y prácticas antirracistas por medio de la lectura compartida de una obra infantil que aborda la expresión "color de piel" y sus implicaciones simbólicas. Participaron 12 estudiantes de una universidad pública, con edades entre 18 y 45 años, autodeclarados blancos, pardos y negros, mayoritariamente de carreras de licenciatura. La metodología, cualitativa participativa, utilizó entrevistas semiestructuradas aplicadas después de dos encuentros sincrónicos del club de lectura. Los datos fueron sometidos a un protocolo integrado de análisis de contenido y análisis del discurso de línea francesa, con la proposición de tres criterios analíticos originales: relevancia discursiva y de contenido, interrupción del silenciamiento y densidad dialógica transformadora. Los principales resultados indicaron cinco categorías empíricas: desnaturalización del racismo cotidiano; resignificación de afectos y memorias raciales; reconocimiento del racismo estructural en las prácticas universitarias; proposición de estrategias pedagógicas antirracistas para la educación básica; y la evaluación del club de lectura como espacio de producción de letramiento racial. Se concluye que los clubes de lectura constituyen espacios formativos potentes para la implementación de la Ley 10.639/2003 en la educación superior, fomentando el letramiento racial crítico de futuros profesores y, por extensión, impactando la educación básica.
El blended learning fue considerado una de las cinco tendencias de investigación en tecnologías digitales en la Educación Matemática. Este estudio presenta una revisión sistemática de la literatura con 23 artículos seleccionados en las bases Scielo, Scopus, Web of Science, ERIC y Latindex. El objetivo es describir y discutir cómo las investigaciones han abordado procesos formativos con enfoque blended para profesores que enseñan matemáticas, mediante el análisis de la estructura teórica y metodológica, del contexto de investigación y de los resultados presentados. Se discuten tres cuestiones: ¿Cuáles son las estructuras teóricas y metodológicas evidenciadas en procesos formativos con enfoque blended dirigidos a la enseñanza de las matemáticas? ¿Cómo los estudios analizan y evalúan el desarrollo profesional docente durante y/o después de procesos formativos con enfoque blended? ¿De qué manera los procesos formativos con enfoque blended pueden contribuir a la formación de profesores que enseñan matemáticas? Los resultados indican que los procesos formativos combinan encuentros presenciales con tareas asincrónicas en entornos virtuales de aprendizaje. Desde el punto de vista teórico, el enfoque blended se utiliza mayoritariamente en la organización de estos procesos. Desde la perspectiva analítica, el desarrollo profesional docente recurre a referentes teóricos de la formación del profesorado y de la educación matemática. Metodológicamente, predominan estudios cualitativos que evalúan el desarrollo profesional docente mediante cuestionarios, tareas en línea y foros, con menor recurrencia de observaciones de aula. Los avances identificados se centran en la personalización, flexibilización, autonomía, desarrollo tecnológico, ampliación de contactos y cambios en las perspectivas para la enseñanza de las matemáticas con tecnologías digitales. Estudios futuros pueden centrarse en lagunas relacionadas con el seguimiento de los impactos en la práctica docente a mediano y largo plazo.
This article presents the results of a pedagogical project on sexuality education implemented in a public school of the state education network of Santa Catarina, developed with 160 students from the final years of basic education and from high school. The project aimed to promote critical reflections grounded in scientific information, respecting students' subjectivities and addressing previously identified violations in the school context. The adopted methodology was participatory and was structured around a series of workshops held over nine sessions, totaling 18 class-hours per group. These workshops were conducted prior to the administration of the semi-structured questionnaires, so that among the 160 participants, only 108 adolescents agreed to complete the questionnaire or did not do so because they were absent on the day of its administration. Data collection also included field diary records produced by the researchers. The analysis identified four thematic axes: knowledge and dialogue on sexuality; sexuality education and violence prevention; attention to and handling of situations of violence; and challenges of promoting sexuality education in reactionary contexts. The results show that structured sexuality-education actions within basic education contribute to building experiences of protection and selfprotection, preventing violence, and promoting autonomy, dignity, and democratic and anti-discriminatory practices.
This experience report presents an activity conducted as part of the Supervised Curricular Internship in History Teaching at Colegio Estadual Sao Borja (CESB) in Sao Borja-RS, for two Year 8 classes of primary education in 2024. The thematic focus of the activity was the rise of Napoleon Bonaparte and his consolidation of power through political propaganda. The significance of this activity lies in the necessity of discussing the Napoleonic Era in accordance with the National Common Curricular Base (BNCC) and the Gaucho Curricular Framework (RCG), as well as providing students with the opportunity to reflect on propaganda strategies employed throughout history. The methodological approach involved the analysis of two emblematic paintings of Napoleon, highlighting the role of art as a tool of political propaganda. Following this, students were encouraged to examine images of contemporary politicians, drawing connections between past and present propaganda practices. In the second lesson, through an expository lecture on the Consulate period (1799-1804), students engaged in a practical exercise by creating political propaganda pieces for Napoleon. Thus, throughout the activity, they were able to critically reflect on the mechanisms of symbolic power construction, both in historical contexts and in the present day.
El presente artículo presenta los resultados de un proyecto pedagógico de educación para la sexualidad implementado en una escuela pública de la red estatal de Santa Catarina, desarrollado con 160 estudiantes de los últimos años de la educación básica y de la educación secundaria. El objetivo del proyecto fue promover reflexiones críticas fundamentadas en información científica, respetando las subjetividades de los/las estudiantes y respondiendo a violaciones previamente identificadas en el contexto escolar. La metodología adoptada fue participativa y se estructuró a partir de la realización de talleres distribuidos en nueve encuentros, totalizando 18 horas/clase por grupo. Estos talleres se realizaron antes de la aplicación de los cuestionarios semiestructurados, de modo que, entre los 160 participantes de las actividades, solo 108 adolescentes aceptaron responder al cuestionario o no lo hicieron por encontrarse ausentes el día de su aplicación. La recolección de datos también incluyó registros en diarios de campo de las investigadoras. El análisis permitió identificar cuatro ejes temáticos: conocimiento y diálogo sobre sexualidad; educación para la sexualidad y prevención de las violencias; atención y abordaje de situaciones de violencia; y desafíos de promover la educación para la sexualidad en contextos reaccionarios. Los resultados evidencian que las acciones estructuradas de educación para la sexualidad en el ámbito de la educación básica contribuyen a la construcción de experiencias de proteccióna la prevención de violencias y a la promoción de la autonomía, la dignidad y prácticas democráticas y antidiscriminatorias.
Este relato de experiência apresenta uma atividade desenvolvida no âmbito do Estágio Curricular Supervisionado em Ensino de História, realizado no Colégio Estadual São Borja (CESB), em São Borja – RS, para duas turmas do 8º ano do Ensino Fundamental no ano de 2024. A proposta teve como eixo temático a ascensão de Napoleão Bonaparte e sua consolidação por meio da propaganda política. A relevância da atividade fundamenta-se na necessidade de discutir a Era Napoleônica, em conformidade com a Base Nacional Comum Curricular (BNCC) e o Referencial Curricular Gaúcho (RCG), bem como na oportunidade de estimular nos alunos a reflexão sobre as estratégias de propaganda utilizadas ao longo da História. A abordagem metodológica envolveu a análise de duas pinturas emblemáticas de Napoleão, evidenciando o papel da arte como instrumento de propaganda política. Em seguida, os alunos foram incentivados a examinar imagens de políticos contemporâneos, estabelecendo conexões entre as práticas de propaganda do passado e do presente. Na segunda aula, por meio de uma aula expositiva sobre o período do Consulado (1799–1804), os estudantes desenvolveram um exercício prático, criando peças de propaganda política para Napoleão. Dessa maneira, ao longo da experiência, puderam refletir criticamente sobre os mecanismos de construção simbólica do poder, tanto em contextos históricos quanto na atualidade.
This text presents the results from the "MEInstruA & ccedil;& atilde;o" project, aimed at observing, identifying, analyzing, and problematizing the knowledge produced in semiotic discourses about menstrual poverty, in a public high school in the city of Brasilia, Brazil, through two critical literacy events. In Event 1, held as a dialogue circle, we introduced the sociocultural and political problems surrounding menstruation to the participants, following an intersectional and decolonial lens to discuss issues related to the access (and lack of access) to the basic supplies needed to manage menstrual health. In Event 2, also conducted in a dialogue circle, we discussed the relationship between menstrual waste and environmental sustainability and the consequences of the irregular disposal of plastic materials. Hence, based on decolonial pedagogy, such a type of critical literacy event aims to refute and problematize intersectional ontological-existential conditions to transform them. The project's decolonial and critical pedagogical actions allowed the school community to rethink and resignify their understanding of how the disposal of plastic menstrual supplies impacts the environment.
This study aimed to discuss the meanings and understandings of racial quotas within the context of higher education, using Vygotsky's Historical-Cultural Psychology and its contributors as the theoretical framework. The research involved semi-structured interviews with students who entered the university through the quota system and self-identified as Black or Brown, as well as with professors and a member of the institution's management team. The results reveal different perceptions regarding racial quotas in university access: students view them as the realization of historical rights, while professors express views shaped by the notions of racial mixing and the myth of racial democracy. The findings highlight the need to expand awareness on the topic to ensure the retention and success of Black students, in addition to strengthening and improving anti-racist policies and practices.
As part of the master's dissertation, entitled "Djamila Ribeiro on the Roda Viva program: racializing science in the sharing of knowledge", this article addresses as its theme "the relationship between television and black women" and as its problematic "the participation of black women in the Roda Viva program on TV Cultura". To this end, a historical framework on the presence of black women in this program was analyzed. This framework was organized into two sections, namely: the first called "Time of Absences", context of the 1980s and 1990s. The second called "Time of Presences", context of the decades from 2000 to 2020. After analyzing the collected material, it was observed that in the 1980s no black woman was invited to occupy the center of Roda Viva, in the 1990s there were two women and in the 2000s 29 black women were interviewed. In the role of interviewers, these women participated most in 2020. As mediators, there was no participation of any black women. In this sense, it is concluded that the participation of black women in Roda Viva is small in relation to the other participants, namely: white men (majority), white women and black men. However, by being present in this television media, black women produce erasures through stories, ancestries, struggles and knowledge of black the colonial vein of Brazilian TV.
This article is about an excerpt from the first author's master's thesis, which focuses on the processes of writing writing, seeking to map the subjectivities of Biology teachers in the production of their black bodies-territories. The research is part of the perspective of post-critical research in education, drawing inspiration from Deleuzian cartography, in dialogue with the writings of Concei & ccedil;& atilde;o Evaristo, in order to produce with the cartographers a narrative and a writing of oneself. The participants in this research were basic education teachers, self-declared black and graduates of the Biological Sciences Degree course at a public university in the interior of the state of Bahia. The intervention research was characterized by virtual meetings, which took place on the Google Meet platform, which we called "Cartographic Meetings". In these meetings, debates were initiated based on mobilizing questions, which were presented to the participants. Based on the mapping carried out in the first cartographic meeting, which was the focus of this article, it was possible to socialize the experiences that the teachers had at different stages of their lives and which contributed (or not) to the feeling of ethnic-racial belonging. From the meetings, it was possible to map the writings of the black body-territory and Biology teachers, reflect on colorism, racial identity, among other processes that interfere with racial recognition and reflect on the racism that permeates the black Brazilian population.
This work presents an analysis of four Brazilian History textbooks published in the 19th century, during the period of slavery, with an emphasis on the representation of the Black population. The textbooks analyzed are: Resumo da Historia do Brasil (BELLEGARDE, 1831); Episodios da Historia Patria contados & aacute; inf & acirc;ncia (PINHEIRO, 1860); Li & ccedil;& otilde;es de Historia do Brasil: para uso das escolas de instruc & ccedil;& atilde;o primaria (MACEDO, 1865); and Pequena Hist & oacute;ria do Brazil por perguntas e respostas: para uso da infancia brasileira (LACERDA, 1887). The analysis, prompted by Law 10639/2003-a result of the historical struggle of the Black Movement-considers that the discourses about the Black population present in educational materials acquire a status of truth that reverberates in society, accentuating inequalities and privileges. The methodology used is discourse analysis as proposed by Foucault, through which the discourses are connected to the positions of power held by the authors of the textbooks, who were white men. The results indicate, above all, an apparent contradiction: in a slaveholding society, the enslaved Black population was rendered invisible in the textbooks analyzed, in a movement that sought to integrate Brazil into the group of civilized nations. These findings underscore the importance of Law 10639/2003, which plays a fundamental role today in the pursuit of education committed to equity, as it seeks to deconstruct historically crystallized discourses that contributed to the hierarchy and classification of different human groups.
This article aimed to analyze the verbal and non-verbal text in Biology textbooks of the National Book and Teaching Material Program (PNLD), year of 2021, with the aim of identifying racial hierarchies in the discourses of those. For that, Depth Hermeneutics based the data interpretation, whose results have demonstrated that, on an figure basis, the white people's representations exceeded when compared to the black people's. In regard to the verbal text, the results of the analyzed material, converging with the previous studies, pointed that the racism continues to operate, either in a subtle way or more explicit, as in the almost absence of credits to the technologycal originated from black people's knowledge and black scientists.
The Akoni Prize for the Racial Equality Promotion, inspired by an Italian experience, promoted by the Education Secretary of Guarulhos City (SME), from 2008 to 2016, had as its main goal to recognize educators pedagogical practices who addressed racial issues in the classroom through a contest that awarded students' production. This article presents the result of a completed master's research, whose objective was to identify whether the Akoni Award provided participating teachers with reflections arround the racial issue in Brazil and whether participation in continuing training with racial themes had transformed their practices. Law 10639/03 served as a guide for the course of work, as well as other federal and municipal laws. The theoretical framework was based on studies on continuing education and ethnic-racial relations. Based on a qualitative approach, the research was developed through documentary analysis and semi-structured interviews with teachers who participated in the award Editions. The produced data, analyzed by the Prose Analysis method, constituted the results presented wich indicated that there was a discussion about the racial issue in Brazil among the graduates of the award, but the training promoted by the SME offered no more than an instrumentalization of educators with the offer of models of pedagogical practices with Afro-Brazilian influence, such as games and music, not provoking a critical reflection on racism and racial equality.
This article explores the importance of Brazilian Sign Language (LIBRAS) in promoting terms related to ethnic-racial discussions, highlighting the challenges and advances in the implementation of Law No. 10,639/03. This law, which made the teaching of Afro-Brazilian and African History and Culture mandatory in Brazilian schools, also implies the need to adapt these discussions to the context of inclusive and bilingual education for the Deaf. The study analyzed how LIBRAS can be used as a tool for accessing and understanding ethnic-racial issues, contributing to the construction of a more inclusive and egalitarian society. The research covers a literature review on ethnic-racial Terminology in LIBRAS, as well as an analysis of current educational practices, identifying barriers and opportunities for the promotion of more comprehensive and culturally sensitive Terminology. The results indicate that although there have been significant advances in raising awareness and implementing the law, substantial challenges remain, such as the lack of adequate teacher training and the shortage of accessible pedagogical materials. It concludes that continuous and collaborative efforts are necessary to strengthen the inclusion of ethnic-racial terms in LIBRAS, thus promoting an education that values diversity and respects the linguistic and cultural rights of the Deaf Community.
The article presents the results of a research that aimed to understand how the work with Afro-Brazilian literature has been carried out in Early Childhood Education institutions in the Greater ABC Paulista Region. This is a qualitative research of an exploratory nature that had as procedures the realization of semi-structured interviews with teachers of kindergartens and preschools in the referred locality. In the theoretical framework, the research dialogues with social studies of childhood, literature, intercultural studies and Freire's epistemology. The analysis of the data reveals that, although the teachers recognize the relevance of Afro-Brazilian literature, it is underused in the context of Early Childhood Education, justifying this gap due to the scarcity of materials and the lack of specific training of the subject. In addition, there is the presence of discourses and practices that refer to the persistence of the myth of racial democracy. It is concluded, therefore, that there is a need for investments both in the acquisition of works that adress the theme and in training initiatives that provide a critical reflection on racism, culminating in the promotion of pedagogical practices that recognize, value and celebrate differences, with literature as an essential tool in the construction of an anti-racist Brazil.
The school institution, as a space that reflects society, has great potential to reproduce racist manifestations against Black and Indigenous populations, while at the same time it can and should promote the overcoming of this form of discrimination and marginalization through approaches that foster fair social relationships. The school curriculum plays a significant role in this aspect, and Physical Education, as an integral part of the curriculum, also plays a crucial role. Therefore, our objective was to map the academic production on Afro-Brazilian and Indigenous issues between 2013 and 2023, seeking to understand how these discussions have taken place in Physical Education. To do this, we conducted a bibliographic search, consulting the Scielo, Lilacs, and Capes Portal databases. We found 77 dissertations, 11 theses, and 12 articles, with the highest volume of production starting in 2017 and a predominance of studies on Afro issues. In general, the studies show the (almost) absence of ethnic-racial relations in Basic and Higher Education, whether in their hierarchical and monocultural curricula or in insufficient pedagogical approaches, justified by the lack of knowledge and preparedness of teachers, even after almost two decades since the mandatory teaching of Afro and Indigenous knowledge. Nevertheless, the importance of initial and continuing education is evident in this movement of resistance and overcoming the Eurocentric way of educating, and the potential of Physical Education in this process should be highlighted, as it is the field that has the body (in its various representations) as an element of intervention.
