Este artigo apresenta os resultados de uma Revisão Sistemática da Literatura (RSL) sobre Divulgação Científica (DC) e Feira de Ciências (FC) que foi norteada pela seguintes questões de pesquisa: Qual o perfil das pesquisas sobre DC no contexto de FC no Brasil? Quais são os autores utilizados, nos trabalhos selecionados, para a fundamentação teórica sobre DC? Quais os principais resultados e recomendações oriundas dessas publicações sobre DC? Como metodologia para a coleta de dados foi utilizada a RSL. As buscas ocorreram no Portal brasileiro de publicações e dados científicos em acesso aberto (Oasisbr), retornando 421 trabalhos, contudo 57 compuseram o corpus textual deste estudo. Os resultados, confirmam a lacuna existente na literatura brasileira acerca da temática estudada e dão destaque as FCs como meio para que a DC por ocorrerem de forma dialógica, onde a participação popular é elemento essencial.
Está pesquisa trata de oficina pedagógica denominada Afroeira, que integrou saberes científicos, culturais e sociais a partir do estudo do fruto aroeira e do bairro Aroeira, território onde se localiza o colégio. A oficina articulou o ensino de Ciências da Natureza à educação em direitos humanos. Fundamentada na metodologia da pesquisa-ação, participaram da oficina licenciandos do PIBID-Química e estudantes de duas turmas de ensino médio, que colaboraram na construção de práticas interdisciplinares e reflexivas, valorizando o diálogo, a cultura afro-brasileira e a cultura comunitária local. Os resultados evidenciam que a abordagem contribuiu para a formação crítica e cidadã para além dos conhecimentos científicos, estimulando o interesse pela vida universitária e o enfrentamento da cultura do ódio. As ações praticadas na oficina Afroeira levaram à aprendizagens contextualizadas e diferentes benefícios para o grupo envolvido, o que sugere ser uma estratégia que pode ser difundida no colégio e em contextos escolares semelhantes.
O estudo investiga o uso de materiais museológicos na educação formal, com foco nos serviços de empréstimo oferecidos por museus. Réplicas e modelos enriquecem o ensino ao promover experiências práticas e sensoriais. A pesquisa, de abordagem qualitativa, aplicou questionários online a quinze professores da educação básica. Os resultados revelam obstáculos como desconhecimento dos serviços, barreiras logísticas e falta de formação docente. Também se identificou a necessidade de maior divulgação e acessibilidade por parte dos museus. O estudo propõe fortalecer a comunicação entre museus e escolas, ampliar a formação continuada e adaptar os serviços para superar desafios pedagógicos e operacionais. Ressalta-se o potencial dos materiais museológicos em promover uma educação científica mais inclusiva e significativa.
Resenha da obra Tous inégaux, tous singuliers: Repenser la solidarité, de François Dubet, publicada em Paris pela editora Le Seuil, em 2022.
The immune system has the function of recognizing particles that are specific to the individual and those that are part of the world around them. Immunological concepts are closely related to being alive. Considering the importance of this system for the continuation of life, it is essential to disseminate this content beyond the school environment. In a scenario where false information circulates easily, especially on the internet, science communication has the role of making accessible information that can enable individuals to face the various challenges involving science, health and society. This work aims to analyze the approach to the immune system in non-formal education spaces in Rio de Janeiro, in fixed exhibitions and one-off scientific events. Technical visits were made to non-formal spaces and to two Immunology-related events in the city, with subsequent analysis of the content covered and alignment with theoretical references. The results showed the importance of these spaces that connect immunological content to everyday life and the challenges in approaching this content in non-formal teaching spaces. It also points to the need to promote fun events aimed at increasing access to scientific knowledge and highlights the importance of a broader understanding of immunology and its impact on everyday life, connecting science to society and increasing access to quality scientific information.
This study aims to contribute to the debate on educational policies focused on popularizing science through a territorial analysis centered on the Center for Science, Education, and Culture – Praça da Ciência, in Vitória, Espírito Santo. The objective was to understand and analyze the public's interaction with the activities, considering the factors that influence access, duration of stay, and the return of visitors. The study highlights the success of an outdoor science and technology center, whose highly interactive collection has been operational for over two decades. The research includes a historical survey of the space, based on documents and interviews with researchers and public managers. As a result of this study, a Catalogue of Physics Equipment at Praça da Ciência, in Vitória, Espírito Santo, was created, aimed at managers, students, and education professionals.
This article analyzes the perspectives of the class council in the education system of Minas Gerais within the scope of state regulation, from the implementation of this collegial body to the present day. Based on documentary and bibliographic research, it highlights contradictions in the institutionalization of the class council in the state, as well as the new directions the collegial body has taken since the 1990s. In this context, while coexisting with perspectives arising from the praxis of democratic public education management and advances in the field of learning assessment, the class council is influenced by managerial politics, where results-based management and large-scale assessment as a management tool stand out, becoming more bureaucratized.
This study aims to investigate how women who collect recyclable materials experience, perceive and reframe gender violence in their work routine and in their social relationships. Throughout the research, the movement was to denaturalize violence, identifying forms of resistance. These women collect recyclable materials face extreme precariousness, in addition to discrimination based on class, race and gender, which make them more vulnerable to different forms of violence — domestic, institutional and symbolic. To understand the phenomenon, this study is combined with reflections on intersectionality, from a feminist perspective. The methodology used was intervention research, in order to go beyond diagnosis and articulate processes of social transformation, through educational strategies. The partial results indicate that precarious work and social stigma reinforce the cycle of violence, intensifying barriers to reporting and accessing assistance.
O objetivo da entrevista é apresentar a análise do Prof. José Augusto Pacheco a respeito das dinâmicas de inovação do currículo. Professor Catedrático do Departamento de Estudos Curriculares e Tecnologia Educativa da Universidade do Minho em Portugal, afirma que o campo do currículo é vivo, inquieto e necessário, porque está sempre em construção, em diálogo com o mundo e colocando novas perguntas. Desse modo, é preciso dialogar com temas como avaliações de larga escola, padronização curricular, função social, política e epistêmica da escola a inteligência artificial. Na sua avaliação, construir currículos que não sejam padronizados, mas que abrem o mundo para as pessoas por meio de diferentes percursos e aprendizagens requer o contraponto à ideia absurda de esvaziar o currículo de conhecimento e constante diálogo com autores e textos da tradição curricular.
This study explores the discourse of the Brazilian new conservative right regarding Paulo Freire, using as its primary artifact the documentary The Hidden Face of Paulo Freire, produced by Brasil Paralelo. Drawing on Paul Ricoeur’s hermeneutic phenomenology, the analysis does not assess the validity of the critiques, but rather the mechanisms by which the educator’s figure is symbolically reconstructed as a cultural threat. Through meaning units and comprehensive understanding, four interpretive vectors are identified: pedagogy as an ontological battleground; prestige as symbolic discomfort; obstruction of horizon fusion as hermeneutic refusal; and Freire as a saturated sign of ideological antagonism. The documentary does not merely critique—it performs a world-making operation in which education becomes a political battlefield. This article does not resolve the controversy, but reframes it: by listening to how, today, the boundaries of what may or may not be said in the name of education are being redrawn.
This article presents a qualitative and exploratory study that investigated how undergraduate students in Biological Sciences perceive and experience the production of short videos as a practice of science dissemination and scientific literacy during their initial teacher education. The investigation took place within the context of an elective course that articulated theory and practice, as well as dialogue with the students. Inspired by Freirean pedagogy, the analysis was conducted through Reflexive Thematic Analysis, which acknowledges the active role of the researcher and the centrality of dialogue. The results show that the course was perceived as an innovative and formative space, fostering authorship, creativity, and critical thinking. The production of short videos stood out by enabling students to recognize themselves as subjects capable of disseminating science in accessible language, while also confronting challenges such as denialism and misinformation. It is concluded that practices of this nature broaden the horizons of teacher education, strengthening both teacher identity and the democratization of scientific knowledge.
This study investigated the perceptions of 27 early years teachers regarding a continuing education program promoted by a municipal network in Paraná, Brazil. Using a qualitative and interpretative approach, questionnaires, document analysis, and focus group interviews were conducted. The analysis was based on authors such as Schön, Imbernón, Zeichner, Nóvoa, and Marcelo Garcia, revealing that valuing teaching practices, peer sharing, and collective listening contributed to professional strengthening. Participants reported advances in the re-signification of practices, the use of playful strategies, and the development of a more investigative stance. However, they also pointed out limitations such as time overload, difficulties in exposing their practices, and the need for greater systematization of proposals. Teachers suggested that future training programs consider the school reality, promote spontaneous material exchanges, and ensure active listening. The findings indicate that situated and dialogical training fosters teacher engagement and professional development.
The article analyzes school–family relations in early childhood education as practices of human rights education. The aim is to understand how love, listening, and valuing emotions can resist the culture of hate and the individualization of educational responsibilities. This qualitative research used semi-structured interviews with five families (ten participants) and thematic analysis, identifying three axes: tensions, expectations, and affections in school–family relations; love as a human rights practice; and implications for teacher training. Results show that school–family partnership is shaped by social inequalities, that love can be understood as an ethical and political practice, and that teacher education must include socio-emotional and human rights dimensions. It concludes that early childhood education, when guided by dialogue and love, strengthens bonds and constitutes a space of resistance against logics of exclusion.
This article critically analyzes the role of visual narratives in contemporary science communication, understood as the set of practices involved in the public mediation of scientific knowledge within digital contexts. Drawing on a qualitative and theoretical-documentary approach, it examines how infographics, short videos, and interactive resources operate in the construction of epistemic authority, influence processes of scientific literacy, and impact dynamics of informational justice on digital platforms. It is argued that such formats not only expand the reach of science but also subject it to algorithmic regimes of visibility and attention logics that reconfigure criteria of legitimacy and public recognition. The findings reveal tensions between the democratization of knowledge and the commodification of scientific visibility, indicating the need for public policies aimed at fostering visual literacy education and ensuring algorithmic transparency. It is concluded that visuality currently constitutes a strategic field of epistemic dispute, with direct implications for the relationship between science, education, and the public sphere.
Although girls and women constitute the majority of the population in Brazil and achieve high educational levels, they still face inequality in scientific careers and leadership positions. Science clubs have emerged as spaces that foster female engagement in science. This study examined the participation of students in the Science Club of a public school in Rio de Janeiro between 2012 and 2024. Using a descriptive quantitative approach, the research analyzed students aged 11 to 14, enrolled in the 6th to 9th grades of elementary school. Founded in 2012, the Science Club operates weekly during after-school hours. Results revealed an initially balanced interest between boys and girls; however, boys showed greater long-term permanence. These findings highlight the need for targeted actions to encourage and sustain girls’ involvement in scientific activities, promoting greater gender equity in education and future careers.
Neste artigo, é abordado o currículo no contexto da Educação Especial em interface às possibilidades de flexibilização que promovam a acessibilidade em práticas pedagógicas. Objetiva apresentar uma revisão sistemática sobre intervenções curriculares na perspectiva da educação inclusiva, considerando estas como possibilidades de enfrentamento ao capacitismo na educação. Foram realizadas buscas nos portais da (SciELO) e da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), com vistas a identificar trabalhos pertinentes às intervenções curriculares que se pretendem inclusivas e a problematização quanto às barreiras que obstacularizam o desenvolvimento de habilidades sociais e o direito à aprendizagem de todos na escola comum. A partir dos 15 artigos analisados, conclui-se que as iniciativas de adaptação/adequação/flexibilização destacadas, quando deslocadas das necessidades dos educandos público da educação especial, impedem que se envolvam com práticas significativas com seus pares e limitam seu itinerário formativo, corroborando, dessa maneira, com a operacionalização de currículos capacitistas.
This article aims to analyze how the proposal for the creation of Clubs of Protagonism is being experienced in the Full-Time High Schools (EMTI) of the public education system in the state of Rio Grande do Sul, and what these experiences communicate regarding the meanings of protagonism within the school curriculum. The text results from qualitative research that involved the analysis of documents and contemporary educational policies related to secondary education, as well as interviews conducted with school principals and teachers from three municipalities in Rio Grande do Sul. The findings indicate that the experiences with the Clubs of Protagonism reveal tensions and shifts in the meanings attributed to youth protagonism, which, to a large extent, has been appropriated by a managerial logic aimed at shaping self-managing subjects aligned with neoliberal values. Although there are isolated practices with significant educational potential, a tendency toward the depoliticization of protagonism is observed, reducing it to extracurricular activities disconnected from effective processes of critical and collective participation within the school curriculum.
Nesse artigo, a partir de referenciais pós-estruturalistas, buscamos apontar alternativas para o pensamento curricular colocando em questão os ideais modernos de subjetividade. Adotamos uma pesquisa bibliográfica, de abordagem qualitativa e caráter teórico-conceitual, baseada na leitura e na articulação de obras do campo do currículo, do pós-estruturalismo e de perspectivas neodeleuzianas. Começamos por expor brevemente o próprio processo de construção e desconstrução desse ideal de sujeito centrado, unitário, idêntico e essencialmente racional e consciente. Na sequência, com o auxílio de obras de referências, procuramos demonstrar a força desse ideal nas teorias curriculares eficientistas e críticas. Apresentamos o pensamento pós-estruturalista como vertente capaz de ressignificar alguns dos sentidos mais frequentemente atribuídos aos processos educacionais através da proposta de uma ontologia relacional. Por fim, exploramos alternativas curriculares e educacionais advindas dessa noção de relacionalidade através de autores neodeleuzianos: pós-humanismo, afetividade, educação-menor e experiência.
Este trabalho se propõe a realizar uma resenha do livro “Encontros para a diversidade na ciência e cultura: diálogos sobre inclusão” organizado por Jessica Norberto Rocha, Julia Norberto Rocha, Gabriela Sehnem Heck e Letícia Marinho, entendendo sua potencialidade para a formação inicial e continuada de divulgadores científicos, com foco nos museus e centros de ciência.
A produção oral em inglês envolve fatores linguísticos, cognitivos e socioculturais, entre eles, a influência da língua materna na aprendizagem. Este artigo tem como objetivo analisar a interferência da língua materna na produção oral do inglês como segunda língua, de acordo com a percepção dos docentes e discentes. O estudo fundamenta-se nas contribuições de Brown (2001; 2006), Krashen e Terrell (1998), Ellis (2015), Bakhtin (2006) e Flege e Bohn (2021). Pesquisa qualitativa e explicativa, com geração de dados empíricos por meio de formulários, com a participação de 67 estudantes de nível intermediário e seis professores da escola Lifelike Idiomas, de Seara, SC, com análise de conteúdo de Bardin (2016). O artigo está vinculado ao PPGE da Unochapecó e ao grupo de pesquisa SULEAR. Os resultados indicam que, para ambos os grupos, a língua materna tem influência no processo de desenvolvimento da produção oral do inglês como segunda língua.
