RESUMO: O presente estudo tem por objetivo analisar de que maneira a educação sexual se insere nas diferentes versões da Base Nacional Comum Curricular (BNCC) e apresentar a percepção de professores sobre contexto de narrativas e disputas que intermediaram sua construção. Trata-se de um estudo qualitativo, que teve como fonte de dados a BNCC e entrevistas semiestruturadas realizadas com oito professores que lecionam no ensino fundamental. Os dados foram produzidos por meio da técnica de Análise do Discurso, orientada pelo ciclo de políticas formulado por Stephen Ball e Richard Bowe, cujos procedimentos demonstraram que a atuação incisiva das bancadas políticas conservadoras culminou em políticas regressivas no campo da sexualidade, deixando de evidenciar dimensões importantes no documento final. Compreende-se que a omissão dessas questões nos referenciais curriculares favorece a persistência da intolerância contra a diversidade sexual e enfraquece o combate ao preconceito e discriminações arraigados em nossa sociedade.
RESUMO: O presente artigo apresenta os resultados de um mapeamento de pesquisas acadêmicas que versam sobre o currículo e suas conceitualizações teóricas, buscando identificar de que maneira a integração curricular emerge dessas discussões. Trata-se de uma pesquisa de cunho descritivo, em que foram realizadas análises bibliométricas por meio do pacote Bibliometrix do software R, extraídos da base de dados da Web of Science, no período de 2002 a 2022. Para a realização do presente estudo, foram tratadas as seguintes informações: redes de cocitações, autores mais relevantes, rede de coocorrência, evolução das publicações, mapa temático e evolução temática. Com base nas análises dessas informações, foi possível mapear os principais eixos de discussões e redes de autoria, a fim de descrever e discutir sobre as principais concepções abordadas. O estudo permitiu verificar que as discussões teóricas acerca do currículo, especialmente àquelas em que os autores tratam da sua importância como agente potencializador de uma formação crítica e emancipatória dos sujeitos, dialogam com os princípios da integração curricular. Contudo, verificou-se um número reduzido de produções que tratavam exclusivamente da temática. Esse indicador pode ser evidenciado por meio da análise do mapa temático, em que as produções relacionadas à integração curricular são tratadas de forma periférica em relação ao campo teórico do currículo. Os estudos também apontaram que as produções relativas às teorias do currículo são emergentes e possuem estreita ligação com temas relacionados ao conhecimento e às políticas de currículo, embora ainda se apresentam bastante tímidas e carecem de ser melhor exploradas, considerando sua relevância no campo educacional.
Abstract: This study analyzes how analyzed how the teaching practice is constituted in accountants who became teachers at public universities in the state of Rio Grande do Sul, Brazil, in the light of the professional socialization theory. This descriptive field research employs a qualitative approach. It examines 14 interviews with professors who teach career-oriented disciplines in the accounting department using narrative analysis. The findings show that the pedagogical practice of accountants who become teachers emerges when they become aware of the knowledge acquired through their experiences and professional socialization. Reflecting on this knowledge, they employ accurate and planned teaching strategies and evaluation methodologies. Regarding the Theory of Professional Socialization, the results indicate that joining the professional environment facilitates the development of the teaching practice of accountants who become teachers. Additionally, experiences with teaching practices, even after years of teaching experience, provide new insights into their classroom behavior. This study offers considerations for improving teacher training and comprehending the formation of teaching identity.
Nesta pesquisa articulam-se os conceitos de política pública, política educacional e política de equidade racial. Com base neles apresenta-se o Programa Diadema de Dandara e Piatã como política de equidade racial referenciada pelo Movimento Negro e comprometida com a Educação para as Relações Étnico-raciais (ERER). O objetivo do estudo é discutir em que medida as políticas públicas educacionais com enfoque em ERER se concretizam no Programa Dandara e Piatã. A análise volta-se à rede pública de ensino da cidade de Diadema-SP no cumprimento da Lei n° 10.639 (Brasil, 2003), adotando o estudo de caso como estratégia metodológica, com abordagem qualitativa, de caráter bibliográ´fico e documental. Como resultados, o programa não apenas responde a compromissos normativos, mas, atua estrategicamente na consolidação de uma educação orientada pela equidade racial. Sua operacionalização se dá por previsão normativa de funcionamento que evita a dependência da adesão voluntária das unidades escolares e conta com mecanismos de participação social para o acompanhamento contínuo, em uma lógica de democracia participativa. O programa promove a ERER em seus diversos desdobramentos: currículo, formação e valorização das identidades individuais e coletivas.
The article aims to discuss the foundations of the pedagogical practice of Special Education teachers, taking praxis as the inseparable unity between theory and practice. The qualitative and exploratory research was conducted with teachers from a municipality in the Greater Vitória/ES region, through open-ended questionnaires administered during in-person continuing education sessions at two different moments, one in 2019 and the other in 2023. The participants have diverse educational backgrounds, predominantly in Pedagogy, with the presence of other teaching degrees. The data reveal different levels of theoretical appropriation, ranging from more systematized references, with emphasis on Historical-Cultural Theory, to understandings that equate legislation, curriculum, immediate demands, or internet searches with a theoretical framework.It is concluded that the consolidation of inclusive practices is linked to teacher education, considering the importance of theoretical foundations that strengthen the realization of the right to learn for students who are the target population of Special Education.
ABSTRACT: This article sought to elucidate how Youth and Adult Education (EJA) is conceived and materialized based on the most fundamental legal framework in the Rule of Law, which is its Constitution. The methodology of analysis and understanding of the Brazilian Federal Constitutions and the official documents that derive from them was adopted, from a qualitative perspective, in a cautious process of selection, collection, analysis, and interpretation of data. Aiming at a greater understand the research, the theoretical assumptions of Haddad; Dipierro (2000), Nagle (2001), Paiva (2021), Strelhow (2012), Beluzo; Toniosso (2015), among others, were used. The results of the research reveal that, despite Brazil having seven constitutions in its republican history, the basic and subjective right to Education for young people, adults, and the elderly does not appear in the country's historical panorama as a priority, whether in legal documents norms, or public policies. They also point out that, even when there are laws that ensure it, the materialization of the right to EJA is far from ideal.
ABSTRACT: Our text points to the diversity in racial identities and class origins observed among AA students in the medical school at UFSC/Florianopolis, Brazil. This diversity is explored based on the analysis of both socioeconomic and self-declared racial data available for the beneficiaries of the AA policy in this career, as well as the eight in-depth interviews conducted with AA students in such highly selective course during the second semester of 2023. After discussing part of the literature on racial relations, whiteness, and affirmative action in the country, we seek to reconstruct the different intersections of race and class experienced by three of our black interviewees: one from a 'low' social background and two from a 'lower middle' background. In this way, we aim to show how these intersectional positions shape both the 'material' and 'symbolic' conditions and strategies of permanence reported by these interviewees, as well as how such interviewees deal with their possible feelings of 'social and racial displacement' in the main medical course of one of the ‘whitest’ states (Santa Catarina) in the country
In recent years, Financial Education has gained increasing prominence in the educational context, particularly following the guidelines established by the Organisation for Economic Co-operation and Development (OECD) in 2005. In Brazil, this movement intensified with the implementation of the National Strategy for Financial Education in 2010 and with the approval of the National Common Curricular Base in 2018. Recent curricular changes have contributed to the formation of subjects aligned with a neoliberal rationality, using Financial Education as a means of disseminating market-oriented and capitalist ideologies. Within this context, this study aims to understand how teachers working in two public schools in the state of São Paulo conceptualize Financial Education. Data were produced through meetings with teachers participating in the project “Formative Pathways and Mathematical Modeling in the New Upper Secondary Education: Perspectives and Practices”, which has been under development since 2023, and were analyzed using a qualitative approach centered on the participants’ voices. The analyses indicate a tendency to limit Financial Education to aspects related to personal finance, with a strong alignment to market logic. Therefore, this study argues for the urgent inclusion of Financial Education from a critical perspective in schools, through the continuing education of in-service teachers, aiming at critiquing neoliberalism.
This article critically analyzes the expansion of bachelor’s degrees in Distance Education (EAD) in the context of the new National Education Plan (2025-2035), problematizing the paradigm of the modality against the clash between universalization with quality and formative massification. The central objective is to investigate how regulatory flexibility and market logic influence the effectiveness of teacher training. The methodology is based on a qualitative approach, consisting of literature review and documentary analysis of the recent regulatory framework, including Law no. 15.388/2026. The results indicate that, although EAD promotes the democratization of access, the predominance of enrollment in the private sector, decoupled from strict regulation and adequate financing, deepens the precariousness of work and teaching identity. It is concluded that the consolidation of distance degrees in the next decade depends on overcoming instrumental rationality, requiring structured policies that link quantitative expansion to professional development and quality standards that ensure the indissociability of theory and pedagogical praxis.
Addressing persistent problems in society, confronting school violence requires the involvement of the entire community that makes up the school, especially the students. The alliance between university extension and the community presents itself as an effective form of confrontation. From this perspective, the Extension Project "School Hierarchies: confronting bullying and prejudice in the school context" was developed. The objective of this article is to report the lived experience in developing actions aimed at combating bullying and prejudice in the school context. Conversation circles were held between scholarship holders, supervisors, and students from a state school in Feira de Santana, Bahia, about topics surrounding the theme of school violence, such as its relationship with school hierarchies pointed out by Adorno. The activities served as spaces for training, reflection, and possibilities of resistance to manifestations of bullying and prejudice, contributing to the humanization of education and the debate on proposals for confronting and overcoming school violence.
ABSTRACT: The article seeks to draw contrasts between the schooling experiences of young people from popular classes, taking as delimitation the peripheral situation of interlocutors in the regions of La Courneuve, north of Paris, France, and Cruzeiro, south of Porto Alegre/RS, Brazil. It is inspired by contributions from the sociology of social trials and takes Anne Barrère's categorizations of the trials specifically encountered at school as references. In the field, it worked with document analysis, observation, and comprehensive interviews, in dialogue with young people in two public educational establishments. The results indicate common experiences of the trials of ‘constructing meanings to scholarly knowledge and work’, ‘injunction for autonomy’, and ‘individual performances in school assessments’. However, differences can be observed regarding the place of schooling in individual itineraries, in a tense but strategic condition in the French case, and in a relative position alongside the imperative of independence in the Brazilian case.
This study aimed to problematize the process of childhood representing as outlined in the main group of characters in the American cartoon series The Simpsons (1989). For this end, the research is based on contemporary childhood and family conceptions, as well as their unfolding in media production that has been established in the last decades of the 20th century, with emphasis on the protagonists Bart, Lisa, and Maggie. To support this proposal, the writings of Ariès (1986), Benjamin (2009), and Zilberman (1987) were used, in addition to titles on audiovisual production (films and series) aimed at children and young people, such as those by Denis (2010) and Citelli (2004). and it aimed to verify how the child's voice was constructed in the series – interfering (or not) in the family universe – only one (01) episode was chosen, easily accessible on digital platforms, marked by wide popularity and engagement among internet users, which served as the object of investigation to be presented and examined, according to the theoretical guidelines announced before. Furthermore, this is a scientific investigation, with a qualitative approach, focused on the analytical treatment of an audiovisual production, material easily accessible to children, teenagers and adults.
The objective of this study was to analyze the work of school and educational psychologists in basic education within the Catalão – Goiás (GO) micro-region, taking into account the implications of Law No. 13,935/2019, which provides for the inclusion of psychology and social work professionals in public school systems. The study sought to identify and analyze the theoretical frameworks underpinning this practice, as well as to examine the main challenges faced by these professionals in the context of public education. This is a qualitative study grounded in a critical perspective on School and Educational Psychology. Data collection was conducted using a structured questionnaire, consisting of open-ended and closed-ended questions, administered to psychologists working in the municipal public education system of the municipalities under investigation. This examined aspects related to academic training, professional context, career challenges, and strategies developed in the daily school environment. The data were analyzed qualitatively, seeking to interpret the results reflected in the participants’ statements. The results show that, despite legal provisions, the presence of psychologists in the public school systems of the micro-region remain limited, with only one practicing professional identified. The main challenges highlighted include the absence of state and municipal regulations, difficulties in coordinating with school teams, and the lack of specific continuing education.
By questioning whether textual genres in the Early Years of Elementary Education can be methodologically oriented to promote Education for Ethnic-Racial Relations (ERER), this article develops a theoretical and practical discussion connecting ethnic-racial relations, education, and the teaching of textual genres. From a qualitative perspective, supported by bibliographic research and the implementation of a didactic sequence, it considers the potential of textual genres as a pathway for promoting Education for Ethnic-Racial Relations (ERER). The discussions aimed at deepening this analysis are organized into three stages: reflecting on how ethnic-racial relations manifest themselves in the school context; outlining how the contents of the Portuguese Language curriculum can integrate textual genres with pedagogical practices that enable racial literacy and Afro-literacy; and describing and analyzing the development of anti-racist practices based on an educational experience conducted with two fifth-grade classes in the city of Fortaleza, Ceará, Brazil. Finally, it is argued that promoting education grounded in an ethnic-racial perspective through textual genres is committed not only to valuing the teaching–learning process, but also to incorporating Afro-Brazilian and African epistemologies for the identity construction of both Black and non-Black students.
ABSTRACT: Large-scale assessments play a central role in shaping public policies in Basic Education across various countries, exerting both symbolic and material effects on educational institutions and the teaching profession. In Brazil, alongside the Basic Education Assessment System, numerous states and municipalities have developed their own assessment models, resulting in a continuous presence of external audits in the school routine. This study examines how teachers in public education systems interpret these assessment processes, with a particular focus on their perceptions regarding the potential differential value placed on specific subjects prioritized in standardized exams. The data used in this analysis are derived from a survey conducted in four states in the Northeast region of Brazil (Bahia, Paraíba, Pernambuco, and Rio Grande do Norte). The findings indicate that teachers perceive an overemphasis on Portuguese and Mathematics, with this perception being more pronounced among teachers in systems that enforce high-stakes policies.
ABSTRACT: The primary objective of this study is to examine changes in basic education teaching work from the perspective of teachers involved in union leadership in Brazil and Portugal. The thesis posits that we are experiencing a new phase of capitalist organization of labor processes, in which digital technologies play a significant role in working time with collective consequences for health. Theoretically, the study employs parameters to analyze the limits of work hours, focusing on resistance and political struggle against old forms of exploitation and new forms of domination. In terms of research procedures, a qualitative social research approach was used with teacher unions in both countries, employing different investigative strategies. In Brazil, two workshops were conducted in digital environments with 10 unionists, while in Portugal, individual interviews were carried out with 5 unionists. The field materials were analyzed using thematic analysis, resulting in three main analytical categories: flexibility and alienation of collective working time; technological time, burnout, and the right to disconnect from work; and time of resistance. According to the research participants, both countries experience issues such as overtime work, work overload, and high task volume. Despite the unions’ international weakness, they remain important collectives fighting against the degradation of teaching work and advocating for quality education.
This article presents the results of a documentary research project aimed at mapping and analyzing academic production on the representation of whiteness in textbooks. The research corpus consists of 11 studies (dissertations and theses) located through the BUSCAd platform. The analysis is based on critical studies of whiteness and the perspective of anti-racist education, seeking to identify investigative trends, theoretical frameworks, analytical categories, and main research results. The findings highlight the recurrence of the centrality of whiteness as a social and racial norm in teaching materials, expressed through visual and textual representations, processes of invisibility and erasure of Black subjects, and the maintenance of symbolic privileges associated with white identity. Although advances resulting from educational policies aimed at promoting racial equality are observed, structures that reproduce racial hierarchies persist in the analyzed materials. The study also reveals a significant gap in research specifically focused on Sociology textbooks, indicating the need to expand investigations in this field.
For this article, a bibliographic review with a qualitative approach was conducted, addressing conceptions of computational thinking, chess, and Mathematics Education. The study is grounded in an expanded understanding of mathematics as a form of thinking and interpreting the world, in dialogue with contemporary transformations associated with digital technologies and algorithmic processes. In this context, computational thinking is understood as a way of organizing reasoning when dealing with complex situations, mobilizing processes such as decomposition, pattern recognition, abstraction, and algorithmization. The investigation was guided by the following question: what conceptions of computational thinking are presented in the literature that relates chess to Mathematics Education? The objective was to analyze these conceptions, identifying their characteristics, theoretical approaches, and didactic implications. Methodologically, the review included national academic publications that discuss computational thinking in the curriculum, the pedagogical use of chess, and the articulations between these fields within Mathematics Education. Chess is analyzed as a practice that mobilizes cognitive processes associated with computational thinking, configuring itself as a favorable environment for the development of logical-mathematical reasoning, strategic planning, and informed decision-making. The results indicate that chess has been understood not only as a playful resource but also as a mediating instrument for investigative practices.
ABSTRACT: In these reflections, I intend to draw a relationship between the place of Human Science in the education of Physical Education teachers in Brazil and some impressions about the bodies and subjectivities in contemporary times. First, I outline historical and epistemological observations that establish interpretations and meanings among present situations, past events, and some structural elements to understand the place of sciences in social reality, particularly in Brazilian Physical Education. Secondly, I present some formulations based on my previous studies, focusing on the questions of being and having a body, drawing mostly on Lacanian psychoanalysis. The essayistic and, somewhat, provisional aspect of some ideas and articulations in the text reflects a formal affiliation or, at least, a regard for Theodor W. Adorno’s important lessons and notions, such as the understanding of what philosophy and thought are.
ABSTRACT: The school trajectory of students from riverine communities is marked by factors such as difficulties with access and transportation, lack of financial assistance, educational policies, and personal life histories, so that not only does the entry of these students into higher education become difficult, but also their permanence. Through a unique case study that includes individual interviews with open narratives and thematic content analysis, we present how a riverine student describes his schooling trajectory and his experiences at the Amazonas Federal University, Parintins Campus. We discuss it according to the following categories: schooling trajectory (multigrade classes, travel to study); difficulties (lack of access to student retention policies, low family income, difficulties with remote teaching); and facilitators of staying at university (scholarship/financial aid programs, social support). We conclude that the interviewee’s case indicates that rural educational policies failed to keep him in rural areas, but due to a personal ideal and social support from friends, professors, and family, he shows a desire to return to the riverine community. The university offers various student support programs, but not all were accessible to the interviewee; research and teaching grants were major financial incentives that helped him remain in the course. Remote learning revealed significant technological difficulties faced in rural municipalities, at the university, and by students, especially those from low-income backgrounds like the interviewee. Finally, we consider that the “riverine” should be made visible with the aim of affirmative policies.
