This article presents a section of the doctoral thesis entitled “Construindo pontes e derrubando tabus: experiências de adolescentes quanto ao comportamento sexual e fatores de risco associados a infecções sexualmente transmissíveis de estudantes na cidade de Manaus-AM”. Its aim is to analyze, based exclusively on the data produced in the original research, how family, school, the internet and other sources of information appear in adolescents’ and young people’s experiences regarding sexuality, prevention and risk behaviors associated with sexually transmitted infections. The study adopts a qualitative approach and used semi-structured interviews, a socioeconomic questionnaire via Google Forms and narrative analysis. The sample consisted of 24 students aged between 17 and 20 years, 16 female and 8 male. The results show that, although family appears as an important reference for sexual education, many interviewees report embarrassment, absence of dialogue or the search for guidance from siblings, uncles, cousins, friends and the internet. Concern about unplanned pregnancy also appears more strongly than concern about STI prevention, reinforcing the need for continuous, dialogical and coordinated educational actions involving family, school and health services.
Generative Artificial Intelligence (GenAI) has impacted organizations. Sin embargo, aún existe una brecha en la comprensión de cómo su humanización afecta los procesos organizacionales. The purpose of this study was to examine the potential effect of the humanization of GenAI on organizational transformation and to clarify the consequences of such humanization on talent management. A review of the scientific literature was conducted between 2023 and 2025, using AI-assisted tools and a Boolean search equation, in Spanish and English. It was determined that the humanization of GenAI promotes adaptability to change, optimizes the work experience, and fosters innovation through a balance between technological and human capabilities. Moreover, it influences talent management through the automation of routine tasks, the personalization of professional development, and the promotion of human skills. It was concluded that the success of humanized GenAI is achieved by balancing technology and human competencies, through talent management with proactive leadership and continuous training strategies to build organizational cultures oriented toward innovation.
The text critically examines the capacity of NR‑1 (2026) to address psychosocial risks and somatization in the workplace, highlighting the gap between normative rationality, ba sed on the “objective” identification and treatment of risks, and the subjective complexity of work‑related illness. It shows that many psychosocial phenomena remain invisible or institutionally denied, escaping traditional compliance tools. Drawing on authors such as Dejours, as well as guidelines from the ILO, publications from NIOSH, and contributions from classical psychosomatics, the article demonstrates that organizational factors such as work overload, harassment, and psychological insecurity translate into chronic stress, burnout, and physical symptoms. It argues that the standard can be effective when integrated with qualitative methods and a critical reading of organizational culture, but tends to devolve into safetywashing when applied bureaucratically. Thus, the ailing body emerges as an organizational indicator, revealing governance failures and underscoring the need for a risk‑management approach that acknowledges subjectivity, culture, and power relations.
Equity has become a central concern in Mathematics Education research, reflecting that access to schooling does not guarantee learning opportunities for all. Disparities related to race, gender, social class, language, and historical marginalization continue to shape students’ participation, achievement, and educational trajectories in mathematics. In response, researchers have examined equity across theoretical, pedagogical, and institutional dimensions. This study presents an integrative literature review that analyzes international academic production explicitly addressing the relationship between equity and Mathematics Education. The methodological framework was “Integrative Research Review” by Russell, the review draws on peer-reviewed articles identified through multiple academic databases and digital research platforms. The findings were organized into five analytical dimensions: theoretical and conceptual foundations of equity; identity, belonging, and trajectories of students; teacher training and teacher professional development; pedagogical practices and classroom strategies; policies institutional management and school organization. The analysis indicates that equity in Mathematics Education is a multidimensional and sociopolitical construct, produced through interactions across different levels of the educational system. Rather than being limited to access or achievement, equity involves recognition of identities, redistribution of opportunities, and transformation of pedagogical and institutional practices. This review contributes to integrated understanding of equity and highlights directions for future research.
This article analyzes the theoretical models applied to the teaching-learning process and the challenges of education for autonomy at Professor Jorge Karam Neto State School, a public school in Manaus, Amazonas, Brazil. The study was conducted with 82 high school students through a questionnaire consisting of open- and closed-ended questions administered via Google Forms between May 1 and May 20, 2022. The research was characterized as applied, exploratory, and descriptive, adopting both qualitative and quantitative approaches. Quantitative data were analyzed using descriptive statistics and percentage distributions, while the open-ended responses were grouped according to similarity. The findings indicate low student participation in paid work, volunteer activities, and extracurricular activities, as well as different understandings of autonomy, generally associated with freedom of choice, independence, and responsibility. Autonomy was perceived differently in personal life, the classroom, and the family environment. Students reported feeling more independent when they were alone and less free in family or household contexts. The study concludes that education for autonomy requires teaching methodologies that overcome students’ passive role, promote dialogue, decision-making, critical thinking, and active participation in the construction of knowledge. Finally, it recommends the planning of pedagogical practices that integrate autonomy, responsibility, and the learning of social rules.
