Resenha do Livro "O avesso das evidências: pesquisa e política educacional em tempos de negacionismo", uma obra provocadora, escrita por Lalo Watanabe Minto, professor e pesquisador da Faculdade de Educação da Universidade Estadual de Campinas (Unicamp), publicada em 2023 pela Editora Lutas Anticapital.
This work publishes the main reflections presented by the authors of the book Formative education, published in 2023. The collection brings together 20 texts by senior researchers, doctors, and doctoral students with considerable experience in the field of education. The scientific productions presented come from accumulated knowledge, international and national experiences and experiences built throughout their trajectories. It is a collective work made possible within the scope of the Research Group on Human Formation, linked to the National Council for Scientific and Technological Development (CNPq). In essence, the work develops analyses on education and human formation in neoliberal times, in the light of different theories and philosophical contributions. The book is divided into two parts with 20 chapters based on different theoretical-methodological perspectives. However, there is a common element among them: the concern to share knowledge and reflections on a formative education, adverse to a perspective of commodified, instrumentalized education, whose purposes would only be aligned with the logics of reproduction of a certain sociability. In summary, the book draws attention to the relationship of the human being with himself, with others and with the world and, in this context, highlights the role and character of education that is not intrinsic to education. There are educational practices, formal and non-formal, which are referred to more as authoritarian, anti-democratic and cohesion experiences than dialogical, democratic and, essentially, formative ones. It is also necessary to consider the institutional strength of market logics that, influenced by neoliberalism, impregnate education with an instrumentalized logic of only preparing professionals to obtain employment. For this reason, categories such as freedom, autonomy, ethics are among the most cited in this work, which provokes forceful reflections on the correlations established between the purposes of professional training and human training, as two faces of training education.
Introduction/Objective: This research aims to analyze the evolution of the Coordination for the Improvement of Higher Education Personnel (CAPES) Evaluation System, from its creation to the last four-year evaluation (2017-2020), focusing on the internationalization of Brazilian postgraduate studies. Methodology: This is a descriptive research, with a qualitative approach and interpretative analysis, through bibliographic and documentary data collection techniques, involving scientific articles in the Google Scholar database and information on the Capes website (evaluation forms, area documents and legal frameworks). As a data cut, the Evaluation Forms used were from the knowledge area of Administration, Accounting and Tourism, academic modality. Results: The results highlight: a) implicit presence of internationalization since the beginning of the CAPES evaluation process, manifested through the analysis of academic exchanges and publications in international journals; b) creation of the Proex program, to recognize the excellence of Postgraduate Programs (PPGs) with performance comparable to international centers; c) explicit introduction of internationalization based on the 2017-2020 quadrennial assessment in the “Impact on Society” category; and d) increasing investment in internationalization through programs such as CAPES Internationalization Program (CAPES/PrInt) and Sandwich PhD Program Abroad (PDSE), in addition to the expansion of international agreements. Conclusion: The topic of internationalization is recognized as a necessary element of analysis to assess the quality of Higher Education Institutions (HEIs) and their respective PPGs, demonstrating that Brazil is willing to invest in higher education on a global scale. Finally, CAPES is intensifying the process of internationalization of PPGs, seeking to increase the number of programs recognized as being of global or international excellence.
Introducción: La formación inicial docente y la inserción laboral en el sistema escolar constituyen procesos complejos, especialmente en contextos educativos con altas demandas y condiciones laborales desafiantes. En Pedagogía en Educación Básica, estas tensiones se manifiestan en la relación entre la preparación recibida y las exigencias del ejercicio profesional, así como en la construcción del sentido del trabajo docente. Objetivo: Analizar las percepciones de titulados/as de Pedagogía en Educación Básica respecto de su formación inicial, inserción laboral y desafíos profesionales, considerando las condiciones de ejercicio y la resignificación del rol docente en los primeros años de trayectoria. Metodología: Enfoque mixto, combinando un diseño cuantitativo descriptivo, a partir de la aplicación de un cuestionario a titulados/as, con un componente cualitativo basado en entrevistas semiestructuradas. El análisis permitió integrar dimensiones relacionadas con inserción laboral, formación inicial docente, desafíos profesionales y sentido del trabajo docente. Resultados: Inserción laboral mayoritariamente en Educación Básica, junto con alta percepción de carga laboral (83%) y de complejidad en los contextos de desempeño (63%). Expansión del rol docente hacia funciones pedagógicas, administrativas y relacionales. A pesar de estas condiciones, un 91% de los titulados/as reconoce que su trabajo tiene impacto significativo en la vida de sus estudiantes. Desde lo cualitativo, se identifica una experiencia ambivalente, donde coexisten vocación, compromiso y desgaste profesional. Conclusiones: Los desafíos profesionales no responden a procesos individuales de inserción, sino a una tensión estructural entre formación inicial y ejercicio docente. En este contexto, el sentido del trabajo docente se configura como un proceso situado, influido por las condiciones laborales y organizacionales. Los hallazgos sugieren la necesidad de fortalecer la articulación entre formación inicial, acompañamiento en la inserción laboral y políticas de desarrollo profesional docente.
Agradecemos a disponibilidade do Professor José Camilo dos Santos Filho por nos conceder um tempo para a realização desta entrevista. Neste bate-papo, abordaremos sua trajetória na Universidade Estadual de Campinas (UNICAMP), e em outras Universidades que atuou, bem como suas contribuições no campo da pesquisa em Educação Superior. Como editor-chefe da Revista Internacional de Educação Superior — carinhosamente conhecida como RIESup — o Professor Camilo é mais do que um colega: é um parceiro de projetos, sonhos e um orientador excepcional nas questões ligadas à educação, especialmente à Educação Superior. Falar sobre o Professor Camilo poderia esgotar todas as fontes de pesquisa, mas nosso objetivo aqui é registrar, em formato de conversa, um pouco de suas origens e de sua valiosa contribuição. Esta entrevista é uma forma de reconhecimento pelo seu papel fundamental na criação da revista e pelo impacto de seu trabalho na Educação Superior no Brasil.
The editorial of volume 11 of RIESup, from 2025, presents an analysis of the academic production published throughout the year, focusing on the challenges and perspectives of higher education in Brazil. The editorial highlights the growing production of research on the Brazilian university student, reflecting the complex reality of higher education in the country and the need to understand the challenges and opportunities that arise for this public. To analyze the articles, the editorial used a categorization methodology based on four categories: line of publication or thematic axis, type of work, methodological approach and country of origin of the authors. From this analysis, the editorial identified the main themes addressed by the authors, highlighting the importance of research on the experience of the university student, the training of the university professor and the internationalization of higher education. The editorial highlights the need to continue to encourage the participation of authors from different regions of the world, especially from Latin America, to promote a broader and more enriching dialogue on the reality of higher education. In addition, the editorial emphasizes the importance of research that contributes to the understanding of social reality and, in particular, of the field of higher education in its historical dynamism, seeking to offer opportunities for the emergence of new discussions and the expansion of academic dialogue.
Introduction/Objective: This study seeks is to explore viable new ideas based on the theoretical and reflective study of the binomial internationalization and interculturality. Freire's works support questions of text and context that promote relationships and concrete possibilities of educational practices that raise awareness and emancipate. As an emerging context, we seek to expand analyses in the construction of a viable new idea, taking the Regional Conference on Higher Education (CRES+5), with a view to promoting connections between interculturality and internationalization. To do so, it is necessary to understand the reality of the global South, Latin American peoples, the constituent elements of this space and their interference in the role of universities. The scientific relevance of this research suggests that this effort at understanding is social and political; it is not just about relating works, but also about considering intentions and their interrelation with emancipatory practices that promote a just and supportive world. Method: The methodological procedure used was bibliographical and documentary research, both of Freire's works and of the documents resulting from the conference. The data were analyzed in light of content analysis. Results: By analyzing the documentary scope of the conferences, Freire's prerogatives and the conditions of the Latin American context, it is possible to emphasize that interculturality is a way of achieving internationalization. Conclusions: This way, processes of internationalization of education can be spaces for the recognition of cultural and ethnic diversity. Thus, they can also be places of education for respectful and collaborative coexistence between peoples, cultures and knowledge.
Introduction: the Brazilian public educational system is marked by neglect towards investments in the area of Higher Education in Brazil. Objective: to investigate affirmative action policies concerning quilombolas, with an eye on access and permanence at UFPA, Campus de Bragança. Given this scenario, the problem question arises: to what extent do affirmative action policies contribute to the access and retention of quilombolas in Higher Education at the Federal University of Pará, Bragança Campus? Method: the research was based on a qualitative approach and the data collection technique was a questionnaire with semi-structured questions. Ten quilombola students were selected through a draw – out of a universe of 84 students – to participate in the research. The analysis occurred, firstly, by organizing and tabulating the responses from the questionnaire. The data collected has a qualitative nature and was treated through discourse analysis. Results: the study demonstrated the feelings of pride and achievement of the research subjects, in addition to the search for affirmation of identity within an academic and opinion-forming space. Conclusion: the statements emphasized that questions about culture, history, identities, values and knowledge and the affirmation of their identities are fundamental processes for guaranteeing permanence and, therefore, talking about permanence in Higher Education for students quilombolas, is to break with the dichotomy of having financial aid or not, but to talk about identity, representations, values, culture, teacher training, curriculum, among others.
Introduction: the prevalence of Common Mental Disorders (CMD) is higher in university students than in the general population, with a worse scenario among those in the health sector, making it an educational and public health problem. Objective: to identify the prevalence of depression, generalized anxiety and social anxiety in undergraduate health students at public and private higher education institutions, and to assess possible associations with sociodemographic and academic variables and differences between types of institution. Methodology: 173 students from the nursing, pharmacy, physiotherapy, medicine, nutrition, dentistry and psychology courses at one public and two private institutions in the interior of Minas Gerais took part. The participants answered an online protocol with sociodemographic and academic questions, as well as instruments to assess symptoms of depression (PHQ9), generalized anxiety (GAD7) and social anxiety (CASO). The data was tabulated and analyzed using the SPSS® statistical package. Results: we identified a high prevalence of symptoms of generalized anxiety, depression and social anxiety in the sample, confirming the trend observed in the literature. However, despite the differences in some characteristics in the profile of the students participating in the two models of Higher Education Institution, these did not seem to have a different impact on the mental health profile of the students. Conclusion: despite adopting different assessment instruments and involving students from both public and private institutions, the results were similar to those found in the literature.
Introduction/Objective: This article investigates the potential of incorporating elements of belly dance history and practice into history teaching. Specifically, it discusses an experience carried out in two undergraduate Pedagogy classes at the Universidade do Espírito Santo in the 2023/2 semester, within the History: Content and Methodology course. The study explores historical aspects of belly dance through relevant scholarship (Xavier, 2006; Antas, 2019) and addresses the concepts of temporality, plurality of historical experiences, and historical consciousness based on the work of Rüsen (2011) and Bloch (2001). It seeks to understand the possibilities of appropriating elements of belly dance in history teaching using. Methodology: Its sources are (Bloch, 2001), records from undergraduate classes that included the participation of a belly dance teacher. Results: Analysis of these sources indicates that the inclusion of belly dance in early education, from the perspectives of Rüsen (2011) and Bloch (2001), and in dialogue with the studies of Xavier (2006) and Antas (2019), becomes a valuable tool for the development of historical consciousness, the understanding of temporality, and the plurality of historical experiences, promoting empathy, respect for cultural diversity, and critical thinking in students. Conclusion: Thus, approached pedagogically, belly dance becomes a valuable instrument to teach history in early years. The experience show that dance can offer an important tool to develop historical awareness, understand temporality, respect cultural diversity, and train critical and reflective citizens.
Introduction: Gamification can increase engagement and improve the academic performance of undergraduate students. Objective: This study aims to investigate the effects of gamification on academic engagement and performance of students in a Business Administration course. Methodology: Employing a quantitative approach and a case study focused on a Quality Management class within the Business Administration program, performance and engagement outcomes were analyzed before and after the implementation of gamification elements in academic activities. Results: Findings demonstrated gamification's ability to positively influence these variables. Regarding engagement, effective gamification notably encouraged students to actively participate in proposed activities. Concerning academic performance, it is plausible to infer that gamification may have played a significant role in improving students' grades, as evidenced by the collected data. Conclusion: The findings suggest that gamification can be an effective tool to increase engagement and enhance academic performance of students in Business Administration courses.
Introduction/Objective: in recent decades, higher education has experienced an increasing demand from students with disabilities, driven by significant global movements promoting equal rights. This creates an urgent agenda, as ensuring access must be accompanied by conditions for retention. Thus, the present article aims to identify and analyze articles that present policies and programs that promote access and permanence of people with disabilities in higher education institutions. Method: the article is the result of an integrative review conducted on the Scientific Electronic Library Online (Scielo) database using the following descriptors: "Higher Education" AND "Persons with Disabilities" AND "Inclusion Policies." Six studies were selected for analysis. Results: the results indicate that despite the existence of important legislation and programs, there are still challenges in the practical application of these laws. The main gaps include a lack of clarity in institutional actions and the absence of effective continuous training programs. Conclusion: based on this study, it is concluded that it is essential to review and improve existing policies to better meet the needs of students with disabilities. Future research is suggested in the area, aiming to advance towards truly inclusive and quality higher education for all.
Introducción/Objetivo: este artículo analizó la relación entre los costos de vivienda y la inseguridad alimentaria de los estudiantes de la Universidad Estatal de Ponta Grossa (UEPG). Método: para ello, se utilizó una muestra aleatoria probabilística estratificada, seleccionando estudiantes de pregrado para componer la investigación. Posteriormente, se midió el grado de inseguridad alimentaria de los estudiantes, según la metodología de la FAO, y se desarrolló un índice de fragilidad habitacional. Resultados: este índice clasificó como fragilizados a los estudiantes cuyos gastos en alquiler representaban el 30% o más de su renta. Finalmente, mediante una regresión "logística multinomial", se investigó la relación entre la fragilidad habitacional y la inseguridad alimentaria, obteniendo una correlación positiva y estadísticamente significativa entre estas variables. Conclusión: De manera más específica, los alumnos que se encontraban en fragilidad habitacional y también en vulnerabilidad de renta presentaron mayores probabilidades de encontrarse en inseguridad alimentaria, especialmente en su forma "grave".
Introduction: Energy drinks are non-alcoholic beverages with a high caffeine content and the addition of other substances. This set of substances is marketed with the prerogative of increasing energy and concentration levels, reducing fatigue and improving academic and sporting performance. Objetive: To assess the use of energy drinks by university students in the health sector, considering their possible indiscriminate use, as well as the side effects they can cause. Methodology: The survey was carried out using a specific questionnaire which included questions about the consumption of energy drinks. Results: 70.6% of the participants said they had already consumed energy drinks, 71.6% were female and 28.3% male. Conclusion: Consumption was mainly recreational and to improve academic performance. As for the most frequent adverse effects, a racing heart, insomnia, headache and even depression were reported after consumption.
Introduction/Objective: This research aims to analyze the difficulties faced by female students at a public university in the north of Minas Gerais in the face of machismo and its manifestations of violence. Methodology: The method used was dialectical historical materialism to seek a total understanding of the sex/gender system within the context analyzed in relation to machismo and its forms of expression. For the investigation, the collection instrument was the online questionnaire prepared in Google Forms and made available to the selected female students of the University's Center for Biological and Health Sciences (CCBS), with the purpose of collecting data from the participants. Results: The results reveal the occurrence of violence against women in the university environment, especially in the context of sexual harassment, with an emphasis on the relationship between teacher and student. In addition, there is a lack of effective institutional policies for commitment and accountability to support victims. This scenario, present in the academic environment, contributes to the perpetuation of sexism and machismo, leading victims to remain silent in the face of violence, whether out of fear, insecurity or a lack of support and effective measures on the part of the university. Conclusion: The conclusion is that it is essential for universities to offer support and assistance to students to ensure their safety and well-being during their undergraduate studies.
Objective: this study aimed to describe the experience of students, master's students, and professors in the development of an e-book validated by experts in remote teaching, integrating undergraduate and graduate teaching with medical course activities during the COVID-19 pandemic. Methodology: a descriptive, retrospective, cross-sectional study of the experience report type was carried out, and a methodological study of content validation. Results: it was developed an e-book on healthy eating for adolescents based on the curriculum matrix and the teaching plan for practical classes, with the teaching strategies used in the remote modality, with synchronous classes and asynchronous activities, and flipped classroom as a teaching methodology. The overall average of the Content Validity Index was 91% (Kappa = 0.67), but remained above 80%, which means strong agreement among the judges. Conclusion: the construction of an e-book with remote use of active teaching-learning methodology and diversified material, in times of lockdown, contributed to the integration of undergraduate and graduate students, the latter in the teaching internship. Furthermore, the material produced has potential for use in the community (teaching-extension integration).
Introduction/Objective: the research aims to investigate the social representation of female teachers who are part of the teaching staff of the Interdisciplinary Bachelor's Degree in Science (BIC) at the Federal University of Southern Bahia (UFSB). Methodology: the methodology used was the Free Word Association Technique (FWA). The aim was to bring out their representativeness and their speeches through the inducer: “being a woman, a teacher and a scientist”. Results: it can be said that the social representation of the participants is related to their experiences, difficulties and the meanings of their stories. It reflects both challenges and a strong capacity for resistance, pride and redefinition of roles, which contribute to the search for greater equity and recognition in science. The professors' careers are marked by adversity, anguish, a lack of support, prejudice, sexism and the struggle for recognition in teaching and research. Conclusion: by persisting in science, teaching and motherhood, they show that being a woman, a mother and a scientist are not conflicting roles, but complementary ones.
Introduction: The covid-19 pandemic has impacted teaching-learning and healthcare practices at universities. The relationships between health and training processes in higher education require understanding the different aspects related to the lives of university students. Objective: This study aimed to describe self-rated health among students at a Brazilian university during the covid-19 pandemic. Methodology: This is qualitative research. Semi-structured interviews produced data with students of interdisciplinary courses in arts, science and technology, humanities, and health. These data were analyzed according to content analysis and submitted to Descending Hierarchical Classification in Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires. Results: Self-rated health among the 33 participating students emphasized the components of mental and physical health and illness (first class of Descending Hierarchical Classification), university life and coronavirus prevention strategies (second class), and lifestyle (third class). In this sense, illness, difficulties in remote learning, and a sedentary lifestyle contributed to a negative self-perception of health status. At the same time, when positive, the health self-assessment was based on the absence of health problems, adherence to preventive practices, return to in-person academic activities, and healthy lifestyle habits. Conclusion: Students’ self-rated health combines factors associated with academic life, experiences, concepts, and practices of health and illness in the covid-19 pandemic, reinforcing the relevance of qualifying care towards the development of healthy learning spaces.
Introdução: O cenário brasileiro tem sido palco de debates concernentes à admissão de estudantes com deficiência em instituições de ensino superior. Objetivo: investigar os mecanismos de acesso contidos nos editais e manuais e os modos de ingresso de pessoas com deficiência por meio de Ações Afirmativas em duas universidades públicas localizadas no estado de São Paulo. Método: A abordagem adotada foi de pesquisa documental, enquanto que as informações foram coletadas nas seguintes instituições de ensino: Unesp e UFSCar como também INEP e banco de dados do Estado de São Paulo. Resultados: Revela-se a existência e a descrição das ações afirmativas nos documentos analisados. Verificou-se que, em que medida, os dispositivos de ingresso estão em consonância com as regulamentações legais vigentes e as diferenças entre as universidades estaduais e federais. Entretanto, ao mesmo tempo, emergiram informações indicativas das barreiras persistentes que precisam ser transportadas para garantir a efetiva inclusão de pessoas com deficiência no ambiente acadêmico de nível superior. Conclusão: As políticas de Ações Afirmativas presentes nos editais e manuais das universidades mencionadas estão parcialmente em conformidade com as legislações pertinentes. O estudo identificou ainda possíveis barreiras que ainda existem para viabilizar a entrada efetiva de pessoas com deficiência no ensino superior, demonstrando que as Universidades carecem de leis que estabeleçam diretrizes para o acesso, ressaltando desafios remanescentes que requerem esforços contínuos para assegurar a educação inclusiva no ensino superior do país.
Introdução: Na atualidade, o professor encontra em sua sala de aula uma classe multifacetada, social e culturalmente; assim como pessoas que antes não adentravam o espaço escolar. Objetivo: Nosso objetivo é refletir sobre a grade curricular de cursos de Pedagogia e a formação do pedagogo para a educação especial e inclusiva. Metodologia: Investigamos a formação inicial de pedagogos nos municípios do Vale do Ribeira/SP. Analisa-se a matriz curricular de cursos de Pedagogia de Instituições de Ensino Superior atuantes nesses municípios. Resultados: Ao analisar a matriz curricular dos cursos de Pedagogia de diferentes IES que formam/formaram os pedagogos atuantes/atuarão nessa região, refletimos sobre a formação dos professores com o foco na inclusão de alunos com deficiência e/ou transtornos de desenvolvimento, assim como aqueles tidos como “diferentes”. Nossa investigação tem abordagem qualitativa. Para desenvolver essa investigação realizamos uma pesquisa documental da matriz de seis cursos de Pedagogia. Pode-se inferir que os cursos analisados olham para a problemática da educação especial e inclusiva, mas isso ocorre de forma superficial, exígua, e com pouca relação com a prática cotidiana da escola, com o dia a dia docente. Conclusão: Os resultados evidenciam que, provavelmente, há a necessidade que as redes de ensino que recebem esses professores desenvolvam formação continuada em serviço com foco em práticas de ensino voltadas a metodologias atualizadas em relação à educação especial e inclusiva.
