ABSTRACT The purpose of this systematic review is to analyze the determining factors in the vocational guidance of secondary school students, based on research published between 2021 and 2025. Through the PRISMA declaration, the factors were categorized into four dimensions. 46 scientific articles were selected for in-depth review. The findings indicate a strong presence of personal and psychological factors, such as self-efficacy, decision-making, vocational identity, and emotional well-being. Family and social factors stand out in the influence of reference figures in the accompaniment of the vocational process. Educational and academic factors show progress in the implementation of training strategies and school programs. Finally, economic and labor factors are beginning to acquire notoriety as structural conditioning factors for vocational decisions.
RESUMEN El discurso de la innovación educativa se ha consolidado como principio rector de las políticas escolares, defendiendo en numerosas ocasiones la innovación como única solución a los problemas del sistema. Este artículo analiza críticamente el origen y desarrollo de este discurso en el campo educativo entre las décadas de 1970 y 1990, mostrando cómo se promovió una noción economicista y acrítica de la innovación, que subordinó los fines pedagógicos a otros, siendo hoy necesario un replanteamiento educativo.
RESUMEN La presente revisión sistemática tiene como propósito analizar los factores determinantes en la orientación vocacional de estudiantes del nivel secundario, a partir de investigaciones publicadas entre los años 2021 y 2025. Mediante la declaración PRISMA se categorizaron los factores en cuatro dimensiones. Se seleccionaron 46 artículos científicos para su revisión a profundidad. Los hallazgos indican una fuerte presencia de factores personales y psicológicos, como la autoeficacia, la toma de decisiones, la identidad vocacional y el bienestar emocional. Los factores familiares y sociales destacan en la influencia de figuras de referencia en el acompañamiento del proceso vocacional. Los factores educativos y académicos muestran avances en la implementación de estrategias formativas y programas escolares. Por último, los factores económicos y laborales, comienzan a adquirir notoriedad como condicionantes estructurales de las decisiones vocacionales.
RESUMEN El artículo explora la vinculación familiar mapuche en los procesos de enseñanza y aprendizaje en la escue la monocultural chilena. La metodología es cualitativa de corte descriptivo, participaron madres mapuches quienes dan cuenta de posibilidades y limitaciones para su implicación en la escuela. Los resultados sostienen que la participación familiar mapuche se asume desde una mirada administrativa y de rendición de cuentas. Concluimos que la participación familiar mapuche se caracteriza por una falta de involucramiento auténtico, limitada a aspectos administrativos y de suministro de recursos. Además, de una ausencia de pertinencia sociocultural entre escuela-comunidad que impide una educación intercultural.
ABSTRACT The discourse of educational innovation has become a guiding principle of school policies, often presenting innovation as the only solution to the problems of the educational system. This article offers a critical analysis of the origin and development of this discourse in the educational field between the 1970s and 1990s, showing how an economic and uncritical notion of innovation was promoted, subordinating pedagogical aims to other purposes and making an educational rethinking necessary today.
ABSTRACT Mapuche Family Participation in Chilean Monocultural School Education. The article explores the Mapuche family ties in the teaching and learning processes in the Chilean monocultural school. The methodology is qualitative and descriptive. Mapuche mothers participated and gave an account of the possibilities and limitations for their involvement in the school. The results show that Mapuche family participation is assumed from an administrative and accountability perspective. We conclude that Mapuche family participation is characterized by a lack of authentic involvement, limited to administrative aspects and the provision of resources. In addition, there is a lack of sociocultural relevance between school and community that prevents intercultural education.
RESUMO Este artigo buscou compreender como as brincadeiras tencionam as relações de interdependência entre um grupo de crianças com idade entre 3 a 5 anos e 11 meses, profissionais da educação e trabalhadores/as do Aterro Sanitário Municipal, da Escola Comunitária de Educação Infantil do lixão, em Capão da Canoa/RS. Sob uma perspectiva etnográfica utilizou-se do diário de campo como instrumento de produção de informação. Observou-se que o brincar se constitui como uma atividade de encontro intercultural, em que os infantes formulam enredos complexos, agregam e combinam diversos elementos, oriundos das relações de interdependência que elaboram com os pares e adultos, interligando as suas culturas, a cultura local e a cultura mais ampla.
RESUMO Este texto é um convite para a produção de pensares e saberes para além das formas institucionais pelas quais as crianças são emolduradas. Encontrar em Graciliano Ramos, Machado de Assis e Clarice Lispector visões de crianças em infâncias brasileiras, mundanas, que mostram como vivem suas experiências em contextos áridos, segregados em seus direitos. Mas, de forma aguerrida, essas crianças vão avançando as fronteiras adultas para imprimir nas memórias futuras rastros de coragem, de subversão e transgressão de uma cultura que não somente inibe suas liberdades, como imprime, desde cedo, o seu “devido” lugar no mundo das pessoas grandes.
ABSTRACT This text is an invitation to the production of thinking and knowledge beyond the institutional forms by which children are framed. Find in Graciliano Ramos, Machado de Assis and Clarice Lispector, visions of children in mundane Brazilian childhoods, who show how they live their experiences in arid contexts, segregated in their rights. But fiercely, these children are advancing adult frontiers to imprint traces of courage, subversion and transgression in their future memories of a culture that not only inhibits their freedoms, but also imprints, from an early age, their “due” place in the world. of big people.
RESUMEN Este artículo analiza el recorrido formativo de los profesores de Matemáticas en Brasil (UFRGS) y en España (UCM), comparando sus respectivos modelos de formación. Con un enfoque cualitativo, se recurre al análisis de contenido de documentos institucionales y planes de estudio, con el fin de comprender cómo se estructura la preparación para la docencia en la educación secundaria. Los resultados indican que, en Brasil, la formación integra contenidos específicos, pedagogía y práctica desde el inicio de la Licenciatura. En España, en cambio, el Grado se centra en la formación matemática, mientras que la preparación pedagógica se desarrolla posteriormente en el Máster de Profesorado de la Educación Secundaria Obligatoria.
RESUMO Este texto apresenta resultados de uma investigação sobre a Relações Étnico-Raciais (RER) na formação inicial dos professores de Educação Básica, nos cursos de licenciatura em Letras ofertados pelas Universidades Federais do estado de Minas Gerais. Trata-se de uma análise documental e bibliográfica utilizando-se como principais fontes as Diretrizes legais e os Projetos Pedagógicos dos Cursos (PPC). Em 2020, identificaram-se sete cursos ativos, na modalidade presencial, nas Universidades: UNIFAL, UFJF, UFMG, UFOP, UFSJ, UFU e UFV. O estudo teve como referencial a categoria negro-brasileira estudada por Cuti (2010), pseudônimo de Luiz Silva e o desenho metodológico envolve a análise bibliográfica e documental.
ABSTRACT This article analyzes the training paths of mathematics teachers in Brazil (Federal University of Rio Grande do Sul) and Spain (Complutense University of Madrid), comparing their respective training models. Using a qualitative approach, it develops a content analysis of institutional documents and curricula, with the aim of understanding how teacher training in secondary education is structured. The results indicate that, in Brazil, training integrates specific content, pedagogy, and practice from the beginning of the bachelor’s degree. In Spain, on the other hand, the bachelor’s degree focuses on mathematics training, while pedagogical preparation is developed later in the master’s degree in secondary education teaching.
ABSTRACT This article sought to understand how play influences the relationships of interdependence among a group of children aged 3 to 5 years and 11 months, education professionals, and workers from the Municipal Sanitary Landfill, at the Community Early Childhood Education School of the “lixão”, in Capão da Canoa/RS - Brazil. From an ethnographic perspective, the field diary was used as an instrument for producing information. It was observed that play constitutes an intercultural meeting activity, in which the children create complex narratives, aggregate and combine diverse elements arising from the relationships of interdependence they establish with peers and adults, connecting their cultures, local culture, and broader culture.
ABSTRACT This text presents the results of an investigation on EthnicRacial Relations (ERR) in the initial training of Basic Education teachers, in undergraduate courses in Language offered by Federal Universities in the state of Minas Gerais. It is a documentary and bibliographic analysis using as main sources the legal guidelines and the Pedagogical Projects of the Courses (PPC). In 2020, seven active courses were identified in the in-person modality at the Universities: UNIFAL, UFJF, UFMG, UFOP, UFSJ, UFU, and UFV. The study referenced the black-Brazilian category studied by Cuti (2010), Luiz Silva's pseudonym, and the methodological design involved bibliographic and documentary research.
RESUMO Por meio das teorias pós-críticas de currículo, com enfoque nos estudos culturais em educação e nas filosofias da diferença, este artigo investiga as produções de masculinidade no filme Retablo (Peru, 2017). A metodologia cartográfica, inspirada em Deleuze e Guattari, nos permitiu acompanhar os movimentos de um currículo-imagem que emerge da experiência estética com imagens dissidentes e que se atualiza em dois movimentos: um currículo-moldura que enquadra modos de gênero e de sexualidade em visibilidades excludentes; e um currículo-amoroso que, inspirado na ética do amor, transforma momentos de luto em atos de resistência, afirmando o desejo mesmo na precariedade ao acolher com hospitalidade a diferença.
ABSTRACT Through post-critical curriculum theories, with a focus on cultural studies in education and philosophies of difference, this article investigates the production of masculinity in the film Retablo (Peru, 2017). The cartographic methodology, inspired by Deleuze and Guattari, allowed us to trace the movements of a curriculum-image that emerges from the aesthetic experience with dissident images and unfolds into two movements: a framecurriculum that confines gender and sexuality modes within exclusionary visibilities; and a love-curriculum, inspired by the ethics of love, which transforms moments of mourning into acts of resistance, affirming desire even amidst precarity while welcoming difference with hospitality.
ABSTRACT The objective of this article is to systematically review the national literature on retention and success in Technical and Vocational Education and Training. The methodological characteristics, the determining factors and the actions developed to promote the retention and success of the students were analyzed. The search comprises articles from 2012 to 2021 in the databases CAPES Periodicals Portal, IEEE Digital Library, Scielo, Science Direct, Scopus and Taylor & Francis. After excluding the studies that did not meet the search criteria, 24 articles remained. The analyses revealed that the topic is still a research gap. From the point of view of educational management, this study reinforces the need to implement policies and programs for retention and success.
ABSTRACT The central aim of this article is to problematize teacher training based on the notions of experience and places of learning. In order to achieve this, three teacher training experiences are presented, which took place in a Pedagogy degree course at a public university and, over the last few years, have focused on the creation and experimentation of learning places. Based on the premise of the urgency of training focused on creation and experimentation, places of learning mediated by experience stand out as a venture into the open, singular and collective dimension of this process.
ABSTRACT During the Covid-19 pandemic in Brazil, there was a resurgence of practices that are corrosive to the scientific ethos, such as budget cuts and denialist and anti-scientific discourses. The objective of this study was to characterize the effects of this scenario on academic training from the perspective of PhD students. Through interviews conducted with 10 doctoral students enrolled in university excellence programs in the country, the following were identified: reduced access to training activities; financial insecurity; impairment academic performance; loss of social prestige of the academic career; emigration; and withdrawal from the academic career. These effects are part of an anti-intellectualist culture that needs to be combated during the recovery of the social value of science.
ABSTRACT This study aims to compare the definitions and directions of the legislation that ensures the attempts to include public students of Special Education in common schools in United States and Mexico. It works with the sociological-figurational theory of Norbert Elias (1993; 1994; 2001; 2006; 2011) to dialogue with the socially produced reality amidst the civilizing process between these countries. It uses the international comparative study as its methodology, analyzing education policies by legislation and public policies on the theme and looking for similarities and differences in the studied realities.
