Introduction. This study aims to assess the conceptions of active learning among undergraduate students in Biological Sciences who participate in the Pedagogical Residency Program. Methodology. Semi-structured interviews were conducted with the students, followed by content analysis according to Laurence Bardin. Results. It was identified that future teachers associate active learning with a break from traditional teaching, emphasizing student protagonism, the appreciation of prior knowledge, and the mediating role of the teacher. The results highlight challenges such as resistance to traditional paradigms, limited use of technologies, and conceptual confusion between active learning and active methodologies. Discussion. It is concluded that the implementation of active learning requires alignment among theory, assessment practice, and continuing education.
Introduction. This article analyzes teacher training and pedagogical practice in Youth and Adult Education at the Men's Public Prison of Cáceres, Mato Grosso, located in a border region and the Pantanal biome. Methodology. A qualitative approach was adopted based on Gadamer's (1999) critical hermeneutics, utilizing participant observation, conversation circles, and questionnaires applied to seven female educators. Results. The findings revealed that the teaching staff's high academic qualifications do not offset the lack of specific training for the prison environment, where pedagogical practice faces severe constraints due to structural precariousness and the conflict between penal security logic and educational demands. Discussion. It is concluded that training gaps and material limitations do not represent individual shortcomings, but rather reflect the continuous omission of state public policies, leading educators to develop daily resistance tactics to uphold Human Rights.
Introdução. Este manuscrito decorre de uma pesquisa de doutorado vinculada ao Programa de Pós-Graduação em Ensino Tecnológico do Instituto Federal do Amazonas. O objetivo é sistematizar e caracterizar os contextos de Ensino Tecnológico a partir do diálogo entre referenciais sobre formação de professores e narrativas de 11 docentes do referido programa, participantes da investigação. Metodologia. O percurso metodológico, de natureza qualitativa, mobilizou entrevistas narrativas, analisadas à luz da Análise Textual Discursiva. Resultados. Os resultados permitiram identificar dimensões constitutivas dos contextos de Ensino Tecnológico, bem como eixos caracterizadores. Discussão. Concluiu-se que tais contextos configuram-se como espaços vivos, ético-políticos e em construção, que se distinguem por sua natureza multifacetada, pluralidade temática e caráter emergente – constituindo um campo promissor para pesquisas na área de formação de professores em Ensino Tecnológico.
This study aimed to investigate the work of school psychology professionals with regard to the persistent challenges to inclusive education and the possible contributions of the field when working with children and adolescents in elementary education in the municipality of [city name]. This is a qualitative and descriptive study conducted with seven school psychologists. Data were collected through semi-structured interviews and analyzed seeking to understand the participants’ experiences. Professionals understand inclusive education as a necessary right that requires articulation among professionals, as well as ethical commitment, acceptance, and equity; however, they still barriers that hinder its effective implementation. The most frequently mentioned strategies involved interdisciplinary work, guidance and support for teachers and families, conflict mediation, individualized follow-up, and the development of individualized educational plans. The school psychologists can plays a central role in promoting inclusion, acting as a mediator of relationships and an agent of institutional transformation.
Introduction. Challenges in literacy persist, even with the universalization of access to school and public educational policies. The objective is to analyze whether the National Common Curricular Base (BNCC), with regard to literacy, contributes to maintaining or addressing school failure. Methodology. This is a theoretical-conceptual, exploratory, qualitative research involving a documentary study and a systematic literature review. Results. The BNCC's concept of literacy does not promote social inclusion, as it does not consider diversity, contributing to the perpetuation of school failure. Discussion. Brazilian students need literacy practices that address their individual needs. The discursive perspective favors the inclusion of different subjects, as it legitimizes them, valuing their histories and cultures. There is an urgent need to debate the construction of inclusive literacy policies, based on principles that consider the multiple ways of learning and teaching.
