About the Journal

Artes de Educar Interinstitutional Journal (RIAE) is a free and open access scientific online publication, maintained by the Graduate Programs in Education of the following Higher Education Institutions: Rio de Janeiro’s State University/Teacher Training College (UERJ/FFP), Federal Rural University of Rio de Janeiro/Multidisciplinary Institute-Institute of Education (UFRRJ/IM-IE) and the Federal University of the State of Rio de Janeiro (Unirio). It’s mission is to nurture the art of pensarpraticar education by intertwining ethical, aesthetic and political movements.

e-ISSN: 2359-6856 | Year of creation: 2015 | Area: Education | Qualis: A4 (Teaching); A4 (Educaction)

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Current Issue

Vol. 11 No. 2 (2025): Maio/Agosto - Desafios da Formação Profissional no Teatro Acessível - Escola Técnica Estadual de Teatro Martins Pena
View Vol. 11 No. 2 (2025): Maio/Agosto - Desafios da Formação Profissional no Teatro Acessível - Escola Técnica Estadual de Teatro Martins Pena
Published: 2025-07-29

  • Editorial

    Denize Sepulveda, Renan Corrêa, José Antonio Sepulveda
    5-6
    DOI: https://doi.org/10.12957/riae.2025.92008

Dossiê Especial: Desafios da Formação Profissional no Teatro Acessível - Escola Técnica Estadual de Teatro Martins Pena

  • Exploring colors beyond vision: promoting equity in education for students with visual impairments

    Aristóteles Meneses Lima, Fábio Garcia Bernardo
    17-38
    DOI: https://doi.org/10.12957/riae.2025.85877

  • Informal education on scene: a study about the state of the art of gay kiss on soap operas

    Artur Bernardo da Rocha Batista, Jorge Felipe Fonseca Moreira
    39-59
    DOI: https://doi.org/10.12957/riae.2025.87549

  • Inclusion in the Martins Pena State Technical School of Theater: challenges and possibilities for the contruction of accessible theater

    Bianca Fogli, Margareth Neves de Oliveira
    60-84
    DOI: https://doi.org/10.12957/riae.2025.92003

  • Socio-educational measures and culture as a pedagogical axis: a study on the state of the art

    Alumita dos Santos Ferreira Pereira, Carla Figueira de Souza
    85-108
    DOI: https://doi.org/10.12957/riae.2025.87550

  • Inclusive education and theater teaching: pathways from contemporary pedagogical practices

    Cristina Angélica Mascaro
    109-122
    DOI: https://doi.org/10.12957/riae.2025.85676

  • Curricular accessibility: breaking attitudinal and pedagogical barriers

    Loane Nayara de Paula Souza , Gizeli Aparecida Ribeiro de Alencar , Nadia Maria Qualio, Solange Franci Raimundo Yaegashi
    123-139
    DOI: https://doi.org/10.12957/riae.2025.87544

  • Sovereign bodies on stage and in life: an applause and two memories of teaching theater for the Visually Impaired

    Leonardo de Carvalho Augusto
    140-154
    DOI: https://doi.org/10.12957/riae.2025.87546

  • “What about the female clown?”: clown as a tool of accessibility

    Letícia Figueiredo dos Santos
    155-170
    DOI: https://doi.org/10.12957/riae.2025.84856

  • Analysis of public policies on accessible theater and its formation from the perspective of dialectical historical materialism

    Quitéria Paiva Villela Santos, Adão Aparecido Molina, Conceição Solange Bution Perin
    171-186
    DOI: https://doi.org/10.12957/riae.2025.85644

  • The trajectory of persons with disabilities through history

    Veronica Legentil
    187-208
    DOI: https://doi.org/10.12957/riae.2025.83995

  • Lessons for all: the importance of an accessible website for the visually

    Ricardo Marciano, Bianca Fogli, Vinicius Marques, Lucas Alves Firmino
    209-217
    DOI: https://doi.org/10.12957/riae.2025.85714

  • Performing arts in the teaching and learning process of inclusive students in the context of education

    Vinicio Noda, Leila Pessôa da Costa
    218-235
    DOI: https://doi.org/10.12957/riae.2025.85685

  • From the audience to the stage: policies for the construction of a theater scholl accessible to people with disabilities

    Edicléa Mascarenhas Fernandes, Fabiano Carneiro da Silva , Helio Ferreira Orrico
    236-249
    DOI: https://doi.org/10.12957/riae.2025.92010

Entrevistas

  • Beyond barriers: a dive into accessible theater

    Paula Wenke
    348-353
    DOI: https://doi.org/10.12957/riae.2025.92027

Relatos de experiências

Resenhas

Demanda contínua

  • A história da educação fluminense nos estudos da professora Haydée Figueirêdo

    Karyne Alves dos Santos
    354-364
    DOI: https://doi.org/10.12957/riae.2025.83403

  • Ignorance, social media and the university (school): negationism and pseudo-horizontality in the debate

    André Luiz Bernardo Storino
    365-379
    DOI: https://doi.org/10.12957/riae.2025.82824

  • The schoolyard as a battleground: markers of difference and exclusionary practices at CAp-UERJ

    Izabelly dos Santos Santana, Ana Patrícia da Silva
    380-398
    DOI: https://doi.org/10.12957/riae.2025.92029

  • Processes of inclusion of deaf people in the context of ordinary schools: Analysing scenes from the series chrysalis

    Cláudia Sarturi, Márcia Lise Lunardi-Lazzarin
    399-414
    DOI: https://doi.org/10.12957/riae.2025.81111

  • Reflections on the possibility of a decolonized school routine

    Leandro de Carvalho Moraes, Marco Aurélio Correa, William Mathias Moreira
    415-429
    DOI: https://doi.org/10.12957/riae.2025.71785

  • Omissions, inheritances and traces: ideological implications of whiteness in UFJF’S entrance exam

    Maria Rita Reis dos Anjos Souza, Hiago Gonçalves Dias do Nascimento
    430-449
    DOI: https://doi.org/10.12957/riae.2025.76185

  • Sowing african knowledges: decolonizing mathematics in basic education

    Júlio Omar Silva Lourenço, Bruno Andrade Pinto Monteiro, Fabiana de Freitas Poso
    450-471
    DOI: https://doi.org/10.12957/riae.2025.72618
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