Journal of Post-Graduate Program in Education, Culture and Communication of FEBF / UERJ Revista Periferia is a continuous publication focused on disseminating original texts in the field of Education. The journal publishes articles and reviews, prioritizing the field of Education and its dialogues with Communication and Culture, and features contributions from both national and international researchers. Submitted works must be original and unpublished in electronic media, and simultaneous submission for review by another journal is not permitted. ISSN: 1984-9540 | Creation year: 2009 | Field of knowledge: Education | Qualis: B3 (Teaching); B4 (Education) | DOI: 10.12957/periferia
Universidade do Estado do Rio de Janeiro
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COMPUTATIONAL THINKING FROM THE PERSPECTIVE OF THE PHILOSOPHY OF TECHNOLOGY
We sought to investigate the concept of computational thinking and its interdisciplinary application in the context of theses and dissertations in Education in Brazil (2017-2021), using the discursive textual analysis methodology. The aim is to understand and describe how computational thinking has been approached and developed in stricto sensu postgraduate studies, and how the philosophy of technology and technoscience can contribute to a critical understanding of its application. Working on computational thinking with a philosophical basis can emancipate technological frontiers and contribute to building a solid field of technological thinking in Brazil, aware of local demands and inequalities to be addressed.
This article aimed to analyze the accounts of teachers participating in an antiracist pedagogical experience entitled "Antiracist Practices Using Digital Technologies," carried out during the Covid-19 pandemic by basic education teachers from Espírito Santo, Brazil. In this experience, we promoted critical reflections on Ethnic-Racial Relations systems, with particular attention to the context of virtual social networks, especially online games. Data collection was based on documentary research and virtual discussion circles, conducted through participant observation. As a concrete outcome, we developed a pedagogical activity that we called Antiracist Gamification. The results indicate that, despite structural challenges, it is possible to implement antiracist educational practices integrated with active methodologies, creating more inclusive learning environments. Furthermore, the experience highlighted the pedagogical potential of gamification to deconstruct socio-racial patterns reproduced by algorithms present in virtual environments.
The aim of this article, fruit of an academic research that began in 2017 and has been going through the pandemic crisis, is to think the curriculum as a set of attitudes that promote enchantment. In order to do this aim it was necessary to travel along paths that safeguard the guiding interests of this pedagogical institute, intending to accommodate us in a straitjacket sewn by modern Western rationality. At the same time, it was necessary to resort to praxeological contributions specific from Modernity/Coloniality movement, which lend us tools capable of fraying the colonial fabric and opening gaps for the invention of other worlds. The discussions await tensioning knowledge and practices (and knowledge is a practice) that cause discomfort in those who work in education (in its various areas), and who act to emancipate subjects or to shackle them. Although we don't have any recipes, we believe that understanding the school as a frontier territory can help to enchant it.
CONCEPTIONS OF TEACHERS AND FAMILY MEMBERS OF CHILDREN IN EARLY CHILDHOOD EDUCATION ABOUT THE PLAYFUL DIMENSION
This study considers children as social agents who create their own childhood cultures. Play, seen as an essential part of the children's universe, is linked to playfulness and creativity. The theoretical perspective adopted is based on the new social studies of childhood by Vygotsky, Brougère, Kishimoto, Sarmento, Wajskop, among others on play in Early Childhood Education. The objective was to analyze the conceptions of Early Childhood Education teachers and children's families at this stage of teaching about play in childhood. The research used the technique of focus groups, in which audio recordings of the participants' speeches were made and then transcribed. The records were organized by themes for the construction of interpretative analyses. In general, it was observed the diversity of interpretations and understandings in relation to the role played by play in childhood, not only in the recreational aspect, but also as a pedagogical tool and promoter of learning. While the families highlight directed play in Early Childhood Education, the teachers also perceive the function of free play in this stage of teaching. Finally, it is suggested to carry out on-site studies that reflect on issues that articulate the theme of play with other themes, such as gender, race or social class relations, focusing on the comparative analysis of the perceptions of family members and professionals of Early Childhood Education. This approach has implications for teaching practices in Early Childhood Education and can promote an important debate to guarantee children's right to education and play.
“O ARRASTA POVO DO PARÁ” THE (RE) EXISTENCE OF THE STREETS:
“O Arrasta Povo do Pará” The (Re) Existence Of the Streets: Possibilities of Melody and Technomelody from the Cultural Intersubjectivities deals with the contextualization of the teaching of melody and technomelody and their contributions on the learner’s formative process in both the apprehension of the melody and technomelody phenomenon and the assertion of its identity, thematizing a cultural discussion in the Physical Education classes. Under this bias, the general aim is to analyze the challenges and possibilities of the application of melody and technomelody in Physical Education classes on the perspective of the (re)existence of the paraense cultural identity. It is a field research, with qualitative approach (Gerhard and Silveira, 2009), and phenomenological focus (Richardson, 2017). The research participants are cultural actors active on the market of melody and technomelody. The data collection occurs from the perception of certain aspects of reality per a semi-structured interview (May, 2004). The handling with the data obtained is based on the “thematic analysis” (Minayo, 2004). The result demonstrates that the teaching of melody and technomelody in Physical Education classes are of great importance to the formative process of the student and points new possibilities to the pedagogical praxis enrichment. It understands the school as an environment built from the cultural plurality, composed of important traces to the construction of identities and belongings, embracing a social and cultural cutout that includes social, historical and aesthetical aspects of melody and technomelody.
PARTICIPATORY METHODOLOGIES IN KNOWLEDGE PRODUCTION:
This article aims to discuss participatory methodologies in knowledge production as a contribution to the exercise of children's right to participation through scientific research. The study considered bibliographic and documentary research sources to identify and analyze these contributions. It was found that participatory methodologies in studies with children facilitate the emergence of voices and the representation of these subjects in the research process, contributing to the narrative of their daily experiences and to a more complex and multifaceted view of the world of children. The sources consulted identified that the use of games, stories, drawings, photographs, dramatization, among other resources and techniques, promote more collaborative and less hierarchical approaches with children. This type of research, although complex, also proves more inclusive by enabling the participation of children in vulnerable situations, at social and personal risk, institutionalized, with disabilities, or other specific characteristics, who for many years were rendered invisible through traditional research methodologies.
TEACHERS' PERCEPTIONS ON THE USE OF DIGITAL TECHNOLOGIES IN THE CLASSROOM
This research is the result of a dissertation developed within the scope of the Professional Graduate Program in Education and New Technologies at the International University Center, under the research line "Teacher Training and New Technologies in Education." It addresses teachers' perceptions of the use of digital technologies in the classroom during the early years of elementary education. The use of digital technologies in the classroom is the subject of numerous academic studies due to scientific evidence supporting its potential to enhance the teaching and learning process. In this context, teachers' perceptions of the use of these resources in specific educational stages and realities remain an area in need of further academic research. The objective of this study was to discuss teachers' perceptions of the use of digital technologies in the classroom in the early years of public elementary schools. To achieve this goal, a field study with a qualitative, exploratory approach was conducted through focus groups in two small cities in the interior of Paraná. Content Analysis was used to examine participants' responses. The sample (n=80) mainly consisted of teachers assigned female at birth, aged between thirty-one and fifty years, white, with postgraduate specialization degrees, and employed under statutory terms, with varying years of teaching experience. The results indicate a strong interest among teachers in using digital technologies, with significant challenges related to the availability of technological resources and the lack of specific pedagogical training. The creation of an e-book on the concepts and challenges of pedagogical practice in this area is proposed
This study aimed to explore the interests of young people from a peripheral neighborhood in São Paulo regarding Covid-19-related topics during the pandemic, as well as to assess the role of the media, particularly digital media, and scientific communicators in disseminating information about the disease. Data were collected from students at the "Escola Técnica Estadual (ETEC) de Sapopemba" in São Paulo, SP, through an electronic questionnaire, and analyzed using Discursive Textual Analysis (DTA). The study included 82 participants. Television emerged as the predominant source of information among respondents. Journalists and TV presenters were the most frequently cited sources of information. The use of DTA identified two main sets of categories. The first, focusing on topics of interest related to the disease, revealed six categories. The second set, concerning media credibility, was divided into two categories and nine subcategories. Despite having access to and proficiency with the Internet, the participants showed a strong preference for television as their primary information source. Notably, they relied on professional journalism, attributing their trust to the credibility of these professionals and the media they represent, as well as the consistency of the information provided, which indicates a high level of media literacy among this group.
PEDAGOGICAL PRACTICES OF EARLY CHILDHOOD EDUCATION IN TEA:
Autism Spectrum Disorder (ASD) has caused great tension and interest in successful practices and innovations for inclusion, stimulating teachers in the search for solutions to the challenges of the teaching-learning process, especially in early childhood education. On the other hand, the families of children with ASD, supported by the laws and the science that corroborates the essentiality of social interaction, seek regular classes to provide opportunities for inclusion. It is perceived that the teacher, faced with the challenges of offering quality education without the necessary qualification, seeks ways to provide this service. In this way, this qualitative research aims to find the best contributory routes for the elaboration of pedagogical practices for ASD in early childhood education, becoming a contribution to the inclusive teacher. The research was based on the analysis of Freire (2001, 2007, 2015) and Vigotski (2021, 2022) and on the literature review on the subject based on relevant publications accessed in the open database of Google Scholar, in the last four years (2021-24). Early childhood education was chosen as a favorable space for research on pedagogical practices of inclusion for ASD. As final considerations, it is essential that the pedagogical practices of early childhood education for students with ASD meet the specific needs of these children through inclusion trails to be followed by teachers. It is pointed out as an essential strategy for the constitution of public and institutional policies the focus on teacher training, pedagogical practices and the partnership between school and families.
Between 2020 and 2022, the COVID-19 pandemic became firmly established, generating repercussions across multiple dimensions of social life. Social distancing, in particular, temporarily restructured interpersonal dynamics — with enduring implications for the historical and social fabric — affecting both sporadic interactions and routine practices, such as attending or being present at school. These disruptions must be examined as a legitimate object of academic inquiry, with the aim of elucidating concrete social processes, identifying the structural elements that shape reality, and, where appropriate, proposing targeted responses to mitigate their effects. Accordingly, this study aimed to analyze patterns of school absenteeism and dropout reported to Guardianship Council 4 (West), located in Campina Grande, Paraíba, during the COVID-19 pandemic period (2020–2022). The analysis was based on officially recorded cases of non-attendance and dropout that, following verification by the Council, were deemed procedurally valid. Key variables considered included age group, gender, and neighborhood of residence. An analytical review of the Council’s records revealed that, in the context of the uncertainties generated by the pandemic — alongside the hasty implementation of remote learning models in response to the public health emergency — instances of absenteeism and school dropout were significantly underreported. These findings underscore the need for critical assessment of institutional responses and the development of more robust monitoring mechanisms in times of crisis.
In this text, we analyze an interview conducted in November 2021 with the prominent quilombola intellectual Nego Bispo. In this valuable testimony, Nego Bispo offers an incisive critique of hegemonic institutionalized education, highlighting its limitations and exclusions. Through a moving autobiographical narrative, he invites us to imagine and build a world where pedagogical spaces and relationships can be experienced in a freer, more creative way, and connected to community realities, valuing the cosmoperception of the Afro-confluent and indigenous peoples of Abya Yala and their important contribution to the dialogue on other meanings for education. Thus, inspired by Nego Bispo's reflections and his counter-colonizing pedagogy, we propose the principles of what we call “errant creation” and “childlike philosophy of the question”. This proposal challenges traditional forms of teaching, promoting learning through constant questioning and recognition of collective knowledge, seeking to open paths for new forms of coexistence and learning. As Nego Bispo teaches us, colonial thought and its words dominate us. Thus, it is necessary to create, in addition to a new vocabulary, a new grammar for our imaginations and, along with them, other educational lives. It is in this context that we present an “errant and philosophically childlike creation in the (self)questioning” in the search for new meanings in Abya Yala.
NON-FORMAL EDUCATION SPACES IN THE TRAINING OF RURAL EDUCATORS:
Non-formal education can be defined as education that comes from organized learning initiatives that take place outside school education systems. The article aims to reflect on the contributions of non-formal education spaces in the university training of rural educators, taking as a starting point the experiences of visits to a museum and an environmental complex in Cariri, Ceará, Brazil. Texts on Rural Education and coexistence with the Semiarid region were adopted as theoretical references. The qualitative methodology was based on data collection in the form of observation and questionnaires with a class of the Physical Geography and Mathematics discipline of a Degree Course in Rural Education at the Federal University of Piauí. The data was processed based on Thematic Analysis. The main findings relate to the promotion of environmental education; the appreciation of space and culture; and the role of mediators.
This paper analyzes the data produced by the TIC Kids Online Brazil (TKOB) survey of 2022 and, in particular, 2023, with the aim of identifying the specificities and challenges in the relationship between children and the internet in the Amazon region. This is a qualitative and exploratory investigation, which operates from the perspective of documentary research, having as its empirical corpus the information distributed in the eight indicators addressed by TKOB, material that was treated in dialogue with the content analysis procedures. In terms of results, it observes that, despite advances observed in different areas at the national level, children in the Amazon are still in a peripheral position in relation to other Brazilian regions regarding the distribution of opportunities offered by cyberspace and digital technologies today.
ANALYSIS OF ILLUSTRATED NON-FICTION BOOKS IN A PUBLIC LIBRARY IN ITALY
Reading is a fundamental element in students' academic and personal development, and public libraries play an important role in promoting reading habits. In this context, illustrated non-fiction books (LINF) emerge as an informative and entertaining resource with high educational potential that also allows reading to be perceived as a leisure activity. Therefore, the aim of this research is to analyse the LINF collection of a public library in Veneto (Italy) in order to determine its presence, characteristics and link to the Sustainable Development Goals (SDGs). This was carried out using a quantitative, non-experimental and descriptive methodology through a documentary analysis. To this end, a registration form was used to classify LINF according to bibliographic data such as authors and year of publication, SDGs and Universal Decimal Classification. The results show that this type of book accounts for only 0.75% of the library's total collection, that there is a predominance of female authors, that the most frequently addressed topics are scientific and technological, that the most frequent SDGs are SDGs 4, 15 and 3, and that the most represented publisher is Editoriale Scienza. In short, although representation is low, their educational value is significant, but the low thematic diversity highlights the need to expand the diversity of topics to promote a comprehensive education.
PSYCHOLOGICAL EMERGENCY SERVICE IN A PUBLIC SCHOOL
The present article aims to report the experience of implementing a Psychological On-Call Service in a public school located in a context marked by vulnerability, drug use, and criminality in the capital of Piauí. The study highlights the potential feasibility of Psychology within the school setting to promote emotional support through this service, with a focus on children’s mental health. This initiative became particularly relevant due to the growing number of cases involving self-injurious behavior, suicidal ideation, aggression, and child exploitation occurring in this specific school context, considering that socioemotional difficulties strongly affect educational processes and human development. The experience took place during an internship, in which psychological support was provided to students from the 1st to the 5th grades of elementary school between February and May 2024. The meetings were held in a private room, using playful materials. Feedback from students and teachers regarding this initiative was documented and discussed with the institution. The results show that the service provided students with the opportunity to express deep emotions and experience emotional relief during times of crisis. Furthermore, the Psychological On-Call Service acted as a catalyst for identifying collective school demands, enabling the recognition of needs for broader and more structured future interventions. It is concluded that this type of psychological service represents an effective tool within the school context, fostering emotional development and contributing to a more welcoming and preventive school environment with regard to children’s mental health.
The present study exposes the results of an Extension Project, entitled: “Cinema and History Teaching: The Brazilian Audiovisual in the Classroom”, being financed by the State University of the Tocantina Region of Maranhão (UEMASUL). This endeavor aimed to use the seventh art as a space for problematization within the school environment, offering Cinematographic Literacy to students in the public basic education network, presenting, from a playful and interdisciplinary perspective, issues related to historical knowledge and what concerns transversal topics fundamental to the formation of historical consciousness (RÜSEN,2007). In view of this, this initiative is justified by its interdisciplinary perspective on the teaching-learning process, proposing to overcome the barrier between the knowledge produced by the university and the school space. In this sense, it is worth highlighting the importance of field work and extension projects in the human sciences whose target audience is the public high school network, given that the curricular flexibility enacted by law no. 13,415 ended up minimizing the workload of related subjects. to the human sciences, emptying the critical debate within public schools, the main ones affected by the law. That said, the “Cine História” project was developed at the Centro Educacional Graça Aranha, located in Imperatriz-MA, targeting high school students. This initiative spreads the ideal of Popular Cinema, by Gutiérrez Alea (1984), turning the sensitive-artistic cinematographic spectacle into an opportunity for the development of criticality and a vehicle for the formation of historical consciousness.
DEMOCRATIC MANAGEMENT AND THE PEDAGOGICAL POLITICAL PROJECT (PPP):
This study is part of the Course Conclusion Work for the Specialization in School Management, developed at the Farroupilha Federal Institute, which aimed to investigate whether the principles of democratic management accompany the movements seen in the Pedagogical Political Projects (PPPs) over the years at the Nossa Senhora do Loreto Municipal School, in Jaboatão dos Guararapes, Pernambuco. It is characterized by a case study, with a qualitative perspective, and was anchored in Discursive Textual Analysis (Moraes and Galiazzi, 2006), with documentary analysis of the institution's five PPPs. Authors such as Veiga (2009); Luck (2009); Libâneo (2012); Oliveira & Toschi (2012), among others, helped with the dialog that emerged from the study on democratic management and the Pedagogical Political Project. Among what emerged from the research, it is worth noting that all the PPPs point out, in some way, the making of the documents, the drafting process and the participants, as well as signaling the revision or updating of such documents. In addition, the five PPPs point out, in various parts, the principles of democratic management, in terms of participation, decentralization and autonomy of the institution, as relations of proximity and distance between democratic management and the movements perceived over the years, which were recorded in the institution's PPPs.
The Digital Learning Object webquest as one of the possibilities for improving pedagogical practice
Pedagogical practices mediated by the use of digital technologies and digital learning objects have intensified frequent discussions in the educational environment, as they configure new methodologies that require the training of teachers for the use of the various resources available for teaching. In this way, the objective of the research is to discuss the importance of teacher training in the area of Language for the use of digital technologies and to present the Digital Learning Object webquest as one of the possibilities of improving pedagogical practice, demonstrating its use applied to teaching in the area of Languages. As for the methodological procedures, it is a qualitative, basic, descriptive and exploratory research, considering the limitations, potentialities and challenges presented around teacher training and the use of ODA webquest. Therefore, it is hoped that this study, which made it possible to investigate the training of teachers for the use of Digital Learning Objects and to understand the gaps on the subject, will serve as a source for future research, provoking reflections on the importance of the ODA webquest, as a resource to provide greater dynamism in teaching.
Cláudia Lucia Cláudia Lúcia Landgraf Valério
“FROM THE COUNTRYSIDE, THE WATERS AND THE FORESTS”:
The history of rural education in Brazil is linked to the struggles of social movements to ensure that rural areas have an education that meets their demands. This article analyzes the field of work of graduates of the Degree course in Rural Education at UFPA - Abaetetuba Campus. Fifty-five (55) course graduates from the 2011 to 2015 classes took part in the research process, answering an form sent electronically to all course graduates. The theoretical basis used were studies related to the history of rural education in Brazil by authors such as: Leite (1999), Souza (2006) and others; the process of creating the Rural Education Course in the state of Pará, such as: Hage (2015), Molina (2014), Pereira (2019); the performance of graduates of the degree addressed by: Brito and Molina (2016), Sopelsa et al. (2012), Arroyo (2007) among others. The research is based on a qualitative methodology and a semi-structured questionnaire was used to collect data; while the data obtained was analyzed using a quantitative approach. In this study, the graduates expressed the importance of the Rural Education course as a promising degree for training rural subjects; however, they expressed their dissatisfaction with the employability process, which is directly related to the lack of specific vacancies for this academic training in public tenders.
This article presents a pedagogical experience using photography as the main approach, the image. In this sense, the research aims to investigate the contribution of photography in teaching, based on studies that point out theories and practices as part of the teaching and learning process. In this aspect, the research aims to analyze the contribution of photography in teaching and learning, based on the actions of project pedagogy in its theoretical and practical processes. The theoretical framework included discussions about visual arts, photography, and project pedagogy. The methodological procedures adopted consisted of an action research, where pedagogical interventions can be promoted with the purpose of observation, interviews of classes from the perspective of project pedagogy. The data obtained reveal the importance of photography as an effective teaching methodology, which achieves the expected learning and diversifies teaching didactics in its practice. They also point to the awakening of innovations in teaching and learning, since working with images generates several responsive attitudes in this pedagogical protagonism. Thus, based on the results and discussions presented, transdisciplinarity and interdisciplinarity in relation to photographic art with all areas of knowledge are considered important, since photography dialogues and assists in all fields of learning.
THE CONSTRUCTION OF SOCIAL TIES BETWEEN THE FANDOM OF THE STAR WARS SAGA:
This research seeks to investigate how interactions occur in online and offline environments between fans of the Star Wars saga and the ties created from the Jedi Divinópolis Council (CJD). Among the objectives, it seeks to study the appropriations made by the fandom in the context of nerd culture (MATOS, 2014) and culture of convergence (Jenkins, 2009); understand the profile of fans and their relationship with the saga and the ties between group members in online and offline environments. To this end, face-to-face interviews were conducted (Hanna; Mwale, 2019) through a video call via Skype with five fans to understand the interactions and social ties. The analysis was divided into three axes: relations between the fandom and the Star Wars saga; relationships between fandom in online environments and relationships between fandom in offline environments. Among the results, it can be concluded that bonds are formed through interactions and personal coexistence between members that foster strong and multiplexed bonds (Recuero, 2005).
This article presents a research report on the impact of collective practices on the production of subjectivities through the constitution and/or affirmation of identity statements in individuals involved in the film clubs Mate com Angu, Buraco do Getúlio, and Facção Feminista, located in Baixada Fluminense, Rio de Janeiro. The research, which takes a qualitative approach, draws on the combination of notions of culture, discourse, and power, using the cartographic method to conduct biographical interviews as a data collection tool. From the production and analysis of the interviews, three main categories were mapped, on which content analyses were conducted: territory, education, and intersectionality. It was found that bodies marked by violence stemming from prejudice based on color/race, gender, social class, or territory can expand and create fields of existence through the subjectivation of collective experiences in the cultural field. It was observed that the film clubs operate as strategies that seek to thwart oppressive relations, providing for the constitution and reaffirmation of identity discourses, whether related to social experiences of gender, race/color, and/or class or to territory itself, in individuals who participate in film club collectives in Baixada Fluminense.
This study analyzes the literature published in the format of scientific articles between 2013-2023, highlighting what is shown about school dropout in Youth and Adult Education (EJA). This is an integrative review of the literature, where 8 articles, collected from the Capes Periodicals Portal, Scopus and Scielo.Org. they were analyzed first via IRaMuTeQ software and subsequently using Content Analysis. As results, it was possible to construct four categories: 1) context of publications, 2) research objectivem, 3) research problems and 4) profile of EJA subjects. The results indicate that five studies were carried out within the scope of Basic Education (three in Elementary Education and two in Secondary Education). The research objectives are descriptive, exploratory and explanatory. In the latter, verbs such as analyze, understand, discuss and reflect, define the depth of the research. Research problems permeate evasion (A1 and A7), permanence (A2, A4, A6 and A8) and characteristics of the EJA modality (A3 and A5). The profile indicates a modality with its own characteristics, guided by the commitment to value and respect the culture and history of the subjects.
TEACHING GEOMETRIC SOLIDS IN YOUTH AND ADULT EDUCATION USING AUGMENTED REALITY
The present study analyzes the impact of Augmented Reality (AR) on the teaching of geometric solids in Youth and Adult Education (EJA), aiming to understand not only its technical feasibility but also its contribution to meaningful and contextualized learning. A qualitative study was conducted with 8th and 9th-grade students in the EJA modality, aged between 18 and 50 years, using practical activities and the Sólidos RA application to explore geometric concepts. The results indicate that AR, in addition to providing an innovative and engaging approach, enables the reinterpretation of mathematical concepts by bringing them closer to students' reality. The technology facilitated the understanding of geometric solids by offering interactive three-dimensional visualization, allowing students to establish connections between mathematical concepts and their real-world applications. However, it was observed that the effectiveness of AR in EJA education cannot be reduced to the memorization of nomenclatures and classifications; it is essential to consider its potential to stimulate critical thinking and student autonomy. Thus, the integration of AR into the teaching of geometric solids in EJA emerges as a potentially transformative tool, extending beyond the technological aspect to promote a more contextualized, engaging, and meaningful educational experience.
THE (MIS)PATHS OF “DEVELOPMENT” AND ITS IMPACTS ON SOCIETY AND EDUCATION IN JURUTI-PA
This article discusses how the economic exploitation of the Amazon does not benefit communities, corrupts leaders and conceals the profit-making intentions of entities called Non-Governmental Organizations (third sector). This section is part of the doctoral research on the social and political-educational activities of Franciscan nuns in the city of Juruti, in the far west of the state of Pará, Lower Amazon Mesoregion (1970 to 1992). In the first part, we discuss the economic exploitation of natural resources in Juruti, comparing the devastation of the rosewood tree in the early 20th century with the extraction of bauxite ore and the consequences for local society. In the second part, we highlight the inconsistencies of the leaders of social opposition movements who were corrupted by money. And the last part contemplates the disguised market intentions in the activities of third sector companies linked to mining ventures. Each part of this article will refer to a location where a preschool managed by Franciscan nuns operates or operated. The first will be the Terra Preta Preschool (now closed), located in the rural community with the same name as the school; then the Esperança Preschool, located in the rural village of Muirapinima (still in operation) and, finally, the São Francisco School, located in the Palmeiras neighborhood, urban perimeter (still in operation).
COMPETENCY DEVELOPMENT IN THE BUSINESS ADMINISTRATION UNDERGRADUATE PROGRAM CONTEXT:
This study aimed to analyze to what extent students and alumni of a Business Administration undergraduate program developed the competencies outlined in the course's pedagogical project and the National Curriculum Guidelines and identify the learning activities considered relevant for achieving these competencies. For this purpose, survey research was conducted with a non-probabilistic sample of 103 undergraduates and alumni from the Business Administration course at a public university. The data were analyzed using simple descriptive statistics. The results show that for each of the competencies outlined for Business Administration education, at least half of the survey participants believe they have developed them. Also, the results highlight the level of relevance of the learning activities experienced during the course to the development of competencies. The study’s contributions are notably practical, as identifying students' and graduates' views on the extent to which the competencies outlined for the course were developed allows academic managers to examine competency gaps. These are areas where students perceive a need for a better level of knowledge acquisition. Given that acquiring competencies occurs through experiencing learning activities, academic managers also can examine which activities are relevant to the development of competencies by students. Such information is useful both for the course curriculum revision process and for guiding the role of teachers in conducting learning activities.
THE DEMOCRATIC CONCEPTION IN BRAZILIAN EDUCATIONAL MANAGEMENT:
The study – resulting from a dissertation defended in the Postgraduate Program in Education at the Federal University of Western Pará (PPGE/Ufopa) – analyzes the origins, developments and challenges in the implementation of the democratic conception in the management of institutions, bodies and educational systems Brazilians, reflecting the implications of these paths. Its objectives are: to understand the historical-political-social process of creation and implementation of democratic management in Brazilian education; and reflect its developments, challenges and implications for the development of this conception in the educational field in Brazil. Through bibliographic-documentary research, the results highlight discrepancies between the prescriptive set that guides the implementation of this conception and Brazilian educational realities, reinforcing the distance between what is written and what is done in this process. It is also noteworthy that, after 35 years of the promulgation of the Magna Carta of 1988 and, consequently, of the origins of democratic management, there have been few advances in the effectiveness of this conception in educational management, confronting the galloping process of expansion of the capitalist order and events that weaken the democratic premise in the country.
DIALOGICAL INTERACTION IN EXTENSION ACTIVITIES:
Extension is one of the pillars of Brazilian education, along with teaching and research. It is responsible for promoting the exchange of knowledge between educational institutions and the community, socializing the production of knowledge in institutions and integrating it with the community's knowledge and concrete reality, with the aim of transforming this reality. Dialogical interaction aligns with this perspective, advocating that the community has a central role in extension activities, participating and building all stages, from planning and recognition of demands, to the execution and evaluation of actions. There are few studies that address this topic, mainly in the analysis of how these actions have been implemented in practice. Therefore, the objective of this study is to analyze how dialogical interaction occurs in the stages involving extension projects, using the Federal Institute of Santa Catarina (IFSC) as the study location. This is applied research, with a qualitative approach, exploratory and descriptive in nature. Data collection occurred through official documents regarding extension at IFSC through the analysis of 52 projects approved by the Dean of Extension in notices no. 12/2022 and no. 16/2023. These data were analyzed in light of the theoretical framework collected to support the study. The results highlight the importance of greater community participation during the stages that permeate extension actions and indicate the need for advances in dialogical interaction debates, promoting greater social impact in the territory.
COLLECTIVE PEDAGOGICAL WORK CLASSES (CPWC):
This article aims to focus on the analyze the training promoted in collective work meetings, and how these contributed, according to the teacher's perspective, to strengthen, enrich and support these professionals for the challenges caused by the pandemic context, in the digital age. To this end, we analyzed the first impacts arising from the contexto of the Covid-19 pandemic related to teacher’s digital literacy, as well as the strategies used, the main difficulties faced and advances in relation to the handling of these resources. We took the research of bibliographic analysis based on the main strands of theoretical foundation to try to understand these transformations. To this end, we will use a methodology with a qualitative approach and bibliographic nature (Prodanov and Ernani, 2013); (Ludke & André, 2018). For this, we will rely on the theoretical contribution of (Castlls, 2021); (Freitas, 2010) and (Pretto; Bonilla, Sena, 2020). The main changes analyzed in the light of technological transformations will be analyzed and how Basic Education teachers managed to interact in the moments of ATPC pedagogical work class so that the in-service training of these professionals was not harmed or stagnated due to the damage caused by the Pandemic context. The results point to the breaking of paradigms and the use of digital technologies that until then the school still resisted using as a tool for training and continuation of studies.
Since the last decades of the 20th century to the present day, the number of women in higher education has been experiencing a significant increase; however, this presence remains limited. This study aims to investigate how gender issues are addressed in the undergraduate courses at the Institute for Teacher Education, considering the perceptions of the students. The research falls within a qualitative approach, as the participants serve as the direct source of data. Data interpretation was grounded in the Content Analysis technique. The results indicated that the presence of women at the Institute for Teacher Education requires a series of improvements and policies to make the academic journey less challenging for women, both in terms of collective aspects and subjectivities. Therefore, it is essential for the Federal University of Cariri to ensure structural conditions and specific policies to meet the needs of the female students at the aforementioned institute.
ENTERING THE TEACHING CAREER AND THE CHALLENGES OF BECOMING A LITERACY TEACHER
This article is the result of research carried out to complete the Pedagogy course, at the Federal University of Maranhão (UFMA), during the second semester of 2023, with the aim of analyzing the difficulties faced by literacy teachers new to teaching, who participate in the “Alfabetizar Pra Valer” Program, in the municipality of Urbano Santos, Maranhão. The methodology used was anchored in the qualitative approach. To generate the data, the focus group technique was used, holding meetings via Google Meet, during the period from 23 to 27/06/2023, with the participation of six literacy teachers new to teaching. The results showed that starting to teach is a challenging phase, as it requires reconciling learning to teach and teaching at the same time.
This research aims to analyze child development, based on a case study, identifying and evaluating the main factors that influence the child's formation, as well as the educational interventions necessary to assist in this development. The methodology adopted has a qualitative approach, and, to collect data, an interview was carried out with the biological mother of a child. Subsequently, a framework for the infant's development was created, permeated by social, biological, environmental, cultural, historical and psychological dimensions. In this sense, the analyzes focused on three main aspects, which stood out as influential in the child development of the case in question: speech stimulation, the single-parent family composition and domestic violence. In addition, reflections were made on educational interventions relevant to the table presented. By way of summary, it is highlighted that family and school education play a central role in the entire process of child development.
(TRANS)FORMATION OF TRANS COLOMBIAN INDIGENOUS IDENTITY(IES)
The present study aims to (re)narrate how the identity(ies) of indigenous trans woman(s) are portrayed in the documentary Sanctuary, the unexpected refuge of trans indigenous people in Colombia, produced by BBC News in 2019. As an epistemological basis, decolonial studies were selected (Quijano, 1992; Maldonado-Torres, 2007 and Mignolo, 2017, 2019), as well as Decolonial Feminism, thought by Lugones (2008, 2014) and dialogues with Transfeminism (Nascimento, 2021) and the theory of Intersectionality (Akotirene, 2023). The methodological procedure adopted was qualitative interpretive research (Moita Lopes, 1994), located in the field of Applied Linguistics. Based on the interpretations of the audiovisual content, it appears that indigenous trans women are victims of a process of invisibility that places them in a non-place, excluded from their communities of origin and from white, cisheteropatriarchal society. Therefore, the stories of these women reveal a reality suppressed by modernity/coloniality.
The Statute of the Elderly is one of the main laws representing the elderly. However, there are many stereotypes about old age that put the physical and emotional integrity of the elderly at risk, in addition to social exclusion. The aim is to analyze the main forms of violence committed against the elderly and the impact on their lives. The study in question is qualitative in nature, with a descriptive and analytical approach, using bibliographical and documentary techniques. The results of the research show that violence against the elderly is a sociocultural issue, with the biggest aggressors being the family itself, as well as the state when it fails to ensure the legal provisions. This makes investment in prevention, education and awareness policies a fundamental part of deconstructing stereotypes about old age and guaranteeing social protection for the elderly.
CHALLENGES OF EDUCATION IN THE COUNTRYSIDE OF RORAIMA
The article addresses reflections on the precariousness of rural education in Roraima, considering that discussions about rural education in Brazil have been strengthening as a space for claiming rights and building knowledge. The aim was to reflect on the conditions that led to the precariousness of rural education in Roraima at the Albino Tavares State School, with regard to the historical contextualization of a political project that excluded rural workers from their right to access to education quality public service. According to Caldart (2012), rural education aims to meet the specific needs of rural students, valuing their worldviews and seeking a critical and liberating education. Historically, rural education in the state of Roraima has always been on the periphery of education, the selection and retention of teachers in rural schools has always been a problem, therefore, the precariousness of rural schools is a reality. On the other hand, we will present a discussion about the distancing of the specificities of rural education in the school context, highlighting the lack of understanding of what rural education is, as well as the operational guidelines of rural education. In this context, we believe that studies based on the educational experiences of collective subjects that build pedagogical alternatives, in the conception of the Italian philosopher Antonio Gramsci, contrary to established hegemony, are fundamental.
CHALLENGES AND PERFORMANCE IN MATHEMATICS IN THE EARLY YEARS
This article examines inequalities in performance in Mathematics in the initial years of Elementary School, based on the results of SAEB 2023. The objective is to investigate how regional and socioeconomic factors influence learning in Mathematics and understand the implications of these inequalities for basic education in Brazil. Using a quantitative approach, the methodology includes analysis of SAEB 2023 data, covering different regions of the country and focusing on disparities in student performance. The results show significant variations between regions, with the Southeast and South achieving proficiency averages higher than the national one, while the North and Northeast present lower performances. Inequalities are attributed to factors such as inadequate school infrastructure and unequal access to educational resources. The study concludes that more equitable public policies are needed to improve performance in Mathematics and promote quality basic education in all regions.
This study deals with the life story of an educator who worked in the Sapiranga-Coité neighborhood. It aimed to biographize the teacher Gabriela Accioly, with an emphasis on her contributions to special education in the city of Fortaleza-CE. The research was theoretically based on the assumptions of the New Cultural History (Burke, 2021) and the methodology of Oral History (Alberti, 2004; Meihy; Holanda, 2023). The results show that Gabriela Accioly managed to implement an inclusive and differentiated educational project with the collaboration of a team of psychology students to assess the students' development and school learning process, a project that gave her visibility and made her a reference in the field of inclusive education. She is the founder and head of the Tia Gabi Multidisciplinary Space, a reference institution for working with children with disabilities and learning difficulties.
EDUCATION AND ENTREPRENEURSHIP AT THE BASE OF THE PYRAMID
The objective of this study is to analyze how education, training, and entrepreneurship at the base of the socioeconomic pyramid (BoP) can contribute to sustainable development in Africa, based on a literature review of existing sources. The theme 'Education, Training, and BoP: Driving Sustainable Development in Africa' highlights the importance of empowering the most vulnerable segments of African society through educational actions, professional training, and the promotion of entrepreneurship. By focusing on the base of the socioeconomic pyramid, we explore the potential to foster local sustainable development, reduce poverty, and create economic opportunities, enabling these populations to become active agents of change and growth.
The text deals with the biography of Maria José Araújo Mouta, hereafter Mazé Mouta, a teacher who worked for 25 years in state schools on the outskirts of Fortaleza, specifically in the Conjunto Esperança neighborhood. Based on this, the aim is to understand Mazé Mouta's training and teaching practice on the outskirts of Fortaleza. The research is based on the theoretical assumptions of Cultural History and methodologically on Oral History, in which the teacher's narrative was the main source of analysis for the development of her life story. The results show that Mazé Mouta was born in the northern region of Ceará, in the town of Massapê. She was taught at home by her mother and later studied in state schools, as well as in private schools through the National Campaign for Community Schools (CNEC), where she completed her Pedagogical Education. We can also point out that her educational practice began in schools in Massapê and she later moved to Fortaleza, working in primary and secondary schools on the outskirts of Fortaleza, mainly managing the Adélia Brasil Feijó School in the Conjunto Esperança neighborhood.
EDITORIAL DO DOSSIÊ: EDUCAÇÃO PELAS DIFERENÇAS:
Care relationships are part of the curriculum in Early Childhood Education, are foreseen in legal documents, and also occur in everyday actions within this context. Caring for babies and young children reenacts, in different ways, attitudes considered feminine and, primarily, maternal, but also involves functions historically assigned to enslaved Black bodies, who were held responsible for taking care of children. This article draws on material collected in the doctoral thesis “Curriculum and Motherhood: Race, Gender, and Care in Early Childhood Education” to produce a theoretical composition using Black feminism, Collins' (2022) concept of images of control, in dialogue with the representations of Black women narrated by Lélia Gonzalez (2019), and discussions on motherhood with the following purposes: a) to problematize how gender and racial relations are intertwined in the subjectivation processes of teachers in this field, producing them as women who are desirably mothers and/or nannies, depending on the color of their skin; b) to argue that the act of caring itself is constructed as a subaltern action due to its characteristics and the professionals responsible for carrying it out.
EXPERIENCES, INCOMPLETENESS AND ENCOUNTERS WITH DIFFERENCE:
The text discusses issues relating to learning processes and methodological choices, based on the subject Educational Practices II in Geography. It is an account of experiences, with an emphasis on the concepts in the syllabus, the organization of the analytical axes and their respective developments. The methodological proposal presents a dialog with the concept of a learning community and with an introduction to research, launching into a conceptual constellation, based on authors who offer analytical possibilities that are congruent with the proposal. It assumes that dialogue, enunciation and attentive listening are essential acts in learning processes, crossed in the space organized in the concept of a conversation circle. To that extent, the choice of aesthetic intercessors acts as a sigh of other evaluative relationships. Nevertheless, there are silent refusals of the proposal, highlighted by the involuntary mechanization found in the enunciations. The article is inconclusive, the reflective provocations suggested here are procedural, and the pedagogical suggestions, the methodological choices are still particularities of individual choices and, therefore, the commitment to the educational act, taking into account human development, is an ethical choice, in other words, a responsible act that each professional assumes based on their choices.
This article aims to complicate the relationship between school and equality, which, as it resonates through educational discourse, presents itself as a constitutive problem in these relations. Education, school, and difference are entangled in the struggle for equality, seen as a central commitment of education and a goal to be achieved by the school. Through a theoretical effort, the argument is made that this commitment reinforces the maintenance and reproduction of inequalities, becoming an unattainable promise while promoting a conception of difference reduced to diversity. In contrast, the text offers a new horizon of thought, in dialogue with philosophy, to consider difference without separability and the school as a space-time of life production. This perspective highlights how the issue of equality reinforces the colonial salvation fantasy and upholds a futuristic project that perpetuates this problem.
POTENTIAL OF HACKER EDUCATION FOR CREATING INCLUSIVE LEARNING ENVIRONMENTS IN SCHOOL CONTEXTS
Taking as a reference the experiences built throughout the period of execution of the intervention and research project “Conexão Escola Mundo” - which integrated a group of students, teachers and researchers in Florianópolis and Salvador throughout the years 2017-2022, this article problematizes and discusses the current need for pluralization of the term education, while at the same time building fundamentally inclusive school training environments based on human rights education from the perspective of hacker education. The theoretical studies carried out included authors who investigate the role of the school as a social institution that can play a strategic role in fostering citizenship in the present time and who emphasize the importance of teaching work developed in a collaborative regime aiming at continuous training processes. The methodological option involved the production of data through interviews and transcriptions followed by cycles of individual and collective coding and analysis. These data are also what have been supporting the efforts of researchers involved in the project in different analytical approaches after its conclusion. Among the potentialities identified within the scope of this research are the feedback of social networks between young students and between these and their teachers; the establishment of horizontal processes of knowledge exchange and production; and the strengthening of a civic, conscious and active stance in the face of the asymmetries inherent to the contemporary sociocultural context marked by the insertion of digital technologies.
THE PEDAGOGICAL ENVIRONMENT AND CRITICISM OF THE GENDER BINARISM IN BASIC EDUCATION
This article aims to analyze the pedagogical environment in basic education and verify how it reinforces gender patterns and consolidation of binarism in social relations since childhood in their experiences in the school space. The methodology used to construct this study is based on a theoretical essay based on a review of existing literature associated with the empirical experience of the researchers who subscribe to this article within the scope of the state and municipal public education networks. The theme at hand is justified considering that, when organizing the pedagogical environment by reinforcing binary gender relations from a cisheteronormative perspective, the existence of other subjects who do not feel represented by this organization is made invisible, generating impacts that can vary from the maintenance of conflicts such as those related to LGBT-phobic bullying, even interfering with performance or even motivating these subjects to evade. In this way, this article is expected to give visibility to these hidden subjects in the organization of the school space, bring proposals for a pedagogical environment from an inclusive perspective and promote reflection on diversity and its focus in the school space.
STORIES THAT MAKE WORLDS AND WORLDS THAT MAKE STORIES:
What world-making inventions emerge in a Educação de Jovens e Adultos (EJA) class when a workshop involving cinema and environmental education sparks a conversation? What speculative movements are possible in pedagogical experiments triggered by a dialogue-free and narration-free animated film? This text raises questions about research that intertwines environmental education with the Brazilian film 'O menino e o mundo' (2013). In the film, we follow a boy who navigates the world, triggering sensitive displacements as he encounters multiplicities of ways of being and living. The film screening at school was accompanied by an invitation to converse based on the question: 'What movements do you make in the world?' Exercises in writing followed, initially focusing on the film's reverberations and then inventing stories from captured film images. We write about this experience in an attempt to listen to the stories that make worlds and the worlds that make stories, paraphrasing Haraway. By identifying with the boy, weaving conjectures and explanations about how he acts and lives, students partly open worlds (theirs and the boy’s) that meet and reinvent themselves in the classroom.
In this article, we aim to question: Is it possible to think about the idea of commonality for all when it comes to indigenous populations? This problematization stems from questioning an educational policy that aims to be for everyone and across the entire national territory, choosing and regulating the knowledge deemed essential from early childhood education to high school. These results in an attempt to fix an identity – presented through an indigenous person who belongs to the Brazilian nation – wherein the curricular policy aspires to account for the educational journey in an indistinct manner. To discuss these issues, we will analyze two particular scenes: the movements brought up in the discussion of an Indigenous Reference Curriculum Matrix for the State of Amazonas and the discussions about the National Common Curricular Base (BNCC) held by the Forum of Indigenous School and Health Education of Amazonas (FOREEIA). The discussions tension the idea of recognizing the singularities brought by the BNCC, which, by attempting to generate homogeneity through the idea of 'common to all' and by weaving the existence of an indigenous person who grasps content regulated by the school environment, makes the space for dialogue with differences increasingly restricted. Challenging this idea, the conception of the curriculum as a field of cultural production is presented, where the (im)possibility of a curricular policy 'encompassing' everyone does not exist, as indigenous societies possess their multiple singularities.
HETERONORMATIVITY AND LGBT COLLEGE STUDENTS
This article intends to establish dialogues between sexuality and LGBT students to investigate spatial differences between city sizes and residence location. The theoretical field of analysis is Cultural Geography, from the post-structuralist perspective, in dialogue with feminist methodologies, to understand the results of the study. A virtual questionnaire was used with university students, whose answers point to lgbtphobia as a social problem, varying according to each socio-spatial context. In this way, it is urgent to have a more humanized and comprehensive Geography of the daily discriminations which govern the subjects, in order to destabilize the practices of prejudice and discrimination. Thus, in this way, we can finally count on a Geography that is not only technical, but humanized, that is concerned with marginalized spaces and subjects and contributes to an education through differences and also for differences, praising the social function of schools and universities, in in favor of a society that seeks otherness, equity and plurality as principles of a better democratic coexistence.
This text operates with the theoretical-methodological lenses of Gender Studies and Cultural Studies and recognizes that Brazilian education has privileged a single norm of “thought and experience”, the result of which is the imitation of didactic models legitimized as satisfactory and driven by erasure of differences (hooks, 2017). In this scenario, we entangle a perspective of education through discomfort, as a social, political, cultural and economic complex of dispute for meanings and production of identities in which teaching has the ethical-political commitment to question certainties, to propose other ways of seeing, being and be in the world. To guide our textual weaving, we ask: how do Suely Rolnik's (2018) ten suggestions for decolonizing the unconscious serve as inspiration for composing teacher training strategies? We produced a tactical plan with epistemologically designed actions to engage teaching experiences, after all, survival and resistance strategies must be shared (hooks, 2017). However, as Rolnik (2018) announced, we do not work with fixed and/or step-by-step models, much less do we propose something definitive and absolute, because we understand that the relationship between teaching and learning is unstable, mobile and unstructured, as well as the decolonization of the unconscious happens in both, almost at the same time, in a learning interaction through (re)construction. It is as if teachers were involved in the construction of themselves and others within the scope of micropolitics, which oscillates, expands and contracts because it is the target of other powers and other cultural forces.
BETWEEN PATHS, DISPLACEMENTS AND OVERFLOWS OF BODIES-EXPERIENCES
What can the corporealities that overflow the devices of coloniality and subvert their subalternizing effects do? In an unruly exercise, we interrogate the potential of dissident bodies and corporealities on the streets of cities, of different gender, sexual, ethnic, racial and social minorities, and their meanings and agency. Body and experience emerge as fundamental analytical categories for exploring counter-hegemonic subjectivation processes, questioning the cis-heterocolonial marginalization imposed by normative devices in the field of health policies. We discuss the vicissitudes of necropolitical technologies for managing bodies, causing a twist in both the question and the ways in which we relate to embodied subjects and collectivities. Based on our academic and activist experiences, we bet on cartography as an analytical experiment and intersectionality as a compass for destabilizing homogenizing and universalizing narratives. We are inspired by feminist, black, queer, decolonial and countercolonial epistemologies, in response to hegemonic whitocentrism and euronortocentrism. As a final (in)conclusion, we point to the importance of recognizing the political dimension of knowledge so that health care perspectives and practices do not become instruments for producing inequalities.
In the field of Social Sciences, debates on ethnic-racial relations have a long tradition of studies. It is considered one of the themes that founded the area in Brazil. However, with regard to the articulation of themes recommended by national curricular guidelines for the education of ethnic-racial relations and African and Afro-Brazilian history and culture (Federal Law 10,639/2003), there are still obstacles to their inclusion in university degree curricula. area. It is observed that degree courses still prioritize teaching training with an emphasis on Eurocentric, hegemonic epistemologies and paradigms, especially with works by authors from the white ethnic-racial group. In this context, the article aims to contribute to reflections on the inclusion of content related to education for ethnic-racial relations, African and Afro-Brazilian history and culture in teacher training and in the teaching of sociology in basic education. To this end, data related to teaching experience in a degree course at a federal higher education institution in the city of Rio de Janeiro will be presented. The theoretical approach is based on work in the field of Education for Ethnic-Racial Relations (ERER) and Sociology Teaching. In addition, excerpts from the researcher's field diary are used. It is argued that the implementation of affirmative actions at higher education for the black population had an impact in terms of knowledge production.
“… AMONG OTHERS” INCLUSION AND INTERSECTIONALITY
In this article, we report the pedagogical experiences arising from the discipline “Special Topics in Cultural Studies: Intersectionality and Inclusion” taught jointly by two professors in the Postgraduate Program in Cultural Studies at the Aquidauana Campus from the Federal University of Mato Grosso do Sul. The classes made it possible to articulate intersectionality and inclusion to think about the school reality. Furthermore, we discuss the different research themes of the students. However, even with the class’s commitment to understanding these two concepts, some students had difficulty in conceptual understanding, which can be seen in ableists actions or error in intersectional reading/approach, which is concern if we think about the urgency of creating an inclusive space in schools.