A Revista Espaço Pedagógico é uma publicação científica do Programa de Pós-Graduação em Educação (PPGEdu), apresentada em versão online. Publica trabalhos originais e inéditos em português, espanhol e inglês, resultantes de estudos teóricos, pesquisas, reflexões sobre experiências pedagógicas, entrevistas com educadores, traduções e resenhas críticas de obras que abordem temas relevantes na área da educação. Excepcionalmente, publica trabalhos em outras línguas, como italiano, francês e alemão. É uma publicação de acesso livre, classificada no Qualis CAPES (2017-2020) no estrato A3.
Os direitos autorais são mantidos pelos autores, os quais concedem Ã revista o direito de primeira publicação.
This article analyzes the curricula of undergraduate Psychology programs at three Federal Universities in Southern Brazil (UFPR, UFSC, and UFPEL), examining which disciplines related to Human Rights are present and how they can contribute to humanization processes against contemporary hate culture. The qualitative research used bibliographic and documentary surveys, analyzing syllabi and references of selected disciplines. Results show that all three programs include Human Rights-related disciplines, mainly electives, but none has a specific course on Human Rights Education. The analysis reveals varying percentages: UFSC (34%), UFPEL (27%), and UFPR (10%). Considering the growth of authoritarian discourses and intolerance practices, it is concluded that strengthening Human Rights Education in Psychology curricula is necessary as a humanizing educational strategy, aiming to train professionals committed to social transformation and confronting hate culture through promoting love, solidarity, and respect for differences.
Dossiê - Educação em Direitos Humanos: amorosidade no confronto com a cultura do
Copyright (c) 2025 Gustavo Pivatto dos Santos, Marcia Maria Fernandes de Oliveira, Siderly do Carmo Dahle de Almeida (Autor) https://creativecommons.org/licenses/by/4.0
Interdisciplinarity in Dispute within the Educational Context of the Brazilian Amazon
In the state of Pará, where the roots of traditional and multicultural peoples express the multiple identities of the Amazon region, reflecting on less fragmented teaching processes is essential. Therefore, focusing on interdisciplinarity in basic education in Pará, this article aims to analyze two key documents that structure and organize education in the state: the Curricular Document of the State of Pará (High School stage) and the Curricular Guidelines for Elementary Education of the Municipal Education Network of Belém, using Laurence Bardin’s Content Analysis technique. The analyses carried out enabled a critical interpretation that both documents, when addressing interdisciplinarity, reveal relations of dispute and tension concerning national curricular policies. Despite efforts to bring Pará’s basic education closer to parameters of knowledge integration, the documents approach interdisciplinarity inconsistently and without significant theoretical-epistemological depth, remaining aligned with traditional and fragmented curricular structures.
Dossiê - Currículo e Políticas Educacionais: campo de disputas e tensionamentos
Copyright (c) 2025 Marcio Antonio Raiol dos Santos, Amanda Jéssica Coelho Melo (Autor) https://creativecommons.org/licenses/by/4.0
Several studies have highlighted problems related to astronomy teaching in basic education. Contextual situations, such as offering science classes during the day, thus making it impossible to observe phenomena that are visible only at night, can restrict teaching to the use of representational resources. Thus, considering the composition of the national curricula, which include Astronomy as an area of knowledge that is able to develop different skills in students, this article presents the results of a mapping of planetarium units in Brazilian territory, highlighting their distribution and characteristics. The Planetarium of the State University XXXX (XXXX) was adopted as an example, and interviews were conducted with undergraduate students in Biological Sciences, after immersive sessions in the planetarium. Assessment of their responses consolidated three analytical categories: (1) Positive impact on teaching and learning, (2) Approach to Science and Biology content, (3) Recognition and use of the planetarium as a space for Scientific Literacy. These categories demonstrate that planetariums, like the one at XXXX, can favor the teaching and learning of Science, by making abstract content more accessible, through immersive experiences, and by helping to overcome training gaps in future teachers.
Dossiê - Diálogos entre Ciência e Sociedade: o papel da Popularização, Divulgaçã
Copyright (c) 2025 Mayara Baptistucci Ogaki, Lucken Bueno Lucas, Daniel Trevisan Sanzovo (Autor) https://creativecommons.org/licenses/by/4.0
Recursos de tecnologia assistiva nas escolas brasileiras para estudantes com transtorno do espectro autista
Este estudo investiga como as Tecnologias Assistivas têm contribuído para a inclusão educacional de estudantes com Transtorno do Espectro Autista (TEA) no Brasil. Com base na Lei Brasileira de Inclusão (13.146/2015) e nas políticas educacionais, o estudo destaca a importância das ferramentas tecnológicas para atender às necessidades dessa população, promovendo autonomia, inclusão e desenvolvimento educacional. Por meio de uma revisão integrativa, foram analisados artigos e dissertações disponíveis na Biblioteca Digital Brasileira de Teses e Dissertações e no Portal de Periódicos da CAPES, abrangendo o período de 2001 a 2024. Foram examinadas 10 dissertações e 1 artigo, com foco em tecnologias como exergames, realidade virtual, aplicativos e comunicação aumentativa. Os resultados indicam avanços em habilidades sociais, motoras e cognitivas, mas destacam limitações como a ausência de estudos longitudinais e a integração insuficiente com o Atendimento Educacional Especializado. O estudo enfatiza a necessidade de mais investimentos em pesquisas e capacitação docente para maximizar a eficácia das tecnologias assistivas.
Copyright (c) 2025 Erickaline Lima, Erickinson Lima, Erickarla Lima (Autor) https://creativecommons.org/licenses/by/4.0
His research delves into the 2017 Brazilian New High School reform, focusing on the tension between market logic, which is increasingly prevalent in educational policies, and the holistic development of students. The investigation aims to understand how the reform's guidelines, influenced by neoliberal perspectives, impact student formation. Through a literature review, document analysis, and direct experience as sociology and philosophy teachers in public schools, we clearly observed the curricular flexibility designed to benefit the "formative itineraries", leading to a reduction in core general education components. We also noted the influence of large-scale assessments, the guidance of pedagogical practices by the third sector, the definition of school curricula, and the resistance to developing pedagogical approaches that foster students' holistic development, encompassing cognitive, socio-emotional, cultural, and political dimensions.
Copyright (c) 2025 Iula Teixeira, Marilce Zotti, Jaqueline Moll (Autor) https://creativecommons.org/licenses/by/4.0
Education as a coping toll in the age of fake news and disinformation
The topic was chosen because it is important to guide students in dealing with information tools that are available in different sources and formats, both to help in the school research process and to deal with the huge amount of information they routinely access. The research is based on qualitative approaches. An educational product aimed at information literacy was developed in comic book format and applied to the first semester students of the integrated courses at the Pelotas Campus for evaluation. The results show that most of the students said they had learned something new, in addition to what they already knew, about information literacy and how to identify fake news through the educational content shown in the comics. Therefore the material helped them acquire new knowledge
Federal Institute of Science and Technology Education
Professional and Technological Education
Copyright (c) 2025 Silvia Regina Lessa de Lima, Cristhianny Bento Barreiro, Liana Barcelos Porto (Autor) https://creativecommons.org/licenses/by/4.0
The Astronomy education in the Paraná curriculum
The aim of this research is to analyze the Astronomy Education present in the curriculum of the state of Paraná, fostering discussions and correlations with and for a Liberating Education. The research is of a qualitative nature, with a documentary research approach and whose data is analyzed in the light of Paulo Freire's theory of Liberating Education. The analysis showed that there are several structural divergences between the structure of the document and the assumptions of a radically democratic, critical and emancipatory education. This is due to the convergence between two dimensions of public policy: the BNCC and the Paraná curriculum. While the BNCC has a coercive bias and is notoriously characteristic of banking education, the state curriculum accentuates this bias, both because of the anti-dialogical organization that the state assumes in its education and because of the characteristic of national education in having the curriculum as an imposing vehicle, an apparatus of state control.
Copyright (c) 2025 Marcos Orso da Fonseca, Michel Corci Batista (Autor) https://creativecommons.org/licenses/by/4.0
The Development of Teaching Practice in Early Childhood Education
The focus of this article is on the supervised internship in early childhood education. The study was initiated by the question: What are the conditions necessary for the development of teaching in early childhood education? To this end, the goal is to analyze the construction of teaching for early childhood education through the supervised internship. The methodology was based on action research conducted with a group of interns and their respective supervisors. Data were collected at a Municipal Center for Early Childhood Education in the city of Londrina (Paraná) in a nursery class at the end of the 2023 school year. The results showed that it is not enough to just go to the internship field and complete a certain number of hours. Dialogue between the interns and their supervisors, as well as with the class teachers, was essential from the observation period, through reflection on actions during the internship, to the organization of planning in cooperation. Such actions created the necessary conditions for learning teaching in early childhood education.
Copyright (c) 2025 Cassiana Magalhães, Nathália Martins Beleze (Autor) https://creativecommons.org/licenses/by/4.0
Development of the intelligibility of oral production of English as a second language
This article has the aim of understand the perception of teachers and students at the school in relation to the intelligibility of oral production of English for communication. Study based on authors such as: Smith and Nelson (1985), Kenworthy (1987), Munro and Derwing (1995), Bamgbose (1998), Jenkins (2000), Walker (2010) and Chan (2021). Qualitative and explanatory research, with the generation of empirical data through forms, with the participation of 67 students of intermediate level and six teachers from the Lifelike Idiomas school, in Seara, SC, with content analysis in Bardin (2016). The article is linked to Research Line II, Diversity, interculturality and inclusive education, to SDG 4 – Quality education, and to the SULEAR research group. The results indicate that, for both groups, pronunciation, intelligibility, accuracy and lexical density are fundamental for oral production.
Copyright (c) 2025 Andrei Zandoná Bollis, Leonel Piovezana (Autor) https://creativecommons.org/licenses/by/4.0
This article seeks to understand teachers' perceptions about the training they receive, the government resources they access, and the strategies for professional development in bilingual teaching practices. The research, of a qualitative nature, involved the participation of ten teachers who work at a Bilingual School for the Deaf that offers high school education, located in Paraná. A sociodemographic questionnaire and a semi-structured interview were used to collect data. The results of the research indicate that despite individual efforts and local initiatives, bilingual schools for the deaf remain in a scenario of structural shortage, highlighting the urgency of concrete actions by the government. It is concluded that there is a need for institutional and government investments to guarantee inclusive bilingual education, respecting the linguistic and cultural identity of deaf students and promoting their full cognitive, social, and cultural development. In addition, effective public policies to consolidate accessible and equitable educational practices.
Copyright (c) 2025 Emanuelle Tótoli de Oliveira Cezário, Solange Franci Raimundo Yaegashi, Sharmilla Tassiana de Souza (Autor) https://creativecommons.org/licenses/by/4.0
Collaboration and teaching work in Special Education
This article investigates the challenges faced by classroom teachers and support professionals and/or those in Specialized Educational Services (SES) in the context of school inclusion, analyzing their implications for implementing inclusive pedagogical practices and ensuring the retention of students in special education (SES) in regular schools. The qualitative research was conducted in two stages: an online questionnaire with 441 respondents (231 classroom teachers and 210 support/SES professionals) and focus groups with 22 participants. The transcriptions of the discussions were analyzed, resulting in three central categories: (1) institutional challenges, diagnoses, and teacher isolation; (2) teacher training and obstacles to inclusion; and (3) planning and collaboration. The results highlight recurrent difficulties such as a lack of institutional support, emotional overload, and excessive reliance on medical diagnoses to provide pedagogical support. This exclusionary logic hinders the search for educational solutions and limits access for students from socioeconomically vulnerable families.
Copyright (c) 2025 Josiane Pereira Torres, Ícaro Belém Horta, Jáima Pinheiro de Oliveira, Isabella Xavier de Freitas (Autor) https://creativecommons.org/licenses/by/4.0
Curriculum and Curricular Justice: the view of the school community of EMEF Beija Flor
This article aimed to understand the extent to which the school community at EMEF Beija Flor perceives the curriculum as a driver of social transformation. The methodological approach was qualitative, involving teachers, staff, parents/guardians, and 5th-grade Elementary School students who responded to a questionnaire. The research revealed different perceptions of the curriculum: the first includes those who were unsure of how to define it; the second sees it as the content students study and are assessed on; the third views the curriculum as guiding the direction of school education; and the fourth encompasses those who understand it as an agent of social transformation. Given these multiple interpretations, we argue that discussions on curriculum and Curricular Justice should be an integral part of both initial and continuing teacher education, as they are essential to the promotion of a critical public education aimed at social transformation.
Copyright (c) 2025 Thaiane Bonaldo do Nascimento, Andressa Aita Ivo, Nara Vieira Ramos (Autor) https://creativecommons.org/licenses/by/4.0
Scientific communication brings academic knowledge closer to society and promotes critical thinking, social inclusion, and access to science as a public good. In Maranhão, this practice becomes particularly relevant in the face of persistent inequalities in access to scientific information. This article presents, based on an Experience Report supported by a Descriptive Case Study, an analysis of the actions of the Ilha da Ciência Laboratory at the Federal University of Maranhão (UFMA). The study draws on document analysis, direct observation, and records produced throughout extension activities to examine the laboratory’s role in expanding scientific culture in the state. Since 2007, the laboratory has developed science fairs, workshops, science clubs, and mobile activities in both formal and non-formal educational settings, engaging children, youth, and basic education teachers, especially in socially vulnerable contexts. The results indicate that the laboratory connects the university with local communities, strengthens youth protagonism, and contributes to the development of a scientific culture in Maranhão, consolidating itself as an agent of social transformation.
Copyright (c) 2025 Maria do Socorro do Nascimento Amorim, Antonio José Silva Oliveira (Autor) https://creativecommons.org/licenses/by/4.0
Analyzing the potential of people with down syndrome to access and participate in the main exhibition of Museu do Amanhã, Rio de Janeiro (Brazil)
In this study, we seek to understand aspects that favor (or not) the access and participation of people with Down Syndrome (DS) at the main exhibition of the Museu do Amanhã, Brazil. Data was collected through documentary and bibliographic research, technical visits for observations of in-locus practice, and an interview with a museum professional. The analysis of this triangulated data used accessibility indicator categories -- attitudinal, physical, communicational. The results show that the museum is progressing toward meeting the three indicator categories. However, some improvements may be needed to ensure the access and participation of people with DS. The museum’s entrance and its general infrastructure meet the physical accessibility requirements. Still, the immersive exhibitions, the abundance of sensory stimuli and the location of a gallery may present barriers. In its attitudinal practices, the museum demonstrates some good standards. However, the discontinuation of one simple language material indicates a lack of sustained institutional policy toward accessibility. Communicational accessibility represents the most significant challenge. Despite the different media and ways of interacting with the exhibition content, a large amount of information and abstract concepts are presented in technical, poetic, and philosophical language, with no offer of simple language materials, rendering its comprehension more difficult for people with DS.
Copyright (c) 2025 Jessica Norberto Rocha, Taáte Pereira Tomaz Silva (Autor) https://creativecommons.org/licenses/by/4.0
Good inclusive pedagogical practices in the context of Brazil and Chile evidenced in scientific articles
The biases that make up what can be considered good inclusive pedagogical practices are different, such as the different educational actors, the context in which such practices occur and their target audience, as well as the methodological processes and resources. Therefore, through this research, the objective was to analyze inclusive pedagogical practices aimed at people with disabilities that occurred in the Brazilian and Chilean contexts and were evidenced in scientific articles. To achieve this objective, bibliographical research was used as a method, based on the Content Analysis instrument proposed by Bardin through a qualitative approach. From this, it was observed that factors such as initial or continued training, interaction between peers, multidisciplinary team relationships, pedagogical resources and methodologies, student autonomy were highlights for the success of an inclusive pedagogical practice related to directly with the local political and socioeconomic context of each country.
Copyright (c) 2025 Guilherme Willisgnton Tavares Pereira, Munique Massaro (Autor) https://creativecommons.org/licenses/by/4.0
The Liberating Education of Women through Youth and Adult Education (EJA)
This essay is an analysis of six pedagogical letters received between October and November 2023, following the invitation letter sent to women who graduated from the Youth and Adult Education (EJA) program and are pursuing a degree in pedagogy. The letters were inspired by the work of Paulo Freire particularly the epistolary writings in "Pedagogy of Indignation: pedagogical letters and other writings" (2000), and present accounts of the academic and personal lives of women who completed EJA and entered university. The study emphasizes the importance of Freirean methodology in EJA, which values the life experiences of students and promotes a liberating and transformative education. The analyzed letters reveal how education positively impacted these women's lives by providing them with new opportunities and highlight the challenges and triumphs they faced in their educational and personal journeys.
Copyright (c) 2025 Eliane Caetano da Rosa, Ana Cristina da Silva Rodrigues (Autor) https://creativecommons.org/licenses/by/4.0
Since Science Fairs (CF) are resources and spaces that foster Scientific Initiation in basic education, the aim of this study was to analyze aspects of CF in the realization of a Knowledge Exhibition at an Amazonian Science Club. Using a qualitative approach, the exploratory and participant research reflected on the “Scientific Congress” activity planned and carried out by 20 primary school students and 18 teacher-monitors in this pedagogical space. Considering the theoretical-methodological elements “objectives”, “scientific production” and “desirable characteristics”, “subjective changes in the students” and “organization and resources” of a CF when compared to the Scientific Congress, we noticed points of confluence and divergence, as. well as its pedagogical and formative potential to foster the practice of communicating scientific knowledge and student protagonism, but that some elements that were not very applicable or were not evidenced could be better implemented.
Copyright (c) 2025 Breno Dias Rodrigues, João Carlos Teles Conceição, Tatianne Feitosa Soares, João Manoel da Silva Malheiro (Autor) https://creativecommons.org/licenses/by/4.0
Use of the Potential of a Planetarium as a Non-Formal Environment for the Development of Advanced Student Organization on the Solar System Theme
The article evaluates the potential of a planetarium as a non-formal environment for the development of advanced knowledge organization among elementary school students regarding the Solar System. Using David Ausubel's Theory of Meaningful Learning, the qualitative research involved 26 students who participated in a session at the UTFPR Planetarium, Campus Campo Mourão. The activity included projections, visits to sundials and observatories, and interactive discussions. The results showed that the planetarium experience facilitated the connection of new knowledge with prior cognitive structures, promoting a deeper understanding of concepts such as gravity and planetary orbits. It is concluded that planetariums, when well-planned, are effective tools to complement formal education, stimulating interest in Astronomy and promoting meaningful learning.
Copyright (c) 2025 Taisy Fernandes Vieira , Michel Corci Batista, Camila Maria Sitko, Oscar Rodrigues dos Santos (Autor) https://creativecommons.org/licenses/by/4.0
This study critically analyzes Municipal Law No. 1138/2021, which establishes the creation and implementation of CENAMBS, discussing its alignment with legislations that encompass inclusive education and multiprofessional care, such as the National Education Guidelines and Framework Law (LDB) and the Statute of the Child and Adolescent (ECA). To this end, it addresses these laws and the relevance of these centers. It conducts a qualitative, exploratory study based exclusively on document analysis. Thus, it verifies that the law in question contributes to ensuring the rights established in educational legislation. However, its effectiveness depends on several factors, including how the law is implemented and its articulation with other educational policies. Therefore, future research should assess the extent to which CENAMBS meets the demands of inclusive education and identify possible challenges or limitations that may compromise its implementation.
multiprofessional care; inclusive education; LDB; ECA.
Dafiana do Socorro Soares Vicente Carlos
Copyright (c) 2025 Ana Mendes dos Santos Neta, Dafiana do Socorro Soares Vicente Carlos (Autor) https://creativecommons.org/licenses/by/4.0
Impacts and consequences of the high school reform for Human Sciences at IFPI Parnaíba
The objective of this study was to analyze the impacts and consequences of the High School Reform in the Humanities disciplines among teachers who work in the Integrated High School courses of the Federal Institute of Education, Science and Technology of Piauí (IFPI) - Parnaíba Campus. For this purpose, a field research was carried out, with a qualitative and descriptive approach, through a semi-structured interview, with 03 teachers as participants. From the participants' responses, it was identified that the implementation of the reform in the institution occurred to the detriment of democratic management, that the reform implied the reduction of the workload and critical thinking, deepened educational inequalities and hindered the articulation between the contents of general education and professional education. Finally, the teachers positioned themselves against the implemented model.
Copyright (c) 2025 Charlene dos Santos Araújo, Juscelino Gomes Lima (Autor) https://creativecommons.org/licenses/by/4.0
This essay analyzes Bernard Charlot's Education or Barbarism? A Choice for Contemporary Society (2020) to discuss the foundations of humanist pedagogy and its relationship with the tension between tradition and innovation. To develop this discussion, a methodological approach of a hermeneutic and bibliographic nature is adopted, based on the comparative analysis of theoretical frameworks related to the theme. We draw on the research of Nicolau Sevcenko and Agnes Heller to recover the historical and philosophical origins of humanism. We then explore the dialectic between past and future in education, based on the reflections of Hannah Arendt and Joaquim Pintassilgo. The study culminates in the analysis of the Portuguese Modern School, whose teacher training practices, examined by Sérgio Niza and Filomena Serralho, demonstrate the persistence of a pedagogy centered on the human being. By articulating these perspectives, the essay argues that humanist education only materializes as a dynamic process, structured by the dialogue between historical legacy and pedagogical innovation.
Copyright (c) 2025 Aline Loretto Garcia, Catia Piccolo Viero Devechi, Adriana Almeida Sales de Melo https://creativecommons.org/licenses/by/4.0
Implicit Conceptions of Teaching-Learning in Initial Teacher Training in Natural Sciences
This study aims to identify the Implicit Conceptions of students who are enrolled in the Natural Sciences – Teacher Training participating in a Teacher Initiation Program regarding teaching-learning processes during the pandemic context, resulting from a reflective analysis of the Political Pedagogical Project (PPP) of a municipal public school. To identify such perspectives, it was conducted an action research on a qualitative perspective, and the reflective writings’ analysis was anchored in the content analysis. The theoretical framework of Implicit Theories on teaching-learning was applied, highlighting the Direct Profile, in which learning emphasizes the reproduction of knowledge focusing on the teacher, and the Constructive Profile, indicating the active student participation. We understand that the reflections provided in this time-space contributed to the subjects to share the school's intentionality regarding the teaching-learning conception documented in the PPP.
Copyright (c) 2025 Carla Beatriz Spohr, Cristiane Costa Gobbi, Lisiane Barcellos Calheiro (Autor) https://creativecommons.org/licenses/by/4.0
Democratic Management and Popular Participation
This study analyzes democratic management in public education, focusing on the direct election of school principals as a tool to strengthen community participation in educational decisions. The empirical focus is on the Municipal Education Network of Vitória (PMV/ES), considering national and municipal legal frameworks. Using a historical and documentary approach, the research investigates how direct elections consolidate as a policy for democratization and popular participation in school management. It highlights the disputes and tensions involved in implementing and maintaining this educational policy model, revealing historical and contemporary challenges amidst reforms and political-institutional pressures. The analysis of the current scenario reveals threats to the continuity of direct elections and emphasizes the importance of public debate and school community engagement in defending democratic practices. It concludes that direct election represents a significant political achievement and a permanent field of disputes between different actors and interests in educational policies. Keywords: Principal elections; democratic management; popular participation; Vitória Municipal Government (PMV).
Principal elections; democratic management; popular participation; Vitória Municipal Government (PMV).
Copyright (c) 2025 Cláudia Vieira Küffer Chagas; Erineu Foerste (Autor) https://creativecommons.org/licenses/by/4.0
That I leave college knowing what I need to know...
This paper investigates the conceptions of Mathematics, its teaching and learning revealed by future Mathematics teachers, who participated in Mathematics Pibid of a Public University. This qualitative research had its data produced through recording of Pibid Mathematics meetings from April to November 2021. The research considered and identified, from a structured theoretical framework, two ways of conceiving Mathematics which interfere in its teaching and learning: one of a ready and finished Mathematics, and other of a Mathematics in construction. The concept of Mathematics in construction was more evident in dialogues of Pibid participants when they consider the student at the center of the teaching and learning processes, also due to the discussions on methodologies that could be used for realization of learning in the remote teaching period.
Mathematics Education; Mathematics conceptions; initial training of mathematics teachers.
Copyright (c) 2025 Maria Ivete Basniak, Egea Viviane Gomes https://creativecommons.org/licenses/by/4.0
Children's questions as generators of extension activities
University extension activities, by promoting scientific divulgation, represent an important pathway for curricular integration of extension within undergraduate programs. This study investigated how questions formulated by children can foster extension activities during the initial training of teachers. Ten questions from fifth-grade elementary students participating in the activity "I want to know: letters to the scientist", part of the extension project "Science Pop: scientific divulgation in network", were randomly selected from a database of 323 letters using simple random sampling. The selected letters were categorized into five themes: Myths and Fiction; Technology and Engineering; Life and Health Sciences; Physics and Chemistry; and Paleontology. The analysis revealed that children’s questions provide significant opportunities for undergraduate students in Natural Sciences teaching programs to develop extension activities, aligning with national guidelines for University Extension and theoretical frameworks on scientific divulgation.
Copyright (c) 2025 Adriano Lopes Romero, Olga Maria Schimidt Ritter, Claudia Almeida Fioresi, Marcia Borin da Cunha https://creativecommons.org/licenses/by/4.0
Unplugged computing for the development of computational thinking: a study with teachers from the Federal District
In a world marked by connectivity, the inclusion of computational thinking (CT) through unplugged computing (UC) in pedagogical proposals can make learning even more effective. This research analyzed the possibilities and limitations of using UC in the development of CT by teachers in integrated secondary education in the Federal District. This is a qualitative, descriptive-analytical study, which used interviews and questionnaires based on six dimensions for data collection. The results revealed: broad diversity in educational backgrounds and a significant presence of professionals in the early stages of their careers; heterogeneous perceptions of UC; recognition of the approach as a valuable tool for democratizing education; half of the respondents have already used UC in their activities; the existence of various institutional, material, and training limitations; and, within the scope of professional education, its effectiveness in making learning more dynamic, but it still faces resistance.
Copyright (c) 2025 Lídia dos Santos Alves, Mateus Gianni Fonseca (Autor) https://creativecommons.org/licenses/by/4.0
Literacy acquires greater relevance when it concerns individuals with intellectual disabilities, who often face additional learning challenges. Aiming to investigate the dynamics of knowledge sharing between the school and families, this study focuses on literacy and the development of autonomy in young people and adults with intellectual disabilities. The research is conducted in an institution specialized in Youth and Adult Education (EJA). To develop the study, interviews were conducted with the institution’s professionals. The responses were qualitatively analyzed using the Iramuteq software. The results highlight the collaboration between school and family and point to practical issues in the relationship among professionals in EJA within the Special Education modality, indicating that knowledge sharing involves motivation, trust, cooperation, and professional commitment.
Maria Ligia Ganacim Granado Rodrigues Elias
Copyright (c) 2025 Lilian Cibele Vargas, Maria Ligia Ganacim Granado Rodrigues Elias, Viviane Sartori https://creativecommons.org/licenses/by/4.0
Resenha do livro Construindo uma pedagogia sem-teto: fundamentos e práticas da educação popular no MTST, organizado por Marco Antonio Morgado da Silva et al., e publicado pela editora da Fundação Lauro Campos e Marielle Franco, de São Paulo, em 2024. O foco está em discutir o conceito de pedagogia sem-teto e avaliar sua relevância para o campo da educação, sobretudo no sentido da ampliação das frentes de atuação da educação popular.Â
Copyright (c) 2025 Arthur Harder Reis https://creativecommons.org/licenses/by/4.0
A new social contract for education: horizons for reimagining our futures
This is a critical review of the book “Reimagining our futures together: a new social contract for education”, published in 2024 by LeYa Educação. The book is organized by António Nóvoa, and refers to the challenges and possibilities of global education, highlighting the need for a new social contract for education that promotes peace, justice and sustainability. It represents the report of the International Commission on the Future of Education, created in 2019 by UNESCO. The book is organized into three parts, addressing broad and comprehensive issues that are part of the global educational context, proposing reflections on the reality experienced, as well as presenting horizons for thinking about the education of the future. The book emphasizes education as a collective and public right, indispensable for social transformation, integrating different cultural and social spaces, broadening the possibilities for lifelong education. Finally, it reinforces the urgent need to rethink the role of education in the contemporary world.
Copyright (c) 2025 Paulo Roberto Dalla Valle, Jacques de Lima Ferreira https://creativecommons.org/licenses/by/4.0
Influence of science fairs on the academic choice of students completing their courses participating in the oeste potiguar science fair
The Oeste Potiguar Science Fair has been held annually since 2011, where students in Basic Education are encouraged to carry out scientific projects based on local problems, enabling the expansion of knowledge and changes in the environment. Thus, the objective is to investigate the impacts of FCOP participation on the career choice of students completing elementary and high school. To this end, a documentary research was carried out, accessing FCOP registration records from the 2019 to 2023 editions. After identifying the students, we used the results of SISU and IFRN to monitor the students' choices for continuing their studies. It was observed that in the years 2019 and 2020, there was a correspondence between the area of knowledge of the scientific project and the area chosen for continuing studies. In 2021 to 2023, the choice of institutions close to their homes seems to have impacted the selection of the intended course.
Copyright (c) 2025 Eleneide Pinto Gurgel, Glaydson Francisco Barros de Oliveira https://creativecommons.org/licenses/by/4.0