The Revista Momento - Diálogos em Educação, which is linked to the Post-graduate Program in Education (PPGEDU) at the Universidade Federal do Rio Grande (FURG), has contributed to disseminate knowledge in the field of Education for about 30 years by publishing digital texts quarterly. Research papers must be original and may be written in Portuguese, Spanish or English. The journal accepts the submission of proposals which result from empirical studies, theoretical essays, reviews and interviews in the field of Education. Thus, the journal aims at strengthening national and international research networks and encouraging and qualifying educational debates. Besides, the journal gives full access to its content and publishes Creative Commons-licensed papers in order to spread scientific knowledge and enable democratization of knowledge. It is inserted in the fields of Education and Teaching and its evaluation is B2 (Education) and B3 (Teaching) in Qualis 2016.
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Apresentação Dossiê Imprensa Periódica e História da Educação
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A REVISTA INOVAÇÃO E A REFORMA EDUCATIVA EM PORTUGAL (1988-2002)
O presente texto tem por finalidade analisar o debate sobre a inovação em educação tal como se desenvolveu no contexto decorrente da aprovação, em 1986, da Lei de Bases do Sistema Educativo (LBSE) e da implementação subsequente de uma reforma global do referido sistema. 1986 foi, também, o ano da adesão à então CEE (hoje, União Europeia), tendo a política educativa do período que se lhe seguiu sido muito marcada pelos desafios decorrentes dessa integração e pela necessidade de aproximação aos padrões europeus. Daremos uma particular atenção ao papel dos professores no que se refere à implementação de inovações educativas. Recorreremos, para tal, a uma das publicações periódicas que veem a luz do dia nesse período, Inovação: Revista do Instituto de Inovação Educacional (1988-2002).
TRANSNATIONAL FLOWS AND INFLOWS FROM ENGLAND
The aim of this article is to identify and map the subjects involved in discussions about early childhood education in the context of the international new education movement, between 1920 and 1939, in The New Era magazine. Through a theoretical-methodological approach based on discussions of the transnational history of education, social network analysis and digital history, it was possible to identify a diversity of associations, institutions and subjects linked to the New Education Fellowship who articulated and interacted around pedagogical perspectives focused on the education and schooling of children under seven. As a result, by highlighting biographical traits, ties and institutional affiliations, it was possible to trace connections that brought the subjects together and distanced them, and to corroborate the notion of heterogeneity of pedagogical ideas under debate.
This study analyzes the materiality of the Revista de Educação (Education Journal), a printed publication issued by the Department of Public Education of Espírito Santo's Service of Cooperation and Cultural Extension, between 1934 and 1937, in the city of Vitória. During this period, the state was under the Federal Intervention of Captain João Punaro Bley (1930-1943), who, as part of his educational policy, promoted teacher training through the publication of educational periodicals with the aim of modernizing education in Espírito Santo. Based on the theoretical assumptions of Roger Chartier (1990, 1991, 1994), the printed material was examined for its materiality to elucidate the representations conveyed, which shaped its reading, apprehension, and comprehension. The concept of strategy proposed by Michel de Certeau (2004) is considered essential for understanding the production and distribution of the Revista de Educação in Espírito Santo. Among the themes covered in the REES, didactics (teaching methods) occupied a significant portion, followed by prescriptions for pedagogical practices, amidst positive propaganda for the Bley Government's actions regarding education reform in Espírito Santo.
This article presents the publications organized by students in Maranhão who, imbued with youthful spirit and literary tradition, worked for the intellectual development of their homeland in the late 19th century. To this end, the aim is to identify, rescue and analyze the conditions of production, circulation and appropriation of the student press in Maranhão. The theoretical and methodological approach is based on the assumptions of Cultural History, with the contribution and cross-referencing of information from documentary research on primary printed sources (student newspapers) and auxiliary sources (local daily press). The results of the investigation record the circulation of 22 small newspapers organized by students between 1870 and 1900. The student press in Maranhão was materialized in small four-page newspapers that had irregular frequency. However, its creation and maintenance involved several actors and social institutions that aimed to use the newspapers as an object against the cultural and intellectual apathy that had been established in the Brazilian Athens. Keywords: Education and Teaching Press. Student Press. History of the Maranhão Press. Nineteenth-Century Press.
“O GYMNASIAL”, PERIÓDICO DO GYMNASIO ESPÍRITO SANTO DE JAGUARÃO, RS:
The article aims, in light of Cultural History, to present steps of historiographical operation (Certeau, 2000) undertaken in the face of the lack of a school collection and established archives on the history of the Gymnasio Espírito Santo, a male educational institution for elementary and secondary education, founded by the Premonstratensian priests of Averbode (Belgium) and operating in Jaguarão (RS) from 1901 to 1914. The institution arises in the context of Catholic ultramontanism, the end of regalism, and the emerging Brazilian republic. We analyze as a potential source and object of research ten issues of “O Gymnasial,” a biweekly student publication, organ of the literary society “União Gymnasial,” which circulated in the second semester of 1908. The periodical, identified as a “magazine,” aimed to give visibility to the literary production of students and contributors who dedicated their texts to promoting to readers Christian Catholic, civilizational, republican values, and interests that were male-oriented (such as wars and revolutions, emotions regarding the opposite sex, birthdays, among other subjects). It was possible to identify aspects of school culture present in the prints, connected to educational practices determined by the Ratio Studiorum and the Brazilian educational legislation that underpinned the activities carried out by students both inside and outside the school. Alos apper in the printed material the Premonstratensians' interest in providing readers with knowledge and recognition of the urban and rural context of this municipality bordering Uruguay appears in texts referencing the history of struggles and achievements in the RS.
This discussion is a part of a broader investigation into school newspapers from Santa Catarina, produced between 1895 and 1975. The research is funded by CNPq and Fapesc and carried out by members of the research group "History Teaching, Memory, and Cultures." For this investigation, texts about the World War II published in primary school newspapers from various regions of the State were selected. The school newspapers are school materials and constitute part of Brazil’s historical and educational heritage. Viewed as historical records, they represent preserved memories of people, policies, and school practices from earlier times. The analysis enables an understanding of how historical subjects engaged with future-oriented projects, as reflected in the everyday practices of the school environment. Manuscript or printed texts produced by students—even under teacher supervision—provide accounts of school life, highlighting daily routines, literacy practices, and celebratory or commemorative events. For the purpose of analysis, the concepts of temporalization (Koselleck, 2014) and narrative configuration (Ricoeur, 2010) will be mobilized alongside the categories of school culture and memory (Escolano Benito, 2017; Ricoeur, 2007). It was possible to identify forms of circulation and appropriation of ideas about the War, which shaped political and educational practices and reflected the prevailing hopes and anxieties about the future.
This paper analyzes the student newspaper Avante, produced between May 1962 and October 1963 by students and teachers from Catholic confessional schools in the cities of Novo Hamburgo and São Leopoldo, located in the Vale do Rio dos Sinos region of Rio Grande do Sul, Brazil. We had access to ten editions of the newspaper, preserved by a former student from one of the institutions involved in its production, which were made available for research purposes. Based on these editions, we examine the representations conveyed in the publications, especially regarding youth and Catholic values. Our theoretical and methodological framework draws on Amaral (2002) and Luca (2015) regarding the use of printed sources, as well as on the concepts of school culture as discussed by Escolano Benito (2005) and of written culture and representation as proposed by Chartier (2003, 2011). We understand the student newspaper as a historical document that preserves traces of the school culture of the institutions involved in its production process, while also serving as an artifact used to disseminate aspects of Catholicism within the local society. In this sense, Avante functioned as a tool for spreading Catholic ideals, reinforcing gender hierarchies and virtues such as obedience and charity, but it also provided spaces for student expression.
Our aim is to understand some of the historical conditions that enabled the emergence of Biology education in Brazil. We draw on 19th-century newspapers — Diário do Rio de Janeiro and Correio Braziliense — as primary sources. The analysis is informed by elements of Foucault’s archaeogenealogical perspective. It becomes evident that school institutions functioned as apparatuses that supported the practices of the Natural Sciences, shaping ways of knowing nature that were aligned with agricultural development and industrial progress. Alongside this, there was a growing interest in the teaching of Botany and Zoology as tools for Brazil’s advancement toward the status of a "civilized nation."Courses grounded in the Natural Sciences were offered to the general public; auctions and the circulation of books, instruments, and materials related to the field were also significant. The newspapers that carried these announcements acted as discursive events, helping to constitute a space for the Natural Sciences and, eventually, for the emergence of Biology education in the country.
THE EDUCATION OF THE BODY IN PARAENSE CATHOLIC JOURNALS (1848-1880)
The text aims to analyze the conceptions of body and body education in journals circulating in Pará in the nineteenth Century. Considering the common narrative within the Catholic Church of a conception of the body as a construct susceptible to appetites and passions, and therefore conceived as something that should be controlled, it was sought to understand in these periodicals how the body and its education were thematized, considering the mention of corporal practices. The documentary corpus consists of three journals: Synopsis Ecclesiastica (1848-1849), A Estrella do Norte (1863-1869) and O Santo Offício (1872-1880), circulating in the province of Grão-Pará. The analysis, carried out in an indicial way, considered the power relations involved in the production and distribution of printed matter. It also dialogues with the notions of body present in the works of Michel Foucault and David Le Breton. Considering the historical-cultural diversity of the state of Pará, it is common in the Catholic publications analyzed mentions to corporal practices considered, in general, as worldly and sinful practices, that should be avoided in counterpoint to the way these same practices appear in the liberal press, usually linked to the education of the richest layers. In this way, the journals act as vehicles for the propagation of discourses on the body based on various precepts and as educational instruments and behavior control.
A EDUCAÇÃO DE SURDOS NO BRASIL IMPERIAL A PARTIR DOS ALMANAKS DO AMIGO DOS SURDOS MUDOS (1888-1889)
This article presents historical research on deaf education in imperial Brazil, using as its central source the Almanacs of the Friend of the Deaf-Mute, published in 1888 and 1889. These documents were produced by the then Imperial Institute of the Deaf-Mute, now the National Institute of Deaf Education, and constitute a valuable expression of the practices, discourses, and pedagogical intentions directed at the deaf population in the late 19th century. The research's general objective is to analyze, in light of cultural history, the pedagogical practices, educational concepts, and institutional and discursive strategies present in the Almanacs of the Friend of the Deaf-Mute (1888–1889). To this end, a qualitative, historical, and documentary approach was adopted, focusing on the analysis of the almanacs as cultural artifacts. The research is based on the assumptions of Cultural History, according to Roger Chartier, and engages with authors such as Solange Rocha and Verônica Mariano, seeking to understand how these almanacs functioned as devices for educational, cultural, and political intervention. By analyzing the materiality, content, and communicational objectives of these publications, the research aims to uncover the disputes between oralist and gestural methods, as well as the institutional strategies of propaganda, awareness, and accountability used by the Institute. The analysis highlighted the tensions between oralist and gestural methods, as well as the Institute's strategies for consolidating an educational project focused on the normalization of deafness. It concludes that the almanacs represent not only institutional records, but also instruments of visibility and social control, whose understanding contributes to the valorization of the memory of Special Education in Brazil.
IMPRESSOS RELIGIOSOS LUTERANOS INFANTIS E JUVENIS E FORMAÇÃO SECULAR (1929-1971)
The aim of this paper is to present the secular usage of Lutheran-religious printed material directed to children and young people. Although they had not been created for education, they were used for general knowledge training of such groups. It is about the magazines for children, The Little Lutheran (1931 to 1966), and the for young adults, The Young Lutheran (1929 to 1971), published by Concórdia publishing house, from the Evangelical Lutheran Church of Brazil, founded by the Missouri Synod within ethnic communities of German immigration in the State of Rio Grande do Sul. Both periodics aimed to reinforce doctrinal lessons, although they did not deviate from spreading secular knowledge as a strategy (Certeau, 2011) to expand its doctrine, but, above all, to influence upon ethics and educational development of the attending students. A thorough analysis of the whole material content made it possible to identify tactics from the children and youth readers to bypass such control and orientation. The theoretical-methodological support of Chartier (1990) and Bastos (2002) was taken into consideration, as it observes the importance of the press in regards of historical and educational studies, as well as the historiographical documentary analysis of Cellard (2010) for the organization of sources deriving from the printed material (Luca, 2008; Bacellar, 2008). In the light of this, these printed materials kept effective communication skills with their target audience aiming to consolidate a wider educational training without withdrawing the Christian formation. However, it was possible to notice that the readers appropriated some other manners, by escaping from controlling, not just sticking to the doctrine and moral contents.
A EDUCAÇÃO PARA O SANEAMENTO BÁSICO EM UMA ESCOLA BILÍNGUE PARA SURDOS:
The singularities of deaf education demand the construction of educational policies, strategies and practices aimed at improving the teaching and learning processes of major contemporary issues such as basic sanitation. Problems with solid waste, water supply, sewage and urban drainage have been decisive in promoting the health and quality of life of the population, making it essential to implement numerous public policies in Brazil. Given these premises, this study aims to address the issue with deaf students using photovoice, a research strategy using images. The actions were carried out in an eighth grade class at a bilingual municipal school in the city of Canoas/RS, which was hit by climate emergencies in 2023 and 2024. The students were encouraged to carry out fieldwork by photographing scenarios involving basic sanitation and discussing the importance of the subject for their lives. The educational practice led to an increase in the students' perception of basic sanitation, especially with regard to solid waste and, to a lesser extent, urban drainage, especially the functioning of manholes. From this perspective, the results showed that adopting this strategy is a fruitful educational action with regard to issues that are crucial to life in contemporary society, contributing to the citizen education of the students.
ANTI-RACIST TRAINING WITH STUDENTS FROM THE PEDAGOGICAL RESIDENCE PROGRAM OF THE DEGREE COURSE IN SOCIAL SCIENCES
Este artigo resulta de uma dissertação de mestrado realizada no Programa de Pós-graduação em Mestrado Profissional da Universidade Federal do Espírito Santo (PPGMPE-Ufes). O objetivo da pesquisa foi apresentar uma análise acerca dos desafios enfrentados pelos futuros professores de Sociologia no período de formação inicial e as potencialidades de um “Curso de Formação e Pesquisa em Educação das Relações Étnico-Raciais”. Adotamos a pesquisa-ação, a partir da qual acompanhamos estudantes finalistas do curso de Licenciatura em Ciências Sociais da Ufes, bolsistas do Programa Residência Pedagógica, e analisamos os desdobramentos das ações por eles desenvolvidas no campo de formação, sobretudo na articulação entre o ensino de Sociologia e o enfrentamento ao racismo, em diálogo com a efetivação da Lei nº 10.639/2003. Em síntese, a pesquisa resultou em um produto educacional orientado à formação docente antirracista, que pode ser utilizado por diferentes áreas do conhecimento, pois sabemos que a luta antirracista é tarefa de todos.
GEOGRAFIAS EMOCIONAIS EM MANOEL DE BARROS:
The research is grounded in the understanding of Emotional Geographies, exploring the diversity of perceptions of the world, emphasizing the significance of emotions in the construction of geographical knowledge. In this context, our aim is to examine the interconnection between Emotional Geographies and Literature in teaching/learning, focusing on the relevance of integrating emotional experiences into Geography education. To achieve this, we propose a dialogue between these disciplines, utilizing poems from the book Menino do Mato (2021) by the Mato Grosso author Manoel de Barros as a pedagogical tool. The choice of this theme is supported by the growing interest in interdisciplinary approaches between Emotional Geographies and Literature, particularly in the analysis of emotions elicited by literary texts. Furthermore, the dissertation aims not only to theorize about this interaction but also to propose a teaching practice for 9th-grade students, exploring the Pantanal biome. The objective is to connect students' emotions to the spaces, places, and environments described in the poems, seeking to understand their individual connections with the environment presented not only in fiction but also in the space they inhabit. In this way, we hope to contribute to studies and pedagogical practices related to Geography education, providing a systematic guide for the application of Emotional Geographies theory in the classroom, especially in the context of the Pantanal biome in Mato Grosso.
APLICAÇÃO DA EQUIVALÊNCIA DE ESTÍMULOS NA APRENDIZAGEM DE LEITURA DE CRIANÇAS COM DEFICIÊNCIA INTELECTUAL:
O desenvolvimento escolar é precocemente interrompido para as crianças que têm deficiência intelectual (DI) devido a falta de estratégias de ensino adequadas, o que limita a aquisição de habilidades escolares. O objetivo do estudo foi analisar a eficácia de um programa de aprendizagem para a leitura de palavras isoladas, por meio do modelo de equivalência de estímulos. Trata-se de um estudo quantitativo, quase-experimental com amostra por conveniência, constituído de 18 alunos de escolas públicas dos três anos iniciais do ensino fundamental I, divididos em grupo controle e experimental, 9 participantes em cada grupo, com idades entre 6 a 11 anos. Foram utilizados para o pré e pós-teste as Matrizes Progressivas Coloridas de Raven, Escala Adaptativa Vineland-vol.3 e as Provas de Avaliação dos Processos de Leitura. A utilização do emparelhamento de acordo como o modelo promoveu a aquisição de habilidade de leitura do grupo experimental, ocorreu a emergência de relações condicionais entre estímulos que não foram diretamente treinados e os estímulos arbitrários adquiriram a mesma função ocasionando uma leitura por compreensão. As amostras relacionadas revelaram diferença significativa (IC 95%, p < 0,05 = 0,026) na prova de avaliação dos processos de leitura, evidenciando o aumento dos escores e a generalização da aprendizagem, demonstrando a efetividade da intervenção. O mesmo não ocorreu com as amostras independentes, mas houve uma maior participação na leitura do grupo experimental.
TECNOLOGIA ASSISTIVA NO ATENDIMENTO EDUCACIONAL ESPECIALIZADO:
The present study aims to analyze the statements of teachers in multifunctional resource rooms that serve autistic students in the early years of elementary education in schools of the 8th Regional Education Coordination (CRE) of the municipal public network of Rio de Janeiro. Data were collected through questionnaires and semi-structured interviews and analyzed based on Bardin's methodology. The analysis revealed the following results: there is a high percentage of autistic students served in multifunctional resource rooms, the majority of teachers in these rooms have knowledge of Assistive Technology aimed at people with autism; the use of this technology is coherent and assertive; there is a lack of resources and time to plan its implementation. Significant results were also observed in the participation of autistic students in pedagogical activities using Assistive Technology.
Este estudo explorou o conceito de “biblioteca menor” no contexto da educação menor e das teorias contemporâneas da biblioteconomia, ao investigar suas diferenças em relação às abordagens tradicionais para promover uma educação sensível, inclusiva, humanizadora, dinâmica e politicamente engajada. Para isso, fundamentamo-nos nas teorias educacionais de Freire (1967; 1989; 2001), Gallo (2002) e outros que destacam a politização educacional e sua subversão contra estruturas macropolíticas dominantes; e nos conceitos contemporâneos de Lankes (2011) sobre biblioteconomia como facilitadora ativa do conhecimento e interação social. A pesquisa adotou uma abordagem qualitativa, que incluiu revisão da literatura e análise interpretativa de conceitos como desterritorialização, ramificação política e valor coletivo na biblioteconomia contemporânea. Os resultados evidenciaram que a biblioteca menor rompe com as estruturas tradicionais, ao criar um ambiente de aprendizado flexível, sensível e humanizador. Além de desafiar as normas estabelecidas, ela amplia o acesso ao conhecimento crítico e promove a justiça social, o que contribui para a coesão e participação comunitárias. Em síntese, enfatizamos a evolução das bibliotecas como agentes de mudança social e educacional na sociedade contemporânea, em que se sobressai o seu papel essencial na humanização, inovação, inclusão e engajamento político.
ALFABETIZAÇÃO NA EDUCAÇÃO DE JOVENS E ADULTOS (EJA):
A Educação de Jovens e Adultos (EJA) ainda é vista por muitos somente como forma de alfabetizar quem não teve oportunidade de estudar na idade “certa” ou por aqueles que por algum motivo tiveram que abandonar os estudos. A intenção da pesquisa é mostrar como a história pessoal desses alunos, recuperada por meio de suas narrativas (auto) biográficas, se constituem num alicerce para superação de dificuldades encontradas na escola, através destas reflexões sobre as cartas escritas, visando que suas falas sejam ouvidas por professores nas suas práticas. A metodologia é de cunho qualitativo de teor (auto) biográfico, sendo os dados coletados por meio de fontes do tipo testemunhal (seus relatos autobiográficos), através do gênero cartas. Tendo como referência os estudos realizados por Freire (2006), Bolognani; Nacarato, 2015 Lejeune (2008), Giroux (2004), Alberti (1991), Saviani (1985), González, (2020), Oliveira (2013), Santos e Santos (2008); Massini (2011), Gomes, (2003), Pinto, (1993). O estudo revelou que o gênero cartas faz possível a recuperação da voz dos jovens e adultos, contendo mensagens de positividade voltados para o espaço escolar e de suas relações ali constituídas, tão importantes para sua vida cotidiana
A ESCUTA SENSÍVEL COMO PRÁTICA HUMANIZADORA
Este artigo contempla o ato de escutar como prática humanizadora no espaço educacional. A Escuta que se aborda neste texto vai além do simples ato de ouvir, compreendendo-a como uma experiência que envolve todo o corpo e permite a percepção da outra pessoa em sua totalidade e singularidade, sendo capaz de promover relações mais humanas e acolhedoras. Nesse sentido, este estudo se caracteriza por ser uma pesquisa com abordagem qualitativa, sustentada na perspectiva fenomenológica e aprofundamento bibliográfico. O texto evidencia como ações simples fazem a diferença nas práticas educacionais, almejando uma melhor convivência e desenvolvimento entre as pessoas envolvidas nessa dinâmica.
PROGRAMAS DE EDUCAÇÃO EMOCIONAL NO BRASIL:
This article aims to analyze and characterize Brazilian emotional education programs based on their structures, target audiences, implementation methods, and adopted methodologies. To achieve this, an integrative literature review was conducted using the CAPES Journal Portal, the United States National Library of Medicine, the Latin American and Caribbean Literature in Health Sciences, and the Virtual Health Library databases, employing descriptors related to programs and emotional competencies. The search resulted in 176 publications, of which seven met the predefined inclusion criteria. The results revealed two main areas of focus: programs directed at students and those aimed at education professionals. It was observed that sessions generally occur weekly, lasting between 60 and 120 minutes, and employ participatory methodologies such as workshops, discussion circles, group dynamics, and Mindfulness practices. Programs targeting teachers presented a greater workload, while those aimed at students tended to be lighter and more continuous. Gaps were also identified, such as the predominance of initiatives limited to the school environment and the lack of detailed information in some programs. It is concluded that the analysis contributes to a better understanding of the current emotional education landscape in Brazil and highlights opportunities for strengthening and diversifying these practices.
Abstract: The central aim of this research is to investigate the extent to which black adolescents living on the urban periphery co-construct their masculinities and how, at the same time as they are segregated by the school system, they are in constant dispute in search of self-affirmation, based on a model of black man that is legitimized and socially recognized. To this end, a qualitative study was carried out to find out about the life history and school trajectory of three young black students at a public school on the urban outskirts of Duque de Caxias, in the metropolitan region of the state of Rio de Janeiro. To generate the data, semi-structured interviews and observation of daily school life were carried out. From the conversations and analysis of the students' speeches, it was concluded that there are two distinct climates in the process of constructing black masculinities at school: the first was the feeling that there is a dispute between the multiple possibilities of masculinities. The other perceptible feeling was that of segregation.
Violência Escolar como Reflexo da sociedade:
The present study aimed to identify aspects of society that influence violence in the school environment, and the intervention strategies developed by schools. The study was developed based on bibliographical research, carried out through an integrative review, where articles were searched in Scielo and Portal da Capes, in the last ten years. With the descriptors school violence and society, 22 results were found in Scielo, of which only 4 are related to the objectives of the present study. On the Capes platform with the descriptors: “school violence and society'', 173 researches were located, we discarded 159 and were left with only 14 that were used for analysis and construction of our reflections, added to those from scielo we obtained 18. The studies located show that more research into violence is necessary, since the causes are variable in terms of motivation, so that, based on understanding the context in which actions are inserted, actions can be developed as intervention proposals.
CONSIDERAÇÕES A RESPEITO DA EDUCAÇÃO EM/PARA OS DIREITOS HUMANOS, DIVERSIDADES E PRÁTICAS EDUCATIVAS
This work aims to discuss and understand how human rights and the appreciation of diversity can be integrated into educational practices based on a conception of education focused on the critical and emancipatory formation of subjects. We understand that the relevance of the problem investigated lies in the transformative potential of education, in the sense of opposing an exclusionary objective reality and contributing to the construction of other possibilities of constituting reality that value plurality and promote equality and social justice. The research carried out is qualitative and bibliographical, proposing a philosophical reflection of the object investigated and having as reference the phenomenological hermeneutics anchored in the investigations of Professor Maria Aparecida Viggiani Bicudo (1999; 2006; 2020). The theoretical framework is based mainly on the following authors: Benevides (2024), Candau (2012, 2013, 2018), Coêlho (2012), Freire (1987, 1992, 2001, 2002), Reis (2013, 2021), Sacavino (2009, 2022). We understand that studies aimed at thinking about the relationship between human rights and education inevitably lead us to the understanding that such a theme cannot do without a totalizing vision that considers the concepts of human being, society and education. They demonstrate the irreproachable recognition that human rights are historically constituted and, therefore, cannot be conceived as a given, absolute reality dissociated from the ethical and political dimensions, since such issues are essentially involved with the contradictions engendered by objective reality.
CLIMA ESCOLAR E LIDERANÇA RELACIONAL PELA ÓTICA DE PROFESSORES DA EDUCAÇÃO BÁSICA DA REDE PRIVADA
Este artigo apresenta os resultados de uma pesquisa qualitativa que analisou a relação entre clima organizacional e liderança relacional no contexto escolar. Para tanto, foram realizadas entrevistas com doze professores de diferentes instituições privadas de ensino de quatro estados brasileiros. Os achados revelam que os professores percebem a liderança como fundamental para a criação de um clima organizacional positivo. Relações caracterizadas por elevados níveis de confiança, comunicação, colaboração e transparência foram consideradas cruciais para o exercício de uma liderança efetiva, aspectos que coincidem com os pressupostos da liderança relacional. As conclusões do estudo sugerem que investir na formação de líderes escolares com foco em práticas relacionais pode ser uma estratégia eficaz para melhorar o clima organizacional e, consequentemente, a qualidade da educação oferecida.
DEVELOPMENT OF EMPATHY AS PREVENTION AND COMBATING OF BULLYING
Bullying is characterized by intentional and repetitive physical or verbal violence among peers. In schools, students can engage in these situations as aggressors, victims, and/or witnesses, which potentially leads to negative repercussions for the physical and mental health and academic performance of all involved. The development of socioemotional skills, specifically empathy, may be related to how young people participate in such experiences. This project aimed to design, conduct, and evaluate educational interventions through Workshops for the development of socioemotional skills, especially empathy, with students from a state middle school, in order to prevent and address bullying in the school context. Students from four classes, one from each grade level, from sixth to ninth grade, participated in the Workshops which were organized into four sessions, each approximately one and a half hours long. Various strategies were used, such as video discussions, group dynamics, games, and role playing. Topics covered included interpersonal relationships, sensitivity towards others and human diversity, assertiveness in communication, active listening, non-verbal communication, cooperative learning, and ethics. After the Workshops, students were asked to provide reflective narratives about their experiences in this process, which were analyzed using Thematic Content Analysis.The analysis of the narratives from 89 students resulted in three Thematic Units: 1. Empathy, self-awareness, and personal development; 2. School climate and interpersonal relationships in school; and 3. Workshop management and conduction. It was concluded that the Workshops received social validation from the students, who perceived positive impacts from experiencing them.
This descriptive study, classified as an experience report, aims to detail the process of creating a book of poetry, the final product of activities carried out in the Health of the Elderly discipline. The course was taught in the second semester of 2023 to students in the eighth period of the undergraduate Nursing course at a private university in the south of the State of Rio de Janeiro. The proposal sought to integrate artistic and literary production as a pedagogical tool, encouraging students to reflect on the topics covered in the discipline and to express their perceptions about aging and the health of the elderly in a creative and personal way. The methodology adopted involved the use of art therapy as an innovative approach, allowing students to live a theoretical and practical learning experience, in addition to promoting a more sensitive and reflective posture. The impact of this pedagogical approach is clearly noticeable in the book "Old Age in Poetry", which brings together the productions of 14 students. The results show that the creation process was transformative, allowing students to transcend the technical content of the discipline, while strengthening their ability to understand and be sensitized to issues related to the elderly population. The experience proved to be an enriching form of learning, providing a significant impact both on academic training and on the construction of a more humane view of aging.
THE PERSPECTIVE OF HUMAN FORMATION IN PAULO FREIRE AND ERNST BLOCH
This article discusses the perspective of human formation in the light of Paulo Freire's theoretical and methodological framework, interrelating the premise of humanisation to the concept of praxis pedagogy. The methodology is based on qualitative bibliographical research, especially Paulo Freire's theoretical production in dialogue with the philosopher Ernst Bloch. The proposed study shows that the process of humanisation is a fundamental premise for Paulo Freire's vision of education, associated with the ontological vocation to be more. Thus, humanisation, as the foundation of a pedagogy of praxis, is part of the historical process of political struggle, based on a pedagogy of praxis, characterised by the quest to overcome the oppressive conditions experienced by the working class in contemporary society, in other words, it seeks to break away from situations of dehumanisation. In this process, human formation through education is based on hope - or the non-abandonment of utopias, as a counterpoint to the prospect of a dehumanising society.
We aim to discuss, based on the assumptions of Cultural-Historical Theory, the process of literacy in students with intellectual disabilities who study in a regular classroom. We conducted the research through a bibliographic study and intervention in a public school in the state of Paraná, Brazil. We adopted a pedagogical intervention with students in the second grade of Elementary Education, focusing on the work of two students with intellectual disabilities in this class. The classes were recorded, transcribed, and qualitatively analyzed. As research results, we can mention a) the possibility of cultural compensation in people with intellectual disabilities through systematic intervention; b) the study of people with and without disabilities in the same class favors learning if well conducted; and c) it is possible to teach students using mediation through concrete artifacts. The results show the need for further research demonstrating the ability of people with intellectual disabilities to appropriate reading and writing.
This article aims to discuss the “Pedagogical manual for schools in Alternative Communication: possibilities for the schooling of students with ASD”, the result of research carried out during the doctorate in order to reflect on the continued training of teachers in the use of Communication Alternative in daily school life. Methodologically, this teaching resource offers four continuing education meetings for teachers who have students with complex communication needs. The manual presents some of the most common characteristics of students with ASD and offers a reflection on the most varied issues encountered on the school floor. The continued training program presented is based on the PECS-Adapted program (Walter, 2000) and provides support for the individualized teaching plan, the construction of didactic-pedagogical materials and alternative communication cards that aim at curricular accessibility for students with TEA. The pedagogical manual has been used by many educators in the area of ​​Special Education and is available in different indexers.
This study aims to recognize the importance of the history of a peasant community, through the observation of their knowledge analyzed from ethnomathematical perspectives, aiming at the construction of educational products that value this knowledge in the school context. The products are a children’s literary book with the history of the community and a second book for teachers, wich brings, in addition to the story told by the first inhabitants of the locality, proposals for activities to carry out with students. Qualitative research with an exploratory approach studied the reality of a farming community, as well as the school in this location. The prerogatives of the research reveal the importance of reflecting on training of teaching Mathematics. The educational products presented were validated by school professionals, revealing wide applicability in the school context. The research notes show that the educational products highlight and value the knowledge built by the community’s farmers.
A MULHER NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA:
This article aims to present a state-of-the-art research study that analyzes women’s participation in professional education, with a focus on the barriers they face when reconciling the demands of social reproduction and the labor market. The study centers on Professional and Technological Education (PTE), a predominantly male-dominated space that exacerbates obstacles often associated with the ‘glass ceiling’ and ‘invisible barriers’ in the academic context. The specialized literature and the research analyzed demonstrate that, under patriarchy, women are often relegated to specific roles linked to care and social reproduction. As a result, female inclusion in the academic and professional spheres occurs under conditions marked by violence and sacrifice. This research, based on the descriptors ‘women, domestic work, management, and professional education,’ examined nine theses and dissertations, establishing a dialogue between the analyzed studies and the specialized literature on patriarchy and women's presence in education. In this context, four categories emerged from the studies: the public space as a male-dominated environment; the biological determinism of women's social roles; motherhood as a barrier to academic careers; and, finally, the contextualization of PTE within this scenario.
METASSÍNTESE DE SEQUÊNCIAS INTERDISCIPLINARES NOS ANOS FINAIS DO ENSINO FUNDAMENTAL
This study aims to understand how dissertations address interdisciplinary sequences in the final years of elementary education, using Qualitative Metasynthesis to map and interpret academic productions. Interdisciplinarity is employed as an essential approach to tackle the educational challenges of the 21st century, promoting the integration of knowledge from different disciplines. Five dissertations from the CAPES Theses and Dissertations Catalog, covering the period from 2018 to 2024, were analyzed. The results highlight the importance of interdisciplinarity for promoting learning, but they also reveal challenges in teacher training and in the practical implementation of these sequences. Additionally, a gap was identified in the articulation between the disciplines of Science and Mathematics, indicating the need for further research and pedagogical initiatives to foster this integration in the school environment.
A CONSTITUIÇÃO DO PERFIL DE COMPETÊNCIAS DE PROFESSORES DE EDUCAÇÃO ESPECIAL EM DOCUMENTOS POLÍTICOS
The study examines, in light of official documents in Brazil, the profile of professional competencies attributed to special education teachers, considering their involvement with educational inclusion and cross-cutting aspects across all educational modalities. To this end, four official documents outlining these competencies are examined, aiming to understand their impact on the formation of special education teachers. Using a qualitative approach and document analysis method, the study identifies three main dimensions: defining the competency profile, training to work in inclusive contexts, and the ways in which special education teachers are constituted. As a result, it becomes evident that political discourses produce specialized professionals with multifunctional expertise in all areas of special education, encompassing all levels and modalities of teaching, and predominantly holding them responsible for the development and teaching-learning processes of target students. To address this, it is necessary to break away from the idea of the totality of the professional practice of special education teachers, enabling them to operate with the uniqueness of experiences, relationships, and pedagogical productions developed in their contexts of practice.