Revista de Estudos Aplicados em Educação
A Revista de Estudos Aplicados em Educação (REAe) a partir da edição de 2023, visando dar mais agilidade à publicação de artigos, passa a adotar a modalidade de publicação em fluxo contínuo com a disponibilização de artigos em um volume único por ano, sem deixar de cumprir com todos os critérios de avaliação e editoração, dentro dos padrões éticos e morais estabelecidos pelas normas nacionais e internacionais de publicação de periódicos pela Internet. Essa modalidade de publicação garante mais celeridade ao fluxo de publicação, beneficiando os autores e leitores que não terão que aguardar o fechamento completo de uma edição para acessar o artigo. O periódico Reae foi criado pelo Programa de Pós-graduação em Educação da Universidade Municipal de São Caetano do Sul - USCS, em 2016, com o intuito de divulgar trabalhos originais resultantes, principalmente, de pesquisas de caráter aplicado realizadas por pesquisadores não somente da área da Educação mas também de outras áreas que dialogam com as diferentes esferas do campo educacional. A REAe é Qualis B1 em Educação. ISSN: 2525-703X
Universidade Municipal de São Caetano do Sul - USCS
Autores que publicam nesta revista concordam com os seguintes termos: Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a https://creativecommons.org/licenses/by-nc-nd/4.0/ , permitindo o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre). Atribuição-NãoComercial-SemDerivações CC BY-NC-ND
CONTRIBUIÇÕES DO ESTÁGIO SUPERVISIONADO NA FORMAÇÃO DE PROFESSORES DE BIOLOGIA: EXPERIÊNCIAS FORMATIVAS DA UNILAB PARA A REGIÃO DO MACIÇO DE BATURITÉ E PAÍSES LUSÓFONOS
A pesquisa investigou a importância do estágio supervisionado na Licenciatura em Ciências Biológicas da Universidade da Integração Internacional da Lusofonia Afro-Brasileira, envolvendo 37 estudantes e egressos do curso. A pesquisa descritiva e qualitativa buscou compreender como o estágio contribui na formação de futuros professores de Ciências/Biologia. Os resultados demonstraram que o estágio serve como ponte entre teoria e prática, promovendo o desenvolvimento de habilidades práticas e pedagógicas, além de proporcionar um crescimento pessoal e profissional dos participantes. Notou-se uma diversidade de experiências prévias com práticas pedagógicas entre os participantes, que sugeriram uma melhor integração das mesmas desde o início do curso. Os principais desafios observados pelos participantes envolveram aspectos estruturais, pedagógicos e pessoais, maior integração de atividades práticas e ampliação da duração do estágio nas escolas. O estudo destaca, portanto, a importância do estágio na preparação de professores de Ciências/Biologia, com uma formação voltada para a confiança e experiência prática diversificada.
Copyright (c) 2025 José Guilherme de Sousa Silva, Reginaldo de Oliveira Nunes https://creativecommons.org/licenses/by-nc-nd/4.0
The Adolescent School Program - Ordinance No. 635/2024 - is an educational policy aimed at improving the learning of students in the final years of elementary school. This article aims to portray the challenges that permeate this important stage of Basic Education and examine the characteristics of adolescents who study in it. The central objective is to carry out a systematic review focusing on research that focuses on the final years of elementary school, with special emphasis on the 9th year. The aim is not only to map academic productions (Theses and Dissertations), but also to analyze the theoretical and methodological approaches used to investigate this age group. From the analysis of research in the area of Education, a gap in specific studies on the 9th year is identified, which reinforces the importance of this review.
Copyright (c) 2025 Sandra Maria Lima Soares de Souza, Sandra Lúcia Ferreira https://creativecommons.org/licenses/by-nc-nd/4.0
RELAÇÕES DE GÊNERO, ÉTNICO-RACIAIS E INTERCULTURALIDADE NA EDUCAÇÃO: DESAFIOS, RESISTÊNCIAS E INCLUSÃO
Copyright (c) 2025 Marta Regina Paulo da Silva, Priscila Ferreira Perazzo , Crislei de Oliveira Custódio , Daniela Finco , Karla Yolanda Covarrubias , Luis Fernando Herrera Ramírez https://creativecommons.org/licenses/by-nc-nd/4.0
OFICINAS DE TEATRO DO OPRIMIDO NO ENSINO MÉDIO: UMA EXPERIÊNCIA DE AUTOCONHECIMENTO
Este artigo surge de um relato de experiências sobre oficinas de Teatro do Oprimido realizadas em 2022, durante um período de quatro dias, com uma turma de terceiro ano do ensino médio no município de Santa Maria - RS. O objetivo geral das oficinas foi levar os estudantes a refletirem sobre suas experiências de opressão, tanto como oprimidos quanto opressores, e a buscarem soluções ou, ao menos, uma compreensão mais profunda sobre si mesmos e os outros. Como resultado, os alunos desenvolveram uma maior conscientização crítica de suas realidades, utilizando o teatro como linguagem de empoderamento, expressão e reflexão, possibilitando a construção de uma nova perspectiva sobre suas próprias vivências de opressão.
Copyright (c) 2025 Fernando Russo Costa do Bomfim, Maria Jade Pohl Sanches https://creativecommons.org/licenses/by-nc-nd/4.0
EDUCAÇÃO E SAÚDE: O JOGO NA ABORDAGEM DA EDUCAÇÃO ALIMENTAR E NUTRICIONAL NA EDUCAÇÃO INFANTIL
Este estudo investiga o uso de um jogo como ferramenta pedagógica para promover a Educação Alimentar e Nutricional (EAN) na educação infantil. O objetivo foi avaliar como metodologias lúdicas podem estimular o aprendizado sobre alimentação saudável de maneira interativa e inclusiva. A pesquisa envolveu uma atividade com um jogo educativo adaptado sobre nutrição, aplicada a 11 crianças de 5 anos. Os resultados indicaram que o uso do jogo aumentou o engajamento e facilitou a compreensão dos conceitos nutricionais, promovendo também a cooperação e o desenvolvimento social entre os alunos. A inclusão de crianças com TEA foi bem-sucedida, graças ao suporte personalizado. Concluiu-se que o jogo é uma estratégia eficaz para a promoção de hábitos saudáveis, sendo uma abordagem pedagógica inclusiva e dinâmica.
Copyright (c) 2025 Bianca de Lima Maia, Artur Antônio Melo de Lira Brandt https://creativecommons.org/licenses/by-nc-nd/4.0
REDES DE ENSINO E DESIGUALDADE DE RENDIMENTO ESCOLAR: UM ESTUDO QUANTITATIVO COM DADOS DO CENSO ESCOLAR BRASILEIRO
Este artigo se insere na linha dos estudos que visam elucidar as conexões entre o funcionamento da instituição escolar e a perpetuação do sistema de classes sociais. Com base nas Teorias da Reprodução e em dados do Censo Escolar Brasileiro, este artigo analisa as taxas de rendimento no ensino médio, investigando as desigualdades entre as redes de ensino pública e privada. A problemática central que orienta o estudo é: as disparidades de rendimento escolar contribuem para a reprodução da estrutura social contemporânea? Para responder a essa questão, o trabalho examina as taxas de insucesso escolar (reprovação e abandono) e as taxas de distorção idade-série. Os resultados evidenciam uma assimetria nas taxas de rendimento de acordo com a rede de ensino e a série cursada, sugerindo, em conclusão, que a divisão entre escolas públicas e privadas pode funcionar como um mecanismo de reprodução das desigualdades educacionais no ensino médio brasileiro.
Copyright (c) 2025 Vergas Vitória Silva https://creativecommons.org/licenses/by-nc-nd/4.0
APRENDIZAGEM COLABORATIVA NO ENSINO DE FUNÇÕES: REFLEXÕES PEDAGÓGICAS PARA EQUIDADE NA MATEMÁTICA
In recent decades, the updating of mathematics teaching practices has prioritized collaborative and challenging activities aimed at student inclusion and engagement. This study investigates how these strategies can facilitate the understanding of relations and functions in basic education. The literature review highlights that the effectiveness of these approaches is linked to the teacher's ability to encourage critical reflection and group work, strengthening communication among students. The findings demonstrate that the incorporation of digital technologies not only increases student involvement but also enhances the understanding of mathematical concepts, aligning with SDG 4, which seeks to promote inclusive and equitable education. Therefore, the implementation of interactive methodologies is essential to help students overcome abstraction difficulties, making learning more accessible and relevant to their daily lives.
Copyright (c) 2025 Vanessa Corrêa da Silva, Kátia Celina da Silva Richetto, Willian Jose Ferreira https://creativecommons.org/licenses/by-nc-nd/4.0
PROCESSOS FORMATIVOS À LUZ DA ATIVIDADE ORIENTADORA DE ENSINO
Abstract (até 150 palavras) This text demonstrates an investigation on how the training processes of subjects who work in Early Childhood Education occur, considering the Teaching Orientation Activity (TOA), through an integrative literature review. Descriptors were "Teaching Guiding Activity", "mathematics" and the Boolean operator AND. The search was carried out in the CAPES Theses and Dissertations Bank and the Brazilian Digital Library of Theses and Dissertations - BDTD, adopting a temporal filter between 2019 and 2023. After defining and applying the inclusion and exclusion criteria, three master's dissertations were selected, analyzed, categorized and interpreted. It was concluded that formative processes of subjects of teaching and learning activities in Early Childhood Education, considering AOE, occur through Learning Triggering Situations (SDA). Teachers develop teaching actions intentionally organized to trigger the appropriation of conceptual connections by children when carrying out
Copyright (c) 2025 Denise Medeiros da Silva, Josélia Euzébio da Rosa, Ediseia Suethe Faust Hobold, Giovana de Bettio Fausto Izidoro https://creativecommons.org/licenses/by-nc-nd/4.0
Change Management and Pedagogical Political Project
In this article, reflections are presented on the similarities between change management and the implementation of the Political Pedagogical Project (PPP) in the context of school culture. The objectives are to: highlight the challenges of change management, and how it can contribute to the development and implementation of the PPP; discuss how the application of PPP principles can enrich change management. The proposed methodology was a narrative bibliographic review, which allows greater freedom in searching and verifying the state of the art on the topic in question. The results of the analysis highlight the importance of engaging members of the school community and the clear vision of managers regarding PPP planning and the future of the school. In conclusion, it is highlighted that educational institutions can develop more integrated and efficient approaches to promote positive changes in their community.
Copyright (c) 2025 Eduardo Alexandre Lima Baptista, Silvia Crisitna de Oliveira Quadros https://creativecommons.org/licenses/by-nc-nd/4.0
NEGRITUDE NA UNIVERSIDADE: ENTRE TRANSGRESSÕES E AFETOS
The present study reports the experiences of transgression in teaching, obtained through the creation of: 1) Extension Project of the League of Ethnic-Racial Relations - Sankofa (LARER); and 2) Research Project Center for Teaching and Research in Ethnic-Racial Relations in Psychology (NEGREPSI), at a federal university in Minas Gerais. This research aims to reflect on how the implementation of a critical educational practice can promote inclusion and freedom subordinated in Eurocentric education, which reproduces racist, sexist and exclusionary practices. Methodologically, this is a qualitative and exploratory research, carried out through participant observation and literature review, based on the book "Teaching to transgress: education as a practice of freedom" (1994) by bell hooks. In this space, the prevalence of collaborative relationships was observed, marked by strong affective content, showing the love for black people, in their plurality, as an important ethical-political foundation of the Sankofa League and NEGREPSI.
DOSSIÊ RELAÇÕES DE GÊNERO, ÉTNICO-RACIAIS E INTERCULTURALIDADE NA EDUCAÇÃO
Maylla Monnik Rodrigues de Sousa Chaveiro
Copyright (c) 2024 Maria Fernanda Chagas, Gabriela Pereira Vanzela, Ryan Lopes de Freitas, Maylla Monnik Rodrigues de Sousa Chaveiro https://creativecommons.org/licenses/by-nc-nd/4.0
Between violence and resistance: writing about gender with students from the periphery
This report discusses a research experience on gender and school carried out with students from a peripheral public school in Fortaleza/CE. It is an Inter(in)vention-Research, allied to SearchWITH recording using the Writing-living. It is based on the experience of a group of researchers made up of high school and university students. As results and discussions, the dispute over gender ideology appeared to cut across the research experience, inhabiting the daily life of the school, producing regulatory practices that aim for identities consistent with a matrix of compulsorily heterosexual norms. On the other hand, in this same school territory, the power to exist emerges in the face of the mortifying forces already in place. Thus, we conclude that the anti-gender movement produces a violent scenario for bodies that dissent from the cisheteropatriarchal norm and, in the midst of this, processes of resistance also emerge in everyday school life.
Copyright (c) 2024 Mayara Ruth Nishiyama Soares, Luciana Lobo Miranda, Marta Clarice Nascimento Oliveira, Alanna Maria da Silva Sousa https://creativecommons.org/licenses/by-nc-nd/4.0
"NO, I DIDN'T FEEL REPRESENTED, NOT AT ALL": IDENTITIES AND DIFFERENCES IN FOCUS IN SCHOOL DYNAMICS
In this text, I present a discussion in the thematic field of the process of (re)(de)construction of Identities, Curriculum and Education, in which I highlight and analyze the feeling of students feeling represented in school dynamics as a fundamental part of thinking about these constructions and its expansion possibilities. I start with an interview with five high school students who identify with gender non-binaryism and their perceptions about school to explore which paths Education and Science have taken and selected when it comes to gender and sexuality. I also seek to look at the constructions carried out in classes regarding knowledge about bodies, identities and socialization. With this, I propose an action that questions the positions that schools have taken, in order to rethink the contours in which representative plurality can be worked on.
Copyright (c) 2024 Neilton dos Reis https://creativecommons.org/licenses/by-nc-nd/4.0
PESQUISAR COM PÉS PLANTADOS NA TERRA: POR UM REFLORESTAMENTO ACADÊMICO
A que(m) servem (nossos) saberes? É possível produzir conhecimento acadêmico que faça frente ao projeto neoliberal (re)colonizatório, civilizatório euro-hegemônico? Como resistir à (nossa) branquitude? Na peleja com essas perguntas, o artigo alinhava uma cantoria entre memórias e narrativas que transversalizam universidade, colonialidade, branquitude e monocultura do pensamento. De um assombro devastador, recobra-se forças pelo acompanhar a decomposição de folhas e galhos no rio da memória, a potência heterogenética de microrganismos em articulação, a recomposição de raízes e ramificações de uma gramática onírica de um Pindorama que insiste em brotar no cimento desses tempos.
Copyright (c) 2024 Lorena Santos Andrade, Michele de Freitas Faria de Vasconcelos, Gislei Domingas Romanzini Lazzarotto https://creativecommons.org/licenses/by-nc-nd/4.0
EDUCAÇÃO DA POPULAÇÃO NEGRA NO BRASIL: INTERDIÇÕES, RESISTÊNCIAS E AÇÕES AFIRMATIVAS
The article in question aims to reflect sociologically on the possibilities of access to formal education for the black population in Brazil from the 1824 constitution. Through bibliographical research and content analysis of legislation related to educatio, will be addressed formal prohibitions and conditions that made it impossible or difficult for that group to have access to formal education will be addressed, as well as the strategies that were forged by the black population at different times so that they could have access to education. By problematizing the consequences imposed by these barriers, will be highlighted the importance of implementing affirmative action in Brazil will be highlighted.
Copyright (c) 2024 Jaqueline Pereira de Oliveira https://creativecommons.org/licenses/by-nc-nd/4.0
APRENDIZAGEM COLABORATIVA E EDUCAÇÃO FINANCEIRA: EQUIDADE E SUSTENTABILIDADE NO ENSINO MÉDIO BRASILEIRO
The pursuit of equitable approaches has motivated educators to adopt more dynamic pedagogies in financial education. Against this background, this study investigates how collaborative activities can contribute to creating a more inclusive environment in this field. Through a bibliographic approach and a narrative of experience, it presents the planning and implementation of a collaborative activity in a financial education class with first-year high school students in a public school in the Paraíba Valley region of São Paulo, Brazil. The research focuses on "more conscious and sustainable consumption habits" and encourages a transdisciplinary exploration of the topic. At the end of the activity, the analysis of the mind maps developed by the students reveals different perspectives on sustainable consumption, highlighting the value of collaborative learning to promote equity in financial education.
Copyright (c) 2024 Pamella Assis, Susana Aparecida da Veiga, Maria Cristina Prado Vasques Cunha, Willian José Ferreira https://creativecommons.org/licenses/by-nc-nd/4.0
The Early Childhood Education in DF and the intersectionality in gender and race
The article aims to investigate how the debate on ethnic-racial and gender issues, based on an intersectional approach, has been proposed in Early Childhood Education in the Federal District, based on the guidebook "Playing as the Right of Babies and Children", prepared by the Secretary of State for Education of the Federal District (SEEDF). The guidebook provides pedagogical guidelines for carrying out the project of the same name implemented by the network, which aims to promote interactions and play in Early Childhood Education. The research is based on Social Studies of Childhood and decolonial authors. Bardin's content analysis (2011) was used to investigate the material. The results indicated that the notebook addresses and proposes activities to value racial and gender diversity, becoming an important continuing education instrument for SEEDF teachers.
Copyright (c) 2024 Thamara Maria Lima Serpa, Etienne Baldez https://creativecommons.org/licenses/by-nc-nd/4.0
PROFESSORES HOMENS NA EDUCAÇÃO INFANTIL: UM ESTUDO SOBRE A PRESENÇA MASCULINA NAS ESCOLAS DO MUNICÍPIO DE SANTO ANDRÉ
A Educação Infantil é fortemente marcada pela distinção de gênero, concentrando as professoras mulheres em funções como educar e cuidar, ações diretamente realizadas com as crianças, enquanto os professores homens assumem atividades administrativas ou são professores especialistas. Assim, este artigo busca discutir as consequências da manutenção desse padrão a partir da realidade da cidade de Santo André/SP. A pesquisa contou com entrevistas de cinco pedagogos atuantes na Educação Infantil do município e teve como principal objetivo identificar os dificultadores para o trabalho com as crianças pequenas. Como conclusão, podemos citar que o senso comum insiste em relacionar a figura do professor homem a um abusador em potencial, o que inibe as contratações desses profissionais ou, uma vez atuando em sala de aula, tenta delimitar suas tarefas ao que, supostamente, seria adequado ao gênero masculino. Para embasar o estudo utilizamos autoras como Guacira Lopes Louro, Jane Felipe e Lea Tiriba.
Copyright (c) 2024 Raquel Alves Martusewicz, Gustavo Trujillo Mendes, Virgínia Lais Souza https://creativecommons.org/licenses/by-nc-nd/4.0
A IMPORTÂNCIA DA ASSISTÊNCIA ESTUDANTIL NO COMBATE À EVASÃO NO ENSINO MÉDIO INTEGRADO DO IFSP - CAMPUS REGISTRO
This article consists of a study unfolding, of an exploratory and descriptive nature, anchored in research that analyzed documentary sources and elements of school evasion in integrated high school at the Federal Institute of São Paulo - IFSP - Registro Campus, through a qualitative approach. Specifically, data relating to the evasion of students from the integrated secondary education of Logistics, Buildings and Mechatronics courses, between 2017 and 2021, available on the Nilo Peçanha Platform. The research identified that student assistance is a determining factor for students to remain in these courses, once the largest number of students who dropped out are concentrated in the lowest income bracket. It is worth noting that student assistance can enable social inclusion through financial aid for food, housing and transportation, among other basic items, and is one of the mechanisms for ensuring quality education for all students.
High School Integrated with Technical Education
Copyright (c) 2024 Fernanda Vasconcelos de Lima Kanashiro, Angela Maria Martins, Edmar Lucas Ferreira Sehnem, Vanessa Viebrantz Oster https://creativecommons.org/licenses/by-nc-nd/4.0
Racism has been present in Brazil since its colonization and, therefore, the fight to overcome it must be strengthened in the most different social areas and spaces. With a view to providing elements for an anti-racist pedagogy, this article discusses the results of a research exercise aimed at uncovering the presence (or not) of racial prejudice at school. To this end, a survey was carried out among 52 students from a public school in the interior of Santa Catarina. The data was organized into generative themes and analysed using the Freirean framework and the field of ethnic-racial relations. The results revealed the structural racism that characterizes Brazilian reality, expressed mainly in situations of insult, suspicion and disrespect, leading to identity denial. The conclusions indicate the urgency of problematizing the issue looking forward an anti-racist society.
Copyright (c) 2024 Marilda de Liz Brockveld, Pâmella da Silva de Souza Muniz, Valéria Oliveira de Vasconcelos https://creativecommons.org/licenses/by-nc-nd/4.0
A AVALIAÇÃO DAS APRENDIZAGENS NA LEGISLAÇÃO BRASILEIRA: UMA ANÁLISE EXPLORATÓRIA
References for professional development in learning assessment are found in the education legislation in Brazil. This study aims to describe how assessment is present in the main legislative references produced in Brazil, synthesize such presence, and create relationships between the indications, especially regarding the levels of education. In conducting the work, we adopted a qualitative approach, based on document analysis. The results indicated that the laws and documents emphasize the importance of continuous and cumulative assessment, recognizing it as an essential tool throughout the educational process. They also highlight its relevance in guiding pedagogical intervention and improving the quality of basic education. Additionally, they emphasize the need for diagnostic assessment, highlighting its intrinsic connection with teacher training. Early Childhood Education also receives special attention, being highlighted as an environment where assessment should be contextualized. This data can be used in initial and ongoing teacher training programs.
Copyright (c) 2025 Adriana Maria Putini Assi, Alexandra de Jesus Auger, Paulo Sergio Gracia https://creativecommons.org/licenses/by-nc-nd/4.0
DISCURSO EUGÊNICO RACIAL NA EDUCAÇÃO BRASILEIRA (1929-1933)
This work focuses on the issue relating to the eugenic ideological discourse present in the field of education. Through the documentary analysis of the Eugenics Bulletins published by Renato Kehl from 1929 to 1932, the eugenic discourse in Brazilian society and the encouragement of eugenic practices through education are verified. The racial perspective is used, seeking to understand how education was used to propagate racist logic in society. Furthermore, the main educational reform movements in Brazil go through the period of effervescence of eugenics in the country, which implies the defense of eugenic education in the Brazilian Constitution of 1934. In this sense, it is essential to reflect on the impact of this eugenic influence even today education system and the need to establish anti-racist education.
Copyright (c) 2024 Carmen Jesus da Silva, Jose Francisco dos Santos https://creativecommons.org/licenses/by-nc-nd/4.0
DESAFIOS NO ENSINO DA DIVERSIDADE ÉTNICA E CULTURAL: PERCEPÇÕES DE PROFESSORAS DA EDUCAÇÃO INFANTIL E ANOS INICIAIS
Brazil is one of the countries with the greatest ethnic and cultural diversity in the world, consisting of a multicultural and pluriethnic population due to the original presence of indigenous peoples, subsequent European colonization, and African peoples. Faced with discrimination and denial of Afro, Afro-Brazilian and indigenous culture, legal measures needed to be adopted, such as the creation of law 11.645/08, making its teaching mandatory in basic education. The objectives of this research were: to highlight the importance of the law and the challenges that teachers at a particular school studied face in implementing it. Methodologically, it is characterized by its qualitative nature using the Focus Group technique. The results indicated that teachers have partial knowledge of the law and do not feel prepared to deal with the topic in the classroom. It is concluded that it is urgent to address ethnic relations in the initial and continuing training of teachers, so that they feel instrumental in their pedagogical practice.
Copyright (c) 2024 Gesley Crislane Silva Diniz da Paz, Rebeca Pizza Pancotte Darius https://creativecommons.org/licenses/by-nc-nd/4.0
MILITARY PUBLIC SCHOOLS IN THE FEDERAL DISTRICT: A STUDY ON DISCIPLINE FROM THE STUDENT'S PERSPECTIVE
This article seeks to analyze the perspective of students about the discipline within militarized public schools in the Federal District (DF). For that, the qualitative research method was used, having as an approach the Case Study of the reality of the DF. The research sample was three militarized schools and in these three focus groups were conducted with elementary and high school students. The results indicated that compliance with the rules is due to fear of the applied sanctions and not to the understanding and meaning of school norms. Moreover, it was possible to observe that the conception of disciplinary culture of the researched schools does not converge with the purposes of public education in the DF.
Copyright (c) 2024 Mariana Teixeira dos Santos, Girlene Ribeiro de Jesus https://creativecommons.org/licenses/by-nc-nd/4.0
“MEU FILHO NÃO MENTE”: A (DIFÍCIL) RELAÇÃO ESCOLA-FAMÍLIA NO CONTEXTO PÓS-PANDÊMICO
Este ensaio problematiza as relações entre escola e família e o agravamento das situações de conflito e violência nas escolas no contexto pós-pandêmico. Com base em uma abordagem crítica e dialógica, examina os efeitos da sindemia covídica sobre os vínculos sociais e os desafios da gestão escolar na construção de espaços de escuta e diálogo entre os diferentes atores escolares. Discute, ainda, a necessidade de ressignificar o conceito de participação e de gestão democrática em meio ao avanço do neoconservadorismo e do individualismo no campo dos costumes e da consolidação do gerencialismo como modelo de gestão educacional. Afirma-se a necessidade fortalecer as instâncias formais de participação associadas a experiências concretas onde a palavra e a escuta operam como mediações políticas e formativas.
Copyright (c) 2025 Sanny Silva da Rosa, Tiago Luiz Araújo, Renata Rainatto, Fabíola Silveira Sampaio https://creativecommons.org/licenses/by-nc-nd/4.0
Limits and Possibilities of bodily practice and indigenous cultural manifestation of Huka-Huka in school Physical Education classes: approaches and resistances
This article aims to narrate, reflect and analyze the experience with Huka-Huka in Physical Education classes with the sixth-year elementary school class at a state school in Porto Alegre/RS, which was part of a research- participating action during the 2023 academic year. To this end, the Field Notes of the first author and class teacher, as well as the materials produced by the students were used as information production instruments. We identify limits and possibilities of working with Huka-Huka, as well as approaches and resistances during this experience. We understand that Law 11,645/08 needs to be effectively applied, because we believe that resistance in relation to content with a plurality of cultures at school can decrease once students have contact, know and recognize other cosmoperceptions.
Copyright (c) 2024 Karoline Hachler Ricardo, André Luis Xavier Peres, Elisandro Schultz Wittizorecki https://creativecommons.org/licenses/by-nc-nd/4.0
A EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NO PLANO MUNICIPAL DE EDUCAÇÃO DE SANTANA-AP: DO CONTEXTO NACIONAL À EFETIVAÇÃO DE METAS E ESTRATÉGIAS
O presente artigo tem por objetivo discutir acerca da Educação das Relações Étnico-Raciais no âmbito do Plano Municipal de Educação de Santana-AP (PME), especificamente sobre a estratégia "8.13" que propõe a implementação e consolidação do Projeto Político Pedagógico (PPP), em 100% das escolas, nos 2 primeiros anos de vigência do Plano. Trata-se de pesquisa de abordagem qualitativa exploratória do tipo bibliográfica e documental. Foi realizado, ainda, levantamento de dados empíricos, através de entrevista com a responsável pela pasta na Secretaria Municipal de Educação. Para análise dos resultados, optou-se pela Análise de Conteúdo de Bardin. Os resultados apontam que há necessidade de se aprofundar estudos que contemplem a trajetória histórica do município de Santana-AP, diretamente relacionada com a contribuição histórica da população negra, oriunda de diversos locais da África e que adentrou as terras amapaenses como escravizada e contribuiu solidamente na construção dessa história regional.
Copyright (c) 2024 Elivaldo Serrão Custódio, Adaíles Aguiar Lima https://creativecommons.org/licenses/by-nc-nd/4.0
Scientific Education and Ethnic-Racial Issues: An Intercultural Proposal for Teaching Chemistry at the Secondary Level
Although Law 10,639 was published in 2003, making it mandatory to teach African and Afro-Brazilian history and culture content in public and private education, even today Ethnic-Racial Issues (QER) are barely present in schools and research. in Chemistry Teaching (EQ). Thus, the objective of this research was to investigate the potential of applying a didactic sequence with the QER approach in Chemistry classes in a 3rd year high school class at a public school in the city of Itacoatiara-AM. The research is qualitative in nature, and involved the participation of 22 high school students. Three didactic sequences were conducted, each accompanied by an activity sheet containing essay questions (open). aiming to identify students' perceptions regarding the topics discussed during the study. The results made it clear that the introduction of teaching materials during classes plays a crucial role, as it arouses students' interest in actively participating. Therefore, the generating themes used proved to be effective tools for social thematic contextualization, thus contributing to more meaningful student engagement.
Copyright (c) 2024 Ingrid dos Santos Souza Moreno, Priscila Duarte de Lira, Jean Michel dos Santos Menezes https://creativecommons.org/licenses/by-nc-nd/4.0
ESTRATÉGIAS AVALIATIVAS NA DISCIPLINA DE HISTÓRIA DA MATEMÁTICA I: PERCEPÇÕES DOS LICENCIANDOS NO CONTEXTO DO ENSINO REMOTO
Já não era fácil avaliar no ensino presencial, e os desafios só se intensificaram no ensino remoto. Nesse âmbito, o objetivo deste artigo é analisar as percepções de graduandos em Matemática sobre as estratégias avaliativas empregadas no ensino remoto. Para tal, os registros foram produzidos em uma disciplina de Licenciatura em Matemática, em que foram propostas três estratégias avaliativas. Ao final, os licenciandos responderam um questionário reflexivo sobre o processo de avaliação. A análise dos dados produzidos suscitou dois eixos: (1) as percepções sobre as propostas avaliativas experienciadas durante a disciplina e a perspectiva de utilizá-las como futuros professores de Matemática e (2) os formatos de avaliação conhecidos e vivenciados pelos licenciandos durante sua vida estudantil. Por fim, este estudo aponta para a necessidade de transversalizar vivências de diferentes estratégias avaliativas, uma vez que romper com as formas de avaliar requer apropriação não só teórica, mas especialmente prática.
Copyright (c) 2024 Carla Denize Ott Felcher, Crisna Daniela Krause Bierhalz, Tanise Paula Novello https://creativecommons.org/licenses/by-nc-nd/4.0
FLEXIBILIZAÇÃO DO CONHECIMENTO MATEMÁTICO MEDIANTE USO DO ROLE PLAYING GAME FLEX: UMA EXPERIÊNCIA PEDAGÓGICA COM ESTUDANTES DO CURSO DE ADMINISTRAÇÃO
The study presents RPG Flex, configured as a teaching strategy in the Higher Education Course in Administration. The objective is to verify how the Role Playing Game (RPG) is capable of promoting the cognitive flexibility of mathematics elements in multiple situations experienced by students of the Financial Administration component. The theoretical framework was structured around the pedagogical RPG and the Theory of Cognitive Flexibility. The research is characterized as qualitative and quantitative applied at a public and a private university, with volunteer students from the Financial Administration component as participants. To collect data, a voice recorder was used during the game and an online questionnaire after the game. As research results, it was identified that the RPG Game can contribute to the flexibility of students' mathematical knowledge, however, it was identified that one of the researched principles of the Cognitive Flexibility Theory, "avoid oversimplification" identified in application decisions involving the elements of mathematics could not be made more flexible.
Flexibilização do conhecimento matemático
Flávia Cristina Gomes Catunda de Vasconcelos
Copyright (c) 2024 Tereza Evâny de Lima Renôr Ferreira, Marcelo Brito Carneiro Leão, Flávia Cristina Gomes Catunda de Vasconcelos https://creativecommons.org/licenses/by-nc-nd/4.0
CONCEPÇÕES DE CRIANÇAS DO PRIMEIRO ANO DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL SOBRE OS INDÍGENAS DA ATUALIDADE: UM MOVIMENTO REFLEXIVO ATRAVÉS DO USO DA TECNOLOGIA
This article aims to promote the importance of technology for indigenous peoples as a resource for broadening their cultural aspects, with the intention of demystifying deep-rooted concepts about indigenous peoples in a first grade class, using the Instagram app to demonstrate that there are indigenous people with internet access. To do this, we used everyday research as a methodology. As a result of the research, the students were able to understand that indigenous people exist in Brazil and that they are part of the social and cultural context, as well as using technological resources to socialize their ways of life.
Indigenous; early years of elementary school; curriculum.
Copyright (c) 2024 Rayra Sarmento Ferreira Subtil, Larissa Ferreira Rodrigues Gomes https://creativecommons.org/licenses/by-nc-nd/4.0