ISSN: 2310-2799
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636,460 artículos
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Año:
2025
ISSN:
1980-5314, 0100-1574
Sá, Ana Paula dos Santos de; Gomes, Luiz Roberto
Fundação Carlos Chagas
Resumen
This article aims to analyze the perspectives on citizenship that support the introduction of the “citizen dimension” of the Life Project (LP) in high school educational materials. The corpus consists of a LP Notebook from the São Paulo state education network (2023) and a book from the Programa Nacional do Livro e do Material Didático [National Program of Books and Teaching Materials] (PNLD) of 2021. The research methodology is guided by objective hermeneutics. The results indicate that, in line with a harmonious vision of social life, the analyzed excerpts lack perspectives on citizenship based on political-ideological interpretations or transformative social practices. Instead, they primarily present individual-behavioral or participatory approaches, which differ in the corpus based on their level of alignment with the premise of the common good and collective action.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Fillion-Quibel, Ioana
Fundação Carlos Chagas
Resumen
This article analyzes the pedagogical rhetoric of the book Le Tour de la France par deux enfants as a pedagogical tool for subjectivation, aimed at forging the identity and civic consciousness of young French citizens. The research methodology is based on a critical analysis of the content of various editions of the book, identifying the spheres of belonging within social representations and the moral imagery conveyed. The findings indicate that the book promotes republican values such as liberty, equality, and fraternity while also fostering students’ autonomy and agency. In conclusion, by employing the pedagogical rhetoric of subjectivation, the book contributes both to the integration of young individuals into the national community and to their social emancipation.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Maia, Júlio César Apolinário
Fundação Carlos Chagas
Resumen
This article investigates the theme of workers’ education in Antonio Gramsci’s experiences with writing, organizations and workers’ movements in the period preceding his imprisonment, between the end of 1917 and the beginning of 1919. The discussion is structured around seven topics aiming at presenting introductory elements, such as topic relevance, purpose and conduct of the investigation, as well as studying the anti-spontaneity, anti-nationalist, anti-vanguardist, anti-verbalist, anti-mechanistic and anti-despotic characteristics. It also looks into Gramsci’s educational and editorial experiences in the workers’ movements and in the Turin’s workers’ newspapers. Addressing these topics will highlight relevant elements for critical thinking on working-class education.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Loponte, Luciana Gruppelli
Fundação Carlos Chagas
Resumen
This article defends a turning point in how we approach the role of art in the area of education and teacher training. It moves beyond a formalist and disciplinary focus to highligh the ethical, aesthetic and political potential of art for confronting the educational challenges of our time, especially with regard to teacher training. To this end, the text discusses the educational turn in the field of arts, proposing an artistic-aesthetic turn in the training processes for teaching across all disciplines. In conclusion, the article draws on examples of contemporary artistic productions, suggesting that such productions can be taken as a trigger source for the creation of new modes of thinking about teaching and its challenges.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Macedo, Silvia Lopes da Silva
Fundação Carlos Chagas
Resumen
This article analyzes some master’s theses written by students in initial training to become elementary school teachers at the Institut National Supérieur du Professorat et de l’Éducation [higher institute of teachers and education] (Inspé) in France and French Guiana. It seeks to outline the contributions and limitations of this exercise for training future teachers as reflective professionals. While the writing exercise provides an initial reflection on teacher training, it is neither sufficient to overcome the fragmentation characteristic of teacher training courses, nor to achieve the professional competences listed in the ministerial texts that legislate for the profession.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Mariano, Agnes Francine de Carvalho
Fundação Carlos Chagas
Resumen
This article discusses the incorporation of students’ autobiographical narratives into university life. It begins with a reflection on changes in the student profile and advocates for strategies that enable professors to better understand students’ experiences, knowledge, and interests. Three resources for constructing autobiographical narratives are described and analyzed: the journalistic profile, authentic dialogue, and autobiography. Taking Marie-Christine Josso’s proposal on the “dimensions of our being in the world” as a methodological contribution, excerpts from six autobiographies are analyzed. The analysis identifies dimensions such as affectivity, emotions, action, imagination, and cognition, confirming that other areas, beyond the cognitive, are part of students’ daily lives and classroom experiences and deserve to be acknowledged.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Arcidiacono, Francesco; Wentzel, Bernard; Vivegnis, Isabelle
Fundação Carlos Chagas
Resumen
The issues concerning the relationship between research and continuos programmes to be an essential element in teacher education. In order to reflect on the contributions of research, we analyzed the relationship between research and teacher education from the perspective of two devices – one developed in Switzerland and the other in Quebec. These devices incorporate educational research activities in the service of teachers’ professional development and facilitate their entry into the profession under favorable conditions. We believe this work provides useful insights for the design and implementation of effective tools in both initial and ongoing teacher educaton programs.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Souza, Eduardo Reis de; Fusaro, Márcia
Fundação Carlos Chagas
Resumen
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Año:
2025
ISSN:
1980-5314, 0100-1574
Ribeirinha, Fátima; Santos, Maria Helena; Faustino, Maria João; Garraio, Júlia; Ventura, Isabel; Cerqueira, Carla
Fundação Carlos Chagas
Resumen
Sexual harassment in higher education in Portugal has received increasing media attention, but research on these experiences and their psychosocial impacts remains scarce. This qualitative study aimed to explore the issue, seeking to understand the gender and power dynamics associated with these experiences. In order to do this, an online questionnaire with open-ended questions was administered, collecting 31 responses from participants who attended Portuguese higher education institutions since 2011. A thematic analysis was conducted, allowing for the identification of patterns in participants’ accounts. The results point to the presence and normalization of sexual harassment in Portuguese university context and to deeply gendered dynamics involving unequal power relations between faculty and students.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Rosa, Sanny Silva da; Ribeiro, Roberta Formigari
Fundação Carlos Chagas
Resumen
This article examines the impacts of school municipalization in Santo André in 2010 and 2021, with a focus on school management challenges arising from transferring governance from the state to the municipality. The research draws on documentary analysis and discussion groups with administrators involved in the transition. Findings indicate that administrative, pedagogical, and school coexistence challenges were intensified by the absence of strategic planning, technical support, and dialogue with the school community. The results corroborate studies in the field conducted over the past three decades suggesting that without a consistent educational project and rigorous planning, municipalization tends to replicate structural shortcomings and undermine public education.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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