ISSN: 2310-2799
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636,460 artículos
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Año:
2025
ISSN:
1980-5314, 0100-1574
Lagoeiro, Aline de Cássia Damasceno; Anunciato, Rosa Maria Moraes
Fundação Carlos Chagas
Resumen
Intergenerational dialogue is characterized as a structuring principle of the relationships established within a collaborative teacher training network in a virtual learning environment, as part of a study involving teachers at different career stages. The research is grounded in the understanding of teaching as a contextualized and relational process of ongoing professional development. This qualitative study drew data from narratives produced during the online initiative Rede de Aprendizagem e Desenvolvimento da Docência 2016-24 [Learning and Teaching Development Network 2016-24]. The findings show the training potential of collaborative networks, highlighting the factors that enable intergenerational dialogue and the resulting impacts, which are essential for understanding the concept.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Castorina, José Antonio
Fundação Carlos Chagas
Resumen
This article analyzes metatheoretical studies conducted over the past two decades in developmental psychology. The author differentiates this analysis from theoretical productions and empirical investigations, emphasizing the importance of understanding the concepts used in psychological theory, as well as its grammar and argumentative consistency. The author concludes that research exhibits a “dual nature”, in which the epistemic specificity of interactions established throughout development must be considered in light of external social conditions. He argues that the objectivity of knowledge depends crucially on the social nature of the investigation and the consideration of values that guide methodological practices.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Millán La Rivera, Cecilia; Campos Martínez, Javier
Fundação Carlos Chagas
Resumen
This study explores the meanings attributed to diversity by teacher trainers and how the institution in which they work for approaches diversity training. Twenty-seven interviews were conducted with teachers from basic and early childhood education programs at six universities in Chile. The findings reveal four distinct interpretations of diversity, all of which emphasize its positive value while overlooking the tensions, conflicts, and inequalities it entails. Regarding institutional support, there was little or no support, curricular adjustment processes, and a curriculum that addresses the topic in an isolated and deficit-oriented manner. The tensions identified are between disciplinary and cross-curricular training, inconsistency, resistance to change, and a lack of understanding of diversity.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Editoria Científica
Fundação Carlos Chagas
Resumen
Errata da homenagem "Lucie Tanguy (1937-2024)", organizada por Liliane Bordignon de Souza e Aparecida Neri de Souza. DOI: https://doi.org/10.1590/1980531411444.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Figueroa-Céspedes, Ignacio; Vergara-Flores, Ivanna
Fundação Carlos Chagas
Resumen
This study systematizes 24 empirical investigations published between 2019 and 2024 in indexing databases (Scopus, Web of Science, and SciELO), following the PRISMA protocol. It analyses theoretical frameworks, methodologies, and approaches to address professional identity in the context of supervised internship (practicum) in early childhood education. The findings show a concentration of research in the Global North, a predominance of cross-sectional qualitative designs, and marked conceptual heterogeneity, alongside a scarcity of longitudinal studies and an absence of mixed methods designs. Although advances are noted in reflective practice and teacher agency, these constraints limit comparative accumulation and the understanding of identity as a relational, ethical, and situated process.
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Año:
2025
ISSN:
1980-5314, 0100-1574
Sarti, Flavia Medeiros; Souza Neto, Samuel de; Wentzel, Bernard; Macedo, Silvia Lopes da Silva
Fundação Carlos Chagas
Resumen
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Año:
2025
ISSN:
1980-5314, 0100-1574
Plaisance, Éric
Fundação Carlos Chagas
Resumen
Early intervention is a set of multidisciplinary actions aimed at children aged 0 to 6 who show signs of or are at risk for various disabilities. Forecasting presupposes an a priori vision of the child’s future. Prevention, within the framework of inclusive policies, seeks to anchor children in ordinary life environments, respecting the uniqueness of each child’s development, and to promote avorable conditions for the care and education of all children, regardless of their circumstances. The perspective of inclusive education involves adapting mainstream educational institutions to children’s diversity and overcoming barriers to learning. A European study on inclusive education from early childhood demonstrates the favorable conditions for inclusive educational practices.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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