A Revista da Faculdade de Educação (Universidade do Estado de Mato Grosso) tem como principal objetivo servir de veículo para a divulgação do conhecimento proveniente de pesquisas e estudos relacionados ao campo da educação. O periódico reúne artigos de d
Licença CC-BY-NC "Revista da Faculdade de Educação adota a licença Creative Commons BY-NC do tipo "Atribuição Não Comercial". Essa licença permite, exceto onde está identificado, que o usuário final remixe, adapte e crie a partir do seu trabalho para fins não comerciais, sob a condição de atribuir o devido crédito e da forma especificada pelo autor ou licenciante".
STRUCTURAL, PEDAGOGICAL, AND POLITICAL CHALLENGES IN PUBLIC EDUCATION: AREVIEW OF PRECARIZAÇÃO NA ESCOLA PÚBLICA (20220
This review aims to present and discuss the book Precarização da Escola Pública [Precarization of Public Schools] (Silva et al., 2022). Part of the collection Educação e os Desafi os da Escola Pública [Education and the Challenges of Public Schools], published by CRV, the work brings together eleven chapters that examine, from multiple perspectives, the eff ects of neoliberalism, historical inequalities, and the weaknesses of educational policies on Brazilian public schools. The authors, drawing on their professional experiences, discuss topics such as school failure, teaching conditions and intensification of work, gender inequalities, the impacts of the pandemic, regulatory policies, the implementation of ethnic-racial guidelines, learning assessment, and combating homophobia in schools. Although some chapters repeat themes or make little progress in their proposals, the work off ers a comprehensive and accessible diagnosis of the precarious state of schools and highlights the urgency of policies that guarantee rights, equity, and better working and learning conditions.
Copyright (c) 2026 Emerson Tartari, Dr. Gilvan Luiz Machado Costa https://creativecommons.org/licenses/by-nc/4.0
Between care and the lectern: narratives and teaching knowledge in the constitution of nursing faculty
University teaching in bachelor-oriented fields such as Nursing is often grounded in the assumption that technical-professional expertise is sufficient for teaching, which conceals key processes of pedagogical professionalization. This article examines how initial training is reinscribed in the constitution of nursing faculty and in the production of professional teaching knowledge in higher education. A qualitative narrative inquiry was conducted, generating data through a questionnaire and semi-structured interviews with four faculty members affiliated with two higher education institutions (one public and one private) in Cuiabá, Brazil. Data were interpreted through Discursive Textual Analysis. Findings show initial training as a durable foundation, continuously re-signified through practical experiences and scientific initiation, the internalization of pedagogical models and counter-models, and critical events associated with stricto sensu graduate education. We conclude that nursing teaching emerges at the intersection of care and pedagogy, highlighting implications for institutional policies on pedagogical training and higher education curricula.
Copyright (c) 2026 Abner Eliezer Lourenço, Marcel Thiago Damasceno Ribeiro https://creativecommons.org/licenses/by-nc/4.0
Arts education in Mozambique: a missing link between culture and learning
The research aims to analyze the issue of art education in the curriculum of basic education in Mozambique, which is a fundamental instrument in the noble task of training students, providing them with knowledge, skills and attitudes indispensable for their insertion in society. Methodologically, the research is qualitative, with an analytical-descriptive focus, supported by bibliographic research of authors who discuss the theme and documentary, through Law 18/2018 and PCEB 2020. The study showed that in the plan there is a restrictive approach to art in Mozambique, a multicultural country where art is fundamental for the construction of the subject’s identity. This restriction marginalizes artistic expressions and prevents students from connecting with their cultural roots, and is compounded by the reduced course load, which limits opportunities for creative exploration. Therefore, it is crucial that all those involved in the elaboration of curriculum policies recognize the great importance of art education. It is necessary to promote an adequate education that allows students to explore their cultural identities. After all, art is life, reflecting the richness of human experience.
Copyright (c) 2026 Anfibio Zacarias Huo, Mirian Celeste Ferreira Dias Martins, João Clemente De Souza Neto https://creativecommons.org/licenses/by-nc/4.0
LUTHER-KALENDER MAGAZINE: EDUCATIONAL-RELIGIOUS REALITY IN SERRA DOS TAPES/RS THROUGH THE EYES OF PROFESSOR EMÍLIO WILLE (1917-1927).
In this work, we present a report written by Professor Emílio Wille in 1927 and published in the Luther-Kalender magazine in 1928, in which he recounts his work as a school teacher within the context of Lutheranism, presenting the history of the beginning of the evangelical parish in the southern region of Rio Grande do Sul, in the Serra dos Tapes, between the years 1917 and 1927. Our main objective in this writing is to critically analyze the sources to understand the genesis of the Lutheran parish school of Solidez and the mission school of Manoel do Rego and the communities involved in this context, using the methodology of documentary analysis (Cellard, 2012 and Le Goff, 2003), iconographic analysis (Panofsky, 2017 and Kossoy, 2020) and habitus analysis (Bourdieu, 2025). In analyzing the text, one perceives in Professor Emílio Wille's narrative a reaffirmation of the unique nature of his educational career within the religious context of Lutheranism.
Copyright (c) 2026 Beatriz Hellwig Neunfeld, Patrícia Weiduschadt https://creativecommons.org/licenses/by-nc/4.0
Escuelas cívico-militares y estudiantes indígenas: trayectorias, acceso y exclusión en la educación pública en el estado de Mato Grosso
This article problematizes the creation of State Civic-Military Schools in Mato Grosso, analyzing an entrance selection process and its curricular impacts, especially regarding indigenous school education. Using a qualitative approach and documentary nature, the study examines the 2024 entrance exam, articulated with an analysis of laws, decrees, and guidelines of the Civic-Military Schools program. The results indicate that, despite the official discourse of respect for differences, the normative and evaluative mechanisms produce exclusionary effects, reinforcing inequalities and straining the right to education that embraces difference.
Copyright (c) 2026 Clésio Carmo, Ozerina Oliveira https://creativecommons.org/licenses/by-nc/4.0
Perceptions of a group of basic education teachers on the mediations of teaching practices: a dialogue between ANT and CHAT
This study aimed to analyze the perceptions of teachers who teach Science and Mathematics regarding the elements that influence students' teaching and learning, within the context of the relationships between Actor-Network Theory and Historical-Cultural Theory. The research question was: how are mediations configured in the pedagogical practices of Basic Education teachers in Mato Grosso, based on the dialogue between these perspectives? This is a qualitative, field-based, and descriptive study, with data produced through an online questionnaire. The analysis was organized into three axes: sociomaterial networks, mediation, and controversies. The study is grounded in Latour, Vygotsky, Leontiev, and Luria. The results indicate that learning is understood as a complex phenomenon, mediated by multiple human and non-human elements, and also reveal controversies between different conceptions that influence pedagogical practices.
Copyright (c) 2026 Jair Pereira da Cruz, Dr. José Wilson Pires Carvalho, Dr. Marcus Vinicius Araújo Damasceno https://creativecommons.org/licenses/by-nc/4.0
LGBTQIA+ PEOPLE AND MATHEMATICS: LEARNING POSSIBILITIES IN NON-SCHOOL SETTINGS
This critical review analyzes the doctoral dissertation by Denner Dias Barros, which investigates the possibilities of mobilizing mathematical learning in non-school settings, specifically in a shelter for LGBTQIA+ people. The research articulates Mathematics Education, Social Justice, and Freirean assumptions of reading and writing the world, understanding mathematics as an instrument for political awareness and social transformation. Structured in three parts and an epilogue, the dissertation addresses the historical context of the LGBTQIA+ movement, the theoretical foundations of critical Mathematics Education, and a qualitative investigation inspired by action research. The analyses of interviews and discussion circles conducted with participants from the shelter stand out, as well as discussions on representation, human rights, and financial education. The study presents itself as an original and fundamental contribution to opening new avenues of research on LGBTQIA+ people in Mathematics Education, highlighting the political nature of mathematics in contexts of social vulnerability.
Copyright (c) 2026 Fábio Luiz Fontes Martins, Dra Luciana Neves Nunes https://creativecommons.org/licenses/by-nc/4.0
DIALOGUES BETWEEN COMMUNITY OUTREACH AND THE TRAINING OF LIBRAS ANDPORTUGUESE TRANSLATORS AND INTERPRETERS (TILSP): EXPERIENCES OF THE GTIEL STUDYGROUP AT UNEMAT SINOP
The Brazilian Sign Language and Portuguese Translator and Interpreter (TILSP) plays a fundamental role in ensuring linguistic accessibility and safeguarding the rights of deaf people in educational and social contexts. Despite legal achievements resulting from the deaf community’s advocacy efforts regarding the regulation of the profession, there are still few opportunities for continuing education, particularly at the local level. This article aims to analyze the contributions of the extension project: Study Group on Translation, Interpretation, and Teaching of Libras (GTIEL), affiliated with the State University of Mato Grosso (UNEMAT), at the Sinop campus, to the training and professional practice of translators and/or interpreters. This is a qualitative, exploratory study based on the work of Gil (2007) and Minayo (2001). Data were collected using a structured questionnaire administered to three translators and/or interpreters participating in the project and analyzed using the triangulation method, as described by Marcondes and Brisola (2014). The results show that participation in GTIEL contributes to the improvement of professionals’ translation and interpretation skills, to critical reflection on their practice, and to the strengthening of the relationship between the University, the Deaf Community, and society, highlighting the relevance of outreach activities in the continuing education of TILSP.
Sign language and Portuguese translator and interpreter (TILSP)
Copyright (c) 2026 Gilliard Pereira de Oliveira, Flávio Penteado de Souza, Sandra Pereira de Carvalho https://creativecommons.org/licenses/by-nc/4.0
Copyright (c) 2025 Alceu Zoia https://creativecommons.org/licenses/by-nc/4.0
Demystifying the canon: from alencar's romanticism to emancipatory education in Krenak
Literature in the school environment reproduces paradigms that replicate the Eurocentric vision present in books and other teaching materials. Due to these conditions, this work aims to assess the different contexts in which literature has evolved, from the conception imposed during the Indianism period to the contemporary era, traversing different cultural contexts and evolving into a truly indigenous literature, with authors belonging to the original peoples as spokespeople. Through the epistemological conception of diversity, the research aims to combat stereotypes and reductionist views that accompany the replication of how indigenous literature is consolidated, in order to value its complexity and plurality in the educational environment.
Copyright (c) 2025 Cláudia Regina Silva Hanysz, Alceu Zoia, Ronélia do Nascimento https://creativecommons.org/licenses/by-nc/4.0
Memories of a teaching life: inhabiting the stories of the journey on a journey of hope
Abstract: This study emerges from an encounter experienced in the everyday life of a school, permeated by affections, memories, and recognition of teaching work, which becomes experience and inquiry. Situated within the field of narrative research, in dialogue with Clandinin and Connelly (2011), the study aims to understand how a Portuguese language teacher in Basic Education faced the challenges of teaching and the marks this trajectory left on her identity. The research understands teaching as a living, relational, and temporal pathway, in which narrating means inhabiting experience, listening to stories, and recognizing teacher identity as a continuous process of formation and meaning-making. The narratives show that identity is constructed as a journey in constant reconstruction, crossed by values, bonds, and commitments that reveal dedication and love for education, inspiring reflections on care, commitment to education, and the transformative paths we envision, within a journey of hope.
Copyright (c) 2025 Ma. Vanessa Suligo Araujo Lima, Dra. Loriége Pessoa Bitencourt https://creativecommons.org/licenses/by-nc/4.0
Narrative wanderings: charting a nomad listening
This text aims to present an exercise in experimenting with methodological approaches within the context of a postgraduate program, arising from experiences in the “Narrative Researches" course, offered by the Epistemology and the History of Sciences and Techniques Post-Graduate Program, at the Universidade Federal do Rio de Janeiro (Federal University of Rio de Janeiro) -HCTE-UFRJ. The course’s educational trajectory guided the possibility of conducting narrative research and research with narratives. In order to situate the movement undertaken and the learning which emerged from it, we adopted Deleuze and Guattari (2004)’s Cartography as a framework, composing the paths and the multiple entries and exit points resulting from an experimentation with theoretical and methodological possibilities. The reflections developed in dialogue with different authors, and research participants, led us to powerful narratives from Basic Education teachers about their experiences in literacy classes.
Copyright (c) 2025 Eliane Maria de Jesus, Ângela Rita Christofolo de Mello https://creativecommons.org/licenses/by-nc/4.0
Climate change and scientific experimentation: an epistemological perspective
This study investigates how different epistemological approaches can contribute to understanding and researching climate change through scientific experimentation. It is justified by the need to overcome traditional reductionism and build a more reflective and contextualized science. The objective is to analyze, from a comparative perspective, the contributions of Francis Bacon, with the inductive-experimental method; Edgar Morin, with complex thinking; Fritjof Capra, with the systemic view; and David Ausubel, with the theory of meaningful learning. The methodology adopted is a theoretical-analytical literature review, aimed at identifying convergences and limitations of these concepts. The expected results indicate that the integration of these epistemologies can offer a comprehensive and robust theoretical framework to guide experimental research and science teaching, fostering more meaningful educational practices and more effective actions in the face of contemporary environmental challenges.
Copyright (c) 2025 Heydrian Freitas Ferreira, Dr. Marcelo Franco Leão https://creativecommons.org/licenses/by-nc/4.0
Cultivando saberes: ensino por investigação com estudantes da educação especial
Inquiry-based science education has been discussed as an approach that promotes knowledge construction through questioning, experimentation, and students’ active participation. This article presents an investigative teaching experience with 7th-grade Special Education students at a private institution with an adapted curriculum. The activity involved observing fungal growth on food over three weeks, aiming to stimulate hypothesis formulation, systematic recording, and collective meaning-making. The qualitative research adopted a case study methodology (Yin, 2015) with descriptive-interpretative analysis based on field diary entries. The data revealed varied forms of student engagement and pointed to the potential of integrating investigative approaches within Special Education contexts, through teacher mediation and inclusive strategies.
Copyright (c) 2025 Vinicius Azambuja Ribeiro https://creativecommons.org/licenses/by-nc/4.0
Algebraic thinking in the early years of elementary school: propositions of the BNCC – National Common Curricular Base
This paper aims to outline proposals regarding the development of algebraic thinking that contribute to the implementation of the guidelines proposed in the BNCC (National Common Curricular Base) normative document for teaching algebra in the early years of elementary school. Based on documentary analysis and bibliographic research, it gathers data related to the development of algebraic thinking in the early years of elementary school and the BNCC itself. The text presents some reflections on pedagogical work with standards and regularities for the early years of elementary school, based on the BNCC skills. It proposes the development of competencies and skills necessary for student development, giving algebra its due prominence and expanding its commitment to the development of algebraic thinking and language, which should be developed from the early years of elementary school.
Copyright (c) 2025 Anderson Oramisio Santos, Guilherme Saramago de Oliveira https://creativecommons.org/licenses/by-nc/4.0
The forms of being of the education of the countryside in the municipality of Francisco Beltrão: a historical reconstruction between the years 1998–2024
This investigation consiste of a section of a Master’s research in Education, whose general objective was to analyze the historical construction of the Education of the Countryside in the municipality of Francisco Beltrão during the period from 1998 to 2024, adopting historical-dialectical materialism as its theoretical-methodological perspective. The research was guided by a historiographical approach, associated with oral history, systematized through semi-structured interviews. Throughout the investigation, we concluded that the history of the Education of the Countryside in the municipality of Francisco Beltrão was permeated by numerous contradictions, with emphasis on the influence of municipal party politics in defining public policies for the Education of the Countryside. This allowed us to construct a historical interpretation based on four main moments that revealed both the historical density of local political actions and, at the same time, the role of the Popular Social Movements of the Countryside, which were decisive in their function of mediating between local experience and the broader totality of the Education of the Countryside as a modality of National Education.
Copyright (c) 2025 Daniele Cardoso de Oliveira , Dr. Carlos Antônio Bonamigo https://creativecommons.org/licenses/by-nc/4.0
Textbook: challenges and missteps in the early childhood education curriculum
This article problematizes the Early Childhood Education curriculum and the conception of childhood present in theoretical bases and official documents, from the DCNEI and the BNCC. In this context, it analyzes the activities proposed in textbooks for this education stage, questioning their alignment with the pedagogical principles established by these directives. Consequently, the text discusses how the activities found in these materials can limit childrens learning, reduce teachers; autonomy, and compromise the quality of pedagogical practice. Also noticeable is the influence of business groups in defining a standardized curriculum for early childhood education, as well as misinterpretations of the BNCC by educators. It can be concluded that textbooks are often a limited resource, not very sensitive to the specificities of childhood and the demands of contextualized learning consistent with the specificities of childhood.
Copyright (c) 2025 Maria Raquel Caetano, Nathaniele Carolina Alves Fernandes https://creativecommons.org/licenses/by-nc/4.0
PEDAGOGICAL ORGANIZATION IN SCHOOL AND NON-SCHOOL SPACES IN THE BRAZIL-BOLIVIA BORDER TERRITORY
This article addresses the pedagogical organization in school and non-school settings in the Brazil-Bolivia border region of the municipality of Cáceres, Mato Grosso. It is the result of experiences and observations with students, educators, and peasants from the Sapiquá, Boa Esperança, and Corixinha settlements, as part of the PPGEDU/Unemat course "Organization of Pedagogical Work in School and Non-School Contexts." The methodology was based on discussion groups with administrators, drivers, students, teachers, and members of the Regional Association of Extractive Producers of the Pantanal (ARPEP). The discussions were informed by Freire, Marx, Machado, and Zart. The experience revealed challenges faced by communities, such as distances to school and difficulties in accessing services, highlighting the role of social and pedagogical organization in transforming local life. The peasant struggle and resistance in favor of sustainability, environmental preservation and the strengthening of public policies in border communities was also highlighted.
Copyright (c) 2025 Renilda Batista Prina Lamon, Djeice Quele Linhares Gonçalves, Laudemir Luiz Zart https://creativecommons.org/licenses/by-nc/4.0
Women in situations of sexual violence in the university environment: a discovery through sensitive listening
The article discusses sexual violence against women in the university environment, highlighting how academia reproduces patriarchal structures that favor practices of harassment and silencing. The research, with a qualitative and exploratory approach, was conducted at the Federal University of Tocantins (Palmas Campus) through semi-structured interviews with women who experienced sexual violence, analyzed using Bardin’s methodology. Four main categories emerged: experiences of harassment and violence; emotional feelings and impacts; coping strategies; and institutionality and silencing. The findings reveal that violence takes multiple forms and generates feelings of fear, guilt, shame, and revictimization. The study also identified the absence of effective institutional support, difficulties in reporting, and the prevalence of a culture of silence. It is concluded that addressing sexual violence in universities requires effective institutional policies, professional training, and integrated actions aimed at building safe, inclusive, and equitable academic environments.
Copyright (c) 2025 Cristina da Cunha Fonseca, Adriano Batista Castorino https://creativecommons.org/licenses/by-nc/4.0
TECHNODIVERSITY: AN INVITATION TO RETHINK TECHNOLOGICAL AND EDUCATIONAL AND HUMAN EMOTIONS
This article analyzes the work Technodiversity (2020), by Yuk Hui, a Chinese philosopher recognized for his studies on technology and culture. The work proposes a re-articulation of the understanding of technology based on the plurality of cosmotechnics, questioning the centrality of Western technological thought and its colonial roots. Over the course of seven essays, Hui criticizes the instrumental and capitalist view of technology, highlighting the importance of recognizing diverse knowledge and integrating it into an ethical and humanizing perspective. The review establishes dialogues with authors such as Paulo Freire, Luiz Antônio Simas and Marc Augé, addressing the cultural, educational and emotional implications of the relationship between technology and society. The need for an education that goes beyond technical rationality, incorporating subjectivities, affections and cultural repertoires, is highlighted. It is concluded that Hui's work is fundamental for thinking about teacher training and the construction of an educational future that is more just, plural and sensitive to cultural differences.
Copyright (c) 2025 Cristiano da Cruz Fraga, Cecilia Decarli, Cíntia Inês Boll https://creativecommons.org/licenses/by-nc/4.0
Centro Municipal de Formação para os Profissionais da Educação – CEMFOR: entre saberes e fazeres na construção de mestres e na promoção da qualidade do ensino em Sorriso – MT
This study presents the Centro Municipal de Formação para os Profissionais da Educação (Municipal Training Center for Professionals in Education) – “CEMFOR” in Sorriso, highlighting its role in promoting Continuing Teacher Education as a fundamental strategy for improving teaching quality and teacher development. In Sorriso (State of Mato Grosso), Continuing Teacher Education aims to improve pedagogical practices, encouraging critical reflection and professional development. However, challenges remain, such as the gap between theory and practice, low adherence, and limited impact on learning. The research proposes to improve “CEMFOR”'s actions, considering institutional conditions, teacher well-being, and student performance. The training programs specifically address alphabetization and literacy, prioritizing the development of essential skills in the early years of Basic Education. Based on scientific evidence, they aim to strengthen effective pedagogical practices aligned with democratic values, promoting the training of teachers better prepared for contemporary cognitive, emotional, and educational challenges.
Copyright (c) 2025 Aparecida Villwock, Jana Rubia Colhado https://creativecommons.org/licenses/by-nc/4.0
Democratic management and the classroom: between dilemmas and proposals
The following article is a qualitative investigation, based on content analysis of a bibliographic nature, which seeks to analyze the dimensions of democratic school management and make considerations about its implementation in the country, considering, above all, its close relationship with the classroom environment as the nuclear locus for the formation and maintenance of a democratic culture. In order to help achieve this, it will seek to point out strategies that can contribute to the realization of a dynamic and consistent educational process. Guided by the hypoethesis that democratic management is a reliable project that encompasses all school spaces and that its realization must be the result of a methodology capable of uniting theory and social praxis.
Copyright (c) 2025 Felipe Trindade https://creativecommons.org/licenses/by-nc/4.0
Curriculum internationalization and teaching in higher education: challenges and possibilities for university education
This article discusses the role of higher education faculty in the implementation of curriculum internationalization, with an emphasis on the Internationalization at Home modality. The objective was to analyze the challenges and possibilities faced by professors in incorporating pedagogical practices aligned with an international perspective, based on the experience of the Pedagogy program at the Federal University of Rondônia (Unir). The methodological approach is qualitative, grounded in a literature review and analysis of institutional documents. Findings indicate that faculty engagement is a decisive factor for the effective implementation of internationalization policies, requiring intercultural competencies, openness to new pedagogical approaches, and institutional support. The study highlights the need for continuing education and policies that recognize the key role of faculty in the development of internationalized curricula.
Copyright (c) 2025 Profa. Ma. Magali Cristiane Ferreira Novais, Prof. Dr. Guilherme Mendes Tomaz dos Santos https://creativecommons.org/licenses/by-nc/4.0
Curricular Policies and the Invisibility of the Gender Issue in Initial Teacher Education in Physical Education
The approach to gender issues in initial Physical Education teacher training is essential for building inclusive pedagogical practices and overcoming inequalities. This study aims to analyze the implications of the absence of a systematic approach to gender in the curricula of Physical Education undergraduate programs offered by public Higher Education Institutions (HEIs) in Mato Grosso, Brazil. A qualitative documentary research was conducted, focusing on the Pedagogical Course Projects (PPCs) of these programs. Content analysis (Bardin, 2016) was employed to identify silences and superficial forms of including gender in the institutional documents. The theoretical framework is grounded in critical and post-critical perspectives of curriculum (Apple, 2006; Silva, 2016), as well as in studies that problematize gender relations in Physical Education (Louro, 1997; Goellner, 2010; Devide et al., 2011). The results reveal that gender issues appear in a diffuse or peripheral way, limiting critical training and the preparation of teachers to address diversity in the school environment. It is concluded that there is still a long way to go in consolidating teacher education in Physical Education committed to gender equity and the promotion of socially responsible pedagogical practices.
Copyright (c) 2025 Adão Rodrigues de Sousa https://creativecommons.org/licenses/by-nc/4.0
Decolonization and mental health at the university: an analysis from the perspective of Freire, Fanon, Hall, and Hooks
This article analyzes the relationship between decolonization and mental health in higher education, highlighting the impacts of social, political, and cultural structures on the psychological well-being of university students. Using a decolonial theoretical-methodological approach, the contributions of Paulo Freire, Frantz Fanon, Stuart Hall, and bell hooks are mobilized, allowing for a critical and intersectional reading of the experiences lived by students from historically marginalized groups. The authors discussed provide tools to understand how dynamics of oppression, exclusion, identity fragmentation, and institutional silencing contribute to the mental suffering of these individuals. It is argued that rethinking the university from a decolonial perspective involves more than revising curricula: it requires inclusive, affective, and critical pedagogical practices, as well as the construction of spaces that welcome the diversity of knowledge, trajectories, and subjectivities. It is concluded that a critical education, committed to equity and social justice, is essential for promoting mental health in the academic environment.
Luana Kateryne Carvalho Ferreira Ferreira
Copyright (c) 2025 Luana Kateryne Carvalho Ferreira Ferreira, Poliany Cristiny de Oliveira Rodrigues https://creativecommons.org/licenses/by-nc/4.0
Indigenous youth and adult education: experience, cosmo-experiences and learning in the village of Vila Nova Barbecho, MT
This article presents the experience of Indigenous Youth and Adult Education (EJA) in the Vila Nova Barbecho Village, Mato Grosso, focusing on the work of Indigenous teacher and leader Saturnina Urupê Chue. The methodology adopted includes Gadamer's hermeneutic approach (2002), which seeks to analyze concepts and information based on movements of interpretation and understanding, achieving a greater expansion of meanings and recognition of aspects denied by essentialist epistemologies and methodologies. The research analyzed dissertations and virtual meetings, exploring pedagogical practices that value traditional knowledge, mother tongue, and Chiquitana cosmoviviality. The results show that Indigenous EJA functions as an instrument of cultural resistance, community strengthening, and the fight for socio-environmental rights, integrating ancestral and academic knowledge interculturally. It concludes that education led by the community itself promotes not only formal literacy but also the preservation of identity and protagonism. In this regard, Education is much more than a formal process; it is a form of survival, resistance and struggle for community emancipation in the face of socio-environmental injustices in the Pantanal-Amazonian context.
Copyright (c) 2025 Educadora, Vilmar Alves Pereira, Liderança Indígena, Alexander Antunes de Mendonça https://creativecommons.org/licenses/by-nc/4.0
Linguistic variations present in personal letters: emphasis on pronominal placement
This article aimed to analyze the occurrence of the use of enclisis and proclisis in personal letters exchanged between a couple of dating partners in the 1990s, with the objective of investigating social variation between the correspondents. A total of four letters were analyzed—two from each participant—the number being determined by the amount of correspondence written by the male participant, who had written only two letters. Before presenting the results of the research, an overview was provided regarding linguistic variation in general, how sociolinguistics was established as a theory, and some studies focused on pronominal placement and letter analysis. Authors such as Labov (2006 [1996], 2008), Coelho et al. (2010), Biazolli (2016), Silva (2002), Sales (2007), among others, were referenced. As this is an analysis that seeks to relate the use of pronominal placement to the social variation of the senders, the article contributes to studies grounded in sociolinguistics, aiming to relate grammatical choices to subjective factors of the correspondents. The analytical methodology used was qualitative with an interpretivist basis, focusing on both form and content (Flick, 2004; Bardin, 2011; Miles & Huberman, 2014). From the analyses, it was possible to observe that the only variable factor showing any distinction between participants was gender, in which the male participant used enclisis more frequently than the female participant. Other social variables did not affect the writing.
Copyright (c) 2025 Bruna Emanuelly Signori, Leandra Ines Seganfredo Santos https://creativecommons.org/licenses/by-nc/4.0
Preceptorship in nursing at a public university: contribution to teaching-service integration
Preceptorship is an educational activity that involves health service professionals, known as preceptors, and aims to foster the connection between higher education and health care. The objective of this research was to analyze the perception of professors, students and preceptors about the teaching-service integration based on the implementation of Preceptorship in a Bachelor's Degree in Nursing at a public university. This is a descriptive, analytical study with a qualitative approach, which used interviews with professors, preceptors and students as data collection procedures. The study confirmed that Preceptorship in Nursing, in the modality implemented by the university, can be considered an activity that strengthens the teaching-service integration. Preceptorship enabled the approximation between teaching and health services through collective work capable of problematizing the training spaces, identifying the need for changes and promoting transformations for both.
Copyright (c) 2025 NATÁLIA GENTIL LIMA, LORIÉGE PESSOA BITENCOURT, FABIANA APARECIDA DA SILVA https://creativecommons.org/licenses/by-nc/4.0
(Re)Positioning the literary text at the center of literature classes
The objective of this text is to present a brief selection of short stories by different authors and from various subgenres, which can be used with high school students to promote literary literacy and expand their literary reading repertoire. This collection, however, is the result of empirical experiences in the classroom within this level of education and does not intend to describe a specific pedagogical practice or provide a detailed methodological guideline. Instead, through the theoretical reflection proposed here and the suggested works, the aim is to encourage other teachers to (re)consider the place of literary texts in literature classes, as postulated by the official documents guiding Brazilian education.
Copyright (c) 2025 Lucas Neiva da Silva https://creativecommons.org/licenses/by-nc/4.0