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".
Audiovisual Media as a Pedagogical Tool in Physical Education: Gymnastics, Gender, and Race through Simone Biles
Gymnastics, as a content area of Physical Education, has historically been shaped by gender and race stereotypes that produce bodily hierarchies and limit educational experiences in the school context. In the contemporary scenario, audiovisual media emerges as a powerful pedagogical device, capable of challenging naturalized discourses and expanding the possibilities for a critical approach to bodily practices. In this regard, this study problematizes how audiovisual narratives about high-performance gymnastics can contribute to reflections on gender and race in school Physical Education. The objective was to analyze the pedagogical potential of the documentary series Simone Biles: The Return for the teaching of gymnastics, from a critical and intersectional perspective. The theoretical framework is grounded in Cultural Physical Education studies, cultural pedagogies, and theoretical contributions on gender, race, and intersectionality. Methodologically, the research adopts a qualitative approach, using screen ethnography as a strategy for analyzing audiovisual material, understood as a cultural text that produces meanings. The analysis revealed that the series challenges hegemonic discourses by exposing the pressures imposed on female and Black bodies, as well as by addressing mental health in sports. It is concluded that audiovisual media, when critically mediated, constitutes a powerful tool for the development of more inclusive, reflective, and socially just pedagogical practices in school Physical Education.
Copyright (c) 2026 Me. Adão Rodrigues de Sousa https://creativecommons.org/licenses/by-nc/4.0
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
Teacher narratives on public education: the organization of pedagogical work in the school daily life
This article presents an analysis of an investigation developed within the course Organization of Pedagogical Work (OTP) in School and Non-School Contexts, linked to the Graduate Program in Education (PPGEdu) at the State University of Mato Grosso (UNEMAT), Cáceres Campus – MT. The reflections produced in this formative space gave rise to the objective of understanding education as experienced in a public state school, based on teachers’ narratives. The theoretical framework is grounded in the conception of education as a social and historical practice, dialoguing with Machado, Freire, Saviani, Caldart, and Zart. Methodologically, a qualitative approach was adopted, using a case study design with six teachers from a public state school. Data were produced through dialogues in everyday school life and a questionnaire, analyzed as narratives of teaching experience. The analysis indicates that, although marked by structural and organizational constraints, public education is constituted as a space of resistance, reflection, formation, and collective construction of knowledge, from which horizons of possibilities and hope emerge.
Copyright (c) 2026 Ma. Vanessa Suligo Araujo Lima, Dr. Laudemir Luiz Zart, Dra. Loriége Pessoa Bitencourt 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
SCIENTIFIC PRODUCTION IN FULL-TIME SCHOOLS IN MATO GROSSO: CONNECTIONS IN THE TEACHING-LEARNING PROCESS
The pedagogical organization of full-time education schools in Mato Grosso articulates pedagogical and management actions to strengthen the teaching-learning process. Pedagogical Production (PP) and Scientific Production (PC) aim to enhance this process. This article problematizes PC and its unfolding in the teaching-learning ociocultu these schools. The objective is to identify developed PC and ociocul their contributions to the educational process. This is em exploratory research, with a qualitative approach, of em applied nature, with qualitative analysis. The results indicate a significant number of PC and highlight the importance of PC. It is concluded that PC can reverberate positive results in the teachinglearning process if the teacher is given the opportunity for: time and space for PC; to reflect on and reframe their pedagogical practice; moments of individual and collective study; to ociocultu interventions, based on the research carried out, aligned with the school ociocul; to socialize knowledge and experiences; and to articulate their studies and research with current educational policies. And incorporate the school’s educational diagnosis into their studies.
Copyright (c) 2026 Giseli Duardo Maciano, Erika Silva Alencar Meirelles, Ederson Andrade https://creativecommons.org/licenses/by-nc/4.0
The praxis of scientific initiation as an entry path into teaching for graduate students
This text analyzes the contribution of scientific initiation programs in basic education to shaping the academic and professional trajectories of adolescents, in articulation with Professional and Technological Education. It takes as a reference the Scientific Vocation Program (Provoc), highlighting the experience of basic education students with scientific practice and the role of graduate students as mentors. The study is based on research conducted with Provoc alumni who participated in the program between 1998-2019. The results show that the mentor-mentee relationship constitutes a central element in the training process, fostering the understanding of science as a social practice, the development of critical thinking, and the construction of academic ties. A positive impact is observed on the educational trajectories of the alumni, with a high rate of continuation in studies, in addition to contributions to the pedagogical training of graduate students and to the democratization of access to science in the country.
scientific initiation in basic education
professional and technological education
Copyright (c) 2026 Danielle Costa Silveira, Janete Gonçalves Evangelista https://creativecommons.org/licenses/by-nc/4.0
The colonizing school and the pulsating turn towards the resignification and representation of the Munduruku people
This text presents the educational trajectory of the Munduruku people, which evolved from a past of silencing and forced integration, linked to religious missions aimed at civilizing catechism, to a present of resistance and a search for strengthening and autonomy. However, this imposed model did not erase the Munduruku identity; on the contrary, it planted the seeds of an external political organization for the valorization of their ancestral knowledge and the struggle for a differentiated education. The research, with a qualitative and historical perspective, uses memory and dialogue with Munduruku teachers to analyze the crucial transition in school management. The study highlights the shift from an international mission model focused on state control to an autonomous indigenous school, managed by the people themselves. This movement is validated by partnerships with UNEMAT and UFMT, supporting the systematization of traditional Munduruku knowledge. The pedagogical experience in the Nova Munduruku Village transforms the school into a political space of care, focused on critical interculturality and global connection. Through projects with universities and the creation of their own materials, the Munduruku subvert the state educational model to meet their interests, valuing orality and territoriality as curriculum. This practice breaks with past dominance, establishing a relationship of dynamic dialogue, pedagogical autonomy, and hope in the construction of their own knowledge.
Copyright (c) 2026 Ronélia Nascimento, Alceu Zoia 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