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".
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
The essential role of the school and teacher education in the so-called 'knowledge society': what are we dealing with?
With how easy it is to access digital tech these days, some people argue that we’re living in a ‘knowledge society,’ where Digital Information and Communication Technologies (ICTs) make knowledge more available than ever. Because of that, there’s this growing idea that education needs to adapt to all these new digital tools. In this context, the present article aims to critically examine, through a historical-critical theoretical reflection, the essential role of formal education in light of this discourse. Drawing upon a bibliographic research, we employ the concept of ideology from the critical perspective of authors within the Marxist tradition to substantiate our argument. We conclude that this phenomenon constitutes an ideological process intended to legitimize the State’s limited structural and budgetary reforms. The risk lies in undermining the essential role of schooling, the professional development of educators, the transmission of the most advanced forms of human knowledge, reducing the teaching-learning process to mere training for simplified, uncritical, and fragmented labor.
Copyright (c) 2025 Bruno Delmondes Xavier https://creativecommons.org/licenses/by-nc/4.0
A mother’s perspective: the central role of the family in children’s learning path
Autism is a neurodevelopmental condition characterized by difficulties in social interaction, communication, and repetitive behaviors. This study examines the impact of autism on families, focusing on the challenges faced by parents and caregivers. The methodology included a literature review on the subject, complemented by a qualitative interview with the mother of an autistic child. The interview provided an in-depth analysis of daily difficulties, coping strategies, and the emotional and social impact of the diagnosis. The results indicate that autism can lead to emotional and financial strain on families, requiring continuous support. Furthermore, access to psychological and educational assistance proved essential for caregiver adaptation. The study concludes that strengthening support networks and implementing inclusive public policies are crucial to minimizing challenges and promoting greater well-being for both families and autistic children.
Copyright (c) 2025 Maria de Fátima Matias Miranda Genz, Marcelo Franco Leão, Sumaya Ferreira Guedes https://creativecommons.org/licenses/by-nc/4.0
THE TEACHER'S MEDITATIVE WORK AND CREATIVE ANTHROPOSOPHICAL TEACHING
In this work, we propose to think about a form of creative education, in order to conceive of the inner life of the teacher and the emotional and spiritual development of his/her students. From an anthroposophical perspective, we present some meditative activities, anchored in the daily actions of human beings, as a living practice, developing awareness between the essential and the transitory in everyday life. We also present the way in which the emotional and spiritual forces develop and manifest themselves in children, manifesting, above all, the spiritual forces coming from within and the forces of the physical world, starting from the outside. In this way, it becomes possible for the teacher to act creatively, according to which it refers to understanding the laws that govern child development and not as special or alternative content. These are paths that converge so that the educational process becomes true, responsive, enthusiastic and caring. Qualities that make education creative and the educator an artist.
Copyright (c) 2025 Maíra de Oliveira Martins https://creativecommons.org/licenses/by-nc/4.0
AFFIRMATIVE ACTIONS IN HIGHER EDUCATION BEYOND ACCESS: A PORTRAIT OF THE FIRST DECADE (2012-2022)
The first decade of affirmative action policies in higher education is considered, the one whose milestone is Law 12.711/12 - which made the incidence of ethnic-racial quotas mandatory in Federal Higher Education Institutions (IFES). Without disregarding the implementation of different models of affirmative action policies between 2002 and 2012, this text aims to present an analytical portrait of these policies, based on the aforementioned legislation, having as a specificity the process of reconstitution of the Bachelor's Degree in Social Sciences at the Universidade Federal do Norte do Tocantins (UFNT), created in 2007, covering the period preceding the approval of Law 12.711/12, marked by the approval of Law 10.639/03 until the year 2021, when the course in question completed 15 years.
Copyright (c) 2025 Karina Almeida de Sousa, Paulo Alberto dos Santos Vieira https://creativecommons.org/licenses/by-nc/4.0
THE RELEVANCE OF PROGRAMS TO ENCOURAGE FEMALE PARTICIPATION IN THE EXACT SCIENCES AND TECHNOLOGY SCIENCES (STEAM): CASE STUDY OF THE CODING CAMP FOR YOUNG AFRICAN WOMEN - CODING CAMP (MOZAMBIQUE - 202
This article examines the importance of programs that encourage female participation in the Exact and Technological Sciences (STEAM), with a focus on the Connected African Girls - Coding Camp program, held at the Púnguè University in Chimoio, Mozambique, from October 23 to 29, 2023. The objective of the program was to train young African women, mainly Mozambican girls, in essential programming and information technology skills, skills increasingly demanded by the digital labor market. Methodologically, the research adopted a qualitative approach with an analytical character. Data collection was carried out through semi-structured interviews with 8 girls, complemented by official reports of the event. The data obtained were analyzed through qualitative analysis. The results of the survey indicate that the girls who participated in the program gained significant technical knowledge in areas such as programming, robotics, and problem-solving. In addition, the program provided a remarkable increase in the participants' self-esteem, confidence, and leadership skills. This development was one of the main benefits of Coding Camp, which not only trained young women in technical skills, but also empowered them personally, contributing to their growth in the professional and social spheres. The study concludes that programs such as Coding Camp play a crucial role in promoting female inclusion in fields of great potential, such as the exact sciences and technology, traditionally dominated by men.
Exact and Technological Sciences (STEAM)
Copyright (c) 2025 Rodrigues Domingos Manlia, Msc. Anfíbio Z. Huo https://creativecommons.org/licenses/by-nc/4.0
Thinking about childhood through fictional narratives: what do they tell us?
Childhood can be expressed in different ways. We can speak of it through chronology, through history, but we can also speak of it through art, through narratives that offer us images of childhoods. Here, the notion of narrative is broadened, as found in Squire (2014), not limited to a specific medium or “semiotic matrix,” and thus including film as a form of narrative. The choice of film, instead of a literary work, was made due to the common accessibility of this medium through which we experience narratives. Our work aims to investigate the representations of childhood in three distinct narratives: Kirikou and the Sorceress, The Little Prince, and Alice in Wonderland—with the first being a narrative, albeit in a different medium. What can these portrayals of childhood tell us? What do they allow us to think about this initial stage of human existence? Through bibliographic research and analysis of the selected narratives—chosen for their shared imagery of childhood—we seek to uncover what these fictional childhoods can reveal, in dialogue with experts and scholars in the field of childhood studies. In our analyses, we adopt an affirmative perspective on childhood, aligned with theorists such as Kohan (2011) and Friedmann (2020). Across the three narratives, we identify three main characteristics that can be affirmed about childhood: curiosity, questioning, and provocation—traits that can be enhanced through the educational process.
Copyright (c) 2025 Williams Nunes da Cunha Junior https://creativecommons.org/licenses/by-nc/4.0
Relação dos Avaliadores da edição 2024
Copyright (c) 2025 Alceu Zoia Alceu https://creativecommons.org/licenses/by-nc/4.0
ENGLISH FOR THE EARLY EARS – A HALLOWEEN WEEK FOR CHILDREN
This article presents an account of the experience with the “Halloween Week” project, carried out with students from 1st to 5th grade of elementary school in a municipality of Mato Grosso. The goal was to promote English language learning through interactive and cultural activities related to the theme of Halloween. The results showed that students actively participated, developing individual and, above all, group activities in a harmonious manner and with greater interest in the English language. Despite the initial resistance of two students, the project created a space where children could express themselves orally, physically, and artistically, integrating their participation with peers and the teacher.
Copyright (c) 2025 Letícia Adrielly Silva https://creativecommons.org/licenses/by-nc/4.0
RELATIONSHIPS BETWEEN THE USE OF IRaMuTeQ SOFTWARE AND THE THEORY OF SOCIAL REPRESENTATIONS: POSSIBILITIES FOR RESEARCH IN EDUCATION
The objective of this work is to present the possibility of articulation between the use of the IRaMuTeQ software and the theory of social representations in research in the field of education. The Descending Hierarchical Classification (CHD) produced by IRaMuTeQ exemplifies one of its functions in the results of the work by Santos (2021), who analyzed the social representations of School Physical Education by teachers of undergraduate courses, by Santos and Campos (2022), who identified the social representations of Inclusive Practices of Physical Education teachers and, the study by Santana (2023) on social representations of school mathematics by future teachers in their trajectories formative and the affective dimension of these representations. The use of IRaMuTeQ and CHD in the field of School Physical Education and School Mathematics with the basis of TRS, helped to advance and deepen lexicographic analyzes and the dynamics of the researched groups in relation to the objects studied.
Copyright (c) 2025 Professor Dr. Bruno Viviani dos Santos, Professora Dra. Maurecilde Lemes da Silva Santana https://creativecommons.org/licenses/by-nc/4.0
THE POSITIVE REPRESENTATION OF CURLY HAIR IN THE CHILDREN'S BOOKS O CABELO DE LELÊ BY VALÉRIA BELÉM AND QUAL PENTEADO EU VOU? BY KIUSAM DE OLIVEIRA
This article presents an analysis of the works O cabelo de Lelê by Valéria Belém and Com qual penteado eu vou? by Kiusam de Oliveira, from the perspective of representativeness and positive representations for/of black children's curly hair in contexts of everyday life. Using a qualitative approach, this study proposes a comparative analysis of anti-racist children's works (Carvalhal, 2006). Based on the analysis, we characterize the two works as anti-racist literature, as they propose a positive view of curly hair, deconstructing racist patterns by narrating experiences lived by black children. By reading or listening to the works, black children will learn that their phenotypical characteristics are African ancestral heritage, leading them to value their ethnic belonging.
Copyright (c) 2025 Flávio Penteado de Souza, Cassiani Lemos da Silva, Joice Ribeiro da Silva, Katia Gisele de Oliveira Lângaro https://creativecommons.org/licenses/by-nc/4.0
Why do languages change? Why do we vary?
Linguistic change and variation are complex phenomena that occur across all natural languages, reflecting social, historical, and cognitive dynamics. This article examines the factors underlying these processes, aiming to explore consolidated concepts of linguistic change and variation while analyzing how individuals differ in their ways of speaking. Our goal is to revisit the contributions of Sociolinguistics, with an emphasis on the construct of Linguistic Variation and Change as proposed by Weinreich, Labov, and Herzog (2006), and to explore how this approach interacts with other linguistic currents, such as Structuralism, Generativism, Functionalism, and Cognitive Linguistics. In this context, we also discuss the levels of social perception and evaluation of linguistic phenomena (Labov, 2008[1972]) and the urbanization continuum presented by Bortoni-Ricardo (2004). Furthermore, we examine how linguistic forms intertwine with social dynamics in the choice of speech phenomena, highlighting how these choices are indexed to the social and cultural structures that shape the process of linguistic variation.
Copyright (c) 2024 Lucas Santos Silva de Melo https://creativecommons.org/licenses/by-nc/4.0
NOTIONS OF EPISTEMOLOGICAL OBSTACLES IN THE NEW SCIENTIFIC SPIRIT OF GASTON BACHELARD
This review aims to highlight the epistemological obstacles presented by Gaston Bachelard in his work The Formation of the Scientific Spirit: Contribution to a Psychoanalysis of Knowledge, composed of twelve chapters, in which he establishes the formation of knowledge based on the new scientific spirit initiated in 1905 with the transformations experienced by Science after Einstein's Relativity. The author proposes that the construction of scientific knowledge is not uniform and that, in order to achieve this, it is necessary to overcome the following epistemological obstacles: first experience, general knowledge, verbal knowledge, unitary and pragmatic knowledge, substantialist, realistic, animist, myth of digestion, libido and quantitative. The work highlights the role of psychoanalysis as an instrument in the recognition of these affective knowledges, making their rupture and the formation of intellectuality possible.
Copyright (c) 2025 Marcelo Araujo Gaudêncio, Graziele Borges de Oliveira Pena https://creativecommons.org/licenses/by-nc/4.0
Os precedentes históricos da educação do campo no Brasil: uma apresentação da relação histórica entre a terra, o capital e a educação do campo
Abstract: This article is an integral part of the Master’s research in development entitled: The historical construction of Field Education in the city of Santa Izabel do Oeste: 1998-2024, from the Program of Post-Graduation in Education, Master’s degree, Unioeste, Francisco Beltrão campus. We present, through bibliographical research, general historical aspects of the agrarian issue in Brazil and the education of field folk, identifying the fundamental elements of the relationship between capital, field and education. The text addresses in a synthetic manner the historical references of Field Education in relation to the country's production relationship and agrarian occupation. Presenting how this Education modality is consolidated as a struggle agenda for popular social movements and is transformed into resistance against the determining social relations in Brazil, allowing Field Education to be resistance against this reality.
Copyright (c) 2024 Dhiandra Leicy Raiher, Dr. Carlos Antônio Bonamigo https://creativecommons.org/licenses/by-nc/4.0
Sport in the school context: organization of extracurricular space and time
Schools have assumed the sports phenomenon in extracurricular programs as a possibility for appropriating culture and expanding social relations, cognitive learning, health, etc. However, However, we know little about the organization of sports as an extracurricular program at school. This is qualitative research that analyzes the results of the Youth School Games in Mato Grosso to identify schools that stand out in the sports scene, selecting those with the greatest participation in the state phase between 2016 and 2019. Thus, from the perspective of Sport Pedagogy this research aimed to investigate the organization of sports in an extracurricular context in schools that take part in the Mato Grosso School Youth Games. From the statements of managers (direction and coordination), it became evident that informality predominates in the organization of extracurricular sports. Thus, the perception that sport contributes positively to the development of young people was confirmed.
Copyright (c) 2024 Edesio Rodrigues da Silva Junior, Carine Collet, Evando Carlos Moreira, Riller Silva Reverdito https://creativecommons.org/licenses/by-nc/4.0