A revista Educação Cultura e Sociedade - ECS (ISSN 2237-1648), periódico eletrônico com avaliação Qualis/CAPES B1, está vinculada ao Curso de Pedagogia da Faculdade de Ciências Humanas e Linguagem (FACHLIN) da Universidade do Estado de Mato Grosso – UNEMAT. O objetivo da revista é constituir-se em canal de divulgação da produção de professores e pesquisadores mestres e doutores mediante veiculação gratuita e integral dos textos via internet, possibilitando, desta forma, maior circulação, intercâmbio e visibilidade para os estudos publicados no campo educacional, permitindo fácil acesso ao conhecimento científico produzido na atualidade.
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COLLECTIVE MEMORY AND QUILOMBOLA CULTURAL IDENTITY: resistance and representation in a context of structural racism
This article aims to reflect on the importance of collective memory in constructing the cultural identity of Brazilian quilombola communities. Through qualitative and bibliographical research, we analyze life narratives, cultural practices, and civilizing values present in the work "Quilombola Narratives: Dialogue – Knowledge – Communication," articulated with Silvio Almeida's theory of structural racism. The investigation aims to understand how these memories contribute to symbolic and practical resistance against a system that historically renders Black bodies and knowledge invisible and subordinated. Collective memory, understood as a structuring element of social identities, is revealed here as an instrument of political struggle, community strengthening, and cultural preservation. The connection between culture, memory, and resistance presents itself as a path toward the recognition and appreciation of traditional communities in the Brazilian educational and social landscape.
Copyright (c) 2025 Revista Educação, Cultura e Sociedade https://creativecommons.org/licenses/by-nc-sa/4.0
ASSESSMENT IS MORE THAN JUST A GRADE: rethinkingassessment in the school context
The book “A Avaliação como Aprendizagem: O Litígio da Nota” (2024), edited by Passarelli and Gomboeff, brings together studies that challenge the widespread use of grades in school assessments and consider their impact on teaching and learning. Divided into nine chapters, the work presents the perceptions of various educational stakeholders, including teachers, students, coordinators, principals and interns, and highlights the tension between formative assessment and grading practices. The authors emphasize that grades often become bureaucratic and exclusionary, perpetuating inequalities and labelling students. In contrast, they advocate a form of assessment that is more balanced, centered on qualitative feedback that promotes students&#39; holistic development. Initial and continuing teacher training is identified as a critical factor in transforming assessment practices. This work makes a valuable contribution to the debate on educational policies and practices by pointing towards more ethical, participatory and emancipatory forms of assessment.
RESTORATIVE JUSTICE IN BRAZILIAN SCHOOLS: a literature review
The principles of restorative justice can contribute to the understanding, mediation, resolution, and non-violent transformation of conflicts in the school environment. This article aims to examine how restorative justice has been implemented in Brazilian schools. With this objetive in mind, a systematic literature review was conducted, in which the selected articles were analyzed according to the following categories: teacher training, restorative practices, cases, repercussions, and facilitating and hindering factors for the implementation of restorative justice. It was concluded that, despite positive repercussions, the implementation of restorative practices still faces many challenges in Brazilian schools.
BETWEEN THE RHETORIC OF “GENDER IDEOLOGY” AND INCLUSION: an analysis of the challenges and possibilities for working on gender and sexuality in Basic Education schools in Brazil
This article analyzes the challenges of implementing inclusive sexuality education in Brazilian schools, confronting pressure from conservative groups with the urgency of human rights-based policies. Through a systematic literature review, particularly from the period 2010–2023, and analysis of curricular documents, it is demonstrated that political and religious resistance hinders compliance with legal regulations on sexual diversity. It is argued that Queer Theory offers tools to deconstruct binary norms in the classroom, proposing a curriculum that values LGBTQIA+ experiences and confronts structural homophobia. The conclusions highlight the need for anti-racist teacher training and teaching materials, opposing censorship of gender debate in education.
Sex education; sexual diversity; queer theory; homophobia; educational policies
ETHNOMATHEMATICS AND LOCAL KNOWLEDGE: BETWEEN CULTURE, LANGUAGE AND TEACHER TRAINING IN MATHEMATICS TEACHING
. Ethnomathematics as a pedagogical approach brings mathematical contente closer to the sociocultural reality ofstudents. The aim of this study is to analyze how studies involving ethnomathematics in master's theses published in the Brazilian Digital Library of Theses and Dissertations (BDTD) have addressed Indigenous contexts and rural education. Using a qualitative, exploratory, and bibliographic approach, we used Discursive Textual Analysis on a corpus of 15 master's theses. The results highlight ethnomathematics as a tool for valuing local knowledge and cultural inclusion in mathematics teaching; the school as a space for affirming identities; and the importance of producing contextualized teaching materials to integrate the ethnomathematics approach into pedagogical practices.
Mathematics. Teacher training. Ethnomathematics
FROM SOCIOLINGUISTICS TO CYBERCULTURE: Facebook as a space for action and linguistic (re)signification
This article investigates the linguistic-discursive role of Facebook as a space for the production, circulation, and re-signification of communicative practices in digital environments. Based on the fundamentals of Sociolinguistics and Critical Discourse Analysis (CDA), the study analyzes how linguistic resources, discursive strategies, and identity markers emerge in interactions between users, especially in public posts and comments. The research adopts a qualitative interpretative approach and uses as its corpus a set of publications collected from public pages and profiles on the platform, selected between 2023 and 2024. The methodological procedure involved the categorization of phenomena of linguistic variation, traces of graphic orality, mechanisms of ethos construction, and discursive operations related to power, ideology, and social practices, according to authors such as Van Dijk, Fairclough, Ramalho & Resende, and Marcuschi. The results indicate that Facebook operates as a space of hybridization between writing and orality, favoring processes of self-presentation, negotiation of identities, and symbolic disputes, while simultaneously reproducing and disseminating ideologies present in society. It is concluded that the digital environment not only reflects contemporary sociolinguistic practices but also actively contributes to discursive transformations and the reconfiguration of ways of speaking and interacting within the context of cyberculture.
THE PRODUCTION OF ANIMATED FILMS AS A TEACHING RESOURCE IN HISTORY EDUCATION: FORMATIVE EXPERIENCES WITH HIGH SCHOOL STUDENTS
This paper presents the results of a master’s research conducted in the Graduate Program in Management and Technologies Applied to Education (GESTEC/UNEB). The study aimed to develop a didactic guide focused on the use of animated films as an auxiliary resource in the learning process, particularly in the teaching of History. The proposal is grounded in active methodologies, creative learning, and Vygotsky’s socioconstrutivist perspective, which understands knowledge as a product of mediation and social interaction. The research sought to understand how the use of animation can enhance meaningful learning, creativity, and student protagonism. A qualitative, descriptive, and exploratory approach was adopted, structured according to Contextualized Instructional Design and Participatory Research. The study was carried out in a public school in Bahia, involving teachers and high school students, and resulted in the creation and application of a didactic guide aimed at integrating audiovisual practices into pedagogical activities, especially in the History subject. The results indicate that the production of animations by students fostered a critical understanding of historical content, collaboration, and engagement in learning activities. It is concluded that animated films constitute a significant resource for the development of creative and interdisciplinary learning, promoting an innovative and humanizing education.
TENSIONS IN THE INTERVAL BETWEEN “PERMITTED AND PROHIBITED” IN THE DISCOURSE OF MATHEMATICAL EDUCATION
This article presents partial results obtained in an ongoing master's research project on the constitution of the mathematics teacher as a subject and the regime of truth in contemporary mathematics education. The first part of the data production shows that there are tensions between what is permitted and what is prohibited within the discourse of mathematics education. These tensions sometimes cause friction and breaks in these discourses and in the regime of truth that they legitimize. The tension discussed in this article refers to the duality between repeating ⇎ not repeating exercises in mathematics classes. For the production of data, the proceedings of the XIV ENEM (National Meeting on Mathematics Education) were analyzed in light of some Foucauldian concepts, such as truth, truth regime, and constitution of the subject. We also sought support from Sandra Corazza and Tomaz Tadeu da Silva (2003), Deleuze and Guattari (2000), and Ian Hacking (2009).
discourse on mathematics education; tensions; mathematics teacher.
Human formation from a Gadamerian hermeneutical perspective
This text is a review of Hermeneutics and Formation: A Dialogue with Hans-Georg Gadamer (2025) and his philosophical and hermeneutical stance on human formation. Thus, the main themes of this collection revolve around the concepts of living dialogue, formation, and encounter with the other. These concepts should be applied to education and culture against barbarism and the appeals of neoliberal enticements that tend to weaken formative processes.
Hermeneutics. Education. Training. Dialogue.
DIGITAL WORK AND ARTIFICIAL INTELLIGENCE: Ethical and Social Challenges in the Age of Automation
This article investigates the impacts of uberization and artificial intelligence on contemporary labor relations, analyzing how these transformations affect workers’ rights, employment conditions, and subjectivity. The object of analysis focuses on the new forms of work mediated by digital platforms and algorithms. The main objective is to critically reflect on the precarization caused by the digital economy and the ethical and social challenges of automation. A qualitative approach with theoretical and critical character is adopted, based on a systematic literature review grounded in authors from labor sociology, psychodynamics, and critical philosophy. The results indicate a weakening of formal employment bonds, increased algorithmic control, and a deterioration in workers’ mental health, while also highlighting emerging forms of resistance and collective organization. It is concluded that there is an urgent need to revise regulatory frameworks and promote public policies that ensure fair working conditions, social protection, and human protagonism in the face of new technological dynamics
La Salle's pedagogy in the context of modern education
The purpose of this paper is to situate the Society of Christian Schools - later called the Institute of the Brothers of the Christian Schools - and to understand its relevance in the context of the emergence of modern education. The paper makes a historical analysis of the 17th century, starting from the scientific, religious, socio-economic and anthropological paradigms, which had an impact on education and contributed to the development of modern pedagogy. The main object of analysis of this paper is the educational work of John Baptist de La Salle, founder of the Institute of the Brothers of the Christian Schools, and its importance in the configuration of the educational novelty that was born in France in the 17th century and spread throughout the world in the following centuries. The paper concludes that this Institute was totally situated within the historical changes of its time and that its development had an impact on pedagogical innovations that helped to restructure the basic school in its time and affected the education until the 21st century.
Educação moderna. La Salle. História da educação
RURAL EDUCATION AND EMANCIPATORY STRUGGLES FOR LAND FOR THE PRODUCTION OF LIFE
This article consists of bibliographical and documentary research on rural education in the struggle for the emancipation and consolidation of peasant families to live with dignity in the countryside. We analyzed documents, scientific articles, book chapters, and complete books produced by well-known authors in the field of rural education. We initially set out to demonstrate how, historically and politically, the peasant struggle for the consolidation of men and women in the countryside occurred and continues to occur, structured within the framework of laws and the organization of rural individuals themselves in the fight for land, education, and social space. We then demonstrate how these struggles have transformed into social and political projects for rural life. Finally, we offer some considerations on how these struggles and movements are being impacted by the changing directions of the current Brazilian political landscape.
Rural education, Rural workers, Peasant struggles. Emancipation.
TEACHER TRAINING IN LIBRAS FOR TEACHING DEAF STUDENTS: experiences of teachers in the municipal school system of Sinop-MT
This study analyzes the experiences of teachers from the municipal education network in Sinop-MT on the contributions of initial and continuing training in Libras for teaching deaf students. The article is methodologically based on a qualitative approach (Gil, 2002), and involved 4 teachers with degrees in Pedagogy and Literature who work in teaching deaf students. The data was collected using the google forms platform in 2021 during a continuing education course on “methodologies and pedagogical practices in the teaching-learning process of deaf students”, offered by the Sinop Association of the Deaf in partnership with the Center for Continuing Education of the Sinop Municipal Education Network. The results show that undergraduate courses need to undergo curricular reorganization in terms of preparing future teachers to work with deaf students. We would point out that teachers who work with deaf students in the Sinop municipal network have the opportunity to take part in continuing training, either at their institution or at the municipal training center.
“THE GREAT FATHER”, ÉMILE DURKHEIM: REFLECTIONS ON THE CONTRIBUTIONS OF DURKHEIMIAN SOCIOLOGY TO EDUCATION
This study analyzes the contributions of Durkheimian sociology to education, recognizing it as an effective instrument of social transformation. Through a reflective discussion, arguments that establish the importance of Émile Durkheim's theories for modern education are demonstrated and emphasized. The main objective of the research is to understand the contributions of Durkheimian theory to education as a social institution. The relevance of the research is supported by the theme of the proposed discussion, which may contribute to future reflections on possible necessary adjustments in educational practices, based on the acceptance of the reflections presented based on Durkheimian sociology. The methodology is based on bibliographic research through a literature review of academic-scientific material aligned with the subject in question, so that we could obtain a theoretical basis to validate the premises of the reflections in the construction of the research foundation. The considerations demonstrate the confirmation of the hypotheses and reiterate the contributions and importance of Durkheim's theories for education, by demonstrating that education is a catalyst for social change.
TEACHING IN DAYCARE CONTEXTS: an analysis of recent research on the topic
This article discusses teaching in Early Childhood Education, especially in daycare settings. To this end, it identifies recent studies on the subject published in the Brazilian Digital Library of Theses and Dissertations (BDTD), linked to the Brazilian Institute of Information in Science and Technology (IBICT). The main objective of the text is to analyze the aspects that permeate teaching with babies based on research published between 2017 and 2024. From a methodological point of view, it is a systematic literature review. The analyzed works highlight the need to demystify the gender issue regarding teaching with babies, point out the fragility of the curricula for initial teacher training and the importance of teacher training in the contexts in which they work. In addition, the research highlights the need to establish a field of study for the education of babies, based on the epistemological matrix of listening, on the bodily relationships of babies, with pedagogical actions that enhance a reflective and authorial teaching practice. Keywords: Teaching; Babies; Literature review.
NEET Youth: A Comparative Analysis Between Brazil and Spain
This article analyzes the condition of youth and youth-focused policies in Spain and Brazil, focusing on young people who are neither working nor studying, referred to as "NEET youth". To this end, it utilizes data and readings from academic articles and public agencies, organized into three stages of analysis: the historical and social context related to youth conditions in both countries; the overview of the youth population and investment in education and work policies in Brazil and Spain; and ongoing youth programs within the framework of the policies of these countries aimed at addressing the issue. The study reveals that Spain experienced an increase in the rate of NEET youth after the 2008 crisis, while in Brazil, the situation worsened primarily due to the political and economic crisis starting in 2016. However, by 2022, this rate had decreased in Spain but increased in Brazil. The difference in educational investment between the countries is significant, with Brazil investing less per student compared to Spain. The programs implemented in each country encompass aspects specific to the conditions related to the phenomenon, indicating the respective countries' attempts to mitigate youth unemployment and inequality. The conclusions highlight the need for effective public policies and greater investment in education to improve youth conditions and reduce inequalities.
NEET Youth, Public Policies, Education, Spain, Brazil
CHILDHOOD AT THE CROSSROADS: images of childhood in Latin American intellectuals
Review of: JOSIOWICZ, Alejandra J. A cruzada das crianças: intelectuais, cultura e política na América Latina. Trad. Carolina de Souza Machado. Rio de Janeiro: Editora Fiocruz, 2023. 294 p.
EDUCAÇÃO, TERRITÓRIO E MEMÓRIA: A CONSTRUÇÃO DO ESPAÇO ESCOLAR EM HULHA NEGRA (1944-1992)
Este artigo analisa os processos históricos envolvidos na construção do espaço educativo em Hulha Negra (RS), Brasil, entre 1944 e 1992, articulando memória coletiva, territorialidade e práticas educativas. A pesquisa está fundamentada nos campos da história da educação e da geografia crítica, adotando uma abordagem qualitativa e histórico-cultural. Ele se baseia em fontes primárias - como jornais, mapas, registros escolares e memoriais comunitários - e contribuições teóricas de Bourdieu, Lefebvre, Haesbaert e Halbwachs. O estudo destaca como a colonização, a mineração de carvão, os assentamentos rurais e os movimentos de emancipação política moldaram uma rede escolar enraizada localmente. As escolas rurais, muitas vezes estabelecidas por meio de esforços comunitários, mostram-se locais de resistência cultural, transmissão de memória e formação de identidade. A análise revela que o campo educacional em Hulha Negra funciona como uma arena simbólica e social, onde as escolas atuam como produtoras de territorialidade e projetos coletivos. O artigo contribui para o debate sobre a centralidade da educação nas formações territoriais periféricas e o reconhecimento dos saberes locais.
History of Education; Rural Education; Collective Memory; Territory and Schooling; Hulha Negra
ENVIRONMENTAL EDUCATION AND ENVIRONMENTAL CITIZENSHIP: potential for the preservation of Serra do Periperi in Vitória da Conquista - BA
This article aims to analyze the environmental impacts on the Serra do Periperi, identifying the factors that hinder or promote its environmental preservation. Thus, we conducted an exploratory, descriptive, qualitative study, based bibliographic research and systematic observation of Serra do Periperi, in Vitória da Conquista - BA. The results show an intense process of environmental degradation, caused by the disordered growth of its surroundings, irregular occupation, improper disposal of waste and debris, deforestation for charcoal production, hunting and trafficking of wild animals.
THE INCLUSION OF STUDENTS WITH INTELLECTUAL DISABILITIES IN VOCATIONAL EDUCATION: A SYSTEMATIC REVIEW
This research presents a systematic review of articles that address the inclusion of students with intellectual disabilities in the context of Professional Education, highlighting publications that indicate paths for good inclusive practices. Thus, the search was developed in the Journals Portal of the Coordination for the Improvement of Higher Education Personnel, aiming to answer which aspects have been prioritized and which gaps are present in research on the inclusion of students with intellectual disabilities included in the training spaces of Professional Education. Only six articles were found that deal with Special Education, from an inclusive perspective, in Professional Education, and that were written between 2021 and 2024. The articles found achieved the main objective of the research, which was to carry out a systematic review of articles in the area of ​​Inclusive Special Education that contemplated intellectual disability in the spaces of Professional Education. This review points out significant issues for professionals working in the area of ​​Professional Education, in addition to highlighting the importance of recording and publishing educational practices, as they contribute to discussions, analyses and proposals for inclusive actions with good results.
Professional and Technological Education;
Introduction: The incorporation of gamified lessons in the educational context emerges as a strategy to enhance student engagement. By integrating interactive technologies, gamification transforms the learning process into an engaging and stimulating experience, providing students with the opportunity to actively participate, which contributes to greater interest and content retention. Objective: To explore the impact of gamified lessons on promoting educational innovation. Methodology: An integrative literature review was conducted using the CAPES journal database. The search was carried out using the following terms: gamification and innovation, combined with the Boolean operator AND. Original scientific articles addressing the topic of gamified lessons and innovation were selected, available in full-text digital format in English, Spanish, and Portuguese, and published between January 2021 and October 2024. Case report articles and duplicate records in the database were excluded. Results: The database search resulted in 63 articles. After applying inclusion and exclusion criteria, nine articles were selected. These studies addressed the use of gamification strategies in elementary and higher education, as well as in mathematics lessons. Final Considerations: The analyzed articles highlight gamification as a promising active methodology for the educational environment, integrating digital technologies to engage students and facilitate knowledge construction in an interactive and motivating way.
NARRATIVES OF MASTER'S STUDENTS IN EDUCATION ABOUT LEARNINGXPERIENCES DEVELOPED DURING THEIR TEACHING INTERNSHIP
This article analyzes the learning of university teaching that is woven through the relationship between professors and students in the Postgraduate Program in Education. The objective is to understand how master's students develop their learning of university teaching through the process of homology, that is, through the relationship they build with undergraduate professors when carrying out their internship and teaching. The study is based on the (auto)biographical approach, that is, it used narrative interviews as a device. The narratives revealed, for the most part, significant experiences based on a positive, affective and dialogical relationship with university professors. Therefore, the master's students reveal that they weave learning through experience with others, in a movement of learning through homology
DIGITAL TECHNOLOGIES FOR TEACHING GEOGRAPHY: a didactic proposal on globalization, consumption, and environmental impacts
Globalization is a subject of study in Geography and should be discussed with students, as it encompasses various dimensions of global society, including political, economic, cultural, technological, and environmental aspects. With a qualitative and descriptive approach, this experience report presents a didactic proposal developed in a public school of the state network. The theoretical framework is mainly based on the work of Santos (2012) for the discussion of the globalization process and its consequences, and it is also aligned with the National Common Curricular Base (BNCC, 2018), a guiding normative document for Brazilian national education. The proposal aimed to integrate Digital Technologies into pedagogical practice, facilitating the understanding of content about globalization, consumerism, and their environmental impacts. The didactic sequence, conducted over eight class hours, took place during the daily routine of the doctoral teacher, combining lectures and collaborative practical activities. At the end of the experience, it was found that the discussions were significant for teaching and learning. Additionally, the final work presented during Environmental Week contributed to raising environmental awareness and expanding the reach of the content to the school community, consolidating the proposed objectives.
Digital Technologies; Geography; Basic Education
ENSINO DE SOCIOLOGIA E EDUCAÇÃO: questões contemporâneas
This activity is only a way of testing this digital space.
An analysis of the fulfillment of goal V - Assessment of Literacy in the Cascavel Municipal Plan: reflections beyond numerical projections.
The research analyzes the fulfillment of Goal V of the National Education Plan (PNE) in the Municipal Public Education Network of Cascavel/Paraná, with the time frame from 2016 to 2023. The goal under analysis aims to guarantee literacy by the end of the 2nd year. Based on this educational policy, the objective is to analyze the developments to achieve the goal. The initial hypothesis is that the municipality has adopted large-scale evaluations as a metric to guarantee compliance with goal V. Being a qualitative research, bibliographical analysis, the reference is the studies by Werle (2011), Ferreira (2016) and Barbosa (2021) and documents the National, State, and Municipal Education Plans and their Monitoring Reports. So far, the results show a reduction in the implementation of large-scale assessments focused on grades, which does not result in the teaching quality, but in the redirection of the teaching and learning process.
EDUCATION IN SCHOOLS: RURAL EDUCATION AND PUBLIC POLICIES - THE EDUCATION WE HAVE AND THE EDUCATION WE WANT
This article investigates the training and public policies in Rural Education in the municipality of Cáceres-MT, focusing on the discrepancy between current education and the aspirations of peasant communities. The objective is to analyze, from a critical and historical perspective, the experiences of social movements and the social production of knowledge that inform public policies that strengthen the countryside as a space for social, economic and cultural construction. The research revealed a significant gap between existing public policies and the eminent demands of the communities. The methodology included field research and documentary investigation, with the holding of public hearings and debates in districts and communities, aiming to raise and systematize the needs and proposals of peasants. The fundamental authors who supported the discussions were Arroyo (2004), Freire (1987), Marx (1979), Machado (2021 and 2022) and Zart (2012, 2019 and 2020). The results indicate that current education in rural schools does not meet local needs, which seek education that values ​​regional culture and promotes permanence in the countryside. The public hearings highlighted the need to integrate local knowledge and ensure a dignified and sustainable life. The research concludes that it is essential to strengthen community organization and adopt a participatory approach in the formulation of public policies, aiming for rural education that reflects the needs and desires of peasants.
Rural Education, Public Policies, Peasant Education, Identity and Protagonism.
EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA: rearticulação entre trabalho e educação para uma formação humana integral
O presente texto apresenta a aproxima o leitor à temática Educação Profissional e Tecnológica: rearticulação entre trabalho e educação para uma formação humana integral que é abordado nesta edição especial da Revista Educação Cultura e Sociedade em sua 30ª (trigésima) edição. Os artigos desta edição exploram a relevância da EPT como ferramenta de emancipação social e democratização do acesso ao conhecimento. Eles destacam o papel da pesquisa voltada ao desenvolvimento tecnológico e à inovação, bem como da extensão como instrumento de transformação social e fortalecimento das comunidades locais e das minorias historicamente marginalizadas. Nesse sentido, asseveramos, a partir desse compilado de textos, que a Educação Profissional e Tecnológica no Brasil tem trilhado os caminhos de uma formação humana integral
Copyright (c) 2024 Revista Educação, Cultura e Sociedade https://creativecommons.org/licenses/by-nc-sa/4.0
MERITOCRACIA E CIDADANIA: o papel das instituições educacionais num contexto de privilégios
O artigo tem como objetivo refletir sobre as contribuições das instituições sociais na sociedade e os processos educacionais como alternativas de resistência num contexto de privilégios. Para tanto, buscamos situar o fenômeno educativo no contexto da modernidade, através de um olhar crítico e reflexivo. O conceito de política como preocupação com o mundo ganha relevância frente ao risco que corre a coisa pública de desaparecer a partir da hegemonia neoliberal. Autores como Paulo Freire, Hannah Arendt, Perry, Foucault, Certeau, Dussel, Dardot e Laval e outros ajudarão no caminho reflexivo. Nossa hipótese é que por mais que a globalização tenha esvaziado a construção social, as instituições educativas podem reverter a lógica individualista através de processos coletivos e duradouros que primam pela participação cidadã. A metodologia foi realizada através de uma pesquisa bibliográfica a partir dos referenciais estudados na disciplina Instituições e Processos Educacionais no curso de Doutorado em Educação pela Universidade Católica de Petrópolis-RJ. Conclui-se que é possível resgatar o sentido das instituições e a possibilidade transformadora dos processos democráticos como horizonte do comum e o compromisso com cada estudante que chega na escola como oportunidade de superação da desigualdade social.
Política, Educação, Instituições, Comum.
Francisco Juceme Rodrigues do Nascimento
PANORAMA DA EDUCAÇÃO ASSISTIDA POR ANIMAIS NO BRASIL
A Educação Assistida por Animais (EAA) é a utilização direta de cães ou outros animais nas interações pedagógicas, num cenário educacional, com o objetivo de promover o desenvolvimento humano no que diz respeito à aprendizagem de algo. Embora a utilização de animais em benefício das pessoas remonte ao início da existência do ser humano no planeta, o estudo e a aplicação científica dessa prática ainda é bem recente, principalmente no Brasil. Diante disso, o objetivo deste trabalho é investigar o horizonte de atuação da EAA no contexto brasileiro, focando no seu percurso histórico, na regulamentação de sua prática e nas instituições que oferecem esse trabalho em nível nacional e que seguem as diretrizes das organizações internacionais que regulamentam os serviços assistidos por animais, como a International Association of Human-Animal Interaction Organizations (IAHAIO), a Animal Assisted Intervention International (AAII) e a Pet Partners. A investigação foi desenvolvida por meio de uma abordagem qualitativa, utilizando a pesquisa bibliográfica nas bases de dados Scielo, Pepsic e catálogo de teses e dissertações da Capes, além de uma pesquisa documental analisando a legislação que trata especificamente sobre as atividades assistidas por animais. Os resultados apontam para uma prática relativamente recente e realizada em poucas instituições, além de uma legislação ainda insuficiente, mas com crescente interesse pela área, o que pode ser verificado por meio do gradual aumento das publicações nacionais e dos cursos oferecidos sobre a temática dos Serviços Assistidos por Animais.
Educação Assistida por Animais; Legislação brasileira; Desenvolvimento humano
Between tradition and the classroom: Congado Montesclarense and local history in textbooks
Abstract The present study aimed to analyze the educational potential of Congado Montes-clarense for teaching Afro-Brazilian history and culture, considering its importance in the formation of cultural and social identity in the north of Minas Gerais and investigating ways of including this cultural manifestation in books didactic materials used in the classroom. We analyzed the presence of local cultural identity in books and newspapers; We sought to understand how Congado Montes-clarense was described and analyzed over the years and how this representation can be significantly incorporated into teaching materials. The result of this study therefore shows that Congado Montes-clarense is a cultural manifestation that has enormous educational potential, especially with regard to the development of historical and cultural awareness in students. However, there is a lack of inclusion of local and regional history in textbooks distributed in the National Textbook Program (PNLD), including Congado in the school environment, education becomes more complete and representative, as it allows students to understand the complexity of the cultural influences that constitute Brazil.
Local History, Congado, Teaching Practices