ENSINO EM RE-VISTA is a scientific journal from the Graduation Program in Education from the College of Education at the Federal University of Uberlândia (UFU), aimed at researchers, teachers and students in the Education area. It publishes articles that range from research results and original essays, book reviews and translations. It receives texts at any time of the year written in Portuguese, English and Spanish. It also publishes thematic dossiers, organized by researchers of subject areas, with articles from guest specialists, Brazilians and foreigners, covering up-to-date topics of interest and discussion from various areas of Education. Qualis/Capes: A3 Knowledge area: Human Sciences - Education Year of establishment: 1992 E-ISSN: 1983-1730 (electronic version) DOI: https://doi.org/10.14393/ER E-mail: ensinoemrevista@gmail.com Unit: College of Education / Federal University of Uberlândia (UFU) - Campus Santa Mônica, room 108. Uberlândia-MG/Brazil Funding: Federal University of Uberlândia, Brazil Publisher: Federal University of Uberlândia, Brazil
The published works are the property of their authors, who may make use of them for subsequent publications, always including the original edition (original title, Ensino em Re-Vista, volume, number, pages). All articles in this journal are the sole responsibility of their authors, and no legal responsibility for their content rests with the Journal or EDUFU.
Development of personal and interpersonal skills in applying the Design Thinking methodology to climate change issues
Climate change has been widely debated at national and international level, highlighting the concern with sustainable development. This study, an excerpt from a dissertation, analyzes how Design Thinking in the classroom promotes personal and interpersonal skills in high school students. Through a qualitative approach, with an exploratory objective, after developing the didactic strategy, relating DT to the theme of climate change, the 6 stages of Design Thinking were applied with third-year high school students. The results show that the methodology applied with its learning tools develops and strengthens skills such as empathy, creativity, group work, decision making, problem solving, among others, becoming a strong ally in the treatment of topics such as climate change as it has great potential to promote active and collaborative learning.
Copyright (c) 2025 Rhaysa Myrelle Farias do Nascimento, Bruno Silva Leite http://creativecommons.org/licenses/by-nc-nd/4.0
Affections in professional choice: the perception of young people in secondary education
The experiences of young people at different times in their lives have a significant influence on their career choices. The aim of this study was to investigate indications related to the ways in which teachers and family affect students in the third year of secondary school in their career choices. The empirical material was produced by a questionnaire answered by 289 third-year high school students enrolled in 10 schools located in four cities in the state of São Paulo. Cross-referencing the answers enabled quantitative and qualitative analysis, using closed and open answers. The results showed that the ways in which teachers and families affect career choices are different. While the former affect career choices through teaching, their mastery of knowledge and their supportive and explanatory attitudes, the family's expectations of success, remuneration and the relationship they have with their profession stand out.
Copyright (c) 2024 Kalyne Jeuken Teixeira, Elvira Cristina Martins Tassoni http://creativecommons.org/licenses/by-nc-nd/4.0
Teaching identity and positions of Biological Sciences students: scientific initiation experiences
In the present study, the process of teacher identity constitution of Biological Sciences students was analyzed in the narrative of scientific initiation experiences. It is a research with a qualitative approach from the perspective of Bakhtinian dialogism and positioning theory. Four undergraduate students in Biological Sciences at the Federal Institute of Maranhão - Campus Barreirinhas participated in the study. The information was constructed from two individual narrative interviews with each of the participants. Dialogic thematic analysis was used to identify themes and meanings in the narratives. The data were organized in a table and in a semiotic map, which were elaborated from the dynamics of the positions presented. The results of this study suggest that the scientific initiation experience combined with acting in the teaching internship significantly implies the process of teacher identity constitution of students of the Degree in Biological Sciences.
Copyright (c) 2024 Patrício Câmara Araújo, Hilnária Castro Sousa http://creativecommons.org/licenses/by-nc-nd/4.0
Teaching of Sociology and political education: a review of the concepts of politics, power and State from textbooks
In the broader context of a discussion about politics as a social practice, the knowledge and knowledge of political sociology and political science in the Sociology books of the National Textbook Program (PNLD) is discussed. Analyzing each of the five works, the concepts of politics, power and the State are examined in order to understand which theories and themes were more precisely related to these concepts in the last edition of the PNLD. In addition to the study itself, the objective of this work is to highlight the importance of textbooks as an important instrument for the democratization of knowledge and political education within the scope of popular education.
Copyright (c) 2024 André da Rocha Santos http://creativecommons.org/licenses/by-nc-nd/4.0
Inclusion In Early Childhood Education: Teachers' Conceptions
This article is part of a completed master's dissertation that addresses perceptions of Early Childhood Education teachers regarding continuing education for the inclusion of children with Autism Spectrum Disorder. The starting point is the question: how is the process of inclusion of children with ASD in education? The objective is to analyze teachers' perceptions and emphasize the difficulties they face in Early Childhood Education. The research has a qualitative approach, of an interpretative nature, with data collection through interviews with eight teachers from four Early Childhood Education Centers in a municipality of Santa Catarina. The results indicate insecurity on the part of the classroom teachers due to the lack of continuing education aimed at inclusion, adequate spaces and support for inclusion.
Copyright (c) 2024 Francyane Fagundes Cardoso, Josilaine Antunes Pereira, Vinicius Bertoncini Vicenzi http://creativecommons.org/licenses/by-nc-nd/4.0
The teacher-subject and their identity: reflections on teacher faculty development in Higher Education
This article seeks to understand aspects of the development of teaching identity in higher education professors without initial degrees in Pedagogy or a teaching-specific bachelor's. The research is based on studies on identity, teacher training, professionalism, teaching knowledge, and critical reflection. Data were collected from seven professors at a federal public university in São Paulo and analyzed using Discourse Analysis (DA). The results reveal the influence of family members and teachers in career choice, the pursuit of professional acceptance in the face of the ‘all-knowing’ teacher myth, the lack of institutional support at the beginning of the teaching career, and the redefinition of assessment processes as a stimulus for reflection and changes.
Copyright (c) 2025 Márcia de Oliveira Lupia http://creativecommons.org/licenses/by-nc-nd/4.0
Gender violence as a topic in science education: a proposal for continuing education for elementary school teacher
The “School Week to Combat Violence against Women” included themes related to gender-based violence in the Basic Education curriculum. The objective of this research was to analyze a proposal for continuing teacher training to develop pedagogical activities that included the discussion on gender. Six Science teachers from the final years of Elementary School participated and the data analyzed by Discursive Textual Analysis resulted in three categories: 1. “Gender, violence and Science teaching”, 2. “Visibility of women scientists” and 3. “Teacher training”. The results indicated that the training course provided an environment for the discussion on gender in different spaces, as well as favored the development of pedagogical proposals that involved the inclusion of the theme of women scientists and the different forms of violence experienced by women in different spaces, including the academic one. The importance of spaces for information and reflection on representation and diversity was demonstrated.
Copyright (c) 2025 Rúbia Estefânia Pinto da Silva , Jeane Cristina Gomes Rotta http://creativecommons.org/licenses/by-nc-nd/4.0
Use of models in pedagogical practice for teaching cell biology
The use of models in Biology education provides a practical approach to understanding cellular structures, offering a comprehensive view of cell diversity. This study examines the benefits and challenges of this strategy, highlighting its positive impact on learning. Applied in a Biology class, the methodology involved the creation of models, stimulating the understanding of cellular concepts and promoting student interaction. The results indicate that, despite challenges such as lack of experience and the complexity of model construction, the strategy enhances content assimilation. Furthermore, student interaction reinforces collaborative learning. Even without a conventional laboratory, the approach proved effective in bridging this gap. In conclusion, the use of models is a valuable pedagogical tool, providing a practical and enriching experience that significantly contributes to scientific education.
Copyright (c) 2025 Tályta Carine da Silva Saraiva, Jorge Diniz de Oliveira http://creativecommons.org/licenses/by-nc-nd/4.0
Emile and Emily: or reason and sensibility on the conversations’agenda
The text seeks to analyze the interaction between reason and sensibility in the following works: the treatise on education Emile or on education, written by the Genevan philosopher Jean-Jacques Rousseau (1712-1778) in the form of a novel; and the work Les conversations d’Émilie, written by Louise d’Épinay (1726-1783). This one was written with the purpose of opposing the former, but it doesn't develop the theme with the same depth. The method for the analysis was hermeneutic, with a structural and comparative reading, reaching the conclusion that the two are similar in terms of reason and sensitivity, with due regard for specific differences. Emile will not be a savage at the end of his education, but a man of knowledge and reason; and Emilie will be educated with a view to developing reason, but safeguarding sensibility.
Copyright (c) 2025 Wilson Alves de Paiva http://creativecommons.org/licenses/by-nc-nd/4.0
“Stories of Brazilian cuisine in the colonial period”: proposal and evaluation of a Didactic Sequence for Technical Courses in Gastronomy at Proeja
The objective of this work was to build and evaluate an educational product aimed at the Technical Course in Gastronomy (PROEJA). This is material that considers historical knowledge learned “in the kitchen”. To meet the objective proposed in this study, we organized a structure in line with the stages of planning and analyzing an educational product indicated by Freitas (2021). In this way, we start from identifying your target audience, design, development, implementation and evaluation. Thus, we interpreted the data generated by the subjects who evaluated SD, for this we used Discursive Textual Analysis (DTA) as a data analysis technique. Teachers reported their difficulties in finding teaching materials for PROEJA. They highlighted the innovative nature of the proposed SD, especially with regard to the use of active methodologies, which consider the students' prior knowledge. They also highlighted the product's efforts to value the history and ancestry of students.
Copyright (c) 2025 Marcelo Souza Oliveira, Patrícia de Oliveira, Eldineide Maria dos Santos http://creativecommons.org/licenses/by-nc-nd/4.0
Perception of undergraduate students in Natural Sciences about Inclusive Education and Universal Design for Learning in Colombia
To address inclusive education in Colombia, the Ministry of National Education takes proposals such as the Universal Design for Learning (UDL) which is based on diversity to enrich teaching; in this, teachers and their ideas are key, therefore, the perceptions of students of the degree in the area of natural sciences on inclusive education and the UDL had to be analyzed. the research was descriptive, with a total of thirty participants, the data were collected through google forms with a closed questionnaire, the analysis was quantitative through the graphs that were generated and qualitative through four categories that encompassed the central ideas, it is concluded that the participants indicate a low knowledge of the topics discussed, as well as about the UDL and the possibilities it has in the area, stating that they do not know how to apply it within the area.
Copyright (c) 2025 Zulma Sapuyes Medina, Adriana García Gonçalves http://creativecommons.org/licenses/by-nc-nd/4.0
Scientific literacy in perspective: intersections between scientific denialism and science teaching
This work constitutes a systematic literature review (RSL) on research that takes into account the relationship between scientific literacy, scientific denialism and science teaching, based on the analysis of a corpus of 09 journals and 26 articles, published between 2013 and 2023. Despite the multidimensionality of the term scientific denialism, we are interested in understanding the scope of its effects on science teaching, supported by literature. The results allowed us to observe that science teaching can be enhanced with the perspective of scientific literacy, and the approaches of scientific literacy with critical thinking and an investigative approach emerge as clear notes to be incorporated into teaching procedures and practices, however, it is up to reflection on what paths are necessary so that curricular guidelines and guidelines find appropriate conditions for their effective implementation in the heart of educational policies, which are schools.
Copyright (c) 2025 Tereza Santos Farias, Myrna Friederichs Landim de Souza, Leonardo Ferreira de Almeida http://creativecommons.org/licenses/by-nc-nd/4.0
Historical culture in Secondary Education in the State of São Paulo: theoretical reflections for educational conversation
Brazil instituted a new Secondary Education (SE) with Law 13.415/17. São Paulo was the first state to begin its implementation, in 2021, with the “Curriculum in Action” (CA) program. This article investigates the CA for History, focusing on three issues: conceptions of curriculum, curricular identity and the historical culture promoted by the CA. The research, based on qualitative documentary analysis, adopts references on curriculum and History Teaching, including Richard Rorty's Neopragmatism, reflections by Michael Apple and post-critics such as Ivor Goodson and Gimeno Sacristán, as well as Jörn Rüsen's concept of historical culture. The results indicate that the CA imposes limits on the teaching of history and the humanities, which affects the quality of democracy. It is argued, however, that the active participation of teachers and students, through conversation with the real word, can transform SE by bringing it closer to real needs and promoting a more democratic Education.
Copyright (c) 2025 José Faustino de Almeida Santos, Andrea Coelho Lastória, Luis Fernando Cerri http://creativecommons.org/licenses/by-nc-nd/4.0
Environmental Education Activities in non-formal spaces: fostering conceptual learning in Biology
This study investigated how educational actions in Environmental Education, developed in Non-Formal Learning Environments, can contribute to the acquisition of conceptual content by high school students. To this end, a diagnostic questionnaire was initially applied to identify students’ prior knowledge. Subsequently, educational visits and Environmental Education activities were carried out at two rural properties located in the municipality of Ibatiba, Espírito Santo, with the aim of stimulating critical thinking and promoting the connection between school theory and students’ everyday practices. After the interventions, a final questionnaire was administered, and the data were analyzed using Bardin’s (2011) content analysis methodology. The results indicated significant improvements in students' understanding of scientific concepts, highlighting the pedagogical potential of non-formal environments for promoting meaningful learning.
Copyright (c) 2025 Eder Junior Carlos de Carvalho, Anderson Lopes Peçanha, Juliana Fontan de Oliveira Carvalho http://creativecommons.org/licenses/by-nc-nd/4.0
Dyslexia in adolescents in the context of Technical High School: a critical review
This study systematically reviewed the literature on dyslexia in adolescents in technical-integrated high school, seeking to identify signs and promote their development. Using the Design Science Research methodology, 30 articles from the Scopus, Scielo, and Web of Science databases, published between 2013 and 2023, were analyzed, aiming to develop a critique and an educational product to address the involved theme. The research revealed a gap in the literature on vocational and technological education for adolescents with dyslexia. It highlighted the need to adapt educational policies to meet their needs, ensuring access to adequate resources and support. Emerging research areas include the development of specific interventions, the analysis of the impact of dyslexia on educational and professional trajectories, and the investigation of young people's experiences. Based on the results, an educational product was developed to assist in the identification and teaching practices for these individuals.
Copyright (c) 2025 Adalgiza Ignácio, André Luiz Amorim da Fonseca, Ana Sara Castaman http://creativecommons.org/licenses/by-nc-nd/4.0
Acts of reading and writing in early childhood education: literary mediation as a possibility of appropriating written culture
Based on the understanding of literature as an art form and a humanizing cultural element, this study aims to discuss possibilities for the appropriation of written culture through literary mediation. The discussions woven into this text constitute a literature review on the theme of literature in Early Childhood Education. From preliminary analyses, we envision pathways that point to the development of pedagogical practices in which reading and writing acts from early childhood are filled with meaning. Furthermore, we reflect on the importance of ensuring children's rights to literature and to ethical and aesthetic experiences in educational processes—experiences that are, above all, humanizing.
Copyright (c) 2025 Daniella Salviana Faria, Fernanda Duarte Araújo Silva, Laura Mesquita Carvalho http://creativecommons.org/licenses/by-nc-nd/4.0
The use of GeoGebra software in the initial training process of mathematics teachers: a case study with undergraduate students of the mathematics teacher education program at IFCE
This study aims to reflect on the use of GeoGebra software as a methodological possibility and its contribution to teaching practices in the initial training of Mathematics teachers. The work was developed based on qualitative research principles, employing the case study method and using a questionnaire as a tool for data collection. The research results highlight the importance of using technological tools in the training process and how they can assist in improving aspects related to teacher identity and professional development. These tools influence the process of rethinking practices, fostering critical thinking, and allowing reflections on issues surrounding the process of discovery.
Copyright (c) 2025 Patricia Alves da Silva, Francilene de Souza Pastoura, Erica Ferreira de Castro, Francisco José de Lima http://creativecommons.org/licenses/by-nc-nd/4.0
Gymnastics Teaching in Public Higher Education Institutions of The State of Minas Gerais
This article is part of a nationwide study that analyzed the teaching of Gymnastics in public Higher Education Institutions (HEIs) and the profile of the professors responsible for this activity. In this excerpt, we present the results related to the state of Minas Gerais. Through a documentary research, we reviewed the official websites of the HEIs and subsequently, the professors' curricula. We analyzed the websites of the 11 institutions and, through an email consultation with the coordinators, we listed the professors responsible for teaching Gymnastics courses in 2020. This survey allowed us to establish a relationship between those who teach, study, research, and produce knowledge in the area of Gymnastics, along with the importance of these specialists in the disciplines. Although they are a minority, the state of Minas Gerais has some professors with specialized and prolonged work, nucleating the development of Gymnastics and offering significant representation in the state.
Copyright (c) 2025 Michelle Guidi Gargantini Presta, Laurita Marconi Schiavon, Marco Antonio Coelho Bortoleto http://creativecommons.org/licenses/by-nc-nd/4.0
Childhoods in Digital Culture: Challenges for Early Childhood Education
In this article, we analyze how Digital Culture shapes childhood in contemporary times through children's oral narratives, based on their screen experiences and the impacts on Early Childhood Education. The methodology falls within the field of qualitative research with children, using participant observation and conversations with voice recording as a procedure during the daily routine of a preschool group (children aged five and six). The analysis shows that children experience various screen-related activities tied to entertainment outside of the school environment, which affects their childhood in terms of learning, interacting, and playing. This calls for rethinking pedagogical practices in Early Childhood Education to align with the new configurations of childhood.
Copyright (c) 2025 Silvana de Medeiros da Silva, Mariangela Momo http://creativecommons.org/licenses/by-nc-nd/4.0
Analysis of hypotheses formulated by high school students in Natural Sciences
The main objective of this study was to examine the quality of hypotheses and prior knowledge of high school students at a public school in São Paulo. This analysis used a didactic sequence based on Inquiry-Based Teaching (IBT). The quality of the hypotheses was assessed using classifications and criteria established by Lakatos and Marconi (1991, 2003). The results indicated that the hypotheses consisted of straightforward statements accompanied by secondary complements. The analysis uncovered contradictions and unclear aspects in interpreting the problem, negatively impacting the students’ critical thinking and perspectives. Furthermore, prior knowledge regarding water quality, mining activities, potability, and pollution from human activities was detected.
Copyright (c) 2025 Lílian Moreira dos Santos, Solange Wagner Locatelli http://creativecommons.org/licenses/by-nc-nd/4.0
Evaluation of learning in History: trends and perspectives
This work aims to understand how scientific studies in teaching history have addressed the theme of learning assessment. To do so, we conducted a state-of-the-art study in periodical and academic (dissertations and thesis) publications on the theme developed between 2000 and 2020. The data analysis pointed out that the discussion about learning assessment in the History of Brazil is recent and ongoing. It focuses on Middle and High Schools in the Southeast region of Brazil. The results show an approximation to the history classes and indicate the continuation of traditional methods to assess conceptual contents in the subject. They also indicate the need for studies on evaluation that articulate different epistemologies connected to assessment, Pedagogy of Competencies, and the teaching of history.
Copyright (c) 2025 Ana Paula Giavara, Nayara Silva de Carie http://creativecommons.org/licenses/by-nc-nd/4.0
Socio-environmental themes in the training of Science teachers – a study involving the generation of plastic waste
This article discusses the results of a qualitative study conducted with undergraduate students, with the aim of investigating their understanding of chemical, social and environmental aspects involving the generation and disposal of solid waste, specifically plastic materials. The theoretical framework used was knowledge from the field of Environmental Education from a critical perspective. The study was conducted in the Chemistry undergraduate course at a federal university in Minas Gerais, as part of an environmentally oriented elective course, with the participation of six undergraduate students. Data collection was carried out in several stages, throughout a didactic sequence, involving questionnaires, case studies and experimental activities. The data suggest that the undergraduate students developed a general understanding of the aspects addressed, showing a predominance of social and environmental aspects involving the socio-environmental theme addressed. The data highlighted the importance of developing activities with socio-environmental themes in initial teacher training.
Copyright (c) 2025 Víviam Cristina Costa Silva Santos, Elaine Angelina Colagrande http://creativecommons.org/licenses/by-nc-nd/4.0
The space of the baby library in early childhood education as perceived by educators
The article investigates experiences associated with reading in nursery school spaces, based on listening to nursery attendants and teachers, in order to reflect on the baby library. The method is characterized by an exploratory approach based on empirical research, and the data was gathered through focus groups and interviews. The category investigated is environments that house books and other materials dedicated to children. The interlocutors' understanding of the baby library, as well as their conceptions of this environment, are discussed in this article. The reflection points to the baby library as a viable space for babies and very young children and for literary reading to be present at this level of education. This highlights the importance of having an appropriate environment for babies and very young children in these schools, both for storing and making materials available, in order to provide reading experiences.
Copyright (c) 2025 Rochele Rita Andreazza Maciel, Patricia Marchesini, Flávia Brocchetto Ramos http://creativecommons.org/licenses/by-nc-nd/4.0
Geoeducation in Brazilian School Education: an overview of scientific research
The current environmental crisis demands geoconservation actions. Geoeducation in schools can contribute to the conservation of geodiversity and enhance the construction of contextualized educational practices. This text presents a state of knowledge of research on school geoeducation in Brazil. This is an exploratory bibliographic study that used the digital tools Zotero and IRaMuTeQ as support for the analyses. The following essential themes were identified: growth of research on geoeducation, curricular challenges, teacher training, and shortage of teaching materials. The conclusion from the analysis is that geoeducation can favor a deeper understanding of environmental issues, interdisciplinary approaches, and the formation of critical thinking.
Copyright (c) 2025 Debora Gabriele dos Santos Pinto, Selva Guimarães http://creativecommons.org/licenses/by-nc-nd/4.0
The Cerrado and didactic-pedagogical possibilities in School Geography
This study seeks to contribute to the process of teaching and learning about the Cerrado throughout elementary school, by proposing didactic sequences related to school geography. To this end, the research is based on a documentary review, including analysis of the National Common Curriculum Base (BNCC) and the Goiás State Curriculum Document (DC-GO), to identify possible skills related to the Cerrado biome. Teaching paths were then proposed to promote meaningful learning, the use of active methodologies and the development of spatial thinking. The results point to the presence of the Cerrado theme in school curricula, highlighting not only physical aspects, but also cultural and socio-economic ones. The proposed didactic sequences are expected to help train critical citizens who are aware of the importance of the Cerrado, reinforcing the role of schools in building knowledge that values the biome and promotes its sustainability.
Copyright (c) 2025 Ivony Rosa de Oliveira Vilela, Diego Tarley Ferreira Nascimento http://creativecommons.org/licenses/by-nc-nd/4.0
Ordering and Sequencing Questions: Teaching Reading in the Elementary School - Initial Years
This article aims to present the contributions of the methodology for ordering and sequencing reading questions based on Solé (1998), Menegassi (2010), and Fuza and Menegassi (2017; 2018; 2022). The proposal was applied to students in the 4th year of elementary school, aged between 9 and 11, in a municipal school in Paraná. To implement it, we prepared an activity booklet with questions to be applied before, during, and after reading. The supporting text used was the short story "Cinderella" (Belinky, 2015). The results showed that teaching reading, when carried out in a structured way, contributes significantly to developing students' comprehension, inferencing, and textual interpretation. The methodology proved to be effective in expanding reading skills, highlighting the importance of planned teaching in the process of reader training.
Copyright (c) 2025 Elaine Cristina de Freitas Silva, Marilúcia Dos Santos Domingos http://creativecommons.org/licenses/by-nc-nd/4.0
The school cooperative in Early hildhood Education: a Freinet technique
Célestin Freinet (1896-966) left as a legacy, in addition to many discoveries, techniques to be worked with children from the perspective of Work Education, that is, the production of knowledge and cultures of the people to form democratic citizens. One of them is the School Cooperative, which brings together children and teachers in a project that covers issues related to democracy, planning, self-control of conduct, research, the execution of acts and the recording of events. This article aims to present the results of a School Cooperative held in a municipal school in Marília-SP, which presents the principles of its Political Pedagogical Project (PPP). The technique was carried out by a teacher and her 26 children aged between five and six years old.
Copyright (c) 2025 Emily Adriani Alves, Adriana Pastorello Buim Arena, Maíra Izabel Zibordi http://creativecommons.org/licenses/by-nc-nd/4.0
Paper boats and children in Early Childhood Education: creative stories exploring the water element
This text is a study/research of a playful exploration with the water element and paper boats by a group of 5-year-old children from the Municipal Education Network of Goiânia developed in 2023. We aim to think play in the time and space of Early Childhood Education in the understanding that there is a close relationship between play and the development of the child's psyche, with an emphasis on the formation of the higher psychological functions of memory, imagination and creation. Based on the reflections of Vygotsky (1995; 2020), Leontiev (2010) and Elkonin (2009), who discuss the relationship between play and child development, as well as the weavings of Holm (2007) with the conception of “sublime narratives”, the reflections of Barbieri (2021, 2022) and other authors who dialogue with the field of Early Childhood Education, we developed a study to analyze the playful experiences of children by rescuing the records of the teacher (first author of this manuscript), especially images (photographs and videos). Thus, we conclude that play is the action by which the child attributes meanings and significance to their lived experiences. Through play and games, the child will appropriate, take possession of, this world of ours, as a world of human objects, and thus will objectify themselves in it.
Copyright (c) 2025 José Firmino de Oliveira Neto, Priscilla de Andrade Silva Ximenes, Raquel Pereira Soares http://creativecommons.org/licenses/by-nc-nd/4.0
Medicalization and pathologization of learning and the conduct of teaching and learning processes at the Itaperuna campus of Iffluminense
The medicalization and pathologization phenomenon has been constantly present in debates about school failure, a fact that demands a critical look from the education professionals. In this regard, this study seeks to understand how such phenomenon influences the conduct of teaching and learning processes in the Brazilian educational context, especially in Professional and Technological Education- the Itaperuna campus of the Federal Fluminense Institute . To achieve this purpose, after conducting a bibliographic research, a field study of an exploratory and qualitative nature was carried out through a interview and the administration of questionnaires aimed at understanding professionals' perceptions regarding the aforementioned topic. The data interpretation was carried out using the assumptions of content analysis and its results indicated a marked presence of medicalizing and pathologizing discourses on campus and the need for continued training work that deconstructs such a view among professionals.
Professional and Technological Education
Copyright (c) 2025 Ronia Carla de Oliveira Lima Potente, Jonis Manhães Sales Felippe http://creativecommons.org/licenses/by-nc-nd/4.0
The experience of mediation with a learning object in inclusive classes
The inclusion of students with disabilities still appears in the opinion of teachers as a slow and complex process, permeated by exclusion, stigmas and myths about their learning capabilities. This article aims to present research in the educational area, based on Cultural Historical Theory, which culminated in the development of a learning object and pedagogical activity for teaching science in an inclusive 7th year elementary school class at a public school. The class had 25 students, including two children with disabilities (Down Syndrome and Cerebral Palsy). The methodological procedures used were observation of the school context and an interview with a science teacher. Data analysis made it possible to reflect on the characteristics and potential of children with disabilities. Experience has proven that, with the introduction of learning mediating objects, an equitable and inclusive education for all is possible.
Copyright (c) 2025 Regina Célia Passos Ribeiro de Campos, Thaissa Lielly Rodrigues de Almeida http://creativecommons.org/licenses/by-nc-nd/4.0