Olhares & Trilhas is a multidisciplinary journal, edited in annual volumes composed by three issues, published separately in the months of April, August and December and made available only through the Internet. The numbers may or may not present thematic. All issues will be organized and edited under the responsibility of the Thief Editor and the Editorial Board and will consist of articles, essays, reviews, retrospectives, interviews, galleries and other productions of teachers and researchers addressing issues in the various sub-areas of Education, Teaching. When the numbers are thematic, they will also have the academic follow-up of the proponent (s) of the theme. Proposals for thematic issues will be at the responsibility of the members of the Editorial Board and the Scientific Committee. Proposals submitted, according to the schedule stipulated by the Director in the call for proposals, should be evaluated and approved by the Board of Directors of the Journal and by the Editorial Board. The approved proposals should contain menus to be made available to the members of the Scientific Committee, so that they can analyze / evaluate the pertinence of the works in relation to the thematic number to be published. The themes published by Olhares & Trilhas are those related to the different levels of performance of the researcher: early childhood education, elementary school, middle school, technical education, EJA (Youth and Adult Education), undergraduate, distance learning and postgraduated- which are directly linked to research and / or the presentation of results of research aimed at improving the quality of education and which contribute to reflections and debates on topics of interest to Education. All papers to be submitted for publication must be unpublished, including reviews, and will be sent to internal and external reviewers. Papers will be accepted in Portuguese and in modern foreign languages ​​( English and Italian).
Authors who publish in this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication, with work concurrently licensed under the Creative Commons Attribution License, which permits unrestricted sharing with acknowledgment of authorship of the work and initial publication in this journal. Authors are authorized to enter into additional contracts separately, for non-exclusive distribution of the version of the work published in this journal (eg. publish in institutional repository or as a book chapter), with acknowledgment of authorship and initial publication in this journal .
Continuing education is a process that is linked to the professional development of a teaching career. The aim is to investigate the conception of continuing education that teachers who work with and for children have, with the intention of understanding the importance of the continuous training process, linked to research as a guiding principle for this path. Methodologically, with a qualitative approach, the research relies on empirical data, collected through a questionnaire, applied to 25 teachers who work in Early Childhood Education (preschool), whose data were analyzed using Content Analysis. It is concluded that Education, as one of the main instances in the evolution of a society, needs people, professionals and researchers who think, problematize and bring ways to strengthen it. And this process begins in the initial training of teachers and extends throughout their teaching career. Throughout this journey, research and continuing education become essential elements in the lives of these professionals, with a view to achieving quality and equitable education.
Continuous training. Teachers. Research. Childhoods.
Copyright (c) 2025 Olhares & Trilhas http://creativecommons.org/licenses/by/4.0
The Persistence of Racial and Educational Inequalities in Youth and Adult Education: A Critical Analysis Based on the Brazilian School Census
This article proposes a reflection on educational opportunity inequalities through the lens of race/color, focusing on Youth and Adult Education (EJA) in Brazil. The objective is to understand the effects of racial inequalities affecting the Black population by analysing high school-level EJA enrolment data from the Brazilian School Census. The study examines enrolments rates by race/color, age group, and gender, as well as indicators of dropout, grade repetition, and migration into EJA. The theoretical framework is grounded in social reproduction theories and discussions on structural racism. The findings reveal that EJA concentrates a disproportionately high number of Black students — both Black and Brown — compared to the broader educational system. The study concludes that, rather than serving as a space for inclusion, EJA often reproduces and legitimizes existing social hierarchies, reinforcing the subaltern position of the Black population within the educational context.
Inequalities in educational opportunities
Pedagogical training in sexual education with a teachers of Early Childhood Education: sharing experiences, building citizenship
Sex education is a complex topic that involves citizenship, respect, and ethics, and can raise questions from various groups and social institutions about how to discuss issues that involve this human dimension. Schools and families have constantly recognized their limitations in problematizing sex education. Some causes for these difficulties may be related to the rejection of the topic due to the lack of teacher training; to the stereotypes and prejudices that persist in the complex universe of human sexuality; to the lack of public policies that make discussions about sex education in schools effective, etc. This article describes a university extension experience carried out with early childhood education teachers, focusing on teacher training actions, aiming at training them to discuss sex education in schools. The project was developed in a public early childhood education school in the city of Caxias, Maranhão. Thirty-two teachers participated. Observations of the teachers' pedagogical routines, analysis of the teaching materials used by the teachers, and meetings to systematize and prepare workshops on the topics of sex education were carried out. There was significant participation from teachers who began to understand with more precision and theoretical-methodological care the importance of this discussion in early childhood education schools.
Buscando por novas possibilidades para uma educação escolar que coloque a criança no centro de suas preocupações, encontramos na Fenomenologia a perspectiva para construir conhecimento a partir do pensar filosófico. Desenvolvemos este estudo objetivando descrever como docentes, que atuam nos 3° e 4° anos do Ensino Fundamental, apresentaram-se ao participar de uma pesquisa fenomenológica. Os/As participantes responderam a duas perguntas: 1) como a criança aprende? e 2) que é corpo-criança na aprendizagem?. Os registros das participações foram feitos em um diário de campo e os resultados foram organizados por meio da Técnica de Elaboração e Interpretação de Unidades de Significados (U.S.). U.S. referentes à primeira pergunta: pausas reflexivas; questão difícil; respondeu com segurança; respondeu com agilidade; suspiros e/ou sorrisos; gerar contribuições; utilizou rascunho. Referentes à segunda pergunta, encontramos as mesmas U.S., com variação para o aumento das risadas e/ou suspiros e para a U.S.: primeiro contato com o termo. Entendemos que a pesquisa Fenomenológica provoca pensamentos e reflexões pouco comuns em seus participantes e a possibilidade de construir conhecimento capaz de aproximar o ser de si mesmo, dos outros e do mundo, podendo ser um caminho propício a uma Educação, via corporeidade, que perceba o Ser de maneira complexa.
A sequência de Fibonacci e as ondas de Elliott no ensino de Matemática Financeira: propostas didáticas com análise de mercado
Este artigo propõe o uso da sequência de Fibonacci e da teoria das ondas de Elliott como ferramentas pedagógicas para o ensino de matemática financeira no Ensino Médio. Com base na análise técnica de ativos do mercado de capitais, são apresentadas estratégias de ensino que aliam conceitos matemáticos a contextos reais de investimento, promovendo um aprendizado significativo e contextualizado. A proposta permite que estudantes desenvolvam habilidades como leitura de gráficos, interpretação de dados financeiros e tomada de decisão com base em análise matemática, fomentando a formação de cidadãos mais conscientes e preparados para a vida financeira.
A plataforma escola do trabalhador 4.0 na perspectiva da Educação 4.0: possibilidade de uso por gestores escolares na capacitação de estudantes
Este trabalho analisa a plataforma escola do trabalhador 4.0 como uma ferramenta de capacitação voltada aos gestores escolares do Ensino Médio, no intuito de apoiar a formação dos estudantes para o mercado de trabalho. Parte-se da reflexão sobre a percepção dos alunos concluintes do Ensino Médio quanto à utilidade dos cursos gratuitos oferecidos pela plataforma como meios viáveis de qualificação profissional. A pesquisa busca compreender se a plataforma pode ser incorporada ao cotidiano escolar como um instrumento efetivo de apoio à inserção dos jovens no mundo do trabalho. Para isso, adota-se uma abordagem qualitativa, de natureza aplicada e caráter descritivo, com uso de pesquisa bibliográfica e estudo de caso. O método adotado será o hipotético-dedutivo. Como produto educacional, será elaborado um curso de extensão em formato de cartilha digital, voltado a gestores e demais profissionais que atuam no Ensino Médio, com foco em inclusão e letramento digitais. O conteúdo será desenvolvido a partir da coleta e da análise dos dados obtidos durante a pesquisa, visando oferecer suporte prático e reflexivo para a implementação de estratégias que ampliem o acesso dos estudantes à formação profissional por meio de recursos digitais acessíveis e contextualizados.
Reconhece-se nesse estudo a construção da Base Nacional Comum Curricular (BNCC) como parte de um contexto global de aliança neoconservadora e neoliberal e admite-se a possibilidade de professores (as) se sentirem desencorajados(as) a debater gênero em sala de aula por conta da ausência da temática na BNCC. Diante desse problema, este estudo realizou uma análise documental da BNCC com o objetivo de identificar brechas no documento que possam contribuir para o debate de gênero nas escolas, especialmente em aulas de Arte do Ensino Fundamental. Sedimentada no feminismo negro, em estudos sobre gênero e educação, e em análises documentais de outras pesquisadoras, a investigação revelou que, apesar do apagamento da temática no documento, determinados significantes vazios, habilidades em unidades temáticas de Arte e diretrizes voltadas para a educação das relações étnico-raciais, quando abordadas sob uma perspectiva interseccional, podem ser explorados como caminhos ao debate de gênero no Ensino de Arte.
Comparação de Habilidades Motoras entre Meninas: Aulas de Ballet Além da Educação Física Escolar
As aulas de Educação Física na escola são um espaço importante para a vivência do aluno em relação a práticas corporais. Entretanto, a escola ainda não consegue abarcar todas as possibilidades da cultura corporal de movimento. Momentos de atividades no contraturmo podem complementar lacunas relacionadas às diferentes práticas corporais. O Ballet Clássico, por exemplo, pode trazer benefícios motores, cognitivos e psicossociais. O objetivo deste estudo foi comparar o desempenho motor de meninas de 6 a 7 anos de idade de 4 escolas, sendo um grupo que não realiza atividades motoras no contraturno e outro de praticantes de ballet. As habilidades motoras foram avaliadas através do TGMD-3 (Test of Gross Motor Development). Os resultados demonstraram que o grupo de praticantes de Ballet tiveram média significativamente superior em comparação ao outro grupo, tanto para a somatória de habilidades locomotoras (p = 0.009) quanto para a somatória total (p = 0.005). Podemos concluir, portanto, que a prática motora durante a infância é importante para ampliar o repertório motor estimulando a uma vida ativa ao longo da vida e os espaços de prática além dos muros da escola podem ampliar o repertório de possibilidades, estimulando a criança a ser mais ativa e envolvida com a sociedade.
Atividades circenses na Educação Física escolar: a multidimensionalidade da ação pedagógica em efervescência
Neste ensaio teórico, explora-se o discurso vigente em torno da multidimensionalidade educacional imbricada à pedagogia das atividades circenses no contexto da Educação Física. Para tanto, o percurso textual-discursivo foi construído por meio dos entrelaçamentos históricos do circo que se cruzam com os valores educacionais desenvolvidos a partir de uma prática pedagógica interdependente na escola, em que se destaca a pedagogia circense como inovação educacional. Ressalta-se a integração dinâmica das atividades circenses nas aulas de Educação Física escolar, quando a expressão corporal espontânea se alinha à experiência afetiva (individual e coletiva) em efervescente ato educativo. Espera-se que esta produção textual estimule novas reflexões sobre as perspectivas educacionais da pedagogia circense nas aulas de Educação Física, facilitando, assim, a adoção de novos paradigmas no processo de desenvolvimento humano no ambiente escolar.
Educação antirracista: experiências de práticas pedagógicas desenvolvidas em uma Escola Quilombola no Baixo Acará-PA
This text presents pedagogical experiences of teaching and learning, developed through a school project that dialogues with the territorial issues of a quilombola community in Bass Acará, in the state of Pará. We seek to promote a dialog between the fundamental concepts pertinent to quilombola school education and anti-racist education, with a view to overcoming racism and its related practices. The text is anchored in laws, guidelines and authors who study this issue, such as: Carril (2017); Miranda (2018); Barzano, Sampaio and Melo (2022); among others. The data presented shows that it is possible to develop educational practices that dialog with the territory, with ancestry, with strengthening identity and with traditional knowledge in quilombola schools in harmony with the various types of knowledge that circulate in the school environment.
This research aimed to analyze the implications of technological society on literacy and reading processes within the framework of digital culture. The study was motivated by the need to understand the social changes brought about by digital technologies, particularly in social interactions and their implications for children's literacy and reading processes, as well as new pedagogical approaches that value the characteristics of the current context. The goal is to contribute to knowledge in the field of educational practices. The theoretical framework was built on studies by Ferreiro (1985), Soares (2011), Vieira and Silvestre (2015), Marcuschi (2008; 2012), and Bakhtin (1986). The methodology adopted in this study follows a qualitative approach (Flick, 2004), utilizing bibliographic research (Gil, 2002). Various sources of knowledge were explored, including books, scientific articles, theses, and dissertations. A systematic search of academic databases was conducted using specific keywords and included relevant primary publications in both Portuguese and English. The analysis of the collected data was carried out using content analysis techniques (Bardin, 2011). It is expected that the results of this research will contribute to expanding discussions on how changes brought about by technologies have impacted children's literacy and reading processes.
Performance “Crowded Bus”: body-space experiences in dance classes at Pedagogical Residency
The present text deals with dance in schools, which is one of the art forms addressed in the basic education curriculum. Its objective is to analyze dance as knowledge integrated into the school curriculum and its intersections in the education process of students. It was guided by discussions on body-space informed by Laban Studies and collaborators, as well as studies by Isabel Marques (2010; 2012), who advocates for dance within the integrated tripod of art-teaching-society. One of the guide questions was: How can we integrate notions of body-space in dance into a civic education? The methodology is based on an experiential account structured around descriptive, referenced, dialogic, and critical descriptions. The experience culminates in a choreography titled “Crowded Bus”. Through this, it is reflected that poetic-aesthetic teaching, intertwined with the daily challenges of social interactions, can enable dance education in schools that is integrated with a proposal for sensitive, critical, and transformative education.
The Freirean Culture Circle as a knowledge production strategy for the formation of conscious bodies in Physical Education classes at a school in the Amazon region of Pará State
The aim of this text is to present and analyze the epistemological issues and the methodological design of the Freirean Culture Circle (FCC), as well as the meanings that Physical Education teachers working in a school in the Amazon region of Pará have been producing about the FCC as a strategy for producing knowledge for the formation of conscious bodies in their classes. The research, characterized as explanatory, involved one teacher and two Physical Education teachers who work in a school in the Amazon region of Pará. To produce the data, we used the Freirean dialogical interview; the data produced was submitted to an interpretative approach to speech. The results show that, although there is a structure in stages for building the CCF, these stages are interdependent and must be built and rebuilt throughout the educational process. In addition, the CCF, as a knowledge production strategy, favors dialogue, listening and the collective construction of knowledge. Finally, the results indicate that education for the formation of bodies is inseparable from human formation, the reading of the world and reality and the conscious use of bodily practices.
Uma prática de análise linguística: acarretamentos semânticos em gêneros discursivos do cotidiano
This paper addresses semantic relations, specifically entailments, found in everyday discursive genres such as billboards and signs. The research aims to integrate these genres into teaching, as recommended by the Brazilian National Common Curriculum (BNCC), proposing a more grammatical and contextualized linguistic analysis in the classroom. During the investigation, a limitation in the availability of online examples was observed, highlighting the importance of discussing this topic in academic and educational settings. The goal is to share with students and teachers two examples of contextualized linguistic analysis, fostering a broader reflection on language. The research is primarily based on the works of Cançado (2008), Pires de Oliveira (2001, 2012), Bakhtin (1997), and the BNCC (Brazil, 2018). The results identified double entailments, as well as polysemic, semiotic, and contextual aspects, showing how this grammatical approach, combined with discursive factors, can contribute to students' reading and text production processes, in alignment with the BNCC's guidelines.
Formação continuada: uma análise a partir do programa MS Alfabetiza - todos pela alfabetização das crianças
This article, which is the result of a doctoral research project aimed at analyzing the concept of continuing education established in the MS Alfabetiza - Todos pela Alfabetização das Crianças (MS Literacy Program - Everyone for Children's Literacy), has theoretical foundations based on historical-dialectical materialism. To this end, we conducted a documentary analysis of the training stages of the aforementioned program. As a result, we identified potentialities in the proposal undertaken during the post-pandemic period, highlighting the need to recompose the learning of students in the literacy phase. However, the program is based on competencies, both in terms of being developed by teachers and students, with perspectives of meritocracy. One of its stages includes rewarding schools that stand out in learning results, which generates competitiveness and managerial promotion. It is important to understand that the investment of the private sector in the analyzed program, generating prizes and bonuses, encourages and drives a business market awareness, issues that strongly influence teacher training.
Continuing Education. Teachers. MS Literacy Program.
As muitas facetas das pesquisas sobre alfabetização no Brasil
Em 2024, a Revista “Olhares & Trilhas”, do Colégio de Aplicação da Universidade Federal de Uberlândia (ESEBA/UFU), divulga, excepcionalmente, em seu volume vinte e seis, dois números com artigos referentes ao dossiê temático “Pesquisas sobre alfabetização no Brasil”. Este segundo número contém um conjunto de 25 artigos, apresentando pesquisas com temáticas e abordagens teórico-metodológicas diversas, mas todas dentro do campo do ensino e da aprendizagem iniciais da leitura e da escrita.
O papel da equipe multidisciplinar do Instituto Geração da Hora (IGH) nas ações de educação não formal: aprendizados na pandemia
Non-formal education plays a pivotal role in fostering citizenship, complementing the State's role in serving vulnerable communities. Among the institutions providing this type of education are social organizations (SOs), which rely on multidisciplinary teams composed of diverse professionals. During the COVID-19 pandemic, these SOs faced significant challenges, particularly in transitioning from in-person to remote services. Considering this, the objective of this study was to analyze the experience of the social organization Instituto Geração da Hora (IGH), located in Bangu, Rio de Janeiro, focusing on the team profile and the lessons learned during the COVID-19 pandemic. The study employed a document analysis approach, utilizing reports, collaboration agreements, and meeting minutes from the institute. Thematic Content Analysis (Turato, 2013) was used to process the data. Results indicated a team composed of professionals from the fields of Pedagogy, Psychopedagogy, Social Work, Psychology, Administration, and high school-level teaching. The key lessons learned included the use of technology, emotional support, and the integration of different fields, emphasizing the importance of flexibility and innovation to ensure continuity of activities during crises, and underscoring the relevance of non-formal education as a space for the articulation of knowledge.
Alfabetização financeira na escola: para além da ótica neoliberal
Education aims to fully develop the student and prepare them for the exercise of citizenship. However, there is a predilection for partial development with regard to financial education. This research aims to analyze the discourse on financial literacy in schools as a proposal for overcoming excessive social debt. To achieve this purpose, a methodology was adopted for the development of this work that used exploratory research, with the nature of applied research and technical procedure in bibliographic and documentary research, with predominantly qualitative data processing. In the course of the theoretical assumptions, it is observed that in addition to the neoliberal discourse of lack of individual financial knowledge, a component of social inequality by classes is seen and that the school can be an institution for maintaining or changing dominant ideologies of capital. In conclusion, we came to the position that critical and emancipatory financial literacy is necessary in schools to replace technical and alienated education, almost always restricted to the accumulation of money. Ultimately, we seek financial education that encompasses the integral human formation of subjects to achieve the construction of a more equitable, stable and environmentally conscious society.
State of Knowledge: an overview of the work of literacy teachers (2010-2021)
This article is a bibliographic survey, of the state of knowledge type, which aimed to categorize research on the teaching work of literacy teachers. The time frame used to search for works for this study covers the years 2010 to 2021. The research catalogs of IBICT and CAPES, and the proceedings of ANPED and ABAlf were used as databases. From the survey conducted, it is noted that there is a low scientific production that addresses as its central theme the issues related to the work of literacy teachers beyond the didactic and pedagogical dimensions. This finding validates the necessity and contribution that the research brings to the scientific field, since work is seen as a fundamental category for understanding the socially established relationships, as well as teaching work as a central category for understanding the relationships that permeate work in the school environment constituted from multiple historical, social, economic, and political elements.
Este artigo tem por objetivo problematizar e analisar as repercussões e tensões do Programa Estadual de Apoio à Alfabetização – Alfabetiza Tchê, que está sendo promovido pelo estado do Rio Grande do Sul, em conjunto com o Instituto Natura, a Associação Bem Comum e a Fundação Lemann, fortalecendo as parcerias público-privadas. No âmbito do programa, há a formação de professores da pré-escola, na Educação Infantil, e a formação dos professores dos 1º e 2º anos do Ensino Fundamental. A produção e o tratamento dos dados seguiram uma abordagem qualitativa e documental, pautada nos princípios da análise do conteúdo de documentos oficiais do site do Governo do Estado, e não oficiais, como reportagens, matérias e notícias de jornais, bem como materiais do curso de formação continuada do programa. O texto apresenta dados iniciais, tendo em vista que se trata de um programa novo no estado. Contudo, observa-se uma perspectiva neoliberal e meritocrática, uma vez que o programa retira do estado sua responsabilidade com a educação e promove, por meio de avaliações de larga escala, rankiamento entre as escolas e premiações para as que tiverem melhores resultados. Além disso, imputa às escolas premiadas a responsabilidade de auxiliar as demais que não tiveram resultados promissores.
Reading and Writing in Early Childhood Education Project – LEEI (2013-2023)
In this article, we analyze in which ways the insertions of the Reading and Writing in Early Childhood Education Project (LEEI) come together and/or distance themselves in three moments: that of its elaboration as a training project for Early Childhood Education teachers with its own teaching material, that of its inclusion in the PNAIC training and that of the current resumption within the scope of the National Child Literacy Commitment. To do this, we consulted research, articles, legislation, guidance documents, videos, and an interview with the LEEI coordinator. It was observed that in its origins, LEEI had the support of the federal government, which made it possible to invest in research, events, material development, and training; in the second moment, its inclusion in PNAIC reduced its potential in favor of efficiency and productivity and, currently, its resumption aims to rescue the original proposal.
Reading and Writing in Early Childhood Education (LEEI)
Continuing education of literacy teachers
This study refers to a qualitative research developed within the scope of the Course Completion Work-TCC of the Specialization in Literacy, which started from the question: How does the continuing education of literacy teachers contribute to the teaching professional practice? The general objective was to investigate the process of continuing education of literacy teachers, from the specific objectives: to understand the importance of continuing education of literacy teachers; to analyze the challenges faced during this training; knowledge and identify continuing education policies for literacy teachers. We support the studies in Tardif (2004), Freire (2007), Imbernón (2010), Ferreiro (2011), Soares (2013), Cruz and Martiniak (2016) and public education policies. The bibliographical research analyzed articles obtained from the base of the Brazilian Literacy Journal-RBA and the National Association of Postgraduate and Research in Education-ANPED. The research reaffirmed the importance of educational policies in encouraging and implementing the continuing education of literacy teachers, pointed out that the challenges range from the lack of debate on contemporary issues in schools to the absence of effective dialogue with educational policies, revealed a significant impact on the practice of literacy teachers and showed that teaching experiences become a fundamental component.
School is an essential space for Scientific Literacy. Considering the importance of science in daily life, it is essential to recognize the role of women and their contributions to this area. In this matter, it is important that schools contribute with the dissemination of this information, encouraging girls and adolescents to get involved with science. This paper presents a pedagogical sequence for the dissemination of scientific contributions by women that culminated in an exhibition prepared by 9th grade students of Elementary School, being used as a study resource for 4th grade students. Carrying out this activity contributed to greater visibility of the role of women in scientific development, in addition to bringing representation to children and young people, inspiring them to follow the path of science, showing that a woman's place is wherever she wants to be.
Programas de alfabetização de crianças no Brasil: um panorama de produções acadêmicas (2015-2020)
In this article, we present a national overview of scientific production on programs aimed at initial reading instruction. Inspired by “state of the art” studies, we take an analytical look at research published in Brazil between 2015 and 2020. We sought to draw up a profile of these studies, focusing on the programs investigated, the axes/focus of analysis, as well as what they reveal about the processes of implementation, performance and impact of these educational policies. Through the analysis of the research, we found that different initial reading instruction programs for children were the focus of analysis in Brazilian productions, most notably the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC). There were also various analytical axes when investigating them, with a predominance of the themes “teaching practices” and “continuing formation”. We also noted the contributions made by the implementation of programs, when these initiatives combined theoretical reflection with professional activity. On the other hand, there was also a need for further reflection on educational policies aimed at changing initial reading instruction practices by introducing rigid routines and pre-determined activities.
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Study on the pedagogical appropriation of the game Minecraft in Technical Course in Buildings
Considering the increasing use of digital technologies, it is necessary to take ownership of them to insert them in the education environment. Among the several possibilities for inserting technologies in education, the use of digital games or gamification stands out. Therefore, this qualitative research aimed to compare the digital game Minecraft with the contents of the Technical Course in Buildings – Integrated to High School Modality (Campus XXX), aiming at a pedagogical appropriation of this game for teaching different contents of the course. As a methodology, analyzes of the pedagogical project of the course and its curriculum were carried out, which made it possible to carry out the comparison between contents and parts of the referred game. As a result of this study, the possibility of establishing relationships with all subjects of Buildings course was evidenced and based on this, the article brings detailed examples of three possible activities arising from these relationships between the game and the course contents.
Technical Course in Buildings – Modality Integrated to High School
Concepções em disputa nos materiais de apoio pedagógico para a Educação Infantil: alfabetização, letramento e leitura e escrita
This article refers to an investigation formulated within the context of the commitment assumed by the state in achieving the National Pact for Literacy at the Right Age (PNAIC) and aims to understand which theoretical and methodological influences prevail after the implementation of PNAIC/EI. It is a qualitative research developed based on Mikhail Bakhtin's concepts, such as dialogism, utterance, and language, and on the studies of the Historical-Cultural Theory by Vygotsky. Legal documents and research in the field of Early Childhood Education affirm the dialogical-discursive perspective as a reference for working with reading and writing in daycares and preschools. However, the results of the investigation point to the resurgence of educational structures, as well as the erasure of pedagogical alternatives resulting from numerous research efforts, in favor of maintaining practices of instrumental, linear, and hegemonic nature.
Facilitando o Entendimento da Geometria Molecular na Química com o App Mo-Cubed
The study investigates the integration of educational technologies, with a focus on the Mo-Cubed App, to understand the three-dimensional shapes of molecules and their chemical-physical properties. Educational theories emphasize the importance of contextualization and the use of educational resources to promote effective learning. This article discusses the teaching of Molecular Geometry, highlighting its relevance and the limitations of two-dimensional representations. The methodology details an experimental class using the Mo-Cubed Android application, demonstrating improvements in the understanding of the concepts covered. The results underscore the effectiveness of the digital approach, supported by the analysis of student questionnaire responses, which show a positive perception regarding the use of the application. It is concluded that this combination provides a comprehensive and stimulating learning experience, fostering students' interest in Chemistry and related fields.
Modelos Moleculares. Geometria Molecular. App Mo-Cubed. Ensino de Química.
ACADEMIC TRAINING IN ACTION: THE ROLE OF RESEARCH IN THE CONTEXT OF THE LITERACY TEACHER
This study was carried out by a teacher of the initial years, working in the 1st year of literacy. Challenged to rethink her pedagogical practice and dialogue with educational theories, the teacher sought to become a researcher, reflecting on the role of research in her pedagogical practice. Her journey of transformation was marked by her insertion in study groups and communities of practice, in which she shared experiences and discoveries, consolidating her identity as a researcher. The collaboration with the university provided access to new theoretical and methodological perspectives, strengthening research in the training of literacy teachers. The results revealed that the research goes beyond techniques, seeking to understand the teaching-learning process.
Aspects about literacy and literacy in the new coronavirus pandemic
The literacy and literacy process during the new coronavirus pandemic presented itself as a challenge for teachers and families of school-age children. This article is configured as a case study with a qualitative approach, focusing on aspects of methodologies used in schools in the state education network in a city in the interior of Minas Gerais. The objective is to discuss the methodologies and activities carried out that brought families together and encouraged children to participate in the proposals prepared by teachers. The bioecological perspective of human development is also highlighted, supporting the discussion of the collected data that considers aspects of the process, the person, the context and time in this development. The empirical field was two schools in a medium-sized city in the Zona da Mata of Minas Gerais. Given the results, it is considered that specific actions by teachers and family members regarding communication with the family and clarification of activities were essential for the development of literacy.
A produção acadêmica sobre formação continuada de professores(as) alfabetizadores(as):
O presente texto traz reflexões sobre a produção acadêmica (teses e dissertações) que aborda o Pacto Nacional de Alfabetização na Idade Certa (PNAIC). Cabe esclarecer que o conteúdo apresentado nos limites deste artigo é um desdobramento de uma pesquisa que buscou, por meio de um estudo do tipo estado do conhecimento, apontar as tendências e enfoques da produção acadêmica referente às iniciativas de formação continuada de professores(as) alfabetizadores(as) no Brasil. As 23 investigações que abordaram a repercussão do PNAIC na prática pedagógica foram distribuídas em três categorias: pontos positivos (9), pontos negativos (7) e contribuições e críticas (7). A análise dos resultados nos levou a concluir que tanto em termos de quantidade de trabalhos, quanto em termos de qualidade dos apontamentos feitos a partir dos dados das investigações, sobressai uma impressão positiva do PNAIC, o que nos permite inferir que o impacto de sua realização foi positivo.