Educação Unisinos

O Programa Mais Educação e a temática LGBTQIA+fobia nos Trabalhos Colaborativos de Autoria na cidade de São Paulo

Lenilson de Souza Thomaz — 2025-03-11

The article discusses the Mais Educação Program and the Collaborative Work of Authorship (TCA), both adopted in 2014 by the Municipal Department of Education of São Paulo. They made it possible for several schools to develop pedagogical projects focused on gender and sexuality issues based on the demands of the students themselves. In this article, we problematize the experiences of three educational institutions that are dedicated to combating LGBTQIA+phobia. The research was carried out using a qualitative method, with an ethnographic approach (Mattos, 2011). The research territory is the District of Cidade Tiradentes, belonging to the neighborhood of Guaianases, East Zone of São Paulo. The research that touch on the theme Collaborative Work of Authorship (TCA) are still few and have not addressed the questions of gender and sexuality in a specific way. Therefore, we believe that this article can help make these reflections more present in everyday school life, as well as encourage teachers to propose new approaches to gender and sexuality at school.

“A alma do Brasil reside na diversidade”: uma análise da vontade de recomposição da diferença, do coletivo e a educação no cenário brasileiro

Roseli Belmonte Machado — 2025-03-11

The aim of this research is to analyze the brazilian political scenario in order to provide indicators for thinking about Education. Specifically, the study seeks to comprehend the current Brazilian government's willing regarding social and educational aspects, considering the issues that involve difference and the collective. The analysis focuses on President Lula's speech on January 1st, 2023, the occasion of his inauguration. As an analytical tool, the concept of discourse and governmentality is employed from a Foucauldian perspective. Among the results, a convergence of two strategies is highlighted: the affirmation of the presence of groups that were being excluded from the brazilian context, and the proposition of actions aimed at reconstructing the sense of the collective, also invoking education. There is a government intention to rebuild a discursive order, now based on the collective and difference, indicating educational actions and counter-conducts in relation to the ways of life within a neoliberal context.

A atuação teatral na vivência escolar: uma contribuição da linguagem artística para o ensino de ciências da natureza

Eva Teresinha de Oliveira Boff — 2025-03-11

This article aims to discuss the teaching of Art, through theatrical performance, as a possibility for interaction and meaning-making in Art and Natural Sciences concepts, from a historical-cultural perspective. It is understood that involving a wide diversity of artistic expressions in art education contributes to the sociocognitive development of students and to the understanding of various knowledge areas, particularly natural sciences. The methodology is qualitative, and data were obtained from literature review and the development of classes in two ninth-grade groups of elementary education. The students created performances as a way to articulate body language with biological and cultural aspects. The results indicate that theatrical performance contributes to interdisciplinary teaching. This research allowed for contemplation on the interfaces between Art Education and Natural Sciences, in light of the aspect of bodily expression focused on theatrical language.

Análise das interações e argumentos falados elaborados por estudantes do ensino superior a partir de uma proposta didática pautada em Toulmin

Milena Silveira Resende — 2025-03-11

This article aims to contribute to the deepening of the discussion on interactions and arguments around the following issue: Can students, from the interactions in class, develop quality arguments? In this qualitative research, we resort of field research to develop arguments through interactions in an expository and dialogued class in an Information Systems course. The structural analysis of the students' arguments was based on Toulmin's Argumentative Pattern (2006) and content analysis proposed by Bardin (2016). The results show that the most elaborate interactions happened in greater numbers, but what predominated in their speeches were the simple arguments, followed by the incomplete and complex ones and that the students satisfactorily engaged in the class and succeed, through interactions, support your arguments and build good quality arguments.

Ser estudante com deficiência na pós-graduação em Educação: narrativas de uma experiência de inclusão

Elivana Vieira de Souza — 2025-03-11

What does a visually impaired postgraduate student say about their experiences in this context? This concern is at the heart of this article, based on the growing number of students with disabilities entering higher education. With the entry of these students, some challenges have become evident, such as the need to eliminate architectural and attitudinal barriers, adapt the curriculum, methodological and assessment strategies to ensure equity and a humane, democratic public education aimed at ensuring the quality of permanence of this segment. With this in mind, this article aims to reflect on the narratives of a visually impaired student about his perceptions, focusing on the challenges and achievements experienced in the context of his constitution as a disabled student in the stricto sensu postgraduate course in Education. The analysis stems from empirical research with a qualitative approach configured as a single case study (STAKE, 2011), precisely the first visually impaired master's student to enter this field at a state public university in the Northeast of Brazil. The data was produced through a narrative interview (NACARATO E PASSEGGI, 2013) with this student. The results show that there are still many obstacles on the university facilities to ensure the inclusion of students with disabilities in it, and that there is an urgent need to adopt strategies to make students with disabilities visible and valued as capable individuals with the potential to develop and (con)live in society.

A epistemologia da pesquisa interventiva em educação e seus reflexos na pesquisa-ação e pesquisa participante

Antonio Pereira — 2025-03-11

It analyzes the foundations of interventional research in education in stricto sensu graduate education, professional modality, posing the question of the nature of research based on the classification of sciences into theoretical, productive and practical, based on Aristotle, Thomas Aquinas, Francis Bacon, Descartes et al., understanding that the nature of research is closely linked to this classification. We define basic research as the production of new knowledge. Applied research uses knowledge from basic research in education to produce artifacts and innovations in social and educational technology, while practical research aims to change the problem-situation verified, theorizing the relationship between action and change. It takes on the terminology of interventional research and conceptualizes and differentiates the formative intervention from the prescriptive one, as an object of study, exemplifying from the research-action and participant research.

Uma breve recuperação das lutas em prol da formação, reconhecimento e valorização dos educadores sociais na perspectiva da Educação Popular

Fernanda dos Santos Paulo — 2025-03-11

he article addresses the importance of social educators in Brazil, focusing on the Associação de Educadores Populares de Porto Alegre (AEPPA). It aims to analyze the trajectory of these professionals, highlighting their training, recognition, and appreciation through AEPPA. It employs the methodology of systematizing experiences, integrating theory and practice of Popular Education. The article reveals that AEPPA's initiatives significantly contribute to the valorization of social educators, promoting qualified training and advocating for the regulation of the profession. It concludes by emphasizing the importance of AEPPA in the training and recognition of these professionals, who are essential for inclusive and transformative social policies.

Uma terra dourada de tanto ouro: educação católica germânica nos séculos XIX e XX

Luís Fernando Lopes — 2025-03-11

If the Germanic and German-Brazilian presence and sedentariness in the various poles of attraction in southern Brazil has already received enough attention from competent historiography, this article centers its focus more on the pole of repulsion than on that of attraction for these immigrants. The objective is to try to draw an overview of the ideas that mobilized a Germanic missionary expansion with a view to the dissemination of Romanized Catholicism throughout the world, which, in turn, engendered the curricula and practices of the schools that served the Germanic and Germanic Brazilian community in Paraná. Thus, in a first moment, we try to characterize the historical context of the repulsion of Germanic emigrants towards the south of Brazil, in order, in a second moment, to understand the field of ideas, tensions and distensions of the Catholic Church of the period that came to form and influence the Catholic Germanic missionary mentality exported and incorporated in multiple German-Brazilian schools.

Cidade, território e políticas intersetoriais de cidadania: os CEUs de São Paulo como hiperlugares relacionados aos princípios das Cidades Educadoras

Haniel Israel — 2025-08-05

This article analyzes the Centros Educacionais Unificados (CEUs) of São Paulo as strategic public facilities that articulate architecture, education, and intersectoral public policies. It is based on the hypothesis that architecture, when combined with education, can function as a structuring device for the territory and a catalyst for integrated public policies. The investigation adopts an interdisciplinary approach and draws on the concept of hyperplace to understand the CEUs as spaces where physical, social, and symbolic dimensions overlap. Through the case study of CEU Jambeiro, the article discusses the effects of these facilities on urban reconfiguration and the strengthening of community bonds. It is argued that CEUs represent a paradigmatic shift in public policy by consolidating educational territories aimed at citizenship formation and the city as a space of learning.

Escola: território de histórias tecidas, práticas compartilhadas, formação e construção de saberes

Maria Aparecida Campos Diniz de Castro — 2025-08-12

The article examines the school as a formative space for teachers, highlighting the role of subjectivity, collaborative practices, and autobiographical narratives in shaping the teaching career. A critical literature review is used, based on authors such as Dominicé, Josso, Nóvoa, and Imbernón, and is linked to formative experiences lived by the authors. The study advocates valuing the school as a locus for knowledge production and proposes school-centered training as an alternative to traditional models. It concludes that teacher education should be continuous, situated, reflective, and grounded in lived experience, enabling connections between universities and schools, and strengthening professional identity through dialogical and investigative practices.

Keywords: school; teacher education; life stories; collaborative partnerships.

Por justiça curricular e formação integral: enfrentamento do desigual e injusto território da escola

Vera Maria Nigro de Sousa Placco — 2025-08-05

This article sets out to present some of the advances in current CEPId (PUC-SP) studies with the aim of discussing the essential school educational aim of whole education, articulated with current studies on curricular justice, from the perspective of school culture, its relationships and its territory. Relating the results of the qualitative research carried out between 2015 and 2024 and the theoretical framework regarding the aims of school education (Lenoir, 2016; Libâneo, 2016b,2016a,2012) and curricular justice (Ponce, Costa, Araújo, 2023), we propose a possible and necessary way of revising the curricular proposal compatible with the function that today's school should have in favor of reducing school, cultural, social and economic inequalities.

Sociedade, cultura e educação: contributos para a compreensão da Inteligência Artificial

Felippe Nunes Vidal Bandeira — 2025-08-05

This article discusses, from an interdisciplinary perspective, the relationship between society, culture, and education to understand Artificial Intelligence (AI), identifying how technological advancements—especially cyberspace—affect culture and social life. It analyzes the context of cyberculture and social interactions as a foundation for understanding AI. The discussion addresses Intellectual Technologies, Technodiversity, and AI from a critical-reflective perspective, aiming to explore the challenges and potentialities related to culture and education. The article advocates for a broad and critical-reflective conception of this phenomenon and its impact on human relationships, including the definition of intelligence and the human relationship with machines. It concludes that a conceptual and critical reflection on the topic is necessary to break with the utilitarian logic of AI use in education. New reflections are proposed to contribute to the advancement of the debate in the field of teacher education.

Capitalismo, Estado e Educação: o tripé de sustentação das permanências históricas da Era Vargas à Base Nacional Comum Curricular

Eduardo Castedo Abrunhosa — 2025-08-05

Education in Brazil, linked to the historical debt of slavery and the colonization process, is a social failure, responsible for ensuring permanence and even advancing in the differences in opportunities demarcated by territorialities. The Act and the Aristotelian Power are configured from the political development of the classes that have control of educational policies in the State in a time frame from 1930 to the present day. The initial decade marks the foundation of the biopolitical state. The ambivalence between Catholic conservatives and New School progressives determines the role of Getúlio Vargas at the head of the federal government, where internal transformations were based on the external interests of the logic of capital. From the creation of the Ministry of Education and Public Health (MESP -1931) to the creation of the National Common Curricular Base (BNCC-2022) what we have is the nonsense of social needs for the victory of neoliberalism and the pact of classes by the logic of capital and of capitalism. We see the Act that becomes Power under the yoke of the interests of a society of privileges and neoliberal subjectivities that lead to class interests and the incessant individualism that plagues the 21st century.

Educação escolar e educação na cidade – aproximações e distanciamentos

Marili Moreira da Silva Vieira — 2025-08-05

This article discusses the relationship between school education and education in the city, identifying convergences and divergences for the realization of integral education. It analyzes the concept of educating cities and its implications for educational policies. It argues that schools play a fundamental role in transmitting historically accumulated knowledge but need to dialogue with the territory. The city is understood as an educational space that offers complementary formative experiences. An expanded conception of citizenship involving civil, political and social rights is advocated as a horizon for integral formation. It concludes that it is possible and desirable to seek integration between school education and education in the city, preserving the specificity of the school and broadening the understanding of urban formative spaces. This requires public policies and intersectoral practices that articulate different areas in the construction of educating cities, while simultaneously strengthening the school in its primary function of ensuring access to knowledge that allows for the full development of students.

Modelos pedagógicos no pós-pandemia: o ensino nos anos iniciais do ensino fundamental

Claudia Galian — 2025-08-05

This article presents findings from a study on the pedagogical decisions of elementary school teachers at two municipal schools in São Paulo in the post-Covid-19 pandemic context. Drawing on Bernstein’s theoretical framework, the research involved classroom observations and interviews with two 5th-grade teachers. The analysis identified distinct models for organizing pedagogical work and addressing the demands of educational policy. The results indicate that the teachers' choices for dealing with the challenges of students' schooling vary according to their conceptions of teaching and the specific school context, with direct implications for students' learning conditions. Based on this characterization, the article discusses strategies to support educators in making decisions that foster learning for all students.

Crianças migrantes e refugiadas: o acesso à educação infantil

Maria de Fátima Ramos de Andrade — 2025-08-06

O objetivo deste artigo é analisar o processo de acolhimento de crianças migrantes e refugiadas em uma escola pública na cidade de São Paulo/SP. O nosso propósito é entender, por meio de uma observação direcionada, como a instituição - docentes e funcionários - recebe e acolhe essas crianças, considerando que a presença constante de crianças migrantes e refugiadas na EMEI, além de um desafio, é de grande importância. Com base nas observações e análises efetuadas, foi possível concluir que as iniciativas da escola para acolher essas crianças estão mais vinculadas às atividades dos educadores do que à instituição em si. Embora haja um projeto institucional que aborda a temática e promove a formação contínua, observamos que cada docente desenvolve ações de acolhimento de maneira diversa, ressaltando que as práticas emergem de forma singular.

Interdisciplinaridade em Arte: reflexões sobre os anos iniciais do Ensino Fundamental a partir da perspectiva social-realista

Mauricio Braz de Carvalho — 2025-08-05

Este artigo objetiva refletir acerca da interdisciplinaridade no ensino escolar de Arte, bem como da formação docente apta para tal, norteando-se pela questão: se a função social da escola é possibilitar aos alunos o contato com conhecimentos capazes de ampliar sua compreensão de mundo, como explorar o potencial enriquecedor das propostas artísticas interdisciplinares? Como método, vale-se da análise documental de produções acadêmicas acerca da interdisciplinaridade no ensino de Arte e dos distintos entendimentos e ambiguidades sobre o tema presentes em documentos normativos. São também apresentadas possibilidades interdisciplinares em Arte que, ancoradas em referenciais teóricos da perspectiva social-realista, procuram mover-se entre as fronteiras das linguagens, reconhecendo-se e respeitando-se, contudo, suas especificidades curriculares, metodológicas e avaliativas. Almeja-se que essa discussão traga pistas para a continuidade de diálogos e investigações sobre o tema.

Building a scholarship of teacher education: insights from South Africa

Lee Rusznyak — 2025-08-05

Teacher education is a relatively young field of scholarly inquiry that tends to react to policy changes rather than inform them. This paper uses the South African context to explore how a scholarship of teacher education can evolve in response to political and educational contestation. Drawing on Freire and Morrow, it shows how South Africa’s transition from apartheid to democracy created both the imperative and opportunity to rethink educational goals, institutional structures, and pedagogical practices. Key developments include the relocation of teacher education into universities, the establishment of research networks, and the creation of conceptual frameworks that are responsive to both local and global challenges. The paper argues that sustaining and advancing a scholarship of teacher education requires a strong collective voice, ongoing and critical engagement with policy, and empirical research that bridges conceptual rigour with the realities of classroom practice.

Gamificação em ciências humanas: entre conceitos, sujeitos e experiências

Maiara Sanches — 2025-03-11

This study intends to discuss and comprehends the positive impacts of gamification in classroom, applied to human and social concepts. From the theorical references and class experiences that occurred in a public school in Sao Paulo state, it looks to promote new methods to learn-teach, and to strengthen the human science field in a political-pedagogic context. Thus, it used from results to create and execution of some types of games applied to state documents, and, specifically, to socioemotional skills, to base the teaching practice, among 2/2022 and 1/2023.

Prática pedagógica inclusiva na perspectiva da acessibilidade e do Desenho Universal para Aprendizagem

Kelly Maia Cordeiro — 2025-03-11

This article falls within the area of knowledge and teaching modality of Special Education from the perspective of inclusion policy. It aims to present and discuss a pedagogical experience carried out in a multifunctional resource room, developed based on accessibility guidelines for students with disabilities, based on the principles and guidelines of the international theme Universal Design for Learning. The qualitative research approach was adopted as a methodology, with emphasis on the case study. The work originated from the creation of a physical board pedagogical game for handling and interaction with a group of students from two public schools in the state of Rio de Janeiro. As a data analysis procedure, a table was constructed, with guidelines based on the analysis points of the Universal Design for Learning, to discuss the evaluation parameters and the teaching strategies adopted. The results mainly point to the conditions and possibilities for achieving actions aimed at accessibility in pedagogical practices, through learning strategies and teaching mediation, considering cognitive plurality and the right to educational participation. This provides the understanding of a diverse educational body that is constantly mobilizing knowledge.

Editorial

Roberto Rafael Dias da Silva — 2025-03-11