O artigo explora o contexto atual da formação de pedagogos, sublinhando as ambiguidades e fragilidades em torno da identidade do curso de Pedagogia, bem como a marginalização da ciência da pedagogia dentro do próprio curso. Com base nas ponderações suscitadas pela experiência das autoras deste texto no Programa Institucional de Residência Pedagógica (PIRP), realizado na Escola Municipal Anísio Teixeira (EMAT) em 2023, problematiza-se a formação de futuros professores-pedagogos. Neste relato de experiência, são discutidas três vivências para ressaltar a importância de planejar e oportunizar iniciativas conjuntas que promovam estratégias colaborativas entre universidade e educação básica para o fortalecimento da identidade e o aprimoramento do pensar-fazer-formar de professores-pedagogos.

This article explores the relationship between the concepts of multiterritoriality and ethnomethods in the trajectories of students from lower socioeconomic backgrounds who enroll at the Federal University of Northern Tocantins. Through a qualitative approach and the principles of ethnomethodology, the study investigates how these students navigate multiple territories—both physical and symbolic—throughout their academic journey. The text highlights the everyday strategies they develop to overcome challenges and achieve academic success. The collected narratives reveal the importance of support networks and the construction of new territories of belonging within the university context.

This paper presents some initial reflections from an ongoing Master's research, articulated with a postdoctoral study on Multiliteracies and Visual Culture in school settings, developed within the Graduate Program in Education at the Fluminense Federal University and the Federal University of Rio de Janeiro. This study seeks to problematize accessibility and inclusion in the spaces and times of digital social networks. To this end, we address the philosophical principles of the "hacker ethic" to envision a more collaborative, collective, and shared education, grounded in the defense of free access to the internet and the range of technologies constituting Digital Culture. Methodologically, we adopted intervention research through the cartographic method to follow the reterritorialization processes of elementary school students in virtual spaces, through sensitization workshops aimed at forming multiplying agents who bridge the cultures of inclusion and digital culture.

This article explores the relationship between visual culture and teacher education, aiming to illuminate the potential of incorporating visual elements into the training of educators. Based on a literature review, complemented by the analysis of images and other elements of visual culture, the study reflects on the myths surrounding visual culture, the need for critical preparation, and the influence of commercial interests. Supported by Hernández, Martins, and Tourinho, the study emphasizes the importance of considering diverse discourses and experiences, seeking to deepen the understanding of the images that shape our perceptions of teachers and students. The article concludes by highlighting the importance of constant reflection and reevaluation of visual representations in teacher education.

This article examines the New Brazilian High School from the perspective of Lélia Gonzalez, in interlocution with Paulo Freire, considering that this model impacts a racialized population from a former colony and includes professional training among its objectives without addressing the unequal conditions that challenge the meritocratic discourse. The concealment of racism persists, reflecting Brazil’s cultural neurosis – analyzed by Gonzalez in terms of the relationship between consciousness and memory. Through the analysis of recent employment and income data, compared with the 1980 Census data discussed by Gonzalez, the situation of the Black population is reexamined. In this way, a new context of neglect is exposed: meritocratic ideology and the extreme individualization of subjects, elements that contribute to the concealment of structural racism and the perpetuation of social inequalities.

Research that seeks to triangulate bibliographical references and memory has been gaining ground in the field of education in Mozambique, especially when it seeks to reflect on colonial history. In this work we rely on ethnography using interviews, political speeches and bibliography that allows us to (re)construct the country's history. Based on the educational project developed between 1970-1974, we try to draw some parallels between the education policy developed at the Frelimo School in Bagamoyo, in the liberated areas, and the thinking of Paulo Freire. As a final note, it appears that the educational policy reformulated in the liberated zones presents some approximations to Freire's pedagogy.

This text, from a qualitative perspective, seeks, through an autobiographical narrative, to share experience knowledge (de)constructed in the pedagogical work of a teacher with years of experience with students with visual impairments in Education Children's Institute Benjamin Constant, developing educational practices for an independent life (PEVI). The text also features a bibliographical research on the subject carried out in 2023, which used the Portal de Periódicos da CAPES database as a search field, having as three results texts that addressed respondents on the subject. It is noticed that these practices help in the development of students' autonomy and independence, making them more self-confident, safe, active and participatory during the teaching and learning process. I hope that the knowledge expressed in this text, written in a collective and dialogic way, can resonate in other pedagogical practices, encouraged for the development of educational practices for an independent life, in a dignified, ethical and inclusive way.

This article is a theoretical essay that follows a narrative review methodology. Its objective is to understand how Cultural-Historical Psychology can contribute to the effectiveness of school inclusion in the contemporary Brazilian context. It is noteworthy that the implementation of school inclusion still requires reflections supported by consistent epistemological references that align with the inclusive principles of equity and social justice for all. In this sense, it is argued that the social understanding of disability postulated by Lev. S. Vygotsky makes essential contributions to the construction and implementation of school inclusion in Brazil, contributing to the transformation of school systems into contexts of effective human development in which we can see, beyond the difficulties and limitations, the possibilities and potentialities of each and every student.

The study explores how the articulation of contexts increases students' ability to develop a systemic understanding of contemporary business challenges, through a case study of higher education practices in a Business Administration course, which applies the integration of different knowledge, types of activities, environments and interactions, using active learning methodologies. The proposal was developed in the following phases: Study, Research, Connect, Activate and Share, based on the foundations of interdisciplinarity and the premise of developing soft skills for undergraduates belonging to Gen Z. The results indicate the maturation of the experiences carried out in the course since its implementation until now, with learning gains, characterizing the development of fundamental skills for their professional practice and autonomy and also extension products.