Resumo Esta pesquisa buscou contribuir para o aprofundamento de conhecimentos sobre efeitos advindos de metodologias que estimulam a aprendizagem do diálogo. Para isso, foram analisados efeitos de um método de diálogo aplicado em um projeto temático de pesquisa, realizado no Brasil e financiado pela FAPESP, que agregou diversos pesquisadores de diferentes áreas do saber para trabalharem juntos em prol de uma nova governança ambiental. A partir de abordagem qualitativa e de princípios da pesquisa do tipo intervenção, o teste do método de diálogo ocorreu ao longo de um curso e os dados foram coletados por meio de questionários, de observação participante, de documentos escritos pelos pesquisadores, de gravações transcritas do curso e de diários de bordo produzidos pelos participantes. As análises foram realizadas com o propósito de identificar três tipos de efeitos: mudanças cognitivas, mudanças relacionais e ações colaborativas. Com o desenvolvimento da pesquisa, foi possível verificar que o método de diálogo estimulou mudanças cognitivas e relacionais nos pesquisadores. Por outro lado, não foram encontrados indícios da emergência de ações colaborativas entre eles. Tais resultados trazem implicações interessantes para a continuidade do desenvolvimento de estudos sobre o processo de aprendizagem do diálogo e seus efeitos, especialmente em relação ao método investigado nesta pesquisa.

Resumo O estudo analisou nove documentos oficiais produzidos em âmbito estadual, que regulamentam o Programa Piauiense de Alfabetização na Idade Certa (PPAIC). O Programa está estruturado em cinco eixos: fortalecimento da aprendizagem; fortalecimento da gestão municipal e escolar; cooperação, articulação e incentivo; comunicação e engajamento; e avaliação externa e monitoramento dos indicadores. O objetivo foi evidenciar as interfaces do PPAIC com as políticas de cunho neoliberal e identificar o modo como as ações contempladas nesse Programa interferem na transição da Educação Infantil para o Ensino Fundamental. Desenvolveu-se pesquisa qualitativa e os dados foram produzidos por meio da análise documental. Os resultados apontam que, embora o PPAIC represente um esforço coletivo em prol da garantia da alfabetização até os 7 anos, trata-se de uma política que possui consonância com a lógica típica do mercado, pautada nos princípios do gerencialismo, da competitividade e da meritocracia, o que gera contradições com as perspectivas do Estado democrático de direito. Conclui-se que a garantia do direito à alfabetização, assim como de uma transição que invista no acolhimento e na continuidade das aprendizagens, precisa ser tratada a partir de sua relação com questões mais amplas, expressas em dimensões extra e intraescolares, fazendo-se necessária uma política intersetorial, inclusiva e democrática, fundamentada em princípios como respeito à autonomia das redes de ensino e de seus educadores, reconhecimento da diversidade dos estudantes e financiamento adequado.

Abstract This study aimed to conduct a systematic review of the literature on research that has investigated the academic challenges and coping strategies experienced by students enrolled in teacher education programs. It also analyzed the relationship between these variables and the psychological dimensions of the multidimensional model of self- regulated learning (motive, method, time, behavior, and physical and social environment). A search was carried out across seven databases, following the guidelines of the PRISMA statement. Based on the established criteria, 16 articles were included: 12 international studies involving pre-service teachers and four Brazilian studies involving pre-service teachers and bachelor’s degree students. The main academic challenges identified in the reviewed studies were related to time management, financial difficulties, internship activities, emotional and psychological stress, institutional challenges, teacher-student and peer relationships, cultural and social expectations, professional identity development, and adaptation to new teaching methods and technologies. Both adaptive and maladaptive coping strategies were reported, revealing the complexity of students’ experiences in the face of academic adversity. Some articles addressed self-regulated learning variables, such as self-efficacy and learning strategies, relating them to academic challenges and coping strategies. However, no study analyzed academic challenges and coping strategies in relation to all six psychological dimensions of self-regulated learning. This article examines this relationship, discusses its plausibility and underscores the need for further research-especially in Brazil-to support initiatives aimed at fostering the development of teachers who are more strategic and better equipped to deal with academic challenges and demands of the future teaching profession.

Abstract Dropout is a universal problem. Its occurrence encompasses public and private institutions around the world. The loss of students represents the idleness of human and material resources in higher education institutions, while its causes are multiple. This article aims to explain dropout in higher education based on bibliographical research on the models developed by Vincent Tinto. More specifically, we sought to describe the variables that favor the occurrence of dropout, demonstrate the potentialities and limitations of the Student Integration Theory and compare it with the motivation and persistence/dropout model produced by this author. Methodologically, this is a qualitative study, considered as an exploratory and bibliographical research. Its corpus included classic and contemporary texts, relating their differences and similarities on the topic of dropout. The results show the changes undergone by the SIT and the change in the focus given by Tinto in his latest research; whose emphasis has shifted to students instead of institutions. This implied a greater focus on the social relationships built between individuals in the different spaces they frequent at the university.

Abstract This paper analyzes the implementation of the high school reform in the State of São Paulo, focusing on the Inova Educação program, a curricular component of all the formative itineraries of the New High School, in the period 2019-2022. The methodology used is participatory research with the Public School and Democracy Group (GEPUD), which brings together communities from 15 state schools in the São Paulo network, five case studies, interviews with educators and analysis of content proposed by private agents formulating the program. Based on Gramsci’s concept of the State (2014), community participation in the decision-making process of the policy cycle and changes in the material conditions of schools are considered mediating elements in the analysis of this educational policy. The exclusion of community input, alongside a performative invitation to participate in institutional spaces of the Department of Education, in which the communities attended the presentation of the program by private agents, without the right to express their opinion, stand out; the precarious context of the implementation of the reform that affects the right to education of students with the low supply of classes in the formative itineraries, in addition to the exclusion of scientific and humanistic knowledge necessary for understanding and overcoming social problems. The anti-democracy that constitutes the program is represented by the spoken and unsaid content of the educational policy: what is proposed by its formulators and what was experienced by the communities of the schools participating in the research. In this sense, we seek to indicate that the problem of the reform of high school did not consist only in its implementation, but lies in its conception.

Abstract This article, which, from a methodological point of view, resulted from a qualitative field research, aims to analyze the conceptions (ideas, representations or beliefs that participants have in relation to a given topic) of 36 teachers regarding algebraic thinking. Teachers participated in three synchronous online meetings, lasting three hours each, in which the aim was to discuss what algebraic thinking is and how to develop it. The aim was to identify, based on the answers given by participants to two questions that were part of the initial questionnaire of this research, which themes they associated with algebraic thinking. Theoretically, this research is supported by characteristic aspects of algebraic thinking advocated by different researchers in the field of algebraic education. Among the results, it could be highlighted that the teachers’ conceptions are grouped into 13 categories, predominantly linked to the following actions related to the aforementioned way of thinking: treating unknown quantities as if they were known and performing calculations with them as we do with known values. Two actions of extreme relevance for the development and mobilization of algebraic thinking were not evidenced by participants in their conceptions: perceiving the relationships of variations and covariations; and understanding the different roles played by the equal sign.

Abstract Understanding education as a universally recognised right and a public good makes it relevant to explore its relation to children under the age of 3 in democratic Portugal and to debate the roles attributed to day-care centres, considering the interdependence between care and education. Grounded in the fields of educational sciences and the sociologies of childhood, family, and education, the aim of this study is to achieve these objectives by analysing five key legislative documents structuring social policies related to day-care — Normative Dispatch 131/84; Normative Dispatch 99/89; Order 262/2011; Order 271/2020; and Order 190-A/2023. The objectives are to identify conceptions of childhood, care, and education; to understand their continuities, changes, and tensions; and to problematise the social and/or educational response they propose. The findings highlight the predominance of a social policy that, despite some advancements and regressions over the period, primarily aims to serve working families, with early conceptions of day-care focusing on custodial and caregiving functions (Portugal, 1984, 1989). Later, a series of international and national recommendations reflected a shift towards viewing day-care as a socio-educational response, where children gained a degree of centrality rather than merely serving families (Portugal, 2011, 2020). However, there is now a perceived educational regression (Portugal, 2023). The presence of ambiguities, tensions, and contradictions in the conceptions of day-care, care, and education thus opens space for debating the dichotomy between care and education, intending to improve its quality and promote justice and equity in the lives of children and adults.

Resumen Durante los últimos diez años los organismos educativos internacionales han señalado la importancia de entablar asociaciones entre las universidades y las escuelas durante la formación práctica del futuro profesorado con énfasis en mejorar de la calidad de aprendizajes durante su formación inicial. Por lo anterior el objetivo del estudio es describir la relación escuela-universidad durante la formación práctica de pedagogía en Educación primaria desde la percepción de los docentes colaboradores de los centros de práctica. Para ello, se utilizó una metodología cualitativa que comprendió el análisis de entrevistas semiestructuradas de once profesores colaboradores de los centros de práctica. Para el análisis del material empírico se siguieron algunos lineamientos de la Teoría Fundamentada. Los principales resultados señalan que la relación escuela-universidad se caracteriza por las responsabilidades que asume la escuela y la universidad durante el prácticum, las condiciones para que exista una asociación exitosa, así como también refleja aspectos aún pendientes en la organización de las experiencias prácticas. Finalmente, se discuten estos hallazgos sobre la creciente evolución de responsabilidades que han asumido las escuelas y los profesores colaboradores, sumado a las insuficientes instancias de diálogo entre los docentes formadores durante las experiencias prácticas, aludiendo brechas de reciprocidad entre las instituciones.

Resumo Este artigo-ensaio tem por objetivo discutir a concepção de alfabetização na obra de Magda Soares passados quase 40 anos da publicação do artigo As muitas facetas da alfabetização. Consideramos que nos seus livros e artigos a autora aprofunda sua contribuição para a pesquisa em alfabetização, consolidando a concepção construída ao longo das mais de cinco décadas de publicação na área. Tomamos por base a leitura cuidadosa de todos os seus livros publicados entre 1986 e 2020, além de três artigos produzidos entre os anos de 1980 e 1995. Concluímos indicando que o gérmen dos conceitos de alfabetização e letramento pode ser percebido no artigo As muitas facetas da alfabetização, quando a autora alertava, há quase 40 anos, para a necessidade de se perceber a alfabetização sob diferentes lentes epistemológicas e não apenas a pedagógica. Com efeito, a construção de uma pedagogia da alfabetização é consequência de um posicionamento epistemológico claro e de um compromisso político com a situação do analfabetismo no país, dois elementos marcantes na trajetória de Soares. Seu compromisso com a escola pública e com a dimensão política da alfabetização é um legado que deve alimentar a formação de alfabetizadores e as políticas públicas de alfabetização, não apenas de crianças, mas também de jovens, adultos e idosos.

Errata - Esta errata corrige o artigo: Contextos socioeconómicos territoriais, educação e insucesso escolar na Comunidade Intermunicipal da Região de Coimbra 10.1590/S1678-4634202551231821Ee