Brazilian Education Research Articles

New Philanthropy in Brazil Education: An Analysis of the 3M Approach of Lemann Foundation and the Discursive Practices in Social Media

New Philanthropy in Brazil Education: An Analysis of the 3M Approach of Lemann Foundation and the Discursive Practices in Social Media

IMPLICAÇÕES FORMATIVAS PARA A ATUAÇÃO DE PROFESSORES DE QUÍMICA DA EDUCAÇÃO BÁSICA EM RELAÇÃO À TEMÁTICA RADIOATIVIDADE

TRAINING IMPLICATIONS FOR THE PERFORMANCE OF BASIC EDUCATION CHEMISTRY TEACHERS IN RELATION TO THE TOPIC OF RADIOACTIVITY. The training of Chemistry teachers in Brazil has been researched for a few decades and studies point out to training gaps that reverberate in teaching, especially in basic education. One of the contents covered in this step and which is part of the high school curriculum is radioactivity, which is related, among other things, to radiological and radioactive accidents that occur around the world. Thus, this research sought to investigate how the training provided to Chemistry undergraduates in the state of Goiás is in relation to the subject of radioactivity, since in 1987 a radiological accident occurred in Goiânia with a Cesium 137 source. This is a qualitative research, data were collected via questionnaire and the analytical technique used was discursive textual analysis (ATD). The results showed that due importance was not given to the radiological accident, since there is evidence of training gaps in relation to the topic of radioactivity in Chemistry degree courses in the state of Goiás, where the accident occurred, and the contents on radioactivity are either not addressed, or the approach is superficial. This fact directly impacts the teacher’s performance in basic education, when working on this content with their students.

The nature of communication and the communication of nature: revisiting critical theory and nature through decolonial environmental communication and human rights education in Brazil

The ways in which Western capitalist societies have exploited communication practices and media are similar to the exploitation and instrumentalisation of nature. In this paper, we want to argue that critical theorists’ concepts such as instrumental reason and communicative reason do not allow for sufficient critiques of current lifeworld colonisation processes, hindering the prevention of more significant forms of violence against peoples, communication, and natural environments. We begin by problematising Western philosophy and its anthropocentric and instrumental approaches to nature, and contrast them with Global South concepts such as Amerindian perspectivism and good living. Then, through case studies of the Amazon news agency Sumaúma and the Human Rights Observatory in Schools Project (PODHE), we reflect upon how decolonial and original peoples’ concepts and principles may enable us to draw the elements of new relations between people, communication, and nature, which may embody a radical critical theory of communication and nature.

Debates sobre o ensino nas academias militares e sua articulação no campo científico brasileiro

Focusing on our object of study, which is the officers’ training at the Brazilian Air Force (FAB), we have initially resorted to several sources of data to gather researches addressing military education in Brazil. In this process, the small number of productions found in the educational field has motivated the researcher to an exercise of reflecting on the perceived gap in the literature and its articulation with the considerations of Pierre Bourdieu’s theory on the scientific field. Thus, the purpose of this study is, in summary, to present the way in which military affairs are being established in the field of research on education, elucidating historical aspects of this movement. To reach the objective proposed, in the methodology adopted, bibliographical and Internet researches were used, specifically in books, articles, dissertations and theses by authors who approach the process of social practice development in the military field in Brazil, which allowed us to describe, analyze and discuss how the research in the military field has been carried out in our country. The obtained result has shown that the experience of dictatorship and the absence of external threats in our territory have left the topic out of discussions for a long period. However, in circumstances of current challenges in the 21st century and the end of the dictatorship, military studies in Brazil have been gradually resumed

Predatory competition, student expectations, unclear purpose: University leaders’ perceptions of the ‘neoliberal future’ of higher education in Brazil

AbstractThis study examines the role of predatory competition, student expectations and unclear institutional purposes in shaping the main management challenges present in Brazilian universities. The study explores the experiences, perceptions and recommendations of 42 rectors and academic directors working in Brazilian universities regarding the future of higher education in the country. In‐depth interviews with these university leaders generated 482 pages of transcripts, analysed inductively and based on the content analysis technique. The data analysis indicates that managers, especially those who work in more recent private universities and do not belong to the large educational groups that dominate higher education in Brazil, will possibly face the greatest management challenges. The study results indicate the complex academic environment of Brazilian higher education institutions, dominated by harmful neoliberal principles, and characterised by low collaboration between higher education institutions, price wars, difficulty in differentiation, neglect of student expectations, conflicting interests, questioned legitimacy and institutional instability. The study offers recommendations for Brazilian universities to orient themselves towards the ‘neoliberal future’, especially by adopting a strategy to expand their educational services based on constant dialogue with the market, developing modern service management that focuses on people and improves the experience of its students, and defining a clear institutional purpose aligned with the demands of society and more deeply with the principles of sustainability and social responsibility.

GREENHOUSE EFFECT AND GLOBAL WARMING IN SCIENCE EDUCATION: A SYSTEMATIC REVIEW OF BRAZILIAN LITERATURE

In basic education in Brazil, there is often confusion concerning the relationship between the greenhouse effect and global warming. The present work evaluates the status of research on this issue. A systematic literature review (SLR) was undertaken, considering studies published between 2013 and 2024, obtained using the databases CAPES Journal Portal, Google Scholar, and SciELO. The review investigated four main areas: the origin and geographical distribution of the research, the teaching strategies employed, the most common misconceptions among students, and the pedagogical contributions of the approaches described in the studies. The analysis revealed a significant increase in publications on the subject, driven by global events and the implementation of public educational policies. The strategies most frequently employed included investigative activities and the socioscientific issues approach, with an emphasis on promoting a critical understanding of climate phenomena. However, misconceptions persist, particularly related to the inability to differentiate between the natural greenhouse effect and global warming intensified by human actions. The results highlighted the need to improve pedagogical practices and revise teaching materials, to deliver education that goes beyond rote learning and can encourage critical thinking and informed decision-making. It could be concluded that integrating science, society, and politics into teaching is essential in preparing students to face the challenges arising from contemporary climate change. Keywords: greenhouse effect, global warming, systematic literature review.

Rhetoric of Dissent and Public Policies: a critical analysis of the controversy surrounding the “Future-se” Program (2019) on social media

This article aims to critically analyze the repercussions on social media surrounding the “Future-se” Program, created by the Ministry of Education (MEC) in 2019, based on Ruth Amossy’s (2017) contributions to the rhetoric of dissent. From the publication of the launch of the Program on MEC’s social media, ten comments were extracted for subsequent critical realist analysis of the discourse (Riley et al, 2007), according to the defining categories of the controversy as an argumentative modality: the dichotomization of arguments, the polarization of groups, and the disqualification of arguments and actors involved. All authors were anonymized, under current ethical precepts, according to their social roles in the controversy – proponent and opponent –, in an attempt to illustrate the positions implied therein. Thus, we hope to contribute to discussions that may have repercussions on different levels of public policies on Brazilian Education, in the present and the future.

Bilingual education practices in Brazil: a literature review

This article presents a literature review aimed at analyzing pedagogical practices in bilingual education in Brazil, focusing on publications available in the CAPES journals portal and the CAPES theses and dissertations catalog. The research was conducted using the keywords "educação bilíngue," "ensino bilíngue," and "práticas pedagógicas," with exclusion criteria including "educação para surdos," "língua de sinais," and "surdos." The review revealed a significant gap in research regarding bilingual education practices in prestigious languages, with most studies focused on the bilingual education of deaf people and Sign Language. Despite an extensive search, works directly addressing bilingual education of prestigious languages in Brazil remain scarce. This gap underscores the need for more specific research in this area, as the field has been growing in recent years. Interestingly, all identified publications were published since 2020, suggesting an emerging body of work that, if continued, may contribute to the expansion of the field. The findings highlight an opportunity for future research to fill this gap by providing empirical evidence, theoretical frameworks, and practical recommendations for bilingual education in prestigious languages. By addressing this research gap, future studies can inform policy development, curriculum design, and instructional practices, ultimately improving educational opportunities and outcomes for bilingual students and educators in Brazil.

Digital education in Germany: Policies, teacher perspectives, and challenges in a post-pandemic world

This article intends to conduct a theoretical examination of education and technology public policies proposed for the German school system, under a post-pandemic context in which governments around the world have strengthened their pedagogical initiatives in digital technologies in the school environment. The results presented here are part of the research “Post-pandemic education: understanding of analogic education and digital education from the perspective of educational institutions and teachers in Brazil and Germany”, carried out between 2023 and 2024. As a method, we conducted extensive documentary research that analyzed within the context of technology-mediated educational policies in Germany, in a global context. We sought to relate these policies to a possible change in school education that can also reposition teacher training in the country. In the German context, the article describes the education system, digital education policies and the challenges in their implementation. The results show important avenues for changes in teacher training for the use of technology and the need for additional research to assess the impact of digital education.

The Role of Guilt Feelings in the Development of the Burnout Process: The Influence on Psychosomatic Problems.

Burnout is a psychological consequence of prolonged work-related stress. Previous studies have concluded that guilt feelings could explain the development of the burnout process and its relationship with other health disorders. The aim of this study was to evaluate the mediating role of guilt feelings in the relationship between burnout and psychosomatic problems. The sample comprised 714 Brazilian teachers (82.10% women). Burnout was assessed using the Spanish Burnout Inventory (SBI). The hypotheses were evaluated together using a path model to test the mediating role of guilt feelings in the development of burnout and its relationship with psychosomatic problems. Two models were constructed: the hypothesized model (i.e., indolence → guilt → psychosomatic problems) vs. the alternative model (i.e., indolence → psychosomatic problems → guilt). According to the results, the hypothesized model obtained a satisfactory fit to the data, whereas the alternative model's fit was found to be inadequate. We concluded that the hypothesized model was a good representation of the relationship among burnout, guilt feelings and psychosomatic problems. We recommend taking into consideration feelings of guilt to improve the diagnosis of burnout.

THE POLITICAL SCENE, THE SOCIAL WORLD AND THE FIELD OF POWER

The objective of this article is to explore the theme “THE POLITICAL SCENE, THE SOCIAL WORLD AND THE FIELD OF POWER” within the scope of Brazilian education, based on the bias of IPEA PNAD with the text “Map of the hole & the search for solutions to get out of it”. The dialogue will guide some classic and contemporary authors such as OLIVEIRA (2000) and SANTOS (2015), which will open a range of conversations about the paths that must be followed for the transformation of quality Brazilian education. This analysis will have as its methodology bibliographical research, and in the procedures a research survey was carried out on the works that agree with the theme, later the works related to the theme were read.

Child protagonism as social pedagogy tool in early childhood education: experience of a Brazilian educational centre

This article gives an account of a research experience in the Nossa Senhora Aparecida Centre, a Brazilian school located on the outskirts of Salvador de Bahia, run by the Fundação Betânia O.N.L.U.S. of the Franciscan Fraternity of Bethany. The Centre, which is free of charge, is responsible for the education of children aged 0 to 6 who come from highly disadvantaged social, economic and family backgrounds.The research aimed to investigate the applicability of the Reggio Emilia Approach in the context of the province of Salvador de Bahia and to investigate how the social value of this initiative is perceived by the protagonists of the Center. This article highlights a convergence between European and Brazilian education; the same pedagogical principles are valid and effective in different and distant contexts, in time and space. The child experiences a place where he or she can feel cared for, loved and appreciated; thanks to its protagonism, the simplicity of the educational contexts and the freedom to explore the environment, the child is able to enhance beauty and to be amazed. Child-centered pedagogy gives the school a social and human value, which identifiable in the recognition of the child’s dignity. The protagonism of the child, the main construct of the Emilian approach, reveals itself as the main tool of social emancipation, as Freire understood it, and therefore appears particularly reconcilable with a Brazilian pedagogical culture, that is the background to the social pedagogy projects of the educational Center analyzed.

INITIAL AND CONTINUING TRAINING OF BASIC EDUCATION TEACHERS: A REFLECTION ON EDUCATIONAL INEQUALITIES

This paper presents a qualitative research, entitled “Initial and continuing education of Basic Education teachers: a reflection on educational inequalities in Brazil”. Its objective is to identify the level of education of Basic Education teachers in Brazil. And the following problem was investigated: is initial and continuing education accessible to all Basic Education teachers in full exercise in Brazil? Regarding the methodology, the study used documentary research, through the search for documents related to the Brazilian Basic Education Census on the website of the Ministry of Education - MEC and the National Institute of Studies and Educational Research Anísio Teixeira - INEP, published in the years 2020 and 2023. And 02 documents were found containing the technical summary of the Basic Education Census, related to the years 2020 and 2023. After analysis, comparing the 2020 Census with that of 2023, the results showed that there was a small growth in the level of teacher training in Brazil, although it is not clear by what means this training was acquired, whether by a public or private institution, thus making educational inequalities and exclusion, regarding the initial and continuing training of basic education teachers in Brazil, almost imperceptible.

Student-led educational outreach visits as a strategy to advance pharmacy education: A qualitative analysis of students' perspectives of a Brazilian study

Background: Pharmacy education in Brazil has recently transformed to better prepare students for public health services, requiring mandatory experiential learning. Essential medicines lists (EML) are vital for improving access to medications, though their distribution is limited. As part of a community outreach initiative, pharmacy students carried out Educational Outreach Visits (EOV) to healthcare professionals and engaged with users of primary healthcare units to promote the EML. This paper discusses the students' perceptions of leading these EOV in a municipality in southeastern Brazil. Methods: Eight students involved in EOV participated in a focus group discussion. The session was recorded and transcribed, followed by content analysis. Three thematic categories were established: 1) importance for the training of the future pharmacist, 2) relevance of the initiative, and 3) challenges of the experience. Results: The students expressed that their involvement in EOV allowed them to gain insights into the reality of the healthcare system and contributed to improving their understanding of pharmaceutical services. Additionally, the initiative was viewed as a method to advance access to medicines in the public health system. Regarding the challenges, the students were apprehensive about not answering some questions and interacting with physicians. Conclusion: In the view of undergraduate pharmacy students, EOV is relevant to training pharmacists to work in Sistema Único de Saúde (SUS) and improving access to medicines in the public system. The lack of confidence to deliver EOV, particularly in communicating with physicians, should be considered when preparing students to participate in similar initiatives.

EARLY CHILDHOOD EDUCATION IN THE 21ST CENTURY: THE ROLE OF TEACHERS IN MEDIATING CHILDREN'S USE OF TECHNOLOGY

This research analyzed the role of teachers in mediating the use of technology by children in early childhood education in the 21st century, focusing on the challenges and opportunities of this mediation in the educational process. The central problem investigated was to identify the main responsibilities and strategies of educators in guiding the use of digital technologies by young children. The general objective was to analyze the practices of technological mediation in early childhood education in Brazil, highlighting the crucial role of teachers in this process. The methodology used was a bibliographic review, with a qualitative approach, including the analysis of published materials such as books, scientific articles, theses and official documents. The results indicated that, although there are significant benefits in the integration of technologies in early childhood education, the role of the teacher as a mediator is fundamental to ensure its appropriate and pedagogically relevant use. The research highlighted the importance of continuing teacher training in educational technologies and the need for educational policies that support this mediation. The final considerations indicated that, despite the challenges, the role of the teacher as a mediator of the use of technologies in early childhood education is crucial for the integral development of children in the 21st century. Investments in teacher training, development of pedagogical guidelines for the use of technologies and the promotion of a balanced approach are essential for the success of this mediation. The need for future studies was highlighted to explore effective mediation strategies and assess the long-term impacts of this approach on child development.

FROM TRADITIONAL TO DIGITAL EDUCATION: A NEW PARADIGM

The digital revolution in education has significantly transformed the educational landscape, marking the transition from the blackboard to the digital board. This study aimed to analyze the impact and potential of this technological transition on pedagogical practices and the teaching-learning process in the Brazilian context. The research used a qualitative approach, based on a systematic bibliographic review of Brazilian academic sources from the last 10 years, including dissertations, theses and scientific articles. The results indicated that the effective incorporation of digital technologies can increase student engagement, promote collaboration and develop essential skills for the 21st century. It was observed that the success of this integration depends on adequate teacher training, the implementation of appropriate educational policies and the development of technological infrastructure in schools. Significant challenges were identified, including issues of equity in access to technologies, the need for curricular adaptation and the importance of balancing traditional methods with digital innovations. The research highlighted the potential of digital technologies to promote more inclusive and personalized education, as well as the creation of hybrid learning environments. It was concluded that the transition to the digital framework represents an opportunity to reinvent Brazilian education, requiring a joint effort from educators, managers and policy makers to ensure effective and equitable implementation, preparing students for the challenges of the future.

LETRAMENTO LITERÁRIO: AS OBRAS MARANHENSES NA FORMAÇÃO DO ALUNO-LEITOR

This article addresses literary literacy in basic education in Brazil, specifically in the 3rd grade of high school and the formation of the literary reader through the teaching of reading from Maranhão works. The conceptions of literary literacy from Cosson (2014) and Candido (1998, 2004) are analyzed, as well as its procedures and its relevance to the teaching of reading and the literary formation of students. The concept of literary reader is addressed, in addition to clarifying how the formation of the student reader takes place, highlighting what distinguishes a reader in training from a literary reader. The use of Maranhão works in the school environment in the state of Maranhão is discussed due to the National Common Curricular Base (BNCC) and in the Maranhão Territorial Curriculum Document - DCTM (2018), in addition to highlighting how these works play a fundamental role in the formation of the reader from the construction of a sense of belonging. It is concluded that the study of the use of Maranhão works for the formation of the student reader serves as an instrument of literary preservation, playing a fundamental role in the conception of national consciousness and in the maintenance of written culture.

The journey of young scientists in Brazil: challenges and perspectives.

As a young scientist in Brazil, my journey began with a modest education in a public school system that often lacked the resources needed to provide students with comprehensive support. However, with persistence and determination, I successfully gained admission to the University of São Paulo, a prestigious institution and one of the top universities in Latin America. My research focuses on the relationship between the nervous and immune systems in psychosis, a topic I am deeply passionate about. In this piece, I will discuss the systemic issues within the Brazilian education and research systems and delve deeper into my own challenges and achievements as a young scientist in Brazil, sharing insights that can inspire others in similar situations.

SALA DE AULA INVERTIDA: APRENDIZAGEM ATIVA EM AÇÃO - TRANSFORMANDO O PROCESSO DE ENSINO-APRENDIZAGEM NA ERA DIGITAL

The Flipped Classroom has emerged as an innovative pedagogical approach, redefining the traditional roles of teachers and students in the teaching-learning process. This study analyzes the implementation and impact of the Flipped Classroom in the Brazilian educational context, focusing on how this methodology promotes active learning. Through a systematic literature review of Brazilian academic sources from the last 5 years, the research examines the practices, challenges and results of the application of this model. The results indicate that the Flipped Classroom can significantly increase student engagement, promote the development of critical thinking skills and self-management of learning. It was observed that the success of this approach depends on the proper preparation of educators, the careful design of prior study materials and the creation of meaningful interactive activities in the classroom. Challenges include the need for students to adapt to a more active role, ensuring equitable access to technological resources, and restructuring assessment methods. The research highlights the potential of the Flipped Classroom to create more dynamic and personalized learning environments. It is concluded that this methodology represents an opportunity to transform Brazilian education, requiring a paradigm shift in the way we conceive teaching and learning.

CAMINHOS DA JUSTIÇA: AUTISMO E A ÉTICA DO CUIDADO COMO FUNDAMENTOS PARA POLÍTICAS PÚBLICAS INCLUSIVAS NA EDUCAÇÃO

This article analyzes the relationship between the rights of people with Autism Spectrum Disorder (ASD) and the ethics of care, in the context of inclusive public policies aimed at education in Brazil. The main objective is to investigate how the ethics of care can influence the creation and implementation of policies that promote the inclusion and protection of the rights of autistic people, addressing issues such as equality, access to education, and the construction of a more inclusive society. In the functionalist society of social roles and utilitarian values, an essential contour to the dignity of the human person and its evaluative consectaries, embodied in constitutional norms, marks a hermeneutic criterion for the construction of a just, fraternal and solidary society. Emancipatory policies aimed at children with ASD imply the realization of social rights, emphasizing the maximum effectiveness of fundamental rights. Furthermore, the ethics of care in the social right to education of people with ASD, addressing concepts from Winnicott and Boff, and highlighting the importance of affection and recognition, envisage the overcoming of ethical models based on legalism and utilitarian culture, rewriting the history of fraternity to superimpose itself on the functionalism of risks and calculations in the plan of social engagement so recurrent in the society of statistics and budget.