Brazilian Education Research Articles

The educational policies for youth and adult education in Brazil on the perspective for 2030 agenda: arguments for a dialogue

RESUMO O artigo versa sobre as articulações entre a política nacional e a supranacional para a educação de jovens e adultos (EJA) na agenda internacional, especialmente a Agenda 2030, por meio de seus Objetivos de Desenvolvimento Sustentável — ODS, ressaltando algumas reverberações na aprovação das legislações educacionais ocorrida no período de 2015 a 2022. O objetivo deste estudo, de cunho teórico e crítico, foi identificar as interseções existentes entre a legislação educacional voltada para a EJA e o ODS-4 (metas 4.4 e 4.6). Para isso, adotou-se a pesquisa documental de caráter exploratório, sendo analisados também os documentos da Agenda 2030 e da lei nº 13.005/2014. Os resultados apontam para um movimento de alinhamento com a agenda global para a educação e as resoluções e decretos aprovados no período analisado, que em seu conjunto revela o enfoque na formação técnica e profissional e uma concepção minimalista de alfabetização das pessoas jovens e adultas.

Terapia ocupacional na Educação Básica no Brasil: um retrato panorâmico e algumas de suas vozes

Abstract Guided by dialectical and historical materialism, we present research that focused on understanding the professional field of occupational therapy in education in Brazil. Following the study’s methodological path, the text provides an initial overview that addresses the relationship between this field and Brazilian Basic Education, as well as our understanding of the specific professional practice of occupational therapists hired by the education sector, both public and private, to work in schools across the country. The data were obtained through: (1) an online form distributed nationwide with the support of professional networks and entities representing the category; and (2) interviews with occupational therapists from the education sector. This professional field has mainly been taking shape since the 2000s, assuming porous contours and a broad but not very dense scope, with an irregular conceptual framework and dispersion regarding the references that inform these practices. These practices, in turn, arise from a certain spontaneity, combined with the incorporation of what is familiar from a theoretical-methodological standpoint, and, to some extent, are subject to what external actors to the field believe the role of these professionals should be. Often, the motivation for hiring occupational therapists stems from knowledge of their work in rehabilitation institutions, either in clinical practice or in rehabilitative practice within special education institutions. Considering this, we propose that the horizon to be pursued is one of possibilities for occupational therapists’ actions aimed at a quality, public, diverse, radically inclusive, and thus democratic formal basic education, equipping everyone with the necessary tools for well-being.

MAPEAMENTO DOS CURSOS DE ENFERMAGEM E INTERFACES COM A INCLUSÃO DE ESTUDANTES INDÍGENAS

ABSTRACT Objective: to analyze the distribution of undergraduate nursing courses at public federal universities from the perspective of the inclusion of indigenous people in higher education in Brazil. Method: a quantitative, descriptive and documentary study, whose sources included the Ministry of Education, the Brazilian Institute of Geography and Statistics and other bodies, technical reports from Indigenous Health Districts and information on nursing courses at federal higher education institutions, through research carried out between November and December 2023. Results: for this study, 74 undergraduate nursing courses from public federal universities were selected, distributed among 50 institutions, with 4,341 authorized vacancies, of which 17 offer vacancies in nursing courses through 27 specific selection processes. Conclusion: there are barriers to equitable access for indigenous people to higher education, observed in the different selection mechanisms, which are not equitable, highlighting the need for greater alignment between the distribution of vacancies offered to indigenous people and the regions’ demands.

FORMAÇÃO DOCENTE EM CONTEXTO NÃO FORMAL: A EXPERIÊNCIA NOS CURSINHOS POPULARES

ABSTRACT: The article presents the results of a doctorate research in Educational Sciences. The aim was to analyze the relationship between non-formal education in the context of higher education and teacher training. This investigation has a qualitative nature; data collection consisted of conducting 21 interviews, whose data were treated according to thematic content analysis. The research allowed the study of educational and training practices developed in two popular pre-university courses, Rede Emancipa and Conexões de Saberes, which aim to prepare groups from economically and socially disadvantaged classes to take the Enem test. Considering the functions that non-formal education can play, namely complementing formal and non-formal education, the results indicate that the analyzed educational practices are essential for training Teaching undergraduates since they enable the learning of theoretical and practical knowledge. These experiences studied are close to popular education, as the teaching practice follows a critical view. Furthermore, they are essential tools to democratize higher education in Brazil.

Expanding Global Surgery Education in Brazil: Perspectives after the 35th Brazilian Surgical Congress.

The 35th Brazilian Congress of Surgery marked a turning point for surgical education in the country. For the first time, the Brazilian College of Surgeons included Global Surgery on the main congressional agenda, providing a unique opportunity to rethink how surgical skills are taught from a public health perspective. This discussion prompts us to consider why and how Global Surgery education should be expanded in Brazil. Although Brazilian researchers and institutions have contributed to the fields expansion since 2015, Global Surgery education initiatives are still incipient in our country. Relying on successful strategies can be a starting point to promote the area among national surgical practitioners. In this editorial, we discuss potential strategies to expand Global Surgery education opportunities and propose a series of recommendations at the national level.

Criticism and renewal of Physical Education: possible intersections with early childhood education in Brazil and Chile

RESUMO Este artigo analisa movimentos de crítica e renovação da Educação Física e suas repercussões sobre a educação infantil no Brasil e no Chile. Realiza um estudo comparado pautado em uma pesquisa bibliográfica e documental. No Brasil, destaca a inserção da Educação Física no currículo da educação infantil e o debate que a área acumulou sobre a temática. No Chile, sobressai a produção de materiais didáticos e os programas para combater a obesidade e o sedentarismo. A despeito das diferenças, esses países também convergem em muitos pontos nas discussões sobre corpo, movimento e infância. As interfaces entre Educação Física e educação infantil refletem as transformações e evoluções nos debates acadêmicos e nas práticas pedagógicas construídas.

Situation of ophthalmology education in Brazil: supply versus demand.

The number of medical schools in Brazil has increased in recent years; however, vacancies for specialization in ophthalmology probably have not kept up with the growing demand. This study wants to estimate the increase in medical schools, the demand for ophthalmology specialization, and evaluate learning opportunities in ophthalmology. This was a retrospective study with research from the Ministry of Education and Brazilian Council of Ophthalmology database from 2002 to 2021. These data were checked through 120 notices published by the institutions in 2021. The number of medical school vacancies increased by 370%, whereas the number of certified ophthalmology vacancies increased by 64%. There was an 11.4% misalignment between the Brazilian Council of Ophthalmology data in the Ministry of Education. The proportion of medical graduates has increased much more than opportunities for ophthalmology specialization. The effect on the search for unaccredited specialization positions is unknown, and policies for monitoring the specialization of ophthalmology vacancies should be established.

Expanding Global Surgery Education in Brazil: Perspectives after the 35th Brazilian Surgical Congress

RESUMO O 35º Congresso Brasileiro de Cirurgia foi marcado por discussões inovadoras para a educação cirúrgica no país. Pela primeira vez, o Colégio Brasileiro de Cirurgiões incluiu a Cirurgia Global na pauta principal do congresso, proporcionando uma oportunidade única de repensar como as habilidades cirúrgicas são ensinadas a partir de uma perspectiva de saúde pública. Essa discussão nos leva a considerar por que e como o ensino da Cirurgia Global deve ser expandido no Brasil. Embora pesquisadores e instituições brasileiras tenham contribuído para a expansão do campo desde 2015, as iniciativas de educação em Cirurgia Global ainda são incipientes em nosso país. Basear-se em estratégias bem-sucedidas pode ser um ponto de partida para promover a área entre os profissionais de cirurgia nacionais. Neste editorial, discutimos potenciais estratégias para expandir as oportunidades de educação em Cirurgia Global e propomos uma série de recomendações a nível nacional.

A influência do ideário da UNESCO nas políticas públicas educacionais direcionadas à efetividade do direito à educação no Brasil

ABSTRACT This article is the result of a documentary research and its analytical-discursive focus is the influence of the ideas of the United Nations Organization for Science, Education and Culture (UNESCO), since the nineties, on public education policies aimed at the effectiveness of the right to education in Brazil, in the context of Elementary Education. It highlights that, as a specialized agency of the United Nations (UN) and, aligned with the purposes of this organization, UNESCO emphasizes the relevance of education as a means of building a culture of peace and tolerance, eradicating poverty, promoting and protecting human rights, and fostering equitable and sustainable economic development. Under the aegis of education conceived as a right for all, UNESCO works through technical cooperation agreements with Member States, public institutions, the private sector, Civil Society Organizations (CSOs), universities and networks. This study addresses education policies based on Stephen Ball’s assumptions, understanding them as strategic regulating devices that represent the conceptions and interests of those who develop them. Based on the documentary analysis proposed by Cellard, it describes the main dimensions covered in the Declarations resulting from the Conferences and World Forums held by UNESCO, within the established time frame, concerning the right to education in Elementary Education. It also highlights the presence of such dimensions in in-depth Brazilian educational policies, corroborating the fact that internationalization and technical cooperation are at the heart of UNESCO’s constitution and, therefore, the influence of UNESCO’s ideas on the policies of the Member States starts, to a greater or lesser extent, at the moment each of these States joined this organization.

Occupational therapy in Basic Education in Brazil: a panoramic overview and some of its voices

Resumo À luz da dialética materialista-histórica, apresentamos uma pesquisa que se debruçou sobre a apreensão do campo profissional da terapia ocupacional na educação no Brasil. Seguindo o caminho metodológico do estudo, o texto traz um panorama inicial que se refere à relação dessa área com a Educação Básica brasileira e à nossa apreensão sobre a prática profissional específica de terapeutas ocupacionais contratadas pelo setor da educação, público e privado, para atuarem em escolas do país. Os dados foram obtidos por meio de: (1) formulário on-line distribuído nacionalmente com o apoio da rede profissional e de entidades representativas da categoria; e (2) entrevistas com terapeutas ocupacionais do setor da educação. Esse campo profissional vem se delineando principalmente desde os anos 2000, assumindo contornos porosos e um dimensionamento amplo, porém pouco denso, com um corpo conceitual irregular e dispersão quanto aos referenciais que informam essas práticas. Práticas que, por sua vez, decorrem de certo espontaneísmo, somado à incorporação do que é familiar, do ponto de vista teórico-metodológico, e, de certa forma, sujeitas ao que atores externos à área acreditam ser o papel dessas profissionais. Comumente, a motivação para a contratação de terapeutas ocupacionais advém do conhecimento de sua atuação em instituições de reabilitação, na forma da atuação clínica, ou na prática reabilitativa em instituições de educação especial. Diante disso, propomos que o horizonte a ser buscado seja o das possibilidades de ações de terapeutas ocupacionais direcionadas para uma educação formal básica de qualidade, pública, diversa, radicalmente inclusiva e, portanto, democrática, dotando a todos das ferramentas necessárias para o bem viver.

Reflections on the current context and assessment of undergraduate medical education in Brazil

RESUMO Este artigo de reflexão pode ser dividido em duas partes complementares. A primeira mostra o contexto atual da formação médica no Brasil trazendo os dados mais recentes do número de graduandos e sua crescente defasagem em relação ao número reduzido de vagas de residência médica que, mesmo sendo a modalidade mais adequada para formar especialistas, tem sido preterida ao número excessivo de cursos de pós-graduação Lato Sensu. A segunda parte discute as possibilidades de avaliação da formação médica, que é terminal no Brasil, possibilitando que o médico recém-formado possa ter o registro profissional para exercer a medicina, sendo avaliado apenas pelo seu próprio curso médico. A evolução histórica das iniciativas de avaliação da formação médica é mostrada e discutida em termos técnicos acerca dos prós e contras, envolvendo os médicos formados no Brasil e no exterior.

The Autonomization of the Field of Research in History Teaching in Brazil (1990-2022)

Resumo Este artigo analisa a trajetória de autonomização do campo de pesquisa em Ensino de História no Brasil, tomando-se como referência a produção de teses do campo, entre 1990 e 2022. Argumentamos que esse processo nasce em um contexto pouco favorável à pesquisa científica, mas, depois, consolida-se em função das políticas públicas de expansão do ensino superior, a partir dos anos 2000. Identificamos, ainda, os principais agentes do campo que têm atuado nesse processo de autonomização no espaço dos Programas de Pós-Graduação, a saber: os professores orientadores das teses. A análise, mediada pelos conceitos de campo e capital, de Pierre Bourdieu, incidiu sobre um total de 222 teses levantadas junto ao banco de teses e dissertações da CAPES e, também, sobre os currículos lattes dos pesquisadores.

The social invisibility of illness among elementary school teachers in Brazil

The social invisibility of illness among elementary school teachers in Brazil

Women’s Journey in STEM Education in Brazil: A Rapid Review on Engineering and Computer Science

Women’s Journey in STEM Education in Brazil: A Rapid Review on Engineering and Computer Science

Raça e o desafio da inclusão: a abstenção na candidatura de pretos e pardos do Rio de Janeiro no Enem durante a pandemia de Covid-19

In recent decades, the impact of ethnic-racial factors has become central to educational analyses, particularly as a key element in understanding the inequalities in access to higher education in Brazil. The Covid-19 pandemic not only exposed existing vulnerabilities in our health and economic systems but also deepened already recognized social inequalities within our society. This study analyzed data from candidates in Rio de Janeiro state who registered for the National High School Examination (Enem) with the aim of investigating how racial inequality influences the rate of absenteeism, as well as examining the effects of the Covid-19 pandemic on this phenomenon. The results reveal a considerable impact of students' race on absenteeism rates, particularly during the pandemic, when non-white candidates faced additional challenges that affected their participation in the exam. The analysis of the data showed that, even after the process of educational expansion, racial inequalities continue to be a factor influencing whether candidates participate in the exam.

Investigating the Potential and Challenges of Learning Analytics Tools in Brazilian Education Through Developer Insights

Investigating the Potential and Challenges of Learning Analytics Tools in Brazilian Education Through Developer Insights

Livros brancos, imagens negras: uma abordagem (in)disciplinar

This paper aims to contribute with elements for the problematisation, expansion, and improvement of the study of African history textbooks in Brazilian education. Textbooks are often limited by new stereotypes, with images that erase the violence present in interracial relationships. On the other hand, the authorship of these images in textbooks still does not belong, for the most part, to black artists and intellectuals. We propose an approach to the art of Rosana Paulino, with the aim of thinking about how her work: a) incorporates elements that allow us to recognise the presence of black women in the contemporary artistic context; b) calls into question the proliferation of a vision of the world that excludes women; and c) profiles any content of African History from an anti-racist horizon.

“Manifesto to the Nation - Brazil for Brazilians”: the performance of the Evangelical Parliamentary Front in Brazilian education

Resumo: Este artigo tem como objetivo analisar a atuação da Frente Parlamentar Evangélica (FPE) na área educacional nos últimos anos, fornecendo subsídios para compreender o projeto político do segmento evangélico de extrema direita no Brasil. Primeiro, analisamos o “Manifesto à Nação - Brasil para os Brasileiros”, documento lançado pela FPE em 2018 que prenuncia muitas das ações do governo Bolsonaro, mas também aponta para além deste. Em seguida, realizamos um levantamento dos principais projetos reacionários na área educacional apresentados por membros da FPE entre 2019 e 2020. Afirmamos que o ativismo da FPE na educação apresenta uma coesão ideológica, decorrente não apenas da ação individual de seus parlamentares, mas também da virada para a extrema direita pela qual passou a FPE, tendo seus princípios sintetizados no “Manifesto à Nação - Brasil para os Brasileiros”. A metodologia baseia-se na revisão de literatura baseada em fontes secundárias e análise textual de fontes primárias levantadas no site oficial da Câmara dos Deputados.

As avaliações externas e em larga escala na formação inicial de professores no Brasil: que espaço elas ocupam?

ABSTRACT Large-scale assessments are highly present in Brazilian education and, for various reasons, have sparked a significant debate between those who idolize and those who “demonize” them, leading to a fierce dispute for narrative control. In our understanding, these elements, therefore, should not be omitted from teacher education programs where initial teacher education takes place. In this scenario, this study investigated the role played by large-scale assessments, both national, such as the Basic Education Assessment System (SAEB), and international, like the Programme for International Student Assessment (PISA), in teacher education programs located in different regions of Brazil. We analyzed the contents addressed, from the assessment discipline, and discussed in these programs, as well as the possible discourses produced. Methodologically, we chose a qualitative research approach, with interpretations focusing on the syllabi and teaching plans of the investigated programs, based on content analysis. The results indicate that the contents of these assessments, especially those of international origin, are scarce in the education of future teachers. This scarcity tends to deprive future educators of the understanding of essential technical and ideological elements that are part of the daily landscape of basic education schools. Moreover, such scarcity may result in depoliticized teachers, unable to comprehend the dynamics of assessments and susceptible to circulating mystifying discourses.

A política educacional da nova Base Nacional Comum Curricular (BNCC): um olhar a partir da biopolítica

Abstract This article discusses the educational policy of the new Brazilian National Curricular Common Base (NCCB-BNCC) in the epistemological context of biopolitics. It brings together international authors and works that contribute to elucidate elements of this context, such as the concepts of "life" and "death," "citizenship," and "bare life." The text presents the criticisms of some Brazilian educators on the subject, focusing primarily on Dermeval Saviani's diagnosis, one of the important references in the field of Brazilian educational policy. It concludes that such concepts can shed new light on the subject, demonstrating the fragility of this educational policy that, by being exclusively guided by biopolitical criteria, excludes a broader and civic education.