Brazilian Educational System Research Articles

Application of Business Intelligence in the Brazilian Educational System

In this article, we will discuss an application of Business Intelligence (BI) in analyzing data from the Brazilian educational system, specifically working with INEP (The Instituto Brasileiro de Geografia e Estatística — IBGE). This paper then discusses BI implementation's positive contributions and critical challenges in this domain. From the construction of an integrated BI system, our study aimed to offer a helpful tool that was easy to handle and touched on visuals such as dashboards, tables, and graphs to help us understand and manage the educational scenery throughout Brazil. The methodology used has been applied, with case studies and bibliographical research, based on data analysis techniques such as ETL (Extract, Transform, Load) and Data Warehousing. This is all leveraged to interactive dashboards, which should enable data-driven decisions and forge the way for advanced analytics like data mining.

THE CHALLENGES OF BRAZILIAN EDUCATION IN THE FACE OF THE SANITARY CRISIS IMPOSED BY THE EMERGENCE OF CORONAVIRUS-COVID-19

The present work has the main objective of analyzing, together with the facts that have occurred in the last few months, the behavior adopted by the Brazilian educational system in the face of the immense challenge presented by the spread of a global level and reach pandemic, which has started to hit head on, not only the educational system of Brazilian education, but also the whole modus vivendi of our unexpected challenge, which demanded, and still requires, urgent decisions and as far as possible, correct, since for catastrophes and pandemics there are no ready-made formulas, but extreme decisions.

Understanding the Implementation of Law 10.639/03 through Aspects of Brazilian Society and the Education System

ABSTRACT This manuscript analyzes the development of African studies in Brazil in the context of the implementation of Law 10.639/03, enacted in January 2003, which constituted an important step for teaching about Africa and the African diaspora in schools. We will present information that helps to understand key characteristics of Brazilian society, using data provided by the Instituto Brasileiro de Geografia e Estatística, with a focus on the functioning of the Brazilian educational system. In this context, it is important to highlight the role of public measures implemented in the 2000s that facilitated a more democratic education and addressed racial and social inequalities. Central to this agenda is the understanding of the implementation of Law 10.639/03, which mandated the teaching of African history and Afro-Brazilian peoples’ history throughout the country’s basic education system. The impact of this law was extensive and also affected higher education, which had to adapt to train professionals capable of implementing this mandate. However, as we argue, it is not possible to understand Law 10.639/03 in isolation; it must be studied in conjunction with other public policies, considering the Brazilian educational system and the societal interest in learning more about African history.

Production of a guide in Brazilian Sign Language for chemical laboratory utensils

The inclusion of deaf people in the Brazilian educational system is guaranteed by the use of Brazilian Sign Language (Libras). It is important that the learning process of these students, especially when dealing with abstract concepts such as those related to Chemistry, is offered based on teaching tools that cover this language. The objective of this work was to develop a guide with signs in Libras, already existing in the literature, of chemistry laboratory materials as a didactic device aiming to promote inclusion and facilitate access to experimental chemistry teaching for deaf students. The work began with meetings to plan the preparation of the booklet and choose the most common materials in laboratory classes (analytical balance, volumetric flask, beaker, burette, Erlenmeyer flask, funnel, suction bulb, volumetric and graduated pipettes, beaker and glass clock) accompanied by searching for the corresponding sign in Libras. The guide was created considering the five Libras parameters: point of articulation, movement, facial/body expression, configuration and orientation of the hands. Therefore, the material created constitutes a facilitator and important tool for interaction between teacher and student in laboratory classes, resulting in a more dynamic and efficient teaching and learning process for the target audience.

Combating school dropout with Artificial Intelligence in brazilian higher education

This research explores the use of Artificial Intelligence (AI) as an innovative strategy to combat school dropout in Brazilian higher education. Faced with the increasing challenge of student retention in universities, the study focuses on evaluating the effectiveness of AI in this context, analyzing both its capabilities and limitations. The main objective is to understand how AI can be integrated into higher education, assessing its contributions to personalized learning and student engagement. The methodology consists of an extensive literature review, including the collection and detailed analysis of relevant studies on the use of AI in the educational field. The findings highlight that AI offers significant opportunities to tailor education to individual student needs, enhancing engagement and retention. Practical examples from the Brazilian context illustrate how AI implementation has contributed to reducing school dropout rates. However, the study also identifies key challenges, such as the need for adequate technological infrastructure and ongoing training for educators to effectively use AI tools. The conclusion is that AI holds substantial potential to mitigate dropout issues in higher education, but its successful implementation requires careful consideration. It is essential to take into account legal, ethical aspects, and institutional specifics to ensure effective integration of AI into the Brazilian educational system. This study provides valuable insights for strategic decision-making and the development of more efficient and contemporary educational policies.

DESAFIOS NA EDUCAÇÃO MODERNA POR HANNAH ARENDT

This writing aims to provide a critical analysis of the work “The Crisis in Education” by Hannah Arendt, focusing on educational decadence in the United States as an intrinsic facet of the challenges faced in the 20th century, aligning its perceptions with the Brazilian reality. The author highlights the continued deterioration of educational standards as a latent threat, while criticizing the illusion of forging a new world through education, including an exploration of the influence of equality in American society. The methodological approach adopted is bibliographic analysis, through the use of historical, philosophical and sociological arguments extracted from the alleged work. It is emphasized how relevant these characteristics are today in view of the needs for changes in the Brazilian educational system. The purpose of this research is to contribute to a better understanding of Arendt’s work, providing a solid theoretical basis aimed at contemporary reflections on the obstacles present in the educational scenario in Brazil. Its analysis goes beyond a mere bibliographical review by proposing relevant approaches to the areas of education. Therefore, the article is organized into two distinct moments, one that analyzes Hannah Arendt’s work, and the other that brings this reality to the Brazilian educational context.

BNCC DE GEOGRAFIA DO ENSINO FUNDAMENTAL E AS CONTRADIÇÕES PARA UMA EDUCAÇÃO DECOLONIAL E ANTIRRACISTA

ABSTRACT: This article debates the educational policies in Brazil considering how changes in the education curriculum have direct implications for teaching practices and the social transformations of Brazilian reality. The objective is to analyze the limits of the Common National Curricular Base - BNCC (the new Brazilian education system) for the promotion of a decolonial and anti-racist education. For this, the document was subjected to an analysis of the contents and references associated with the ethnic-racial issues presented in its introductory text and, in particular, in the descriptors of skills and competences oriented to the subject Geography in Elementary School. The analysis made it possible to identify a set of contradictions and a series of structural and conjunctural setbacks that do not guarantee the development of a decolonial and anti-racist education. Some of these results reiterate that the BNCC was produced as part of the actions of conservative social agents in Brazilian society, therefore, it demonstrates low possibilities of promoting an emancipatory education.

Intersectionalities in internationalization studies:

This systematic review explores the intersection of race, gender, and social class in the context of internationalization of higher education (IHE) research in Brazil. Historically, the development of the Brazilian educational system has responded to the elite's demands and reproduced Western-European values and knowledge. The exponential growth of IHE has led to increased scholarly interest in various interdisciplinary research areas, with a possible move in studies and practices from a neoliberal to a more critical, decolonial, and diverse perspective. This article aims to investigate to what extent Brazilian researchers have investigated the intersectionality of gender, race, and class in IHE. Using two scientific databases, the study provides an overview of recent Brazilian academic Doctoral Dissertations, Master’s Theses, and academic articles published between 2015 and 2022. The theoretical framework of intersectionality (Crenshaw, 2002; Collins & Bilge, 2021; Akotirene, 2019) is presented to help recognize the interaction of different social markers of inequalities in IHE. The results pointed to a small number of publications related to this theme and continuous interest in the Science without Borders (SwB) mobility program. A particularly privileged profile of participants in academic mobility programs across various higher education institutions (HEI) in Brazil demonstrated the need for planning and actions to understand the social, historical, and political aspects that perpetuate exclusions. Moreover, this review indicates the importance of addressing colonialism in social dynamics and recognizing the coloniality of power in language policies in IHE. It calls for further investigations that explore the intersections of social markers in IHE processes from a more politically engaged perspective.

The use of the NATEC P platform in the mathematics curricular component

Through large-scale assessments, the Brazilian educational system assesses the quality of its performance through a set that allows the school, in addition to knowing the knowledge of its students, to create strategies aimed at educational development. In this sense, this study aimed to analyze the results of educational assessments, specifically with regard to Mathematics, aiming to map the difficulties of students and help teachers in the development of special strategies. This study was consolidated through action research, which aimed to analyze the data collected by the NATEC P Platform, a technological resource developed by the NATEC P research group (Center for Studies in Assessment, Technology, Curriculum and Public Policy - Study Group in Assessment, Technology, Curriculum and Public Policies) from the Faculty of Sciences and Letters of Araraquara and used by a Brazilian school, in the interior of São Paulo, belonging to the state education network, of the Board of Education of Araraquara. As a result of this research, we verified that the platform has allowed teachers to be agile in pedagogical interventions through the analysis of the results presented. Thus, we intend to bring an alternative that effectively contributes to students with learning delays, through a study that allows us to analyze the potential and restrictions that technological resources can bring to education.

Religious teaching in public schools and the principle of secularism

The Brazilian educational system has never been alien to the many movements of society, so it could not be distanced from the religious phenomenon either, since the school is a part of the community and all the expressions of a society are found in it, even if in smaller proportion. The present article in question seeks to carry out a discussion about the importance of respecting the various religious beliefs existing in the country. In the development of this research, which was built through the analysis of bibliographies and analyzes of legislation that legitimize religious teaching, the following question is discussed: can the professor of the religious teaching discipline, participant of an integral formation, be able to teach classes of this discipline without be biased, considering the context of religious diversity and existing legislation in the country? Finally, it is understood that, although criticized for the risk of being able to become a violator of human rights, religious education, obeying the criteria established in legislation, including creating legislation that favors the training of educators for this purpose, can become in an important mechanism for improving peaceful coexistence and respect for the pluralities that form the identities of the subjects that make up Brazilian society.

The relationship between students’ socio-demographics and the probability of grade repetition in Brazilian primary education: is it decreasing over time?

This article aims at a better understanding of the Brazilian education system’s performance concerning the quality and equity over the decade 2007–2017. It examines the extent to which students’ sociodemographic characteristics are related to schooling trajectory without failure in primary education and how such relationships have changed over time. Multilevel logistic models are applied to cross-sectional student assessment data (Prova Brasil), considering the hierarchical structure of four levels. The total number of students covered is 12.4 million. The results suggest a pattern of educational inequity marked by socioeconomically disadvantaged status, gender, and self-declared race/ethnicity. The analyses show that the gender gap increased and the differentials by socioeconomic status and race/skin colour decreased over the decade. The estimates also suggest that the effect of school socioeconomic composition was reduced, but the effect of the proportion of repeating students per school on the individual probability of success was reinforced. In addition, the probability of students’ success varies randomly across schools, municipalities, and states, and such educational disparities across states are increasing over time.

Teaching in the Light of Activity Theory Applied to Preschool: Reflections on Brazilian Practice.

Activity Theory applied by the teacher to preschool education favors the development of new psychological formations, such as perception, attention, memory, thought, language, and voluntary self-regulation, which prepare the child for school. To highlight the contributions of N.F. Talyzina based on Activity Theory applied to preschool education and to reflect on the theory's use in the Brazilian education system. This article is theoretically built from research in a sandwich doctorate program in Puebla, Mexico and internship supervision practices for psychologist training at a public university in Brazil's central-west region. Activity Theory is seldom applied to teaching, including in Brazil, and there is little knowledge about the scientific contributions of one of its practitioners, the late N.F. Talyzina. We chose the preschool stage as the focus of our reflections, and we maintain that the introduction of role-playing as the main activity in early childhood education promotes the development of psychological neoformations and prepares the child for the next stage of school. Finally, we present the internship practices in applied psychology in a Brazilian children's group, with evidence of advances. There is a need for expansion of the formative experiments reported here to the Brazilian population, for scientific dissemination of the results, and promotion of teacher training and qualification in Activity Theory.

The influence of socio-demographic factors in the leisure education level (LEL) of employees and students in the Brazilian education system

ABSTRACT The purpose of this research is to determine Brazilians’ leisure education level (LEL) and which variables have an effect on it. The Leisure Education Scale – LES was used as a data collection tool following validity and reliability examinations. With a convenience sampling method, this study involved 2630 participants, including employees and students in the Brazilian education system. Data were analysed using Multivariate Analysis of Variance. Results showed statistically significant differences in terms of gender, age and occupation, but only the occupation variable influenced the Leisure Education (LE) total score. In addition, some interactions between variables present significant differences in the awareness dimension. Although it is not generalisable to all LE dimensions, we concluded that in the dimensions where significant differences are observed, women have higher LE scores than men, teachers have higher LE scores than administrative staff and students, and individuals in the 14–17 age group have lower LE scores than other ages. The implications of these findings for public policies for the promotion of LE among Brazilians are discussed. Since few researchers have examined LEL in Brazil, this study presents a valuable contribution to the scientific literature on this subject.

THE IMPORTANCE OF ICT IN THE TEACHING AND LEARNING PROCESS

Analyzing the current context of education, there is a need for new artifices to capture the attention of students in Brazilian schools, making it necessary to have an integrative teaching method that draws their attention, providing an innovative vision for the school, a stigmatized place. as not adapted to the new times. As the objective of this work we want to investigate the desires and difficulties of teachers regarding the use of new educational methodologies more accurate TICS (Information and Communication Technologies) in teaching and learning. Thus, through technology, there is the possibility for many students to increase their integration with knowledge and to see the subjects in practice and to strengthen ties and enhance their interaction and rapport with regard to pedagogical decisions. For the implementation of this educational device, either because of the students’ economic difficulties or the lack of material in schools, common problems in Brazilian society, but which cannot prevent the necessary progress. Therefore, the real need to use ICTs as a learning aid in the Brazilian educational system is analyzed, as a great tool to support teachers and captivate students.

SPECIALIZED EDUCATIONAL SERVICE (SES) AS A TOOL OF ACCESS IN THE INCLUSIVE PROCESS

The present study aims to discuss and understand the implementation and organization of Specialized Educational Assistance-SEA while tool for accessing the inclusive process in the Brazilian educational system. It examines the organization, the implementation process and the methodology of this new educational model, through the most recent theoretical and legal assumptions. A debate was developed around the characteristics and challenges that permeate special education as a priority service for the inclusive process of students with disabilities, autistic spectrum disorder and high abilities/giftedness in ordinary schools, with a view to meeting their needs, in a so that they can overcome the barriers imposed by the common school and participate in their class with autonomy. The present article favored the qualitative approach and the bibliographic research as a technique. The study was based on national and international legal texts and on the concepts of Mantoan (2010), Glat & Ferreira (2005), Smith (2008), Dorziat (2015), Fávero (2005), Minayo (2001), among others.

HIGHER EDUCATION IN BRAZIL: A STATIC ANALYSIS OF EDUCATIONAL INSTITUTIONS IN THE COUNTRY

In this article we present a static analysis of the data made available by the National Institute of Educational Studies and Research Anísio Teixeira - INEP. Thus, we aim to analyze and describe the structure, distribution and organization of higher education in Brazil by assessing the number of HEIs within the national territory, in the quest to better understand the reality of Higher Education in Brazil. More specifically, an analysis was made of the microdata made available by INEP. One of INEP's main purposes is to develop research and assessments that take place regularly on the Brazilian educational system, issuing metrics so that it is possible to analyze the conditions found in the reality of these training spaces, thus contributing to the planning of interventions, formulation and implementation of public policies in the educational area that are minimally invasive, seeking to be more effective and consistent with the problems in which the country finds itself. The data in question in the research disregards the microdata made available by the Census of Higher Education in the year 2016, the process of quantitative analysis of the data mentioned above, occurred through the statistical software Statistical Package for the Social Sciences (SPSS), where it had as main purpose correlate variables for further analysis.

Educational Assessment: Saeb, its objectives, purposes and repercussions

The article deals with the Basic Education Evaluation System (Saeb), considered the forerunner of external exams to measure the performance of students and educational networks. By discussing the official documents that deal with the Saeb Public Education Policy, we seek to understand the sociopolitical and pedagogical aspects of External Evaluation in Basic Education, as well as the role of Saeb in the Brazilian educational system, through documentary analysis. of the reference points — Version 1.0 (Brazil, 2018), accompanied by a review of the literature. The results indicate that the Saeb brings with it nuances of neoliberal ideology by establishing a standard of competence to be achieved by students, in addition to being subject to the logic of productivity, with the consequent classification of participating schools. It is concluded that the External Evaluation is a possibility to collect information about the reality of Education to guarantee the teaching of social quality to the students.

Individualized education plan applied to physical education as a support for inclusion in Brazilian schools

ABSTRACT To-date, the Brazilian education system does not foresee using the Individualized Education Plan (IEP) for students with disabilities (SWDs) enrolled in general schools. Given the current lack-of national guidelines in this sense, this research sought to analyse the collaborative construction process and-the applicability of the IEP in the physical education (PE) context. Specifically, it aimed to elucidate the consequences of the optional (non-mandatory) implementation of the IEP in PE classes. Based on a qualitative and descriptive approach, collaborative research was established involving a partnership among researchers and physical education teachers (PETs), to support the inclusion of SWDs in PE classes. The study was conducted in two public schools in a district of São-Paulo, Brazil. The content analysis resulted in five categories: previous knowledge about the IEP-PE by the PETs; insufficiency in PETs’ initial training; changes in the perception and attitudes of PETs towards SWDs; the influence of IEP-PE on teaching program and pedagogical practices; and difficulties in constructing and applying the IEP-PE. In conclusion, the IEP-PE consists of-a pedagogical tool to help PETs identify the limitations and potentialities of SWDs. It-also supports adjustments in the curriculum and implementation of adaptations in PE classes, favoring the inclusion of SWDs in-this context.

The Brazil we want: from Psychology to Pedagogy

This article aims to discuss what we miss about the changes in the Brazilian educational system, taking into account the data existing in the last governments (Bolsonaro, Dilma and Lula), specifically about Basic and Higher Education. Methodologically, it is a theoretical essay (bibliographical and documentary research) with a critical analysis approach. The justification for this study is the policies promoted by the current government that provoke, at national and international level, a wide debate in the media and in the scientific communities. In addition to the possibility of reflecting on the context of the pandemic and the insecurities generated by the absence of government actions. The survey identifies that there is no national system that coordinates the responsibilities for Brazilian education. In addition, there is extreme confusion in the current government, lack of public investment, dispute over a political-ideological project, among other factors that make democratic education management in the country impossible.

"The hysteria of a little flue": effects of COVID-19 on HEIs in Brazil.

This essay will look at the key challenges public Higher Education Institutions (HEIs) faced in Brazil during the COVID-19 lockdown. The pandemic led universities to close their campuses and adopt an online interface for academic activities. However, many of these institutions do not have the technological infrastructure for such, nor did the staff and students who suffered further social exclusions. The president of Brazil referred to the pandemic as a “little flu” and later on responded to measures adopting the lockdown as a “hysteric” act that “will lead to an economic crash”. Considering the lack of support from the government and the process of dismantling resources for public HE since the beginning of the new presidency elected in 2018, the COVID-19 lockdown quickly revealed the institutional racism, elitism and ableism evident in this administration’s agenda. The consequence of the agenda is the cuts on research funds and lack of infrastructure to provide online classes, as examples of the severe policies that promote the erasure of marginalised groups. Such policies follow Sylvia Wynter’s “Argument”, revealing a code of symbolic life and death of how human order organises itself through the coloniality of power/being. In order to show how such symbolic code is engraved in the Brazilian educational system, this study explores narratives of staff and students from three universities per region of Brazil to identify how the colonial legacies are correlated with postulates of power in the Brazilian HEIs setting during the pandemic. The paper discusses the challenges experienced while keeping the HE sector active during a pandemic that the government has belittled. The conclusions advocate for organised strategies at the union and social movements level to dismantle the colonial occupation put in place in the foundation of the HEIs and reinforced by the current necropolitical administration.