Brazilian Education Research Articles

A case forELF feito no Brasil

AbstractThis article starts from a comment on my locus of enunciation (i.e., the context from which I speak), a key element of decoloniality as a means of resisting the idea of disembodied knowledge or neutrality promoted by modernity/coloniality. I then proceed to explain how I understand the entanglement of modernity and coloniality and why we need to break away from coloniality, both ontologically and epistemologically. It is in this entanglement where ELT is traditionally situated, and it is from such contexts that English teacher education in Brazil should be examined for its harm to local knowledges and knowers. I conclude by explaining what is meant by ELF feito no Brasil and why this may be a possibility to resist the coloniality of ELT.

The Preparation for Citizenship and Justice as Effectiveness of The Fundamental Right to Education in Brazil

The Preparation for Citizenship and Justice as Effectiveness of The Fundamental Right to Education in Brazil

Teaching Supervision in Brazil (1950-1990): from supervising teaching work, to mediating social participation in school

The main objective of this article is to present the results of a historical analysis of the paths of teaching supervision in Brazil, between the 1950s and 1980s. the theme “supervision of teaching”, through stages and procedures of historical research, therefore, focused on the analysis of Supervision of Teaching in Brazil, in the time and historical space in which it was inserted. The paths of Teaching Supervision from 1950 onwards were focused on, the beginnings of the orderly diffusion of understandings of teaching supervision, in the context of the adoption of the of the Brazilian-American Assistance Program for Elementary Teaching (PABAEE), of reproduction of the North American designs of education in Brazil, that is, of Teaching Supervision as supervisory of teaching work. Afterwards, elements of Teaching Supervision were focused on, in the period of democratization of teaching in the 1980s and 1990s, looking at ways of mediating social participation in school spaces.

Effects of a physical activity program in stress management and motivation for the regular practice of physical activity of teachers from Portugal and Brazil

IntroductionTeaching is considered by the International Labor Organization as one of the most stressful professions, with consequences on the mental and physical health and on their professional performance. Intervention programs focused on physical activity usually present a significant decrease in the level of stress and an improvement in the quality of life of teachers. Physical activity is considered one of the main non-pharmacological strategies to reduce stress, generating a positive influence on mental health.ObjectivesTo evaluate the impact of an intervention program based on the practice of physical activity on the level of stress and motivation for the regular practice of physical activity in teachers.MethodsThis study employed a pretest-posttest design. Measures: Portuguese versions of Stress Perception Scale and Motivation Inventory for Regular Physical Activity Practice. Sample: 33 teachers from Portugal and Brazil, 57,6% females, 54,5% from Portugal, 63,6% with age between 26 and 35 years. The intervention ran for 8 weeks, with a total of 40 sessions with cardiorespiratory conditioning exercises, muscle strengthening and stretching, relaxation and meditation techniques.ResultsOn baseline we found significant relationship between “years of teaching experience” and the level of stress (p=.027). After the intervention, the level of stress significantly decreased in Portuguese teachers (p=.031). In 83% of the sample, there is a decrease in the levels of perceived stress. Concerning Brazilian teachers (p=.006), in 73% of the sample, there is a decrease in the levels of perceived stress. Regarding motivation, there is a significant increase in Portuguese teachers related to “stress control” (p<.001), “sociability” (p=.001), “competitiveness” (p<.001), and “esthetic” (p=.004). In Brazilian teachers there is an increase related to “stress control” (p=.003), and “competitiveness” (p=.001).ConclusionsBoth samples showed positive results, attesting the efficacy of the intervention based in physical exercises to reduce stress and increase motivation to practice physical activity regularly. After intervention, more motivational dimensions are changed in Portuguese teachers, comparing with Brazilian teachers.Disclosure of InterestNone Declared

Freirean inspirations in solidary internationalism between East Timor and Brazil in science education.

The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of Teachers and Teaching of the Portuguese Language program in East Timor, inspired by the dialogicity of Paulo Freire, an educator well known and beloved by the Timorese people for his indirect contribution to the independence of that country. Freire's dialectic denunciation-annunciation was essential to identify the problems and propose solutions with the Timorese and not only for them. In addition, through our experiences in that country, we identified issues like those of Brazilian education as the effects of coloniality and introjections of inferiority and subordination, as well as the transnationalization of education, among other problems. Thus, the Freirean dialectic denunciation-announcement of this praxis, together with Timorese education, drove us to examine our own Brazilian territory, provoking intersectional reflections related to racism, gender and sexuality issues, and social class prejudice, among other forms of oppression. It deepened ways of acting based on critical interculturality and the concept of decolonial pedagogy, which suggested ways to fight for social justice in science education.

Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

Through discourses constructed in historical, cultural and social contexts, women face difficulties regarding the insertion, permanence and ascension in the scientific-technological career. In this context, we aim to understand and analyze what is shown in research on gender issues and Science-Technology (ST) in science education in Brazil. To do so, we present a qualitative research, a state of the art, which had as corpus of analysis theses and dissertations present in the repository of the Brazilian Institute of Information in Science and Technology. Methodologically, we used the Textual Discourse Analysis, from which three categories emerged, namely: (1) The discourse of women's non-belonging in ST (2) The (in)visibility of female models who did/do ST and (3) Scientist-mothers and the multiplied workdays. We realize that the feminine gender faces stereotypes and prejudices that end up influencing its inclusion and path in ST. In the search for making ST visible and showing it as a possible career for the female gender, family, school, teachers, and the promotion of public policies of support and incentive are some of the essential means for this.

Relations Between Gender and Science-Technology in Brazilian Science Teaching: What do Researches Say?

Through discourses constructed in historical, cultural and social contexts, women face difficulties regarding the insertion, permanence and ascension in the scientific-technological career. In this context, we aim to understand and analyze what is shown in research on gender issues and Science-Technology (ST) in science education in Brazil. To do so, we present a qualitative research, a state of the art, which had as corpus of analysis theses and dissertations present in the repository of the Brazilian Institute of Information in Science and Technology. Methodologically, we used the Textual Discourse Analysis, from which three categories emerged, namely: (1) The discourse of women's non-belonging in ST (2) The (in)visibility of female models who did/do ST and (3) Scientist-mothers and the multiplied workdays. We realize that the feminine gender faces stereotypes and prejudices that end up influencing its inclusion and path in ST. In the search for making ST visible and showing it as a possible career for the female gender, family, school, teachers, and the promotion of public policies of support and incentive are some of the essential means for this.

Refugee “calouros” during the Covid-19 pandemic: effects on Portuguese learning in higher education in Brazil

ABSTRACT This paper reflects on the problems faced by refugee students during the COVID-19 pandemic (summer semester 2020) as calouros, i.e. freshmen during their first year, in a public university in Brazil. Through a content analysis of their personal accounts, collected electronically by their teacher of Portuguese for academic purposes (the first author), we describe how five students (a Syrian, two Haitians, a Venezuelan and a Togolese refugees) (re)visit their experiences, in which several dynamics intersect: being ‘calouro’, being refugee students, learning the shelter language in loco, and experiencing social distancing due to the closing of universities. Because learning the language of the host country is not the only factor affected by the pandemic, we also observe how language learning (settings) intersect with other aspects characterising the refugee status: housing conditions, availability of learning materials, and the uncertainty attached to the present and future of their own lives and of other family members.

Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil

BackgroundThis article’s purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers’ quality of life and health, working conditions, and digital competence.MethodsThe hypotheses of this study are that there are statistically significant differences in teachers’ burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables.ResultsHigher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration.ConclusionsThe study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category.Trial registrationEthics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.

Oil royalties and the provision of public education in Brazil

Oil royalties and the provision of public education in Brazil

Promover a inclusão e a equidade no Ensino Superior: este é o papel da Educação a Distância no Brasil?

Abstract This study aims to investigate how enrollments have reached a rapid increase in distance learning Higher Education (DLHE) in Brazil and consider whether it promotes inclusion, equity, and quality as disseminated by the Sustainable Development Goal 4 (SDG 4) and the Brazilian Plan of Education (PNE). The methodological procedures were based on documentary research. For this analysis, three goals of DLHE were investigated: access, quality, and equity by looking at variables such as enrollments, the regulatory framework, the quality assessment, the cost of Education, the student income, gender, and ethnicity. The analysis showed increased enrollments in Higher Education (HE) in the last decade, particularly distance Education. This growth was accompanied by greater inclusion and equity in access to HE. But there are issues in the quantity and content of courses and the concentration of enrollments in a few for-profit private institutions, which affect the quality of Education. This paper provides a unique view of whether DLHE promotes inclusion and equity in tertiary Education in Brazil and whether it has been valuable in public policy.

The constitution of research groups in Mathematics Education in Brazil

We analyze the constitution of the research groups in Mathematics Education in Brazil, registered in the Directory of Research Groups in Brazil of CNPq. The theoretical and methodological contributions are linked to Education and Mathematics Education, the norms/resolutions of CNPq and the descriptive survey research in a quanti-qualitative approach. The results showed a total of 569 groups, with significant growth since 2002, a predominance with up to 12 years of activity, concentrated in the Southeast and Northeast regions, but predominant in the states of São Paulo, Paraná, Minas Gerais, Bahia, Rio de Janeiro and Pará and in the Public Institutions, especially UTFPR and UNESP. The groups concentrate 15,085 people among researchers, students, technicians, and collaborators. We argue about the emergence of a research agenda that can privilege future studies around our investigative region.

Interdisciplinary teaching practices in STEAM education in Brazil

This study explored primary school teachers’ self-efficacy beliefs about interdisciplinary teaching practices related to science, technology, engineering, arts and mathematics (STEAM) education and project-based learning to understand teacher perceptions and practices and to recommend some teacher training according to the national curricular standards in Brazil. Qualitative data were gathered using semi-structured interviews carried out with in-service teachers, which were supplemented by a questionnaire featuring both closed-ended and open-ended questions. The data were subsequently subjected to quantitative analysis. The findings reveal that while most teachers are familiar with and incorporate project-based learning into their pedagogical approaches, their awareness of and training in STEAM education are limited. Nevertheless, teachers perceived themselves as being very competent across most STEAM domains, including interdisciplinary curricular integration and projects. Chemistry, physics and arts are exceptions, with lower levels of teacher self-efficacy when compared to the other disciplines. This article examines the implications of these findings for pedagogical practices and teacher training in Brazil, while addressing what are teachers’ current perceptions of STEAM practices, encompassing project-based learning and interdisciplinarity. It identifies the training requirements necessary to enhance their confidence in teaching science, while integrating arts-related subjects.

Vagas Ociosas: contradições à ampliação do acesso às universidades federais no Brasil

ABSTRACT The article analyzes the effects of changes in the minimum admission scores via SiSU in filling seats offered in Pedagogy courses at Brazilian federal universities, between 2010 and 2017. The results show that the mismatch between the level of demand in admission processes and the performance of registered applicants may prevent access to public universities when an expansion of around one million seats is still a promise of the Brazilian National Education Plan 2014-2024. Paradoxically, the almost univocal defense of the democratization of access to higher education in Brazil is not always accompanied in universities by an internal debate that considers the complexity of the admission processes and establishes criteria to minimize the generation of vacant seats.

DESENVOLVIMENTO PROFISSIONAL DOCENTE E EDUCAÇÃO BÁSICA NA PANDEMIA DE COVID-19

ABSTRACT: This work aims to investigate the work and professional development of Brazilian teachers during emergency remote teaching in the COVID-19 pandemic, considering aspects such as working conditions, teaching-learning, and mental health. A sample of 364 basic education teachers in Brazil was assessed using self-report instruments considering sociodemographic data, working conditions, aspects related to teaching work and teaching learning (activities, knowledge and teacher education), mental health, and meaning in life. The results showed that changes in teaching work occur amid the absence or limited experience of most teachers with online teaching and/or the use of digital technology, in addition to the lack of adequate support and working conditions. The main tasks were mediated by technology, and didactic knowledge played a fundamental role in this context. The education offered to teachers by the institutions was largely insufficient, causing the need for complementary (self)education. Experiential knowledge has been shown to be fundamental in teaching and learning. Finally, mental health was shown to play a crucial role in this professional development process, in addition to demonstrating a positive correlation with the presence of meaning in life. The implications for the professional development of teachers are discussed.

The expansion of stricto sensu graduate studies in education in Brazil

Resumo Examina a expansão quantitativa da pós-graduação stricto sensu na área de educação no Brasil, com esteio na dimensão discente de seus programas, ponderando suas diferenças regionais, de tipo de curso e de estatuto jurídico. A abordagem quantitativa e o método da pesquisa documental compuseram o desenho metodológico da investigação. A amostra se constituiu do total de estudantes do curso, de admitidos e de titulados em Programas de Pós-Graduação em Educação (PPGEs), de 2004 a 2020. Os datasets referentes aos estudantes foram coletados no repositório de dados abertos da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A análise dos dados empregou técnicas da estatística descritiva, por meio da linguagem R. Houve aumento no número de discentes, admitidos e titulados em PPGEs no Brasil, durante o período investigado. As assimetrias, apesar de ainda existentes, foram mitigadas. Norte e Nordeste ainda são regiões que se encontram sub-representadas. A participação do setor privado ainda é tímida, se comparada à hegemonia do setor público, mesmo nos mestrados profissionais. No ano de 2020, registrou-se diminuição em todos os indicadores, caracterizando uma inflexão no processo de expansão. Esses resultados são passíveis de contribuir para subsidiar a tomada de decisão dos gestores e formuladores de políticas públicas.

The use of animals in veterinary medicine education in Brazil: students’ perspectives and the right to conscientious objection

Resumo: Esta pesquisa teve como objetivo avaliar o uso de animais no ensino da Medicina Veterinária no Brasil, do ponto de vista de discentes e egressos. Por meio de questionário online, foram abordados tópicos sobre desconforto frente aulas e pesquisas, direito de objeção de consciência e uso de métodos alternativos de ensino, respondido por 523 discentes e 414 egressos, de instituições públicas e particulares. Verificou-se que atualmente há maior oferta de disciplinas sobre direitos dos animais, bem-estar animal e/ou bioética, porém, há maior vivência de desconforto, com influência direta sobre o aprendizado. O conhecimento da objeção de consciência é baixo. Dos indivíduos objetores, apenas a minoria enfrentou dificuldades, mas foi significativo o receio de prejuízos decorrentes de suas manifestações. Diversos métodos alternativos de ensino são utilizados e o aprendizado com eles tem aprovação por discentes, apesar de ainda haver professores que se opõem a seu uso.

A influência do capacitismo no Decreto n° 10.502/2020 e no texto da PNEE 2020

Abstract The fight for the inclusion of persons with disabilities in Brazilian regular schools intensified when Brazil ratified the Convenção Internacional sobre os Direitos das Pessoas com Deficiência and issued the Lei Brasileira de Inclusão. However, the struggle for advancements and improvement in the Brazilian inclusive teaching system retreated after the Política Nacional de Educação Especial: Equitativa, Inclusiva e com Aprendizado ao Longo da Vida (PNEE 2020) was established by Decreto n° 10.502/2020. The reason is that it proposed significant changes in the conception of inclusive education when it considered the possibility of special education services, centers, or schools to meet specific disabilities, determining that students and/or their families would be free to choose between an inclusive, regular, or bilingual school. The normative instruments were compared, and a policy segregating students with disabilities in the school environment is hidden between the lines under this alleged right. Such policy is discriminatory and ableist as it reproduces the notion that, according to a hierarchical corponormativity paradigm, these students are inferior, thus, conceiving that they are excluded from regular school due to their disabilities. Even though Decreto n° 11.370/2023 revoked Decreto n° 10.502/2020, the discussion proposed here remains relevant, considering the need to effectively implement inclusive education in Brazil.

Self-rated health and factors related to the work of basic education's teachers in Brazil

The scope of this article is to analyze the association between teachers' self-rated health and the conditions in which they work in Basic Education schools in Brazil. It involved a cross-sectional study, carried out between 2015 and 2016, representative of Basic Education teachers in the country, the outcome variable of which was self-rated health (SRH). The explanatory variables were the work-related characteristics. To assess the factors associated with SRH, the Proportional Odds Logistic Regression Model was used. The prevalence of poor SRH was 27%. The probability of poor SRH was significantly higher for the group that reported episodes of verbal violence (OR=1.26; 95%CI 1.09-1.44), work pressure (OR=1.18; 95%CI 1, 04-1.33), and a commute to school of more than 50 minutes (OR=1.19; 95%CI 1.03-1.38). The probability of poor SRH was significantly better for those who reported having enough time to complete their tasks (OR=0.77; 95%CI 0.64-0.92), social support (OR=0.79; 95%CI 0.69-0.89) and satisfaction with their workload (OR=0.79; 95%CI 0.69-0.91). Actions on the school environment and organization and improvements in the transport of teachers to work are desirable.

A expansão da pós-graduação stricto sensu em educação no Brasil

Abstract It examines the quantitative expansion of stricto sensu graduate studies in the area of education in Brazil, based on the student dimension of its programs, considering their regional differences, type of course, and legal status. The quantitative approach and the documentary research method composed the methodological design of the investigation. The sample consisted of the total number of students in the course, admitted students, and graduated students in Graduate Programs in Education (GPEs), from 2004 to 2020. The data sets referring to the students were collected in the open data repository of the Coordination for the Improvement of Higher Education Personnel (CAPES, in Portuguese). Data analysis used descriptive statistics techniques, through the R language. There was an increase in the number of students in the courses, admitted students, and graduated students in GPEs in Brazil during the investigated period. The asymmetries, although still existing, were mitigated. The North and Northeast regions are still underrepresented. The participation of the private sector is still timid, if compared to the hegemony of the public sector, even when it comes to professional master’s degrees. In 2020 there was a decrease in all indicators, characterizing an inflection in the expansion process. These results are likely to contribute to support decision-making by managers and public policy makers.