Brazilian School Research Articles

ANÁLISE DAS LESÕES TRAUMATO-ORTOPÉDICAS EM PRATICANTES DE JIU- JÍTSU NA CATEGORIA ADULTA: UMA REVISÃO INTEGRATIVA

Jiu-jitsu, an ancient Japanese martial art, was refined as a self-defense system. Mitsuyo Maeda’s arrival in Brazil was a milestone in the dissemination of jiu-jitsu, introducing techniques, culture, and philosophy associated with the martial art. Carlos Gracie, his most notable student, distributed in 1925 by the first jiu-jitsu school in Brazil, adapting it and emphasizing grappling. Brazilian Jiu-Jitsu gained global prominence after Royce Gracie’s victory in the UFC in 1993. A study seeks to investigate the most common orthopedic injuries among jiu-jitsu practitioners in the adult category, seeking to understand their relationship with age group and level of graduation. Using an integrative review approach, with the search for data on frequency, location, age, and graduation of the athletes, in addition to the techniques involved. In conclusion, we can highlight the importance of physiotherapy in prevention and treatment, proposing preventive measures based on the identified patterns. The study aims to contribute to more efficient clinical practices, promoting the health and safety of practitioners.

“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools

In this paper, we analyse experiences of democratic practices in two research interventions within school contexts in Rio de Janeiro, Brazil. Both projects took place in public (Government-owned and managed) schools and were inspired by participatory and critical approaches, particularly Paulo Freire’s popular education and bell hooks’ feminist pedagogies. We analyse two case studies in which group interventions raise issues about democracy within schools and broader society, stressing the differences between the two contexts. The first case study discusses an educational programme for teachers and school staff on gender and sexual diversity, funded by a pro-diversity centre-left Federal government from 2007 to 2014. We analyse the group as a space to build multiple perspectives and democratic practices on gender and sexuality. Second, we analyse material from a project that conducted workshops with pupils (7 to 11 years old) to discuss interpersonal relations and the bonds they had with their schools during lockdowns (2021). Researchers developed participatory methods for remote learning and conducted online fieldwork with students—who had their parents’ and carers’ silent presence at home—analysing the construction of bonds with school, classmates and their autonomy. This project was conducted during a much more hostile moment than the previous one, during the COVID-19 pandemic lockdowns and in an ultraconservative political context in Brazil. While even during a social-democratic administration, we found limits in discussing gender and sexuality in schools (case study 1), the later authoritarian government and context severely worsened the situation (case study 2). Nevertheless, we were able to use critical approaches to promote and discuss democratic practices, especially considering gender, sexuality, race, and class inequalities. Through our practices as school psychologists and researchers, we make collective stands against authoritarianism.

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.

Vaccination: a look at the social representations of Brazilian children

IntroductionThe pandemic caused by COVID-19 has accentuated the debate on the need for vaccination and called into question the need to increasingly bring this topic, which is widely disseminated in the scientific world, to school classes at all schooling phases. In this scenario, science education plays a key role in disseminating knowledge about the importance of vaccination and the impacting factors of a lack of immunization. In order to better understand this movement, it is necessary to understand the representations of individuals as a way of broadening paths to change this scenario.ObjectivesThis study aimed to identify and analyse Brazilian primary school children’s social representations of vaccination.MethodsUsing the free word recall technique, the term “vaccination” was applied to evoke children’s ideas. The analysis of co-occurrences of evocations permitted us to identify their representations’ centrality.ResultsThe results showed that the centralizing elements guiding these children’s social representations were “needle,” “pain,” and “health center.”ConclusionThese results show the need to prevent the phobia of needles that arises in the first vaccination experiences and reinforce the importance of discussing the subject of vaccination in science teaching. This issue is even more critical, given the spread and impact of “fake news” on social media. There is an increasing need to emphasize the importance of vaccination, not only as a factor of individual protection but also as a commitment to collective health. This study also showed that the school, as usual, must become an ally in tackling this reality with children and their families.

Transform Sustainable: Innovating for a Sustainable Future

The Transform Sustainable Program of the Federal Institute of Education, Science and Technology of the South of Minas Gerais (IFSULDEMINAS) is an example of how creativity and innovation can transform challenges into solutions. Through the transformation of donated and seized materials into high-value products, the program contributes to environmental protection, income generation and social development. The program's main focus is on sustainability, reducing material disposal, promoting reuse and recycling, and contributing to the circular economy. Technological innovation is also fundamental, with the development of innovative solutions to transform discarded materials into high-value products. The program has a partnership with several institutions, such as the Brazilian Federal Revenue Service (RFB), city halls, schools and NGOs, demonstrating the power of collaboration to generate positive social impact. By generating income for local communities, promoting environmental education and social development, the program contributes to building a fairer and more prosperous future for everyone. Transform Sustainable is an inspiring model that demonstrates the potential of sustainability, innovation and collaboration to build a greener, fairer and more prosperous future for all. Through the union of efforts between IFSULDEMINAS and several institutions, the program is transforming the present and building a more sustainable future for the next generations.

Citizenship since childhood against the logic of the militarization of public school in Brazil

Resumo Este artigo reflete sobre a necessidade urgente de fortalecimento dos valores democráticos e do exercício da cidadania desde a infância frente à crescente implantação do modelo de militarização em escolas públicas brasileiras. Parte-se da análise das diretrizes do Programa Nacional das Escolas Cívico-Militares (PECIM), estabelecido entre 2019 e 2022. Foram realizados estudos bibliográfico e documental, buscando responder às questões: Que tipo de cidadão a escola pública tende a formar por meio da cidadania praticada nos padrões de ensino, valores e comportamentos adotados pelos militares? Que ethos valorativo norteia a defesa dos militares no comando da gestão e dos processos educativos das escolas públicas brasileiras? Em oposição à militarização escolar, defende-se um projeto de educação para a democracia, fundamentado no exercício da cidadania desde a infância, com vistas à efetivação de um com vistas à efetivação de um ethos valorativo mais afinado com a sociedade democrática e com a garantia de direitos e de justiça social.

THE POTENTIAL OF PUBLIC FOOD PROCUREMENT TO PROMOTE CITY-REGION FOOD SYSTEMS

Public procurement of food from family farming has emerged as a powerful tool to transform food systems, by creating demand for healthy and sustainable food. In urban centres, where there is a growing need for food, it can play a crucial role in connecting urban consumption with rural production, strengthening rural-urban linkages. This study aimed to contribute to the discussion on the potential of public procurement as a policy tool to promote sustainable city-regions, based on the city-region food systems approach. To this aim, a descriptive study was conducted on the public purchases of food from family farming by the Brazilian School Feeding Programme in a representative Brazilian metropolis, Campinas, São Paulo, from 2013 to 2019, based on public databases provided by the Accountability Management System of the National Fund for the Development of Education (FNDE) and the Brazilian Ministry of Agriculture, Livestock and Supply (MAPA). The results indicated that the potential of the programme was not fully realised in the metropolis of Campinas, given that the purchase of local, sociobiodiverse and organic food from family farming fell short of the incentives outlined in the legislation. This observation underscores the necessity for further improvements to better align the public policy with its sustainable objectives, not only in Campinas but also in other urban centres seeking to strengthen their linkages with rural producers.

Assessment of the psychometric properties of the eHealth Literacy Scale for Brazilian adolescents.

With the increase in digitalization of adolescents and health services, the population must demonstrate digital health literacy skills to be able to navigate online health information, as well as identify, evaluate, and apply relevant information. The present study aimed to investigate the psychometric properties of the adapted version of the eHealth Literacy Scale (eHEALS-BrA) for Brazilian adolescents. This study was conducted between September 2022 and May 2023, involving a total of 260 adolescents aged 13 to 19, with a mean age of 15.64 years (SD = 1.84), all of whom were enrolled in public schools in Brazil. Structural validity was evaluated by confirmatory factor analysis (CFA). The reliability of the instrument was assessed using Cronbach's alpha (α) and McDonald's omega (ω), and test-retest reliability. Questionnaires about sociodemographic aspects, health-related characteristics, and internet use were administered and used as discriminant validation measures. Convergent Validity was determined by correction with the domains of the World Health Organization Quality of Life-Bref (WHOQOL-Bref) instrument. For test-retest reliability, 67 participants completed the eHEALS-BrA a fortnight later. The average eHEALS-BrA score was 28.05 points (SD = 5.05). CFA revealed that the model with the best fit had a single factor (χ2 = 49.884 [df = 20, p = 0.0002], CFI = 0.934, TLI = 0.908, RMSEA = 0.076(CI:0.05-0.10), and SRMR = 0.045). The instrument demonstrated good reliability, with satisfactory internal consistency (α and ω = 0.71) and stability (ICC = 0.82, 95% CI:0.70-0.89). The eHEALS-BrA was correlated with the physical, psychological, and environmental domains of the WHOQOL-Bref (p = 0.001) (convergent validity). Higher scores were found among male adolescents, individuals who practiced physical activity, those with better self-rated health, those who considered the internet useful for searching for health information (discriminant validity), and those with better self-rated skills related to using the internet (convergent validity) (p < 0.05). The eHEALS-BrA demonstrated adequate psychometric properties for measuring digital health literacy in Brazilian adolescents.

“A world beyond this one”: Sustaining afro‐brasilidade through language, ritual, and culture teaching in a northeastern Brazilian school

AbstractThis research advances racioreligious linguistic ideologies as a concept to examine discursive processes whereby language, race, and spirituality become entangled within cultural lenses. It begins by exploring the racialization of Yoruba‐inspired (Nagô in Bahia) spiritualities and linguistic/semiotic practices under colonialism and racial slavery. It continues into the modern context with an extended example situated in a northeastern Brazilian school, where Nagô/Yoruba typifies Blackness. The data highlight how interlocutors in this school, working within affirmative racioreligious linguistic ideologies and the values they assign, engage in education as racioreligious identity work to resist racial, religious, and linguistic prejudices, sustain traditional knowledge, and affirm Afro‐Brazilianness.

EDUCATION AND DIVERSITY: BUILDING AN INCLUSIVE SCHOOL ENVIRONMENT

This study addressed the issue of educational inclusion and the challenges faced by educators and institutions. The overall objective was to analyze pedagogical practices and public policies that promote the inclusion of students with disabilities in Brazilian schools. The methodology adopted consisted of a bibliographic review, which allowed a qualitative analysis of relevant works in the area of ​​inclusive education. The results showed that the implementation of inclusive education requires adaptations in pedagogical practices, ongoing training of educators, and the creation of a welcoming school culture. In addition, structural, pedagogical, and attitudinal barriers that hinder the effectiveness of inclusion were identified. The final considerations highlighted the importance of public policies and teacher training in promoting an educational environment that respects and values ​​diversity. The need for new studies that complement the findings, exploring inclusive practices in different contexts and the effectiveness of educational policies, was highlighted. Thus, it was concluded that educational inclusion depends on the collective commitment of everyone involved in the educational process, aiming to guarantee the right to learning and development of all students.

Complex Instruction: developing teachers’ professional knowledge and practice in Brazil

ABSTRACT ‘Programa de Especialização Docente Brasil’ (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically diverse Brazilian schools, PED Brasil intended to craft a program with a signature pedagogy that could be capable of shaping the ways of thinking and acting in the teaching profession. PED Brasil does it by integrating different dimensions of knowledge and demonstrating various aspects of professional practice, considering the democratic society we aim to build. In this paper, we analyse how PED Brasil has adopted Complex Instruction as its signature pedagogy.

A PESQUISA SOBRE LIVROS DIDÁTICOS: APRESENTANDO O PROJETO 2061

The textbook has been pointed as one of the most common teaching resources in Brazilian schools, for times occupying a central role in the teaching-learning process. Therefore, several studies investigate the quality of books, using different analysis methodologies. This work seeks to present an instrument for evaluating textbooks, developed by the project 2061 of the American Association for the Advancement of the Science. This instrument was used to investigate to what extent the books approved by the National Textbook Program provide support for the teaching-learning process of redox content. Finally, approaches and distances between the instrument and the main methodologies used in research on textbooks in the Brazilian context are discussed.

AS CONTRIBUIÇÕES DA EDUCAÇÃO FÍSICA ESCOLAR NO DESEMPENHO MOTOR DE CRIANÇAS COM DEFICIÊNCIA: UMA REVISÃO DE ESCOPO

Sports activities have proven to be an important tool for the inclusion of children with disabilities. However, few studies highlight how the motor skills of children with disabilities develop. This study aimed to identify, through an scoping review, the contributions of Physical Education in schools towards the development of motor skills in children with disabilities. The study was conducted as an scoping review. The following criteria were used during the search process: a) databases: Scielo, Lilacs, and Google Scholar, b) keywords: physical education, motor skills, motor development, children with disabilities, c) publications between 2010 and 2024, d) studies focusing on children up to 12 years old. After applying these criteria, five articles were selected for full analysis. All selected studies were conducted in public schools in Brazil and involved children with conditions such as ASD (Autism Spectrum Disorder), Down Syndrome, cerebral palsy, spina bifida, blindness, dwarfism, and global developmental delay. The main tests used were: the Motor Development Scale, Portage Operationalized Inventory, Self-Perception of Competence Test, Bruininks-Oseretsky Test of Motor Proficiency, and the Test of Gross Motor Development (TGMD-2). Pre- and post-tests were used in four studies, which implemented intervention plans through case studies. The results indicated positive correlations, showing that multidisciplinary interventions addressing the diverse needs of children with disabilities could improve their motor domains. In conclusion, Physical Education in schools is an important tool that can contribute to the improvement of motor skills in children with disabilities. Received: 2024/09/04 Reformulated: 2024/10/11 Accepted: 2024/10/11

Evaluating Undergraduate Learning in an Ophthalmology Rotation: A Study Using Virtual Questionnaires.

Background Medical school ophthalmology education is often insufficient for non-ophthalmologist physicians to achieve proficiency in managing ophthalmic cases. Objective This study evaluates learning during a clinical rotation in a Brazilian medical school that implemented a two-week ophthalmology rotation. Methods This quantitativeand qualitative study involved all eligible students for the rotation. Two different questionnaires were administered before and after to assess knowledge, understanding, and problem-solving abilities in ophthalmology. Each questionnaire contained 11 theme-paired questions developed according to the International Council of Ophthalmology curriculum and guidelines for medical student education. The primary qualitative outcome was a 30% improvement in scores between the pre- and post-rotation tests, as defined by two ophthalmology professors who developed the questionnaire. Data was analyzed anonymously using STATA BE 18 software, and questionnaire reliability was measured using Kuder-Richardson Formula. Results Of the 69 eligible students, 36 (52.17%) completed both tests. The internal consistency of the pre-and post-rotation questionnaires was acceptable, with Kuder-Richardson Formula scores of 0.66 and 0.64, respectively. Although scoressignificantly improved from 6.97 pre-rotation to 7.72 post-rotation (p=0.01), the mean score only improved by 10.76%, falling short of the 30% target. Scores improved significantly in the Red Eye and Primary Care Attention from 0.49 to 0.78 (p<0.01), but decreased in Anatomy and Physiology of the Posterior Segment (from 0.80 to 0.67, p<0.01) and the Anatomy and Physiology of Extraocular Muscles (from 0.92 to 0.79, p=0.04). No statistically significant difference was observed in the Anatomy and Physiology of the Anterior Chamber. Conclusions This study concludes that undergraduate students learning during an ophthalmology rotation was unsatisfactory. However, this is an exploratory study; further research with a larger sample size is necessary.

Adhesive restorations in primary dentition: A retrospective analysis of survival rate and associated factors.

Several clinical and individual factors may play a role in the survival rate of dental restorations, such as characteristics related to the child's age and oral hygiene, and factors associated with the tooth, such as the type of material and number of surfaces to be restored. To analyse the survival rate of adhesive restorations on primary teeth and factors associated with restoration survival. The study included dental records of children aged 3-12 years having received adhesive restorations on primary teeth at a Brazilian dental school between 2009 and 2019. A Kaplan-Meier survival curve was used to plot survival rates using the log-rank test. A multivariate Cox regression model was run to identify individual and dental factors associated with restoration failure. The sample comprised 269 restored teeth in 111 children. Survival curves were similar for all materials (p = .20) and types of isolation (p = .05). The annual failure rate was 3.60% for glass ionomer cement, 1.23% for resin-modified glass ionomer cement and 0.40% for composite resin. The following variables were associated with more failures: Class II restoration compared with Class I (HR = 1.96; 95%CI: 1.28-2.99, p < .001), proportion of decayed teeth (HR = 11.89; 95%CI: 2.80-50.57, p < .001) and child's age (HR = 1.17; 95%CI: 1.06-1.29, p < .001). The different materials and types of isolation had similar survival rates. Children with more decayed teeth have an increased risk of restoration failure.

OS EMPRESÁRIOS DO MOVIMENTO PELA BASE NACIONAL COMUM E SUAS AÇÕES PARA IMPLEMENTAÇÃO DE UM SISTEMA ÚNICO DE EDUCAÇÃO BRASILEIRA

The aim of this article is to reflect on and criticize the influence of businesspeople in the education sector. In particular, it discusses the actions of the Todos pela Base (All for the Base) Movement as a member of the Todos pela Educação (All for Education) movement, seeking to continue the project of spreading and implementing neoliberal logic in Brazilian basic education. This group acted strongly to ensure that the National Common Core Curriculum was approved and then complied with in all schools in Brazil, through a system of monitoring and follow-up. Mandatory in nature, the Base has been making all basic education in Brazil adapt, implement and comply with a common reference for curricula so that it is the same for everyone. The aim is thus to expose the new strategies used by these organizations, how they have acted, what their real objectives are and whether they are being achieved. This will lead to an analysis of the consequences for Brazilian education and who is affected and perhaps harmed by this model of education, as well as the position and role of the state in relation to these new demands.

THE NEOCONSERVATIVE/NEOLIBERAL INTERSECTION IN BRAZILIAN EDUCATION AND ITS INTERFACES FOR THE INCREASE OF LGBTQIA+PHOBIA

This article analyzes the intersection between neoconservatism, neoliberalism, and the oppression of sexual and gender diversity in contemporary society. In a scenario marked by growing conservatism that seeks to restore a traditional social "order," LGBTQIA+ identities face marginalization and violence due to the glorification of an idealized past and the imposition of normative standards. The influence of religious groups and neoconservative movements has restricted discussions about diversity in schools, which should promote a critical and inclusive environment. The research, based on bibliographic data and developed as part of a master's dissertation, investigates how these ideologies impact education and perpetuate the exclusion of sexual diversity issues. The naturalization of exclusionary norms and the perpetuation of the coloniality of knowledge reinforce a hegemonic vision, silencing dissenting voices. The conclusion is that, in order to build a more just society, active engagement in combating LGBTQIA+phobia, racism, and sexism is crucial, respecting the right to freedom and expression of all individuals. Overcoming conservatism and neoliberalism, through critical and politically engaged education, is a vital step towards tackling LGBTQIA+phobia in Brazilian schools, promoting a space where all identities can coexist and be respected.

THE ROLE OF CARBON DIOXIDE IN “GLOBAL WARMING” AND ITS APPROACH IN CHEMISTRY TEXTBOOKS

This study aimed to investigate the approaches taken to hypotheses describing climate drivers, especially the warming theory , in Brazilian high school chemistry textbooks from the early 21st century. We assume that the concept of the leading role of CO2 in global climate change is based mainly on theoretical data and fragments of information derived from computational climate models. In parallel, several empirical studies have pointed to the natural and cyclical nature of climate phenomena that have occurred throughout history. Therefore, we proposed to compare these studies with the content available in some of the main high school textbooks used in Brazil in the early 2000s, using Discursive Textual Analysis . According to the results, all the collections analyzed opted for unilateral warming approaches, derived from the IPCC ( Intergovernmental Panel on Climate Change ) reports, that is, without a comprehensive description of antagonistic and natural hypotheses about current climate change.

Comparing the South African and Brazilian student uprisings (2015–2016): Similarities, Circulations, and Distance

ABSTRACT South Africa and Brazil are notorious for having some of the highest levels of (racialised) inequality on the planet, and dysfunctional education systems failing millions in their aspirations for a better life. Over 2015-16, student protests erupted across Brazilian and South African schools and universities, challenging these conditions through strikes, occupations, on-campus and street protests, and intellectual production. This paper builds on a World-Systems theoretical framework to understand the similarities, circulation, and distance between the two contemporaneous movements. In Brazil, the ‘Primavera Secundarista' high school occupations dealt primarily with local political dynamics, such as school closures, and intersectional forms of oppression. In South Africa, the ‘Fallist' university mobilisations demanded free, decolonised education, alongside addressing issues of outsourcing and institutional racism. In the first section, I give a comparative overview of these student movements’ similarities, situating them in their context and highlighting the key concerns and political and pedagogical practices of student activists in each. While these movements did not generally engage with each other, there were some important points of interaction, discussed in the second section. While highlighting these points of connection, I also advance an argument in the third section for why there was nevertheless relatively little direct engagement between these contemporaneous movements that otherwise had so much in common. The points of connection and disconnection between these similar movements offers insights about the functioning of the contemporary World-System and the modes of transnational circulation between movements therein, with lessons for transnational understandings of social movements, especially South-South movements.

A (contra)reforma do ensino médio e o capitalismo histórico

The Brazilian high school, the last stage of basic education, is at an emblematic moment in its history. The law 13.415/2017 puts structural changes in this stage of education, such as changes in workload and inclusion of new curricular components, in line with a new national curriculum, the Common National Curricular Base. We seek to contribute to the understanding of the situation of the curricular component of Sociology (representing the Social Sciences) in this significant movement, specifying the case of the State of São Paulo, given that the component has a history of instability in school education, minimized with its inclusion as compulsory throughout the country in 2008. This contribution focuses on the relationships between the historical moment of changes in secondary education and the ruptures and continuities of the capitalist productive system, using the Systemic Cycles of Accumulation as a tool for analysis. The configuration of Sociology will be approached from the category of powerful knowledge, and how this knowledge is compromised in the current changes.