Brazilian Education Research Articles

A INCLUSÃO DAS PESSOAS COM DEFICIÊNCIA NO ENSINO REGULAR NO MUNICÍPIO DE JARU E A ATUAÇÃO DA APAE NO PROCESSO DE INTERMEDIAÇÃO: O DIREITO À INCLUSÃO E ACESSIBILIDADE DAS PESSOAS ESPECIAIS

Numerous legislations have propelled the inclusion of individuals with disabilities. They continue to serve to this day as a foundation for the development of public policies. Throughout this trajectory, several institutions have been established to assist the needs of people with disabilities. A prominent figure in this movement, APAE (Associação de Pais e Amigos dos Excepcionais) has played a pivotal role in disseminating special education in Brazil, achieving significant levels of awareness and recognition towards the necessity of educational attention for children with disabilities. In this context, the present study sought to evaluate the effectiveness of support and adaptation strategies employed by regular schools and the aforesaid organization to promote the inclusion of individuals with disabilities. It investigates the role and practices of APAE as a mediator between individuals with disabilities and regular schools, highlighting its methods of support and attendance.

Analysis of the Advances and Perspectives of Inclusive Education in Brazil and Mozambique: a Documentary and Bibliographic Approach

Os países Brasil e Moçambique têm adotados diversas políticas e iniciativas voltadas para a educação inclusiva, com o objetivo de garantir que as crianças tenham acesso à educação de qualidade. No Brasil, a educação inclusiva se consolida por meio de legislações como a Lei Brasileira de Inclusão e a Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva. Em Moçambique, a inclusão educacional é promovida pela Política de Educação Inclusiva, implementada em 2018, que visa integrar crianças com necessidades especiais no sistema regular de ensino. O estudo focou nos países Brasil e Moçambique buscando saber quais os avanços e perspectivas regem a educação inclusiva nestes países, por meio de uma pesquisa qualitativa com abordagem documental e bibliográfica. Os resultados da pesquisa apontam para os marcos legais com garantia de acesso e permanência de estudantes com deficiência nas escolas regulares, no entanto, persistem desafios como a falta de infraestrutura adequada, formação insuficiente de professores, preconceitos sociais, carência de recursos e práticas excludentes. Concluímos que ambos os países demonstram um crescente compromisso com a educação inclusiva, contudo há necessidades urgente de estratégias mais eficazes e investimentos contínuos para superar as barreiras existentes e garantir uma educação verdadeiramente inclusiva par todos os alunos.

A IMPORTÂNCIA DA PESQUISA ACADÊMICA NA FORMAÇÃO DE PROFESSORES

This article explores an ongoing study that investigates the integration of research as curricular content in teacher training courses for basic education in Brazil, with a particular focus on pedagogy courses. Thus, the study is situated within the context of government policies and educational reforms that began in the 1990s. However, the work examines the socioeconomic and cultural characteristics of students aspiring to become elementary school teachers and analyzes the introduction of research into the curricula of these courses, contrasting the approaches presented in official documents with the concepts defended by the main authors in the field. The text is based on qualitative data collected through focus group discussions with students who are about to complete the pedagogy course. Thus, the article ends with reflections on the need to consider both the subjective aspects and the sociocultural characteristics of students when assessing the relevance of research in initial teacher training courses. To this end, this analysis seeks to understand more comprehensively the impact of research on teacher training, recognizing the complexity of the dimensions involved in educational practice and in the preparation of future teachers.

A IMPORTÂNCIA DA FORMAÇÃO CONTINUADA PARA PROFESSORES NA EDUCAÇÃO BÁSICA

This study addresses continuing education for teachers, which is highlighted as an essential process for improving knowledge. Continuing education for teachers is currently seen as a process for improving knowledge, involving actions directed at professionals who educate, teach, learn, research, and evaluate. This study aimed to discuss continuing education for teachers within educational policies in Brazil, emphasizing its importance and analyzing the current Brazilian educational context. The methodology was based on bibliographic research, using Google Scholar as the main source. The results make it clear that this review article can intensify the reflection on the importance of continuing education in Brazil, exposing its relevance for a deeper understanding of the educational reality and the teaching-learning process. Continuing education appears as a decisive tool, supporting the work of teachers and driving the evolution of teaching and learning. It is known that the teacher is not a finished product, but a subject in constant transformation, requiring continuous improvement to face the challenges of modern education. Therefore, each teacher must be an eternal learner, breaking with stagnant traditions and embracing a journey of continuous innovation, as only in this way will we be able to transform the Brazilian educational scenario, propelling it towards new spheres of excellence and relevance.

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.

HISTÓRIA DA EDUCAÇÃO E A ORGANIZAÇÃO ESCOLAR: ESTUDO BIBLIOGRÁFICO

Studying the History of Education is essential to understand the transformations that have occurred over time in the Brazilian educational process, as well as to recognize individuals as constituent agents of this history. The present study aimed, through bibliographical research, to revisit historical issues of education in Brazil, from the colonial period to the present day. The methodology adopted was a systematic review of the literature, based on the analysis of articles available on Google Scholar and the Capes database, with the purpose of examining the development of the history of education, school organization and the role of the teacher in contemporary times. . Several works on the topic were identified, of which nine were selected to compose the analyzed sample. It was found that, over time, Brazilian education has undergone numerous changes since the colonial period, and that teachers have constantly sought to update themselves to improve the teaching and learning process. It is concluded that, by understanding the educational processes, the school and the ways of maintaining education in line with its history, it is possible to identify the points necessary for a more conscious and appropriate methodological action, favoring more participatory decisions in the educational context.

Evaluation Proposal for School Teaching and Learning

Objective: This work aims to present a proposal for an evaluation method, entitled: Cycle of Autonomous Learning Evaluation (Caaa). Theoretical Framework: The use of assessment instruments in schools as a genuine assessment and the low level of student learning in Brazil exposes the emerging need to rethink the assessment practices that are carried out, since in order to raise their learning to a higher and better quality, it is essential to qualify the means that give access to it. Method: In order to construct this study, we immersed ourselves in educational theory relating to learning assessment in the school context and active teaching practices, as well as in the documents that underpin Brazilian education and what they guide in terms of learning assessment. Results and Discussion: The studies carried out resulted in the development of the assessment method: Cycle of Autonomous Assessment of Learning (Caaa). Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the Cycle of Autonomous Assessment for Learning (Caaa) can be applied or influence practices in the field of education. Originality/Value: This work contributes to the development of the praxis of school learning assessment in Brazil.

A figura do narrador como inspiração para a prática docente no ensino de sociologia na educação básica

The debate on Sociology in basic education in Brazil refers to the clash experienced by the figure of the narrator in medieval Europe by enabling individuals to become aware of a distant reality through the narrative whose content had meaning and distanced itself from common sense, but society Capitalist industrialism created an urban and increasingly individualized way of life in which facts became disposable when presented in the information format that made up the modern press. A similar situation finds Sociology in high school when faced with technological innovations that reiterate the immediacy of social relations in our daily lives.

Assessing Workplace Bullying: Psychometric Analysis of the Negative Acts Questionnaire-Revised (NAQ-R) among Brazilian Teachers

Assessing Workplace Bullying: Psychometric Analysis of the Negative Acts Questionnaire-Revised (NAQ-R) among Brazilian Teachers

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

Sectoral priorities in the modernisation of engineering education in Brazil

ABSTRACT Modernising engineering education demands integrating diverse perspectives through multidisciplinary, collaborative approaches. In developing countries, collaboration with stakeholders presents a significant challenge. This study aimed to develop a novel collective approach to establish priorities for modernising engineering education. A workshop was conducted by the Modernisation of Undergraduate Education Program at the Pontifical Catholic University of Paraná in a Southern Brazilian metropolis, with 63 stakeholders from various sectors (education, experts, government, industry, and civil society organisations). The workshop consisted of three rounds discussions, including two rounds with stakeholders of the same sector and one round with stakeholders of different sectors mixed in discussion tables. Each table, comprising 3–7 participants, aimed to reach a consensus. Several topics were addressed in the discussions, including curricularization of extension, updating outdated curricular bases, and integrating soft skills and entrepreneurship into engineering programs. The resulting goals emphasised the integration of engineering education with society and industry. Participants agreed on short to medium-term deadlines for achieving these goals. This approach connected stakeholders, fostering an extensive collaborative, multisectoral network supporting engineering education modernisation.

NON-OPERATING PROFITS IN THE BRAZILIAN HIGHER EDUCATION SECTOR: INTERFERENCE IN DIVIDEND POLICY?

The aim of this work is to seek a correlation between non-operating profits and the dividend distribution policy by publicly traded companies in the Brazilian education sector through their respective payouts. Publicly traded companies listed on the B3 education sector were selected and analyzed with the other companies listed on the B3 and among them. The time period covered was from January 2, 2017 to December 31, 2020. The variables studied were: payout and non-operating gross profit, in addition to yield and share price variation. The results of this study, by showing that publicly traded companies in the educational sector have higher non-operating profits than other companies listed on B3, can be justified by asset sales, given the mergers and acquisitions in the sector. Furthermore, this realignment could also justify the intra-sector analysis, where the payout of these companies was lower in those where the non-operating profit was higher. These results, in addition to expressing the rejection of null hypotheses, show how similar private higher education companies have become to other publicly traded companies registered at B3 in terms of payout, yield and share price variation. This may show that university autonomy also meant the commodification of education.

Venezuelan migration to Brazil: teachers and students co-constructing multicultural education inside classrooms

PurposeThis study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.Design/methodology/approachThis qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.FindingsIn the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.Research limitations/implicationsIn this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.Originality/valueThis study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

Indigenous Education in Brazil—The Case of the Bare People in Nova Esperança: Transition to Work and Sustainability

Indigenous Education in Brazil—The Case of the Bare People in Nova Esperança: Transition to Work and Sustainability

A MERCANTILIZAÇÃO NO ENSINO E SUAS CONSEQUÊNCIAS

Education presents itself as a central pillar for citizens’ training processes, whether within the family, at work, in institutions or in society. The Universal Declaration of Human Rights and the Brazilian Constitution of 1988 guarantee education as an assured right that must be offered to the entire population. However, together with the growth in access to education for the various social classes, there is also a breakdown of education due to the entry of private institutions. This study aims to demonstrate the evolution and negative influences from the private sectors in Brazilian education, training less qualified professionals, thus harming the whole of society.

Editorial

Volume eleven, number two of the Journal of Dialogues and Perspectives in Special Education (RDPEE) for the year 2024, consists of 13 articles, in which the specificities of the target audience of Special Education, from an inclusive perspective, are addressed in different national and international contexts. In the first section, this issue presents studies on inclusion and autism, from a more generalist approach, proposing a reflection on the inclusion of these students in Brazil, as well as the challenges and possibilities presented in the educational system, with an emphasis on elementary school I. We also highlight in this section the study that addresses the conception of man in the exercise of fatherhood in relation to Autism Spectrum Disorder (ASD) and the proposal for a reflection on giftedness and the condition of double exceptionality. In a second block, it is possible to access studies on the inclusion of people with disabilities in different approaches, from the experience of emergency remote teaching in Brazil and also through reflection on this same situation, but experienced in Mexico, highlighting how this contributed to (re)thinking a more inclusive school environment and fostering a culture of peace. Also in the second block, we have studies on the role of educational interpreters in high school, the use of virtual assistants by students with ADHD in higher education, the training of Physical Education teachers who work with students with disabilities, as well as the challenges that teachers encounter when dealing with students with disabilities in the daily life of regular schools. In the third and final block of articles presented in this issue, we have two articles addressing Sexual Education and disability. In the first, we find the discussion on the violation of the rights of people with disabilities and sexual abuse. In the second article, the discussion on the importance of Sexual Education for people with intellectual disabilities.Enviar feedbackPainéis lateraisHistóricoSalvas

Violence against women: a pedagogical proposal for promoting Critical Statistical Literacy

The text is part of a research that aimed to study a pedagogical proposal developed and carried out with high school students from the theoretical perspective of Critical Statistical Literacy. Evidence was sought of the contributions that this theory could bring to the teaching and learning of statistics. The methodological technique used was participant observation, which developed from news published on social media about violence against women. Data collection was carried out using three instruments: video recording of the class; teacher's logbook; and videos created as a final task by students. The analysis indicates that the theoretical perspective adopted and the use of real data in statistics classes contribute to the development of criticality on social issues and statistical literacy. Thus, it became possible to offer conditions for implementing what is partially proposed in the curricular documents guiding Brazilian education.

Currículo integrado, superando a lógica do tempo escolar

This article discusses the fragmentation of knowledge and of the human being caused by the logic of time in modern and contemporary society, where time is controlled by bosses, who enjoy idleness and scientific knowledge, while workers perform tasks within a rigidly controlled time. This dualism also permeates Brazilian education, with the separation between general education for the elites and preparation for work for the disadvantaged classes, consolidated in the 1940s. The school organization, marked by uniformity, does not take into account the various social and individual variables, resulting in a fragmented pedagogical time. The article proposes to overcome this logic through an education that promotes the integral formation of the human being, uniting manual and intellectual work. This requires a curricular approach that is not linear and fragmented, but rather integrated and dialectical, considering work as a central element of human formation. The dialectical perspective suggests the reconstruction of totalities through the relationship between the parts, and the overcoming of the capitalist temporal logic, which controls the time of production. Curricular integration must go beyond the overlapping of disciplines and be guided by innovative methodological approaches that allow a broader and more complex understanding of the phenomena. In addition, the integrated curriculum needs to connect scientific concepts with their practical and social applications, promoting a complete and critical education. Finally, the article argues that the integrated curriculum transcends linear and fragmented temporality, recognizing the importance of individual learning rhythms and the need for an education that goes beyond the reproduction of knowledge, promoting resistance to the dehumanizing logics of capital. The school must thus integrate individual and collective times and spaces, allowing for an education that is truly formative and transformative.

Leitura e escrita acadêmica na formação inicial de professores: Que letramentos?

From a historical perspective on the initial training of teachers in Brazil, a survey of research developed was carried out, locating in articles published in the last two decades the modes of functioning of the school institution, in the continuous movement of learning-teaching-learning reading and academic writing. Historically, Brazil has presented many difficulties in universalizing the learning of reading and writing in a socially significant way. In the direction of the formation of the critical citizen, we discuss the difficulties to make academic reading and writing effective as processes of forming and transforming the condition of citizenship of the Brazilian population. Proceeding with a qualitative approach, the articulation between the lines of investigation of the selected studies, which focused on teacher training, teaching work and the construction of a teacher's professional identity, were analyzed in the defense that being a teacher is to develop a work based on a solid specific training and that initial training courses should also be concerned with teacher professionalization (Nóvoa, 2017). In the case of initial training, it should allow students to go through teaching and learning experiences that are based on the use and reflection of the characteristics of academic writing, so that future teachers know how to deal with the prescriptions inherent to their work context and document their experiences, as the written record becomes part of a routine developed since initial training when the triad reading is adopted, analysis and production of academic texts as a formative and evaluative principle. In this sense, the analyses carried out reveal that academic literacy should permeate the entire initial training of teachers, with objective prescriptions, considering the autonomy of the trainer to plan and replan his classes coherently with his didactic-methodological choices (Mizukami, 2005-2006; 2000), in a political and pedagogical project committed to an education linked to more assertive teaching practices (Gatti, 2014; André et. al., 2010), with academic writing as one of the constitutive elements of a socially referenced quality education.

English language teacher education in Brazil: using census data to explore the configuration of undergraduate courses

English language teacher education in Brazil: using census data to explore the configuration of undergraduate courses