Brazilian Education Research Articles

Cloud Tools in Higher Education: Literature Review

Cloud computing has proven to be relevant to the area of Information Technology for education, especially in the midst of the COVID-19 pandemic, in which this technological alternative, which carries dynamic and flexible infrastructure, provided efficient and flexible computing environments. In this literature review, we sought to present the integration of technology in the Brazilian context of university degree, with emphasis on the relationship between education and technology which, although not a recent phenomenon, had its interaction intensified with the advancement of Information and Communication Technologies (ICT). Large companies in the sector, such as Google, Microsoft, among others, expanded the offer of ICT in several domains and, not unlike, in higher education, seen as valuable allies for e-learning. During the period of remote teaching, due to COVID-19 in order to minimize the socio-educational losses of students, file sharing tools, videoconferences and virtual learning environments have become essential for the continuity of teaching. In this work, we verify that the growing integration of cloud computing in higher education is seen as an essential tool to help and improve higher education in Brazil. Its relevance in the current educational scenario, articulated with technological innovation, has been marked by challenges and opportunities.

Accreditation of medical education in Brazil: an evaluation of seventy-six medical schools

BackgroundWe present the first results of the Accreditation System of Medical Schools (Sistema de Acreditação de Escolas Médicas – SAEME) in Brazil.MethodsWe evaluated the results of the accreditation of medical schools from 2015 to 2023. The self-evaluation form of the SAEME is specific for medical education programs and has eighty domains, which results in final decisions that are sufficient or insufficient for each domain. We evaluated the results of the first seventy-six medical schools evaluated by the SAEME.ResultsFifty-five medical schools (72.4%) were accredited, and 21 (27.6%) were not. Seventy-two (94.7%) medical schools were considered sufficient in social accountability, 93.4% in integration with the family health program, 75.0% in faculty development programs and 78.9% in environmental sustainability. There was an emphasis on SAEME in student well-being, with seventeen domains in this area, and 71.7% of these domains were sufficient. The areas with the lowest levels of sufficiency were interprofessional education, mentoring programs, student assessment and weekly distribution of educational activities.ConclusionMedical schools in Brazil are strongly committed to social accountability, integration with the national health system, environmental sustainability and student well-being programs. SAEME is moving from episodic evaluations of medical schools to continuous quality improvement policies.

ENGLISH LANGUAGE TEACHING (ESL): A PERSPECTIVE OF THE COMMON BASE OF THE BRAZILIAN CURRICULUM

This article investigates the alignment of ESL teaching within the scope of the Brazilian Common Curricular Base (BNCC). With English proficiency becoming increasingly vital for academic, professional, and global communication purposes, BNCC emphasizes the importance of English language teaching in Brazil. Through a comprehensive examination of challenges, pedagogical strategies, and implications for policy and practice, this study aims to contribute to the discourse on improving English language teaching in Brazil. Drawing on literature, empirical research, and practical insights, the article provides practical recommendations for optimizing ESL teaching and learning in the Brazilian educational setting. By addressing the multifaceted dimensions of ESL teaching, the study offers guidance to stakeholders invested in improving English language proficiency among Brazilian students.

The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents

This bibliographical article delves into the historical trajectory that culminate in the contemporary challenges of English as a Foreign Language (EFL) instruction in Brazilian schools. It elucidates the evolution of language teaching methods, from traditional approaches to modern pedagogies, such as the Communicative Language Teaching (CLT) approach and postmethod pedagogy. Moreover, it traces the development of legal frameworks guiding EFL education in Brazilian schools, from colonial times to the present day, highlighting significant policy shifts and implementation challenges. Despite recent efforts for English as a foreign language education in Brazil, practical barriers persist, including low literacy rates, inadequate infrastructure, and limited teacher training programs. The article emphasizes the importance of acknowledging the social contexts and historical developments that shape EFL instruction in Brazil and advocates for tailored teacher development activities to address the unique needs of Brazilian EFL educators. By contextualizing the challenges and complexities of EFL teaching in Brazil, this article may offer insights for enhancing language education practices and policies in the country, with an emphasis on teacher education.

Colonisation and Jesuit Education in Brazil

ABSTRACT The Portuguese policies of colonisation and Christianisation were closely linked. In 1549, the Portuguese monarchy adopted Catholicism as the official religion of the colonial administration and requested that the Society of Jesus establish the Catholic faith among the indigenous people in Brazil. The Jesuits established catechesis, founded the first schools and exercised a long-lasting hegemony on Brazilian education (1549–1759). The Ratio Studiorum was the uniform method adopted worldwide by the Jesuits. However, this article shows that improvisations were employed to convert the entire population to Christianity. The dialectical exchange between imposition and adaptation had lasting repercussions on Brazilian culture. In addition, the following consequences should be noted: (1) currently, Brazil is the country with the largest Catholic population in the world; (2) Christianity has had a lasting influence on pedagogical thinking in Brazil.

Impact of the COVID-19 Pandemic on the Scientific Production of Physical Education Researchers: A Five-Year Follow-Up Study.

The COVID-19 pandemic caused significant changes in society's dynamics, particularly affecting the landscape of education. Research in several areas may have been affected during periods of social restrictions. This study analyzed the curricula of 558 researchers across 27 graduate programs in physical education in Brazil to investigate the potential impact of the COVID-19 pandemic on scientific publications. Researchers' production from 2018 to 2022 underwent a comprehensive analysis, considering the total number of publications, Qualis rank, and journal impact factor. Data were analyzed using chi-squared and Kruskal-Wallis tests. Significance was set at 5%. Overall, the analyzed researchers published a total of 17,932 manuscripts from 2018 to 2022. During the COVID-19 pandemic, there was a decline of 16.4% in the number of articles published (p = 0.001). This decline was similar between men and women (p = 0.603) and was associated with a worsening in Qualis rank (p = 0.001). The number of studies published in journals with impact factors was also affected (p = 0.001). The findings suggest a potential impact of the COVID-19 pandemic on the scientific production of Brazilian researchers in the field of physical education. Funding agencies should consider the challenges associated with the COVID-19 pandemic before evaluating researchers and programs.

Challenges and prospects for teaching ocean literacy in Brazilian schools

This study took as a case study the perspective of teachers working in the State of Rio de Janeiro by 53 interviews to investigate the challenges and prospects of including content about the ocean in Brazilian school classrooms. The data were subjected to content analysis and explored quantitatively using Descending Hierarchical Classification (DHC) and Factor Correspondence Analysis (FCA) of word and terms used by teachers in their discourse. The main difficulties reported in including themes related to the ocean and marine environments in classes were the absence of OL in the school curriculum and university education, as well as the limited time to work on these subjects in classes, which is in line with the challenges faced by teachers from other countries. On the other hand, Brazilian teachers cited particular problems of Brazilian formal education, such as the need for professional development, support for an education with an interdisciplinary emphasis, and provision of financial resources for schools. However, DHC analysis also indicates strong connection of the teachers with the ocean due to sea fascination (24% of the answers in the textual corpus), spiritual and emotional connection (26.7%), leisure (22.7%) and professional interest (26.7%). Furthermore, the textual corpus also identified that teachers recognize the importance of teaching marine topics due to: students live in coastal areas (32.2%), the provision of ecosystem services (19.9%), preservation issues (34.2%), and limited student knowledge on these themes (13.7%). These data can help formulate educational policies to mitigate OL teaching barriers in Brazilian schools.

Democratic rule of law, evaluation policies, and public Education in Brazil

Resumo Este trabalho tem como objetivo analisar as políticas de avaliação educacional, no Brasil, considerando seus efeitos sobre as condições de realização de uma Educação escolar pública democrática. Trata-se de uma pesquisa teórica, de cunho bibliográfico, que discute, primeiramente, as disposições da Constituição Federal de 1988 que possibilitam definir conceitual e juridicamente o Estado Democrático de Direito, analisando suas implicações para a Educação pública democrática. Em seguida, apresentam-se as políticas de avaliação educacional praticadas no país, considerando-se suas características gerais e suas principais incidências no campo educativo escolar. Por fim, problematizam-se as possibilidades de democratização e de realização de uma efetiva qualidade da Educação escolar no Brasil.

Changes in the legal order of brazilian education as a reflection of the advance of market forces and the extreme right

Este artigo se propõe a uma análise sumária das causas e consequências da crise do sistema do capital, recorrendo a alguns dos principais teóricos do campo do materialismo histórico-dialético e aos elementos analíticos da Pedagogia Histórico-Crítica presente na obra Escola e Democracia de autoria de Dermeval Saviani para compreensão deste fenômeno, que se agrava rapidamente nas últimas décadas. Estas bases teóricas fornecem subsídios importante para se pensar um novo modelo de educação pública, com uma perspectiva de acesso universal, democrática, crítica e emancipatória. Consideramos também que essa vertente teórica colabora com elementos importantes para refletir sobre a relação entre Estado e currículo, associada a questão da democracia como valor essencial na atual contemporaneidade. O texto também analisa como as transformações estruturais no interior do Estado se refletem no sistema de educação à proporção que ocorre o rompimento com o pacto constitucional de 1988 e com toda a legislação derivada construída pela sociedade nos anos seguintes. Reflete sobre duas relevantes inciativas no âmbito dos sistemas de educação do país, a Lei da Escola sem Partido e a Reforma do Ensino Médio, visando apreender os fundamentos políticos e ideológicos que orientaram a sua proposição. Na conclusão, à título de síntese, é realizado um balanço dos pontos centrais do texto com sugestões de algumas outras variáveis que poderão servir como parâmetros de reflexão em face dos atuais desafios da educação brasileira.

METODOLOGIAS ATIVAS PARA O ENSINO DE PALEONTOLOGIA NA EDUCAÇÃO BÁSICA

The teaching of Paleontology is of great importance in the training of students, supporting the understanding of various science contents. For this reason, its implementation from Elementary School is essential as it provokes curiosity in students. Despite this, themes in this field of knowledge are treated in a fragmented manner in school spaces, so many difficulties are encountered, whether in the structure, the lack of teaching resources, the limitations of support instruments, such as textbooks, or even due to negligence of the official documents that guide fundamental education in Brazil, which often do not deal with the subject with due importance. Given this context, we set out as a general objective to present methodological proposals for the teaching of Paleontology based on the elaboration of a catalogue that brings together scripts of practical activities, which require little infrastructure, and uses simple, low-cost materials that can contribute to the teaching-learning process of Paleontology in Elementary School. The preparation of the catalogue followed three stages: 1) Collection of reference data (bibliographic and teaching materials); 2) Selection and ordering of the thematic activities found, always focusing on the low cost of the materials used and the ease of carrying them out in the school environment); 3) Structural reorganization of the selected activities, considering our pedagogical understanding, to compose the catalogue. Thus, and in line with the National Common Curricular Base (BNCC), the activities were organized into three groups: a) research/production of materials; b) didactic game; c) information and communication technologies. The Practical Activities Guide Catalog aims to bring students and teachers at Elementary School Science and Paleontology together, serving as an instrument to assist in the teaching-learning process.

EVALUATION PRACTICES IN REGULAR EDUCATION

The present work aims to present a new teaching-learning evaluation methodology in regular education in Brazil, highlighting the competency-based methodology, as a practice that evaluates the student's learning evolution and not just a grade, which will include you at a higher level of education. To this end, a qualitative and exploratory approach was used to demonstrate that knowledge can be acquired and absorbed, through playful activities, knowledge of experience, external explorations, in addition to classrooms, among others. From this it was possible to see how the content was assimilated by the students and how their skills were exposed in their daily actions.

REFLECTIONS ON TEACHING PRACTICE IN BASIC EDUCATION IN THE LIGHT OF THE BNCC

This article proposes a reflection on teaching practice in Basic Education in light of the National Common Curricular Base (BNCC) and its impacts on the curriculum and teacher training. The BNCC, as the guiding document for education in Brazil, establishes the essential knowledge, skills and abilities that all students must develop throughout basic education. In this context, the role of the teacher is fundamental, as he is the mediator between the content proposed by BNCC and his pedagogical practice. The objective of this work is to analyze how the BNCC influences teaching practice, considering the challenges and possibilities that arise from this relationship. To this end, a bibliographical review was carried out on the BNCC, teacher training and pedagogical practice in basic education. The results indicate that the BNCC has significant impacts on the school curriculum and teacher training, requiring a reorganization of educational practices and greater attention to the skills and abilities that must be developed by students. In view of this, it is concluded that it is essential to rethink teacher training and pedagogical practice, seeking greater articulation between BNCC content and teaching methodologies, in order to guarantee quality education aligned with the demands of contemporary society.

Critical and prospective analysis of landscaping teaching in Brazil

Landscaping is responsible for taking advantage of available spaces in cities, organizing environments through the use of vegetation. The teaching of landscaping is interdisciplinary, involving knowledge that is related to the training of professionals. Through the application of a questionnaire, containing questions related to the teaching of Landscaping in Brazil, data were collected that were later analyzed using percentages, graphs, as well as maps that help in understanding this reality. It was possible to observe that the teaching of Landscaping in Brazil needs to be reviewed, as it is an interdisciplinary area and there are no specific undergraduate courses. Furthermore, professors of undergraduate courses that are directly related to Landscaping consider the workload to be small; in addition, most of them believe that the job market is promising and report the importance of the profession being regulated. In this way, it is possible to observe that teachers understand the importance and deficiencies that exist in the training of these professionals, and that there are aspects that must be reevaluated for better qualification in teaching Landscaping.

Proclaimed and Real Purposes of Policies for Regulation of Access to Higher Education in Brazil (1997-2017)

The article aimed to analyze the purposes of educational policies that reformed the last stage of basic education (high school) and higher education in Brazil, between 1997 and 2017, considering the mode of state regulation established in its relationship with access to education Brazilian public superior. Starting from a Marxian theoretical perspective, we undertook descriptive and explanatory research taking as sources the legal provisions enacted in the period that reformed secondary education and higher education in the period established in the study. The analysis of the proclaimed and real purposes of the devices showed that although there are specific regulations for higher education, access to this level is also impacted by policies relating to basic education, especially secondary education, which is why we infer that the regulation of basic and higher education produced in the period calibrates processes of state regulation of access to higher education. To the extent that they are reforming policies that directly (higher education) and indirectly (secondary education), due to their purposes analyzed here, have an impact on expanding or slowing access to higher education, highlighting societal and educational projects in dispute that, for a certain period, they maintain hegemony by implementing their policies. expanding or slowing down access to higher education, highlighting societal and educational projects in dispute that, for a certain period, hold hegemony by implementing their policies.

Exploring the effects of COVID-19-related traumatic events on the mental health of university students in Brazil: A cross-sectional investigation

University students are vulnerable to mental health issues during their academic lives. During the COVID-19 pandemic, university students faced mental distress due to lockdowns and the transition to e-learning. However, it is not known whether these students were also affected specifically by COVID-19-related traumatic events. This study examined the impact of COVID-19-related traumatic events on 2277 university students from two federal institutions of higher education in Brazil. The university students completed an online questionnaire covering demographics, lifestyle habits, health characteristics, COVID-19-related traumatic events, and depression, anxiety, and stress symptoms. The results showed that an increased intensity of COVID-19-related traumatic events was positively associated with stress, anxiety, and depressive symptoms, and each specific type of event was associated with these symptoms. In addition, we found a negative association between these symptoms and male sex and age and a positive association with having or having had a history of cardiovascular, respiratory, neurological, or mental disorders or another disease diagnosed by a physician. In conclusion, this study emphasizes the heightened risk of mental health issues in university students in the face of COVID-19-related traumatic events. Women, young people and people who have or have had a history of disease were the most vulnerable to mental health issues during the COVID-19 pandemic.

Taylorist-Fordist Pedagogical Model of Professional and Technological Education in Brazil: Analysis of Legal Devices Implemented between 1942 and 1997

In this article, we seek to analyze the constitution of the pedagogical model of professional and technological education based on the analysis of the legal provisions implemented in Brazil between 1942 and 1997. We take historical-dialectic materialism as a theoretical reference. Regarding methodological procedures, a bibliographical research of works of historical value regarding the Russian System of Mechanical Arts (SRAM) was implemented combined with documentary analysis of legal provisions instituted in Brazil between 1942 and 1997. Sharing the conceptualizations of pedagogical models defended by Kuenzer (1999) and Lima (2004), we conclude that the Brazilian State regulated in professional and technological education a pedagogical model inspired by SRAM and the Taylorist-Fordist productive model, with unique characteristics, namely, the separation between the productive environment and the pedagogical, student selection, methodical training (from simple to complex), standardization of teaching processes, fragmentation of content into teaching units, hierarchy between teachers and students, rigorous supervision and control of time and schedule pace of learning, giving rise to a Taylorist-Fordist pedagogical model of professional and technological education in Brazil.

GESTÃO DEMOCRÁTICA ESCOLAR: POSSIBILIDADES E DESAFIOS EM UM SISTEMA NEOLIBERAL VIGENTE NO BRASIL.

The present work aimed to analyze possibilities and challenges in the consolidation of democratic management in Brazil, a capitalist country. The study, based on bibliographic analyses and field research, was organized into three chapters, which will be presented to understand the challenges and possibilities of action regarding democratic management in schools. Within this perspective, we analyzed the neoliberal capitalist system and its implications for the educational context. We also reflected on the Brazilian economic and social system in order to understand its interrelation with Brazilian education. It was necessary to conduct a study on democratic school management in public schools. To do so, a visit was made to a school, where we could observe the management. We studied its pedagogical political project, observed the actions carried out in school management, and conducted interviews in order to understand the organization of the management of this school. Theoretically, we relied on Libâneo (2009), Saviani (2002), Frigotto (2003), Paro (2001), Dourado (2001), and Sapelli (2004), among other scholars. This study proved to be important not only to understand the challenges imposed by the economic system on education but also to point out the possibilities of action in the face of these challenges. Its importance also lies in the possibility of indicating a transformative bias for the implementation of democratic management in public schools in the state of Paraná

The importance of primary education in Brazil, in the context of the fourth industrial revolution

Based on the analysis of the main factors driving the Fourth Industrial Revolution and its current stageof evolution, and considering the possible social and economic impacts, particularly regarding theelimination of traditional jobs and the creation of new occupations, this article examines the importanceof Basic Education, with a focus on the necessary adaptation of teaching methodologies, as ways offacing the challenges and taking advantage of new the opportunities that arise.

Prevalence and perceptions of flavour capsule cigarettes among adults who smoke in Brazil, Japan, Republic of Korea, Malaysia and Mexico: findings from the ITC surveys

IntroductionThe global market of flavour capsule cigarettes (FCCs) has grown significantly over the past decade; however, prevalence data exist for only a few countries. This study examined prevalence and perceptions...

BRAZILIAN TEACHERS OF PORTUGUESE AS A FOREIGN PERCEIVE THEMSELVES AS LESS PREPARED TO TEACH GRAMMAR THAN THEIR EUROPEAN COUNTERPARTS

<p>Brazilian teachers profess to enjoy teaching and studying grammar and rank the importance of explicit grammar instruction similarly to their European counterparts or teachers from other nationalities. However, Brazilian teachers differ from other instructors when it comes to their perception of their own preparedness to teach grammar. They consistently rank themselves below their peers when it comes to evaluating their background formation, and their ability to find grammatical information when they don’t know it. They also rate the didactical materials at their disposal as less adequate than both foreign and Portuguese teachers do. This may be explained by the academic culture in Brazilian universities, especially when it comes to educating new teachers. There has been a consistent dismissal of the importance of grammar in Brazilian Applied Linguistic fields and the results of this survey may indicate that teachers could benefit and acquire security from a more comprehensive formational process. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0257/a.php" alt="Hit counter" /></p>