Série-Estudos - Periódico do Programa de Pós-Graduação em Educação da UCDB
Qualis A3 em Educação
A revista Série-Estudos permite a reprodução total em outro órgão de publicação mediante a autorização por escrito do editor, desde que seja feita citação da fonte (Série-Estudos) e remetido um exemplar da reprodução. A reprodução parcial, superior a 500 palavras, tabelas e figuras deverá ter permissão formal de seus autores. Direitos Autorais para artigos publicados nesta revista são do autor, com direitos de primeira publicação para a revista. Em virtude de aparecerem nesta revista de acesso público, os artigos são de uso gratuito, com atribuições próprias, em aplicações educacionais e não-comerciais.
The The reconfiguration of primary education in Portugal over the last 50 years through the experiences of teachers: indications for studies of teacher identity
Over the last 50 years in Portugal, there have been several social and educational policy changes that have had an impact on the teaching profession, which constitutes an important field of research for understanding endogenous and exogenous factors in educational innovation. Exploring these factors is the aim of this study. The theoretical framework is informed by the notion of the construction of professional teaching identities and the data consists of the Life Histories of teachers who began their professional career between 1976 and 1986. The content was analyzed using NVivo software, version 2020®. The analysis identifies two key moments in the teachers’ lives. On the one hand, the practices developed from the start of their careers until roughly the new millennium, seen as creative and based on the students’ experience as an enabler of knowledge, as well as collaborative work between peers. On the other hand, the organizational, curricular and legislative changes that have taken place since
Copyright (c) 2025 Ana Maria Carolino, Leanete Thomas Dotta, Amélia Lopes https://creativecommons.org/licenses/by/4.0
Logic models to design and evaluate the quality of educational programs
The logic of evaluation shows the reasoning associated with evaluative research. What underlies the design, implementation and evaluation of a program is a way of thinking focused on assessing the purposes and content of programs aimed at addressing needs that will guide us in the collection of information to evaluate the quality of the program itself, its adequacy to the needs it aims to address, its planning, its application and its results, to guide improvements in the immediate, medium and long term. Quality is the adequacy of the results to the specified characteristics. Logic models, through their diagram, show, in a graphic way, the theory of change, indicating the links between needs and goals, interventions, with their strategies and resources, leading to the achievement of results. It uses mixed research methods, qualitative and quantitative, to collect and analyze information about every one of its dimensions: needs, design, planification, application and results of the program. The logi
Copyright (c) 2025 Catalina Martinez-Mediano https://creativecommons.org/licenses/by/4.0
The Degree in Rural Education in Brazil: reflections based on research with graduates
This paper aims to present the state of knowledge about academic productions on the Bachelor's Degree in Rural Education in Brazil. The research is characterized as bibliographic, of the state of knowledge type, through which the mapping of dissertations and theses in the Digital Library of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes) was carried out. The findings were subjected to content analysis, using Bardin (1977) as a reference. The results demonstrate the plurality with which research on the Bachelor's Degree in Rural Education has been constituted, covering mainly the context of public policies aimed at rural education, including legislation, government programs and educational guidelines; the training processes and the way in which they prepare students to work in this context; and the performance of graduates, focusing on the difficulties and potential encountered in professional practice. The analyses indicate that, although the degree fulfills its role in training individuals who contribute to a fairer and more inclusive rural education, significant challenges still persist, among which is the access of graduates to the world of work in rural schools. Thus, it becomes increasingly necessary to address these barriers to ensure the full development of Rural Education.
Copyright (c) 2025 Benedito de Brito Almeida, Genylton Odilon Rêgo da Rocha https://creativecommons.org/licenses/by/4.0
Training of medical course teachers: a state of the question (EQ)
This study aimed to understand the aspects of university teaching and the constitution of training, teaching knowledge and teaching practices of professors of the Medicine course, based on findings from research on dissertations and theses. As a methodology, State of the Question research was used, based on Nóbrega-Therrien and Therrien (2004), with data collection on the Periodicals Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES). From the search and analysis of the research results, it is clear that the research discusses pedagogical training, teaching skills, professional training, integrated curriculum, problem-based learning, among others, but does not problematize in a reflective way about the “become a teacher”. Therefore, it is necessary to expand research on university teaching by professors of the Medicine course, problematizing the constitution of training, knowledge and teaching practices, analyzing the categories in an inseparable way.
Copyright (c) 2025 Mayara Alves Loiola Pacheco, Rachel Rachelley Matos Monteiro, Antonio Germano Magalhães Junior https://creativecommons.org/licenses/by/4.0
The classroom experience perceived as an interweaving of collections and repertoires: educational practices based on journalism and science fiction in Higher Education
This paper employed the method of peer observation of teaching to document the use of science journalism as educational material in the context of Higher Education, more specifically in a class within the Architecture and Urbanism undergraduate program at a communitarian university in the state of São Paulo, Brazil. This approach captured the interplay between science journalism and other cultural products, particularly works of science fiction. One key finding was the connection between our reflections on teaching practices and the concept of imagined collections, applicable to the selection of alternative teaching materials. Science journalism, when integrated into educational practices that already used science fiction, worked as a unifying element between the historical world and speculative dystopias. It is concluded that this bimodal articulation relies on perceiving the classroom as a shared curatorial environment, where thematic intersections between collections and repertoires continuously take place.
Copyright (c) 2025 Guilherme Augusto Caruso Profeta, Beatriz Oliveira Delboni, Vanessa Aparecida Ferranti https://creativecommons.org/licenses/by/4.0
Impacts of the fourth industrial revolution on professional and technological education: analysis of the electrical-electronics course at IFSP Sorocaba campus
The disruptive digital technologies of these first decades of the 21st century have undeniably become essential factors in the daily lives of societies worldwide. Given their relevance today in all branches of human knowledge, several recent studies have highlighted the need to understand their characteristics and consequences for societies and, in particular, for education. In view of this, the article aims to initially present the characteristics of the Fourth Industrial Revolution, notably with regard to production and work, in order to demonstrate its impacts on professional and technological education. The methodological approach chosen for the development of the study was documentary research at the Instituto Federal de São Paulo school, with the focus of the analysis being on the link and application of the concepts of the Fourth Industrial Revolution to the documents and school practices of the institution under study. Through the research, it was identified that the pedagogical documents regulating the electromechanics course at IFSP campus Sorocaba were written with the purpose of preparing students for the new realities of the digital world and Industry 4.0.
Copyright (c) 2025 Fernando Silveira Melo Plentz Miranda, Áulus Fialho de Carvalho https://creativecommons.org/licenses/by/4.0
Joint care and attention: guidelines for teaching in daycare centers
This work aims to discuss the pedagogical specificity of daycare and teaching with babies and children up to 3 years old in this institutional context, based on research that aims to understand the small and attentional gestures that occur between adults and babies in the nursery of a public daycare in a Brazilian capital. The methodological path was cartography, using as reference the studies of Passos, Kastrup and Escóssia. In this context, the teacher-researcher built an archive of images that were tracked and mobilized reflections on care, affection and joint attention as pedagogical components. The perspective of care as ethics, that is, the adult’s questioning of themselves and attention to others, was constituted as a relational mode between adults and babies. Along this path, mutual gaze emerged as an attentional and affective pedagogical gesture in everyday educational life. Duets of looks in games of hide and seek, between babies and between them and adults, with basins, fabrics, crib rails and other materials; Shadow games between adults and babies showed the ability to ensure relationships, care, attention and affection mobilized by looking.
Copyright (c) 2025 Daniela GUIMARAES, Natasha Pitanguy de Abrantes https://creativecommons.org/licenses/by/4.0
Portuguese Book and Teaching Material: some literacies in the teaching axes of Reading and Listening and Orality
This article addresses the relevance of Portuguese textbooks and teaching materials, emphasizing the development of literacy skills within the teaching axes of ‘Reading and Listening’ and ‘Orality.’ We explore how these educational resources play a crucial role in promoting effective learning of the Portuguese language, highlighting the importance of active reading, critical listening, and oral proficiency. By examining these literacies, we aim to provide valuable insights for educators, researchers, and professionals in the field, with a focus on enhancing pedagogical practices and maximizing the learning potential of students in the literacy process. To achieve this objective, we draw on the guidance of scholars such as Laurence Bardin, Mikhail Bakhtin, Joaquim Dolz (and collaborators), Magda Soares, among others. The results indicate that both materials incorporate activities within the teaching axes of ‘Reading/Listening’ and ‘Orality’ grounded in the concept of literacies. However, the Textbook emphasizes ‘Literacies of the School and Linguistic Universe’ more prominently, distinguishing itself from the Teaching Material, which maintains a more balanced distribution among the observed literacies.
Copyright (c) 2025 Silvio Ribeiro da Silva, Rubiana Oliveira Rezende https://creativecommons.org/licenses/by/4.0
Deforming and performing and didacticizing and creating and experimenting and inventing and... and teaching artistagem in the amazonian contexto
The article explores the power of violating and deconstructing the image-representation of didactic teaching, taking as its starting point the artistagem proposed by Corazza. In the researcher’s poetics, in relation to teaching artistagem, encounters and experiments between art and philosophy that vibrate and create in education are revealed. The smaller curriculum emerges as a space for improvisation, experimentation and creation, resisting the larger curriculum. In this context, artistagem allows us to think of teaching practices as processes of creation, freeing education from standardized models and homogenization. In the Amazonian context, artistagem is expressed in creations that occupy and compose variations in their classroom works. Through aesthetic compositions using expressive photographs, modes of existence are reinvented, new relationships with the body, the environment, teaching and culture. In this article, we hope to problematize the teaching artistagens provided by the vibrations and proliferations that resonate in the Amazonian context.
Copyright (c) 2025 Guilherme Araújo Soares, Maria Ione Feitosa Dolzane https://creativecommons.org/licenses/by/4.0
Anti-racist and afro-centered pedagogical strategies with high school students: participatory research essay
This manuscript is a descriptive and reflective-participatory essay that aims to describe anti-racist and Afrocentric pedagogical strategies developed with high school public school students in Fortaleza, Ceará, Brazil. The strategies were carried out as part of a study that seeks to discuss racism and its repercussions on the subjectivity of black individuals. Developed through participatory research, the strategies began with the selection of works produced by black individuals and the actions of the researchers, also supported by black epistemologies. In each meeting, a specific theme regarding black identity was discussed, using literary workshops as a resource. The group was divided into smaller teams to carry out the proposed tasks, which involved attentive listening to music or reading texts, and from there, they debated to answer some proposed questions. Later, they organized in a large circle for the conversation wheel, a moment when each group shared their thoughts on the activity. The implementation of these strategies generated engagement and identification of the class with the black theme, and it was possible to observe throughout the meetings speeches that demonstrated the subjects’ emancipation. It is considered that the strategies presented are applicable in various scenarios and can signal directions that contribute to an anti-racist and Afro-centered education.
Copyright (c) 2025 Thalita Terto Costa, Maria Veraci Oliveira Queiroz, Luciana Martins Quixadá https://creativecommons.org/licenses/by/4.0
The reaffirmation of male superiority by modern scientism: effects on teacher subjectivation
Grounded on bibliographical research, this article aims to show the construction of scientific arguments, based on the supposed feminine and masculine nature, which reaffirmed male superiority, also affecting the process of teacher subjectivation. It is argued that the effort undertaken in modernity to find scientific evidence of male superiority, far from being neutral and impersonal, was a political-cultural practice permeated by male interests, leading to the reaffirmation of already prevailing discourses on the supposed male superiority. Modern scientism has marked our history of education, from the beginning of the constitution of the Brazilian teaching profession and the creation of Normal Schools in the 19th century, up to the current context, in processes of teacher subjectivation in different educational settings. In spite of that, scientism coexists with other discourses in contemporaneity, with an emphasis on feminist discourses, which have also subjectivized teachers, thus contributing to undermining the scientific logic of male superiority.
Copyright (c) 2025 Eldes, Ruth https://creativecommons.org/licenses/by/4.0
Policies of integration of DNT in curriculum of initial teacher education courses: notes from the context of a public university in Mato Grosso
The presence of Digital Network Technologies (DNT) in educational spaces occurs through Public Policies of Digital Inclusion or by teachers and students, but their integration into the curriculum remains a challenge today. In this sense, we developed this article to understand the policy of integrating DNT into the curriculum of initial teacher education courses at a public university in the state of Mato Grosso, the Federal University of Mato Grosso. To do so, we conducted a documentary research, analyzing 14 Pedagogical Projects of Courses (PPCs) of initial teacher education at the mentioned University. The research was conducted through a documentary study and guided by the notion of curriculum as a cultural practice (Lopes & Macedo, 2011), DNT as a social practice (Buzato, 2006), and curriculum policy as occurring in cyclical movements shaped by different contexts (Ball & Bowe, 1992; Ball, 1994).The analysis of the context of the policy text of integrating DNT into the curriculum of initial teacher education courses allowed us to understand that there have been advances in incorporating of DNT into the training proposals aimed at future teachers. However, there are still programs that do not even mention DNT in their curriculum.
Copyright (c) 2025 Ana Claudia Pereira Rubio, Ozerina Victor de Oliveira https://creativecommons.org/licenses/by/4.0
Suicide prevention educational practices through public policy networks
This article is part of an ongoing master's research in education, developed at a public university located in Mato Grosso do Sul. The problem is as follows: What are the school and non-school educational actions planned by the Education-SUS-SUAS intersectoral articulation network for suicide prevention at the municipal level? The research is in the application phase, but this article presents scientific dialogues regarding the relationship between different areas that work with municipal public services in order to ensure articulated suicide prevention practices. In view of the problem, the objective was to take notes that guarantee a critical reading of the proactive actions carried out by the network partnership, Education-Health-Social Assistance, which foster self-care practices, emotional education and or suicide prevention alternatives in adolescence. An exploratory bibliographic research was carried out with an epistemological framework in post-critical theories for the collection of data t
Copyright (c) 2025 Silvana Arantes da Silva, Fernando Guimarães Oliveira da Silva https://creativecommons.org/licenses/by/4.0
Technical-Administrative Officers in Education: between union mobilization and the neoliberal agenda
This article analyzes the career trajectory of technical-administrative officers in education (TAEs) at Federal Higher Education Institutions (IFES), highlighting the tension between the union struggle and the rise of neoliberalism in Brazilian public administration. Based on documentary and bibliographical research, the article investigates the construction of the Career Plan for Technical-Administrative Positions in Education (PCCTAE), considering some inputs and presenting some outputs. The union struggle was essential to the achievement of the PCCTAE, ensuring advances in the valorization of public servants. The influence of neoliberalism has imposed some challenges, resulting in a career model that incorporates elements of neoliberal logic, such as performance evaluation, training, merit and qualification. Although the PCCTAE represents a major step forward for TAEs, union mobilization continues to be essential to face the pressures of neoliberal policies and ensure the maintenance and improvement of the category's rights.
Copyright (c) 2025 Luciano Carvalho, Andréa Barbosa Gouveia https://creativecommons.org/licenses/by/4.0
Copyright (c) 2025 Ruth Pavan , José Licínio Backes https://creativecommons.org/licenses/by/4.0