Educação e Pesquisa
type: channel
description: Education and Research is a publication of the School of Education of the University of São Paulo – FEUSP. Since 2018, it is published in a single issue per year. It publishes original articles on education in Portuguese, Spanish and English. The articles result from theoretical or empirical research or literature reviews characterized by a consistent dialogue with the educational field and the area of study to which they are affiliated, by detailing of conceptual and methodological work, by the explanation of analytical processes and by the relevance of their contribution to the development of knowledge in Education.
publisher: Universidade de São Paulo. Faculdade de Educação
language: en
publication name: Educação e Pesquisa
issn: 1517-9702
copyright: Authors assume exclusive responsibility for the concepts expressed in their articles, which do not necessarily reflect the journal’s opinion. Permission to photocopy all or part of the material published in the journal is granted provided that the original source of publication be assigned.
items: The limits of Programa Universidade para Todos in the democratization of higher education: a policy analysis based on the academic perezhivanie of beneficiary students
items: The political and trade union organization of English teachers of the National Union of Teachers: 1979-1984
items: School leadership in Brazil: historical analysis and recent trends
items: Teaching records as technologies of the self: writing, experience, and some deployments in the cultural curriculum of physical education
items: Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS
items: Images, power, and education: the CPAF path toward the decolonization of the gaze
items: Between astonishment and dust: archives in educational research
items: Teacher salary policy in El Salvador: An analysis in light of socioeconomic indicators
items: Study of the relationship between affect and cognition in the migration from face-to-face to remote learning
items: Literacy learning in the early years of primary education: a systematic review of Brazilian scientific production (2013-2023)
items: Considerations for promoting prosocial behavior in university students: A systematic review
items: The contributions of Carl Jung and Carlos Byington to an ethical education
items: Institutional self-evaluation in higher education: understandings, uses, and meanings attributed by educational managers
items: The fake anthropologist: the place of schools in anthropological research with children
items: “Our body is directly connected to our teaching practice”: training processes in early childhood education
items: Between bridges and walls: prescriptive regimes and dilemmas in a vulnerable- territory school
items: Pedagogias da Sul: decolonial perspective in continuing professional development for education of ethnic-racial relations
items: Didactic materials within the context of bilingual deaf education in mathematics teaching: sistematic review
items: Discursive interactions in small-group work: a case study in a Brazilian primary school
items: Strategies used by teachers to prevent school dropout among children with cancer: an integrative review
items: Indiscipline and grade repetition: the intricacies of a relationship
items: Distance-based initial teacher education in Brazil: A state-of-the-art review
items: Factors related to secondary school students’ expectations of completing university studies in Argentina and Chile
items: Authentic subjectivities: in theater, dance, and capoeira angola at the intersection of different educational modalities
items: Academic challenges and coping strategies in initial teacher education: a systematic literature review
items: Effects of a dialogue method applied in an interdisciplinary group in the environmental field
items: From salaried professor to stipend-based professor: the precarization of labor relations in the Open University of Brazil (UAB)
items: Programa Piauiense de Alfabetização (PPAIC): “alfabetizar na idade certa, não importa a que custo
items: Contardo Calligaris, educator: notes on the educationalizing bias in the circulation of psychoanalytic ideas in Brazil
items: Continuing education in practice: research as an educational process in rural education

The limits of Programa Universidade para Todos in the democratization of higher education: a policy analysis based on the academic perezhivanie of beneficiary students
type: item
description: Programa Universidade para Todos (Prouni) is a public policy that aims to expand access to higher education in Brazil by granting full and partial scholarships to low-income students at private universities. Although it enables these students to access higher education, Prouni students face numerous challenges in completing their degrees, given the lack of measures designed to ensure that all Prouni students are able to continue their studies. This study sought to analyze the experiences of inclusion and exclusion of Prouni students and the challenges to the democratization of higher education. Semi-structured interviews were conducted with 22 Prouni students from a private university in southern Brazil. The participants’ discourses were analyzed using dialogic discourse analysis, based on Bakhtinian concepts. Results indicated challenges both of a socioeconomic nature, with Prouni students having difficulties in paying for housing, food, and transportation during their studies, and of a subjective nature, associated with the social position occupied by students as scholarship recipients in the privileged university social context. The social inequality experienced by Prouni students is reconfigured within the university, manifesting itself as symbolic, financial, and relational barriers that compromise their sense of belonging and continuation of their studies. It is imperative for Prouni and the educational institutions participating in the program to take responsibility for providing Prouni students with the necessary conditions to conclude their studies, effectively including these students in the university context and fulfilling Prouni’s social function of democratizing higher education.
subject: Articles
  topic: section
subject: Prouni
  topic: keywords
subject: Higher education
  topic: keywords
subject: Democratization
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Academic experience
  topic: keywords
creator: Amanda Almeida Xavier
creator: Wallisten Passos Garcia
creator: Gabrielly Fortini Fernandes
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
starting page: e302457
ending page: e302457
doi: 10.1590/S1678-4634202652302457por

The political and trade union organization of English teachers of the National Union of Teachers: 1979-1984
type: item
description: This article analyzes the political and trade union organization of English teachers, focusing on the activism of the National Union of Teachers (NUT) between the late 1970s and the mid-1980s, a period marked by the intensification of the Cold War and the rise of neoliberalism in the United Kingdom. The study seeks to understand how the NUT moved beyond the boundaries of corporate unionism and assumed an international political role, linking the defense of public education to the struggle for peace and social justice. Grounded in historical-dialectical materialism, the research is based on the analysis of primary sources, including annual union resolutions, issues of The Teacher newspaper, and the pamphlet Education for Peace, complemented by specialized literature and international reports on armaments. The investigation demonstrates that the NUT developed a trade union praxis guided by emancipatory values, transforming the educational sphere into a field of cultural and political resistance against militarism and the austerity policies of the Thatcher government. It concludes that the union’s activities exemplify the transition from corporate consciousness to an expanded class consciousness, expressed in the organization of the International Peace Conference in 1984. This historical experience reveals that teacher unionism, when linked to universal ethical and political projects, can become an instrument of social transformation and a concrete expression of international solidarity among education workers.
subject: Articles
  topic: section
subject: History of teacher unionism
  topic: keywords
subject: National Union of Teachers
  topic: keywords
subject: Cold War
  topic: keywords
subject: Peace education
  topic: keywords
subject: International conference
  topic: keywords
creator: Carlos Bauer
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
starting page: e301767
ending page: e301767
doi: 10.1590/S1678-4634202652301767por

School leadership in Brazil: historical analysis and recent trends
type: item
description: This article examines the main characteristics of the field of school leadership in Brazil over thirty years (1989–2019). Drawing on a contextual analysis of the field and previous literature reviews, we conducted a systematic review based on the rigorous selection of 215 articles published in Brazilian academic journals. The studies were categorized according to descriptors derived from the national scholarly literature on school leadership. Among the categories identified, four accounted for the greatest concentration of publications: democratic leadership, the career trajectories and roles of management teams, government policies and programs, and leadership preparation and development. Approximately 400 researchers contributed to this body of scholarship, which was published predominantly in eight national journals. Methodologically, the field is characterized largely by qualitative approaches, particularly case studies, with a notable concentration of research conducted in Brazil’s Southeast and Northeast regions. The article also identifies major thematic trends within the field, highlighting the growing prominence of studies addressing issues of diversity and violence. Finally, we discuss potential directions for the future development of the field, emphasizing the need for a greater number of quantitative studies, more geographically balanced research encompassing all Brazilian regions, and further investigations into emerging issues associated with contemporary social transformations and their implications for school leadership practices.
subject: Articles
  topic: section
subject: School leadership
  topic: keywords
subject: School management
  topic: keywords
subject: Systematic review
  topic: keywords
creator: Lara Simielli
creator: Ana Cristina Prado de Oliveira
creator: Cynthia Paes de Carvalho
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
starting page: e299475
ending page: e299475
doi: 10.1590/S1678-4634202652299475por

Teaching records as technologies of the self: writing, experience, and some deployments in the cultural curriculum of physical education
type: item
description: This text, of a theoretical-essayistic nature, aims to problematize the meaning of the act of recording-writing to which teachers are convoked in contemporary times. In a first movement, it describes how pedagogical discourse frames teacher documentation as a bureaucratic instrument of control, linked to a normalizing perspective of assessment, subsequently re-signifying it as a device for pedagogical reflection aligned with a formative conception of assessment. In a second movement, it draws on foucaultian contributions to disengage from the evaluative-reflective apparatus and to suggest that teacher documentation be conceived and mobilized as a technology of the self, enabling the teacher-subject to act upon themselves through writing, placing it on a path of transformation and effacement of the self, expressed through the notion of experience. Finally, it addresses the cultural curriculum of Physical Education, identifying within it both the activation of teacher documentation according to a modus operandi derived from the evaluative-reflective framework and the opening of a gap-latency which, although tensioned by epistemological incongruities, may potentiate the emergence of documentation as a technology of the self within this curricular theory. In conclusion, it argues that affirming teachers’ writing as a technology of the self implies, at the same time, affirming teaching as an ethical and inventive way of life, as a practice of freedom.
subject: Articles
  topic: section
subject: Teacher documentation
  topic: keywords
subject: Teacher writing
  topic: keywords
subject: Cultural curriculum of Physical Education
  topic: keywords
creator: Mário Luiz Ferrari Nunes
creator: Glaurea Nádia Borges de Oliveira
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-27
publication date: 2026-07-27
starting page: e297953
ending page: e297953
doi: 10.1590/S1678-4634202652297953por

Specialized Educational Assistance under the analysis of governmentality in the school context of the municipality of Canoas, RS
type: item
description: The text presents a study that aimed to understand how strategies and teaching practices to support the inclusion of students with disabilities have been conducted in public schools in the municipality of Canoas, RS, based on the narratives of managers and teachers from Specialized Educational Assistance (Atendimento Educacional Especializado - AEE). The research also sought to establish connections between techniques for controlling the conduct of the subjects involved, understood as practices related to the context of governmentality. This Foucauldian notion guided the theoretical-methodological framework, together with the concept of biopolitics. The study also problematized the inclusion versus exclusion binary through the notion of in/exclusion. The methodology is qualitative, and data were collected through semi-structured interviews with nine education professionals from the municipal school system<a href="https://www.scielo.br/j/ep/a/KZrSpFhGD7SF3FC8yp6dhJL/?lang=pt#fn5_ref" name="xref_fn5" data-ref=" 2 In Brazil, the federal system distributes responsibility for public education across three administrative levels: federal, state, and municipal. Municipalities (municípios) are constitutionally responsible for administering early childhood education and the initial years of elementary education (grades 1-5), through their own independently managed school systems (redes municipais de ensino). ">2 of Canoas (RS), including five AEE teachers and four members of the management team. The questions addressed AEE as a support service for inclusion and its strategies. The analytical exercise was inspired by Foucauldian discourse analysis and employed concepts as analytical tools. From this, two movements were outlined, emphasizing support services for AEE and pedagogical strategies; and conceptions of in/exclusion and the impacts of AEE on the school. The perspective adopted allows one to argue that AEE constitutes an important link in representing the State in terms…
subject: Articles
  topic: section
subject: Specialized Educational Assistance (AEE)
  topic: keywords
subject: Governmentality
  topic: keywords
subject: In/exclusion
  topic: keywords
subject: Pedagogical strategies
  topic: keywords
subject: Support services
  topic: keywords
creator: Mariele da Silva de Souza
creator: Helena Venites Sardagna
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: e296522
ending page: e296522
doi: 10.1590/S1678-4634202652296522por

Images, power, and education: the CPAF path toward the decolonization of the gaze
type: item
description: This article addresses the critical analysis of images in the educational context, focusing on the Sankofa symbol and utilizing the Critical Pedagogy Analysis Framework (CPAF) developed by Amorim and Kress (2020). Anchored in the principles of Critical Pedagogy and interculturality, the study explores how image analysis can promote inclusive, reflective, and transformative education, challenging power structures and hegemonic narratives. The choice of Sankofa, an African symbol that refers to learning from the past to transform the future, proves particularly significant in the context of valuing ancestral knowledge and marginalized cultures. In light of this, the article aims to analyze, through the methodological framework of the Critical Pedagogy Analysis Framework (CPAF) by Amorim and Kress (2020), the perception of a Sankofa image in the educational context, focusing on how it can be used to challenge traditional perceptions and promote critical and reflective education. The methodology adopted is qualitative, centered on the interpretative and critical analysis of the Sankofa image. Through the steps proposed by the CPAF, the study seeks to explore the sociocultural, historical, and ideological meanings underlying the symbol, contextualizing it within educational practice. It is concluded that the use of CPAF enables the integration of critical thinking into teaching, equipping educators to reflect on visual representations and value subaltern voices. The analysis of Sankofa highlights its potential to foster transformative pedagogy, reinforcing the role of education in building a more inclusive and dialogical society.
subject: Articles
  topic: section
subject: Critical pedagogy
  topic: keywords
subject: Interculturality
  topic: keywords
subject: Image analysis
  topic: keywords
creator: Nathaly Maria dos Santos
creator: Andrezza Pimentel de Santana
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: e293610
ending page: e293610
doi: 10.1590/S1678-4634202652293610por

Between astonishment and dust: archives in educational research
type: item
description: This article proposes a reflection on the notion of archives in the work of Michel Foucault, highlighting two complementary movements in its conceptual formulation. On the one hand, archives appear as a monument, the result of an archaeological gesture that destabilizes the linearity of history and interrogates regimes of knowledge through the conditions of emergence of discourse. In this sense, discontinuity, rarity, and the materiality of what is said are foregrounded as elements that challenge totalizing narratives and promote attentive listening to the forces that traverse and sustain knowledge. On the other hand, the poetic dimension of archives is emphasized, understood as an investigative operation driven by astonishment, curiosity, and openness to chance, an effect of the dust of time and of what is found in the interstices of documents. This perspective suggests attentive listening to deviations, traces, and to what escapes, resists, and insists on remaining. Finally, the idea of “prying,” as evoked by Foucault, is outlined as a possible methodological gesture for research in education, especially in the face of the recurrence of ready-made questions and answers and the urgency of interrogating the ways in which knowledge is produced, legitimized, and circulated. This is perhaps less a conclusion than a wager still in the making: to be struck by the dust of archives and their traces of lives, marks of time, and spaces of suspension, as a way of opening breaches in the hurried logic of the present.
subject: Articles
  topic: section
subject: Archive
  topic: keywords
subject: Michel Foucault
  topic: keywords
subject: Educational research
  topic: keywords
subject: Poetics
  topic: keywords
creator: Kelly Sabino
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: e297711
ending page: e297711
doi: 10.1590/S1678-4634202652297711por

Teacher salary policy in El Salvador: An analysis in light of socioeconomic indicators
type: item
description: This article presents the results of a study whose objective is to analyze trends in public- sector teacher salaries in El Salvador between 2000 and 2024, taking a historical view and based on various economic indicators. This is a documentary study founded on national official data and statistics, as well as international references. In the first instance, the discussion is initiated on the importance of analyzing teacher salaries in the context of evaluating educational policies. Next, it provides an overview of the legal framework of the country’s current teacher salary policy. Third, a comparative analysis of teacher salary is conducted in relation to five economic indicators: Per capita income, the minimum wage, the cost of the basic food basket, inflation, and the share of teaching salary expenditure in relation to GDP. These indicators are used to conduct a temporal analysis, with the aim of identifying comparative tendencies which help understand their trajectory. The results suggest the valorization and dignification of teachers are not reflected in their salaries, as these have not kept pace with the country’s economic growth and shows a loss of purchasing power over time within the public service. It is hoped that these findings will serve as input for future studies, both nationally and internationally, and contribute to proposals for improvements in policies aimed at the teaching profession in El Salvador and the region.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Teaching work
  topic: keywords
subject: Teacher salary
  topic: keywords
subject: Wage policies
  topic: keywords
subject: Teaching profession
  topic: keywords
creator: Jeser Caleb Candray Menjívar
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-07-17
publication date: 2026-07-17
starting page: e297585
ending page: e297585
doi: 10.1590/S1678-4634202652297585es

Study of the relationship between affect and cognition in the migration from face-to-face to remote learning
type: item
description: This article investigates the relationship between affective and cognitive dimensions in higher education during the transition from face-to-face to virtual learning during the Covid-19 pandemic. It is based on the principles of the historical-cultural approach. The objective is to analyze the intrinsic relationship between affectivity and cognition, the modes of action experienced, apprehended, and objectified by participants in higher education pedagogical processes in the movement of structural and methodological changes. The following procedures were adopted for data production and collection: online focus groups, reports, questionnaires, and document analysis. The research method was inspired by historical-dialectical materialism, and the field research approximates the case study procedure. The data were analyzed in stages, and the results were grouped into three analytical axes. Essential objective conditions for the development of online pedagogical processes were revealed, along with challenges and contradictions in the planning and execution of pedagogical actions. Feelings of fear, anguish, and concern stand out. A qualitative leap in pedagogical processes is observed, enabling the development and integration of practical knowledge gained during the pandemic with theoretical knowledge through a praxis. The dialectical interrelation between affectivity and cognition is revealed in the professors’ search for improvements in pedagogical practice, in the encounter as an important mediation, and in meeting the academic and professional needs of professors and students. The need for the professionalization of pedagogical processes is evident, especially when mediated by digital technology, where rigor and generosity coexist dialectically, constituting the conscious expression of the unity of affect and cognition in pedagogical activity.
subject: Articles
  topic: section
subject: Affect-cognition
  topic: keywords
subject: Online remote teaching
  topic: keywords
subject: Covid-19
  topic: keywords
subject: Higher education
  topic: keywords
subject: Pedagogical activity
  topic: keywords
creator: Ana Paula Barbosa
creator: Maria Eliza Mattosinho Bernardes
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: e301667
ending page: e301667
doi: 10.1590/S1678-4634202652301667por

Literacy learning in the early years of primary education: a systematic review of Brazilian scientific production (2013-2023)
type: item
description: This systematic bibliographic review focuses on literacy learning in Brazil from 2013 to 2023. Our aim is to find articles with scientific evidence about practices that favor literacy learning in schools in the early years of primary education. This systematic review followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analyses recommendations. We analyzed 33 articles in four categories: pre-literacy factors; methods, strategies, and resources for literacy learning; reading difficulties, especially in special education students; and reading assessment instruments. Our results show (a) the coexistence of several perspectives on literacy learning (especially on the centrality of phonemic awareness, the relevance of preventive interventions for difficulties, the need for systematic and explicit teaching, and the interrelationship between reading and other areas of knowledge); (b) the predominance of research analyzing reading assessment and/or verification instruments to the detriment of those dedicated to teaching practices that ensure reading mastery; and (c) the emphasis of research on teaching perspectives and assessment instruments, with few investigations on effective practices and strategies in literacy learning. These results raise reflections on the alignment between scientific production and the political decisions that guide the financing of reading programs, especially regarding the need for such decisions to be anchored in socially impacting scientific evidence.
subject: Articles
  topic: section
subject: Literacy learning
  topic: keywords
subject: Primary education
  topic: keywords
subject: Teaching reading
  topic: keywords
creator: Raquel Moreira
creator: Roseli Rodrigues de Mello
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: e294669
ending page: e294669
doi: 10.1590/S1678-4634202652294669por

Considerations for promoting prosocial behavior in university students: A systematic review
type: item
description: In a world increasingly shaped by self-actualization, the pursuit of prosocial behavior is a valued means of addressing a lack of commitment to others. While this is a long-standing topic in primary and secondary education, it has only recently gained traction in higher education (tertiary). Hence answering the question of what considerations should be taken into account to promote prosocial behavior in university students is of relevance. To respond to this question, a scoping review of the accumulated knowledge regarding prosocial behavior in university students was conducted, considering a total of 39 articles selected following PRISMA-ScR guidelines. A map of existing research is generated to aid in conceptualization, topics related to the concept of prosociality are identified, experiences of higher education institutions in training their students in prosocial behavior are mentioned, and instruments on the subject are described. The results show that, while much remains to be explored, there are valid experiences and instruments for measuring prosocial behavior training initiatives that demonstrate promising results in overcoming individualism. It is concluded that prosociality increases commitment to others, but for this to occur, unlike other educational levels, prosocial training requires universities to demonstrate a high degree of coherence between discourse and practice in order to achieve meaningful results.
subject: Articles
  topic: section
creator: Jorge Baeza-Correa
creator: Fabiola Neira-La Paz
creator: Yanette Castro-Giacomozzi
creator: Jorge Gutiérrez-Mieres
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: e293575
ending page: e293575
doi: 10.1590/S1678-4634202652293575es

The contributions of Carl Jung and Carlos Byington to an ethical education
type: item
description: Ethical problems are present in every dimension of human life. Discussions of education and ethics are scarce and insufficient, and they fail to offer practical proposals capable of addressing the current context. Profound Pedagogy and Symbolic Pedagogy offer reflections that may provide a foundation for a non-moralistic ethical education. In this sense, the aim of this study is to identify the contributions of Carl Gustav Jung and Carlos Byington to pedagogical practice, especially with regard to ethical education. To this end, the research method guiding this study is a conceptual analysis of the theoretical reflections of Jung and Byington on education. According to these perspectives, one possible path toward an ethical education would consist in establishing, within the educational system, a pedagogy centered on personality development, encompassing all dimensions of Being in both students and teachers. In this way, one may conceive of an ethical education that is not centered on the teaching of a specific moral code, insofar as ethics is understood as a structuring function of consciousness. We thus see that Profound Pedagogy and Symbolic Pedagogy offer reflections that may help address the ethical question within the pedagogical relationship and, ultimately, contribute to a better world.
subject: Articles
  topic: section
subject: Analytical Psychology
  topic: keywords
subject: Profound Pedagogy
  topic: keywords
subject: Symbolic Pedagogy
  topic: keywords
subject: Ethical education
  topic: keywords
creator: Rayanne Saturnino de Araujo Valim
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-06-01
publication date: 2026-06-01
starting page: e29271
ending page: e29271
doi: 10.1590/S1678-4634202652292751por

Institutional self-evaluation in higher education: understandings, uses, and meanings attributed by educational managers
type: item
description: Institutional self-evaluation, established within the National System for the Evaluation of Higher Education (Sinaes), is a strategic instrument for enhancing management in higher education institutions. However, the literature and practice suggest that its effective use as a management tool remains limited and uneven across institutions. This article analyzes how educational managers understand, use, and assign value to institutional self-evaluation in three Brazilian higher education institutions with distinct legal and administrative structures, focusing on its effectiveness as a tool for strategic management.” The study adopts a qualitative, applied approach with descriptive-exploratory objectives, based on a multiple case study design. Data were collected through semi-structured interviews with institutional directors and program coordinators, complemented by document analysis, and analyzed using content analysis. The findings indicate varying levels of institutionalization of institutional self-evaluation (AAI), which is most effective when integrated into planning, management, and collective participation. The findings suggest that the effectiveness and efficiency of institutional self-evaluation depend not on its formalization alone, but on the effective use of its results to inform decision-making. Its strategic value, in turn, is shaped by institutional evaluation culture, stakeholder engagement, and the integration of its results into decision-making.
subject: Articles
  topic: section
subject: Institutional self-evaluation
  topic: keywords
subject: Evaluation culture
  topic: keywords
subject: Higher education
  topic: keywords
subject: Planning
  topic: keywords
creator: Fabiana Serralha Miranda
creator: Luisa Veras de Sandes-Guimarães
creator: Maria das Graças Gonçalves Vieira Guerra
creator: Maria do Carmo Romeiro
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e300750
ending page: e300750
doi: 10.1590/S1678-4634202652300750por

The fake anthropologist: the place of schools in anthropological research with children
type: item
description: This article arises from the following problematization: what is the role of schools in childhood studies? Based on two ethnographic experiments, in different contexts (rural and urban)-the first in a peasant community in Paraíba and the second in stilt houses in São Luís do Maranhão-this article emphasizes schools as opportune places to listen to children and observe their experiences with childhoods in their life contexts. Therefore, the article reconsiders data produced in two disparate fields to problematize the role of schools in anthropological research on/with children. Beyond a legitimate space for cultural production and knowledge mediation, schools are analyzed as a social space for ethnographic research with children, while also assessing the role of the researcher and its implications in the research field. This text aims to support the Anthropology of Education and Childhood Studies by elaborating a critique of the common idea that in addressing children in school they would be considered only as learners. The title of this article is based on comments by Capuxu teachers who found it strange that, when researching children, I did not attend school. The rumors that teachers questioned my absence from school reached me through the children, forcing me to adopt measures so my research would not be discredited.
subject: Articles
  topic: section
subject: School as ethnographic field
  topic: keywords
subject: Reflexivity
  topic: keywords
subject: Children as subjects
  topic: keywords
subject: Anthropology of education
  topic: keywords
creator: Emilene Leite de Sousa
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e300670
ending page: e300670
doi: 10.1590/S1678-4634202652300670por

“Our body is directly connected to our teaching practice”: training processes in early childhood education
type: item
description: This article presents data from a postdoctoral research project that analyzed the perceptions of Early Childhood Education teachers from a municipal public school system regarding training processes mediated by experiences involving the body and movement, and their possible repercussions on educational-pedagogical action with children. Studies on the subject have shown that formative experiences involving the body and movement are scarce, both in initial teacher education programs and in continuing education. The descriptive memorials written by 49 Early Childhood Education teachers comprised the corpus of the analysis, which was examined through Grounded Theory. The emerging categories were i) connection with reality; and ii) body: presences and absences. The teachers’ narratives show the relevance of continuing education sessions that mobilize reflections and experiences that dialogue with pedagogical practices and the children’s demands. They also emphasize that, despite the processes of (re)construction, reflection and (re)signification that take place in the individual context of each teacher, what mobilizes them are the face-to-face and collective continuing education encounters. In addition, they highlight the potential of experiences involving the body and movement in training processes, since the engagement and appreciation of body-mediated experiences, are proportional to the attribution of meaning by professionals.
subject: Articles
  topic: section
subject: Teacher training
  topic: keywords
subject: Early childhood education
  topic: keywords
subject: Body
  topic: keywords
creator: Ângela Adriane Schmidt Bersch
creator: Márcia Buss-Simão
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e298016
ending page: e298016
doi: 10.1590/S1678-4634202652298016por

Between bridges and walls: prescriptive regimes and dilemmas in a vulnerable- territory school
type: item
description: The article focuses on the description and the logic that guide the perception of a professional group (managers and teachers) from a public school located in a vulnerable territory in Belo Horizonte (MG) regarding the public they serve. It specifically analyzes how the territorial dynamics of a favela region in the city of Belo Horizonte (MG), marked by socio-spatial vulnerability, contribute to shaping the school team’s perceptions and practices regarding the students and their families. We start from the sociological paradigm that the physical space is a reification of the social space, in which and through which social agents are built. Thus, the study articulates the territory effect - used here as an index that sums up social and economic advantages of social groups due to their location in the social space of the city - with the analyses and interpretations about the relationship between students and families with the school. The data used were gathered through interviews, focus groups, field diaries, and documentary material gathered during research visits to the school. We conclude that the prescriptive regimes and the pedagogical relationship tend to be predominantly grounded on labeling students and families; however, discursive modulations sensitive to a relativization of stigmata can establish cooperation moments and regimes.
subject: Articles
  topic: section
subject: K-12 education
  topic: keywords
subject: Labeling
  topic: keywords
subject: Territory effect
  topic: keywords
subject: Family-school relationship
  topic: keywords
creator: Priscila de Oliveira Coutinho
creator: Maria Amália de Almeida Cunha
creator: Lorena Mara de Jesus Sodré
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e295774
ending page: e295774
doi: 10.1590/S1678-4634202652295774por

Pedagogias da Sul: decolonial perspective in continuing professional development for education of ethnic-racial relations
type: item
description: This article analyzes part of the experience of a teacher professional development project conducted by the Regional Education Office of Campo Limpo (DRE-CL), during the government of Mayor Fernando Haddad in São Paulo (2013-2016). Pursuant to the objectives for education detailed in the program of goals of the term of office in this period, the professional development project of DRE-CL set as one of its objectives to enforce laws no. 10,639/2003 and no. 11,645/2008. To this end, the Office elaborated a series of professional development activities, such as courses and seminars, with contents that challenged curricular bases, rooted in the Eurocentric white Western intellectual canon. Thus, an approximation with the decolonial theoretical and methodological perspectives was started, which grounded most of the training processes developed by DRE-CL during the period considered. “Da Sul,” the expression found in the title of this article, values this political-pedagogical proposition originated in the south region of the city of São Paulo, inspired by the decolonial epistemic insurgence produced in the global South, referring to one of the key books published in this context (Santos; Meneses, 2010). In this paper, based on the review of the documents produced by DRE-CL in the period, especially its Pedagogical Political Project - unpublished document in the municipal system - and the syllabi of organized professional development events, the objective was to understand this professional development project, in terms of conception, scope, and outcome, which confirm its protagonism in the history of the Municipal Education System of São Paulo. As provisional conclusions, the following stands out: - the project of Campo Limpo seems to have had an influence on the professional development proposal of the Municipal Department of Education (SME); - the decolonial perspective favored territorialization of the SME curriculum, reinforcing the constitutional principle of Democr…
subject: Articles
  topic: section
subject: Teacher professional development
  topic: keywords
subject: Laws 10,639/2003 and 11,645/08
  topic: keywords
subject: Decolonial perspectives
  topic: keywords
subject: Regional Education Office of Campo Limpo
  topic: keywords
subject: Education for Ethnic-Racial Relations
  topic: keywords
creator: Iracema Santos do Nascimento
creator: Juliana Froeder Alves Grilo
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e293887
ending page: e293887
doi: 10.1590/S1678-4634202652293887por

Didactic materials within the context of bilingual deaf education in mathematics teaching: sistematic review
type: item
description: The formal education for the deaf in Brazil dates to 1857, with predominance of oralist paradigm, centered on lip and speech reading, to the detriment of the Brazilian Sign Language (Libras). The inflexion towards bilingualism started in the 1990s, driven by the deaf movement mobilization, the advances in linguistic sign studies, and the international recommendations for inclusion. Despite these advances in the normative and theoretical fields, it can be noted that educators still face significant difficulties to access and use accessible didactic materials, especially those appropriate to the particularities of the deaf bilingual education. In this sense, this research performed a Systematic Literature Review (SLR) aiming at analyzing academic productions that prepared and applied accessible materials of mathematics for deaf students of bilingual education. Fifteen papers published between 2013-2023 were reviewed, which abstracts were processed by the Iramuteq software, making possible to conduct a lexical and categorical analysis of the data. The results indicate a low production of materials for mathematics teaching to this public, focusing predominantly in the final years of elementary education. In addition, it was found that most of the resources do not introduce Libras directly inserted in the materials as first language, thus limiting its accessibility. Such findings reinforce the need for extending the production of bilingual didactic and accessible materials, which are critical to ensure an inclusive and equitative mathematics education for students of PEBS.
subject: Articles
  topic: section
subject: Bilingual deaf education
  topic: keywords
subject: Mathematics
  topic: keywords
subject: Libras
  topic: keywords
subject: Accessible materials
  topic: keywords
subject: Hearing impairment
  topic: keywords
creator: Felipe Siqueira Minholi
creator: Luiz Renato Martins da Rocha
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: e296737
ending page: e296737
doi: 10.1590/S1678-4634202652296737por

Discursive interactions in small-group work: a case study in a Brazilian primary school
type: item
description: Much research has shown that small-group work plays an important role in learning, promoting cognitive growth and conceptual understanding. However, these positive outcomes are mainly achieved when group talk is productive. Addressing a gap in the literature, this paper explores discursive interactions within small-group work in a Brazilian primary school. The data were collected from three Year 5 classes in a countryside school of Minas Gerais. The study quantitatively analyses 42 episodes of group-work talk, characterizing the context of the talk (content, instruction, and off-topic) and the discursive functions of the utterances (invitation, dialogic invitation, contribution, dialogic contribution, follow-up, and dialogic evaluation). The coding scheme was specifically designed based on key aspects of dialogic talk as defined in the literature. The study reveals that groups spend half of their time discussing the task content, while the remainder is devoted to task instructions and off-topic conversations. When students focus on the content, most utterances are contributions (24% of which are dialogic) and fewer than one fifth are invitations (8% dialogic). The paper also examines variations in code frequencies across different tasks and groups. Only a few differences were found to be statistically significant. The study concludes that Brazilian students do not typically interact through dialogic talk. This finding is discussed in relation to three conditions: shared understanding, minimal shared knowledge, and the management of disagreements.
subject: Articles
  topic: section
subject: Group work
  topic: keywords
subject: Discursive interaction
  topic: keywords
subject: Classroom dialogue
  topic: keywords
subject: Quantitative analysis
  topic: keywords
creator: Leonardo Lago
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-03-30
publication date: 2026-03-30
starting page: e294605
ending page: e294605
doi: 10.1590/S1678-4634202652294605por

Strategies used by teachers to prevent school dropout among children with cancer: an integrative review
type: item
description: Childhood cancer is a health problem that entails physical, mental, social, and educational consequences for the child and their family, potentially jeopardizing the continuation of their studies. Teachers are essential for maintaining a welcoming school environment, and their actions allow for adaptation to the new reality and prevention of school dropout. This study aims to describe the strategies used by teachers in preventing school dropout among children with cancer. This is an integrative review, guided by six methodological stages, conducted from January to May 2024, in the LILACS, MEDLINE, BDENF, Web of Science, Scopus, and PubMed databases, with studies available in open access and published between 2007 and 2024. The search findings were analyzed in pairs and blindly through a data reduction process, and the final sample (n=5) was evaluated according to the national guidelines for the development of the School Health Program. Teachers can prevent school dropout through measures based on supporting the social network, communicating with and engaging parents, the school community, and healthcare professionals, as well as adapting the reality and learning environment to provide enriching experiences for children. It is understood that actions related to bringing educators, the school community, parents, and society closer to the health situation of children with cancer allow for the amplification of intervention possibilities and better opportunities for the inclusion of children with cancer in school.
subject: Articles
  topic: section
creator: Diego Augusto Lopes Oliveira
creator: Thays Karolaine Silva Calado
creator: Camila Sales Barbosa
creator: José Cícero da Silva Junior
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-05-08
publication date: 2026-05-08
starting page: e289143
ending page: e289143
doi: 10.1590/S1678-4634202652289143por

Indiscipline and grade repetition: the intricacies of a relationship
type: item
description: In this article, we present part of the results of an ethnographic study on indiscipline in the classroom, focusing more specifically on the observed correlation between disruptive behavior among 6th and 7th grade students in Elementary School and their chances of retention. We analyze this event from a perspective that combines classical sociological variables, such as sex/gender and social class, and others factors to the classroom context, such as disciplinary environment and the teacher-student relationship.We problematize the nature of the social interaction process in the classroom, which tends to attribute to male students a bigger chance for disruptive behavior, at the same time assuming that acceptance of the forms of school order is natural to girls. The anthropological approach to classroom configurations, based on observations, interviews, and other research instruments, such as a socioeconomic questionnaire, a school environment index, a teacher-student relationship index, and a sociogram, made it possible to identify students and teachers conceptions of indiscipline and how they assimilate the synchronism between being “undisciplined” and a “good student,” as well as to detect the rejection of so called troublemakers by their peers.The results show significant differences in the forms of indiscipline practiced by boys and girls, and reveal that the most challenging behavior of male students deeply affects the teacher-student relationship to the point of influencing the school trajectory of those most involved in indiscipline, including students who are able to combine this type of behavior with strong academic performance.
subject: Articles
  topic: section
subject: Indiscipline
  topic: keywords
subject: Grade retention
  topic: keywords
subject: Gender
  topic: keywords
creator: Cláudio Marques da Silva Neto
creator: Luciano Campos da Silva
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e289357
ending page: e289357
doi: 10.1590/S1678-4634202652289357por

Distance-based initial teacher education in Brazil: A state-of-the-art review
type: item
description: This study arises from the debates about the proposed National Curriculum Guidelines for distance-based teacher education and the implementation of the recently proposed National Student Performance Exam (Enade) for teaching degrees. With the intent of contributing to the critical debate on these guidelines and their underlying conceptions, this paper sets out to map academic studies on distance-based initial teacher education in the Brazilian context, in order to identify the primary themes and their considerations regarding the quality in teacher education. For this purpose, a “state-of-the-art” review was conducted using the CAPES Catalog of Theses and Dissertations and the CAPES Journals Portal. The data collection covered the period from 2019 to May 2024, resulting in a corpus analyzed in light of the categorization criteria of Zawacki-Richter (2009). Results point to a limited number of studies that establish specific distance learning quality benchmarks. No evidence was found that increasing in-person hours guarantees course quality. It is concluded that there is a mismatch between state regulation, centered on face-to-face requirements, and academic production, highlighting the need for research that goes beyond documentary analysis to investigate the effectiveness of hybrid model.
subject: Articles
  topic: section
subject: Distance learning
  topic: keywords
subject: Teacher education
  topic: keywords
subject: Quality
  topic: keywords
creator: Priscilla Ramos Lara Ribeiro
creator: Mônica Cristina Garbin
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e291921
ending page: e291921
doi: 10.1590/S1678-4634202652291921por

Factors related to secondary school students’ expectations of completing university studies in Argentina and Chile
type: item
description: This paper uses micro-data from the PISA 2022 Assessment Programme to study the factors related to secondary school students’ expectations of completing university studies in Argentina and Chile. We estimate a logistic regression model on the probability of having expectations of completing university studies in each country. The results show that, despite the differences between the two higher educational systems, factors such as gender, the socioeconomic level of the student, their parents’ education, his/her educational attainment, and the type of school attended (public or private) influence, in the same direction, youths‘ expectations regarding university studies. However, there are significant differences in the magnitude of the effects of some variables in the countries analysed. In particular, the expectations of middle and high-class students compared to those from lower class are higher in Argentina than in Chile. The results could be a consequence, on the one hand, that lower-income secondary school students in Argentina have reduced chances of graduation than lower-income secondary school students in Chile. On the other hand, despite the access and financial barriers present in Chilean higher education, the chances of graduation are greater than in Argentina. Note that while access to public higher education is open and tuition-free in Argentina, in Chile, a free tuition policy has been introduced for lower-income groups, and some private sector institutions have lower barriers to entry than the most selective group of public and private institutions.
subject: Articles
  topic: section
subject: Educational expectations
  topic: keywords
subject: Higher Education
  topic: keywords
subject: Related factors
  topic: keywords
subject: Argentina
  topic: keywords
subject: Chile
  topic: keywords
creator: Cecilia Adrogué
creator: Ana García de Fanelli
creator: Eugenia Orlicki
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e294997
ending page: e294997
doi: 10.1590/S1678-4634202652294997en

Authentic subjectivities: in theater, dance, and capoeira angola at the intersection of different educational modalities
type: item
description: This study examines the understanding of lived experiences of artistic embodied practices in formal, non-formal, and informal educational contexts, involving theater, dance, and Capoeira Angola2. The research was conducted with teachers and students engaged in these practices, which took place, in some cases, within regular schools and, in others, in specialized schools dedicated to these modalities, community spaces, street settings, and theater venues. The study is grounded in a phenomenological theoretical framework and includes a bibliographic review of research on theater, dance, and Capoeira Angola in relation to educational practices and subjectivity. Data analysis was carried out through intentional cross-analysis, an operation that enacts phenomenological reduction following the production of experiential accounts obtained through semi-structured interviews conducted within a stance of suspensive listening3. The objective was to comprehend how students and teachers who engage in theater, dance, and Capoeira Angola in diverse educational contexts experience these practices as processes that foster authentic subjectivity. It is argued that such practices may contribute to the development of personal potentialities and to the realization of a meaningful experience of the self across different educational settings and at their intersections. The moving body in these artistic expressions is thus emphasized as a site for the constitution of authentic subjectivity.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Subjectivity
  topic: keywords
subject: Authenticity
  topic: keywords
subject: Artistic embodied practices
  topic: keywords
creator: Adriana Maimone Aguillar
creator: Pedro Henrique Martins Valério
creator: Cristiano Roque Antunes Barreira
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e289241
ending page: e289241
doi: 10.1590/S1678-4634202652289241por

Academic challenges and coping strategies in initial teacher education: a systematic literature review
type: item
description: This study aimed to conduct a systematic review of the literature on research that has investigated the academic challenges and coping strategies experienced by students enrolled in teacher education programs. It also analyzed the relationship between these variables and the psychological dimensions of the multidimensional model of self- regulated learning (motive, method, time, behavior, and physical and social environment). A search was carried out across seven databases, following the guidelines of the PRISMA statement. Based on the established criteria, 16 articles were included: 12 international studies involving pre-service teachers and four Brazilian studies involving pre-service teachers and bachelor’s degree students. The main academic challenges identified in the reviewed studies were related to time management, financial difficulties, internship activities, emotional and psychological stress, institutional challenges, teacher-student and peer relationships, cultural and social expectations, professional identity development, and adaptation to new teaching methods and technologies. Both adaptive and maladaptive coping strategies were reported, revealing the complexity of students’ experiences in the face of academic adversity. Some articles addressed self-regulated learning variables, such as self-efficacy and learning strategies, relating them to academic challenges and coping strategies. However, no study analyzed academic challenges and coping strategies in relation to all six psychological dimensions of self-regulated learning. This article examines this relationship, discusses its plausibility and underscores the need for further research-especially in Brazil-to support initiatives aimed at fostering the development of teachers who are more strategic and better equipped to deal with academic challenges and demands of the future teaching profession.
subject: Articles
  topic: section
subject: Academic stressors
  topic: keywords
subject: Coping strategies
  topic: keywords
subject: Initial teacher education
  topic: keywords
subject: Self-regulated learning
  topic: keywords
subject: Literature review
  topic: keywords
creator: Denise Viana
creator: Evely Boruchovitch
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e292890
ending page: e292890
doi: 10.1590/S1678-4634202652292890por

Effects of a dialogue method applied in an interdisciplinary group in the environmental field
type: item
description: This research sought to contribute to a deeper understanding of the effects of methodologies that foster dialogue learning. To this end, we analyzed the effects of a dialogue method applied in a thematic research project carried out in Brazil and funded by FAPESP. The project brought together several researchers from different fields of knowledge to work together toward new environmental governance. Using qualitative approach and intervention research principles, the dialogue method was tested throughout a course, and data were collected through questionnaires, participant observation, researcher-written documents, transcribed recordings of the course sessions, and participant logbooks. The analyses sought to identity three types of effects: cognitive changes, relational changes, and collaborative actions. As the research progressed, the findings indicated that the dialogue method promoted cognitive and relational changes in the researchers. On the other hand, no evidence of collaborative actions emerging among them was found. These results have interesting implications for the continued development of studies on the dialogue learning process and its effects, especially in relation to the method investigated in this research.
subject: Articles
  topic: section
subject: Dialogue
  topic: keywords
subject: Method
  topic: keywords
subject: Effects
  topic: keywords
subject: Scientific collaboration
  topic: keywords
subject: Interdisciplinarity
  topic: keywords
creator: Rafael de Araujo Arosa Monteiro
creator: Renata Ferraz de Toledo
creator: Pedro Roberto Jacobi
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e288807
ending page: e288807
doi: 10.1590/S1678-4634202652288807por

From salaried professor to stipend-based professor: the precarization of labor relations in the Open University of Brazil (UAB)
type: item
description: This article examines the legal nature of teaching labor within the Open University of Brazil (Universidade Aberta do Brasil – UAB), specifically focusing on the roles of Supervising Professors and Tutors. Despite the expansion of public distance education, a significant gap remains in understanding how recent administrative changes have affected the labor rights of these professionals. By analyzing the Brazilian Consolidation of Labor Laws (Consolidação das Leis do Trabalho - CLT) alongside specific regulations – such as Decree 5.800/2006 and Administrative Ruling 102/2019 – this study investigates whether these teaching activities meet the legal criteria for a formal employment relationship. The findings reveal that successive changes in selection and contracting norms have fundamentally altered the legal status of teaching work. While official regulations deny an employment bond, the daily professional dynamics – the reality of the contract – clearly exhibit the legal hallmarks of employment. Consequently, the current system violates the principle of “Primacy of Reality over Form”. This study concludes that the transition from salaried remuneration to stipend-based compensation has weakened labor protections, institutionalizing the precarization of teaching labor within the Brazilian state.
subject: Articles
  topic: section
subject: Distance education
  topic: keywords
subject: Open University of Brazil (UAB)
  topic: keywords
subject: Teaching labor
  topic: keywords
subject: Employment contract
  topic: keywords
subject: Precarization
  topic: keywords
creator: Anna Paula Lemos S. Peres
creator: Gilmar Ribeiro dos Santos
creator: Sarah Jane Durães
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e295665
ending page: e295665
doi: 10.1590/S1678-4634202652295665por

Programa Piauiense de Alfabetização (PPAIC): “alfabetizar na idade certa, não importa a que custo
type: item
description: This study analyzed nine official state-level documents that regulate the Piauí Literacy at the Right Age Program (PPAIC). The Program is structured around five axes: strengthening learning; strengthening municipal and school management; cooperation, coordination, and incentives; communication and engagement; and external assessment and monitoring of indicators. The objective was to highlight the interfaces between PPAIC and neoliberal- oriented policies and to identify how the actions encompassed by the Program affect the transition from Early Childhood Education to Elementary School. A qualitative research design was adopted, and data was produced through documentary analysis. The results indicate that, although PPAIC represents a collective effort to ensure literacy by age seven, it aligns with market driven logics grounded in managerialism, competitiveness, and meritocracy, which generates contradictions with the principles of a democratic rule of law state. The study concludes that guaranteeing the right to literacy, as well as ensuring a transition that promotes care, continuity of learning, and pedagogical coherence, must be addressed in relation to broader issues expressed in both extra and intra school dimensions. This requires an intersectoral, inclusive, and democratic policy grounded in principles such as respect for the autonomy of school systems and educators, recognition of student diversity, and adequate funding.
subject: Articles
  topic: section
subject: Educational policy
  topic: keywords
subject: Literacy
  topic: keywords
subject: Transition from early childhood education to elementary school
  topic: keywords
creator: Raimunda Alves Melo
creator: Elvira Cristina Martins Tassoni
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-04-27
publication date: 2026-04-27
starting page: e291504
ending page: e291504
doi: 10.1590/S1678-4634202652291504por

Contardo Calligaris, educator: notes on the educationalizing bias in the circulation of psychoanalytic ideas in Brazil
type: item
description: This exploratory study examined the newspaper columns of* Folha de S.Paulo *written by Contardo Calligaris between 1999 and 2021 and published weekly in the newspaper. The aim was to describe and analyze an initiative undertaken by the psychoanalyst outside the technical-professional framework of psychoanalysis, capable of driving a discursive game made possible by effective verdictive mechanisms. The empirical archive of the study was stablished and analyzed according to two complementary levels: first, the construction of a thematic map of the material; and then, the reordering of the discursive mass through the assembly of the statements in circulation based on the following analytical vectors: Psychoanalysis/psychoanalysts; Brazil/Brazilians; Education; Society; Subjectivity; and I, Contardo. The processing of the material made it clear that Calligaris, by positioning himself as an interpreter of the present, promoted the spread of a discursive logic that disposes, incites, and ultimately manages to govern the ways by which the subjects of the present (self-)constitute themselves, according to an operative nexus centered on a psychologized interiority.The writings of Calligaris are marked by the effort to comment on the challenges of life and human relations. The psychoanalyst’s long-standing work in the aforementioned newspaper denotes his intellectual authority, as well as the recognition and legitimization of his ideas. His work transcends the vulgarization of the psychoanalytic discursive arsenal and results in the multiplication of a properly educationalizing environment.
subject: Articles
  topic: section
subject: Educationalization
  topic: keywords
subject: Veridiction
  topic: keywords
subject: Newspaper
  topic: keywords
subject: Psychoanalysis
  topic: keywords
creator: Lilian A. A. Veronese
creator: Julio Groppa Aquino
rights: Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0
date: 2026-02-13
publication date: 2026-02-13
starting page: e296063
ending page: e296063
doi: 10.1590/S1678-4634202652296063por

Continuing education in practice: research as an educational process in rural education
type: item
description: This article presents a discussion on concepts of continuing teacher education based on a concrete experience—planned and developed between 2018 and 2024—involving the university and the municipal education system, as well as teaching, research, and extension. The empirical realities, according to their characteristics, led to a theoretical and practical debate on Rural Education, given the nature of the schools served by an extension project, as will be presented throughout the article. The methodological procedures were based on participatory research, involving a series of practical interventions with the schools. The actions developed for this education process included: the offering of a specialization course for schoolteachers; educational support for students from the participating schools; and joint interventions with the communities of these school institutions. With the development and completion of the activities, formative processes and intervention projects were carried out. Based on these experiences, it is possible to affirm that research in education is a practice that benefits schools and their communities, the university and research, as defended by authors such as Paulo Freire and Carlos Brandão, who advocate for a form of science grounded in reality as a means of transforming it.
subject: Articles
  topic: section
subject: Education
  topic: keywords
subject: Extension
  topic: keywords
subject: Dialogue
  topic: keywords
subject: Continuing education
  topic: keywords
subject: Research
  topic: keywords
creator: Fernando José Martins
creator: Gisele de Souza Gonçalves
rights: Copyright (c) 2026 Educação e Pesquisa https://creativecommons.org/licenses/by/4.0
date: 2026-02-13
publication date: 2026-02-13
starting page: e290061
ending page: e290061
doi: 10.1590/S1678-4634202652290061por