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.
Universidade de São Paulo. Faculdade de Educação
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.
Evidence verification and information sources in academic assignments elaborated with generative Artificial Intelligence
A pre-experimental study with post-test evaluation and a control group was conducted to assess the results of using a tool for verifying information sources, in the learning of this skill and in reflecting on the use of Generative Artificial Intelligence (GAI) for the development of academic assignments by university students. Thirty university students participated in the online program, divided into two groups: EG (n=20) and CG (n=10). The EG participated in a synchronous session in which information was presented on the use of Generative Artificial Intelligence (GAI) and its relationship to critical thinking. Following this, they were guided in using a questionnaire to verify the quality of the evidence and information sources provided by GAI. The study shows a shift towards higher scores in the identification of relevant characteristics of the evidence in the EG, but less clarity regarding the quality of the information sources provided by GAI and whether they can be verified. It is concluded that the verification of evidence and sources of information is important as part of the critical thinking skills needed for learning in higher education, as well as the necessity to educate students about its ethical and responsible use, and to educate teachers about the implementation of strategies that integrate it in the classroom.
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Continuous professional development in Science and Mathematics Education: a decolonial strategy from the perspective of the Ethnomathematics program
This theoretical essay aims to present a continuous professional development initiative as a decolonial strategy for Science and Mathematics education, developed through the lens of the Ethnomathematics Program and Law No. 10.639/2003, and carried out by a collective of teacher educators with diverse professional backgrounds. The experience was situated in the course Special Topics in Mathematics Education: Ethnomathematics, Ethnosciences, and Decoloniality—Knowledge and Contexts in Research and Teaching Practice, offered within the Graduate Program in Science and Mathematics Teaching at the Federal University of Uberlândia and delivered virtually to a group of in-service Basic Education professionals from various fields of knowledge, including Mathematics, Physics, Biology, and Chemistry. Within the framework of the Ethnomathematics Program, the continuous professional development process supported the collective construction of knowledge by integrating interdisciplinary understandings and teaching experiences into formative practices centered on the collaborative planning of lessons and on learning assessment dynamics oriented toward the implementation of Law No. 10.639/2003. This process fostered a formative environment in which the teaching collective not only emphasized instruction but also foregrounded student learning, drawing on learners’ contexts and perspectives to promote critical reflection on their own pedagogical practices. Moreover, the continuous professional development initiative contributed to a process of analysis and (self-)development among the teacher educators, which became evident in two key dimensions: breaking away from epistemological constraints and challenging traditional assessment models.
THEME SECTION: TEACHER TRAINING, THE DECOLONIAL DEBATE AND LAWS 10639/03 AND 11645/08 AND LAWS 10639/03 AND 11645/08
Critical Decolonial Interculturality as an analytical lens for the Espaço de Bitita
This article examines, through the lens of Critical Decolonial Interculturality, selected educational practices at the São Paulo municipal school EMEF Espaço de Bitita, internationally recognized for its effective inclusion of migrant students. The ethnography, conducted between 2019 and 2021, highlights how the school implemented intercultural and decolonial approaches in a context of cultural diversity and social challenges amid the pandemic. The diversity present in Brazilian schools, further intensified by migratory flows, demands educational practices that respond to the challenges posed by social inequalities and the colonial legacy. Espaço de Bitita stands out for initiatives such as the projects Escola Apropriada, Rádio de Bitita, Discutindo gênero para uma cultura de paz, and the Roteiros de Aprendizagem, which incorporate elements of migrant cultures into the curriculum, fostering an inclusive and respectful environment. The ethnography draws on Modernity/Coloniality Theory and Critical Decolonial Interculturality to analyze how the institution challenges colonial power structures through its actions and initiatives. During the study, the school faced challenges such as flooding and the Covid-19 pandemic, revealing the complexity of implementing a just education within a context of structural inequalities. The research contributes to the Anthropology of Education by offering insights into how schools can value cultural diversity and contest colonial structures. The ethnographic experience demonstrated that critical intercultural education not only acknowledges diversity but also seeks to transform power relations, promoting a more equitable and democratic society. Bitita exemplifies how innovative educational practices can emerge in response to challenges, advancing inclusive and culturally responsive education.
From institutional consolidation to open science: the Educação e Pesquisa journal in historical perspective
The interview with former editors-in-chief Émerson de Pietri, Cláudia Valentina Assumpção Galian, and Cássia Geciauskas Sofiato, conducted by Roni Cleber Dias de Menezes, is part of the fiftieth-anniversary celebrations of Educação e Pesquisa, the journal of the School of Education at the University of São Paulo. The dialogue reconstructs the recent history of the periodical, highlighting the consolidation of its institutional structure, the strengthening of its editorial board, and the expansion of its presence in both national and international scientific contexts. The interviewees’ reflections reveal the inherent tensions of editorial work, particularly in view of the demands imposed by indexing systems and the new guidelines of open science, which introduce practices of transparency, data sharing, and the redefinition of evaluation processes. Their experiences underscore the formative dimension of editorial work, understood as a space for collective learning, ethical debate, and the defense of intellectual autonomy. The conversation also addresses the impacts of internationalization, technological transformations, and the incorporation of artificial intelligence on scientific communication and the criteria of authorship and originality. By reaffirming the importance of academic integrity, collaborative work, and the preservation of a critical and plural space, the former editors outline the contribution of Educação e Pesquisa to consolidating an editorial culture committed to the public and democratic nature of science.
Editorial memory and academic culture: Afrânio Mendes Catani and the history of Educação e Pesquisa
The interview granted by Afrânio Mendes Catani to Roni Cleber Dias de Menezes is part of the fiftieth-anniversary celebrations of Educação e Pesquisa, the journal of the School of Education at the University of São Paulo. Catani’s testimony reconstructs the historical trajectory of the journal, from the period when it was still titled Revista da Faculdade de Educação, emphasizing the role of the former Publications Committee and the material conditions under which editorial work was carried out. He describes the lack of administrative structure, limited financial resources, and reliance on voluntary collaboration by faculty and staff, highlighting the collective and artisanal nature of scholarly production during the 1980s and 1990s. The narrative revisits internal tensions, leadership disputes, and the process of consolidating the journal under its new title, Educação e Pesquisa, prior to its inclusion in the SciELO database. Blending humor, critique, and recollection, Catani’s account sheds light on often-invisible aspects of university life, revealing the mediations, improvisations, and negotiations that sustained the editorial project. His words inscribe themselves in the institutional history of the School of Education, showing how the journal’s consolidation mirrors the development of an academic culture grounded in public commitment to knowledge and in collective persistence amid Brazil’s structural limitations in higher education.
From Revista da Faculdade de Educação to Educação e Pesquisa: an interview with former editor Belmira Bueno
The testimony of Belmira Oliveira Bueno, given to Roni Cleber Dias de Menezes, is part of the 50th-anniversary celebrations of Educação e Pesquisa, the academic journal of the School of Education at the University of São Paulo. As editor-in-chief between 1998 and 2003, Belmira Bueno recounts the restructuring process that transformed the former Revista da Faculdade de Educação into Educação e Pesquisa, inaugurating a new stage of institutional and scientific consolidation. Her account revisits aspects of this transition, such as editorial modernization, the creation of a new board, the journal’s inclusion in the SciELO collection, the expansion of national and international authorship, and the strengthening of its academic visibility. The narrative also emphasizes the collective dimension of this endeavor, involving faculty members, staff, and funding agencies, while reflecting on scientific publishing as a formative experience and a public commitment to knowledge.
of working conditions and health among basic education teachers in Brazil
This study aimed to present indicators of teachers’ working conditions and health and to describe the results of a national study that surveyed 6,510 teachers using a validated questionnaire. A nationally representative sample was obtained through simple stratified sampling, with strata defined to cover key domains of analysis (five geographic regions, two census areas, four age groups, gender, three types of school administration, five contract types, and six levels of teaching). Teachers were randomly selected from within each stratum based on the 2014 School Census. Nine health indicators were developed and assessed: prevalence of poor self-rated health and occupational illnesses; rates of absenteeism due to general illness, voice-related issues, respiratory problems, and emotional distress; use of anxiolytic or antidepressant medication; access to periodic medical exams; and medical leave for personal health reasons. Regarding working conditions, high noise levels, verbal abuse, lack of support, low autonomy, and work pressure were associated with poorer health outcomes. In the context of the debate on teacher appreciation, these findings support the need for health surveillance initiatives guided by the principle of comprehensive healthcare for teachers.
Fabulating the centrality of care in the early childhood education
This article problematizes the place of care in early childhood education. From a critical and conceptual analysis of care practices based on the commonplace of the inseparability of caring and educating in early childhood education, we will support the centrality of care in the daily life of nurseries and pre-schools, so that it is possible to articulate its three dimensions, namely caring for oneself, caring for others and being cared for. We will show how care can be considered not only as a practice inextricably linked to educating, but also as a fundamental attitude of a pedagogy of childhood that recognizes the centrality of care and intentionally seeks to articulate its three dimensions. To this end, we will approach care from a broader conception, which involves and transcends the care practices that are directly linked to the bodies of babies and young children in center for early childhood settings.
Creative and inclusive pedagogical practices in undergraduate medical education
Medical programs, due to their historical context, have traditionally offered an eminently biomedical and organicist education, focused exclusively on diseases. However, Brazilian medical education has been transforming in response to emerging social demands. Currently, in addition to technical competence, physicians are expected to be ethical, reflective, and humanistic professionals. This article aims to investigate how active learning methodologies used in an undergraduate medical program in Northeastern Brazil enable the development of creative and inclusive pedagogical practices. To conduct this investigation, a case study method was applied (Yin, 2015), using data collection instruments such as document review, semi-structured interviews, and questionnaires. Data analysis was conducted through content analysis. The results indicate that the program has a creative faculty and that the active methodologies employed constitute powerful learning spaces, fostering the recognition of each student’s uniqueness within shared experiences. This aspect is fundamental when considering the importance of future physicians acknowledging the subjective dimension in their future patients and in themselves as a guiding element of the clinical encounter. The data also reveal the challenges faced by faculty members in adopting and adapting active methodologies for certain subjects. Therefore, it is essential that educators have access to discussions addressing didactics in uncertain contexts, enabling them to observe, analyze, and understand learning processes.
THEME SECTION: INCLUSIVE EDUCATIONAL PRACTICES IN HIGHER EDUCATION: CURRENT DILEMMAS
Relação de pareceristas ad hoc (2024-2025)
Educação e Pesquisa agradece aos especialistas abaixo relacionados e relacionadas, que colaboraram com o periódico no período de out. 2024 a out. 2025.
Paths of research, academic endogeny, and the Revista da Faculdade de Educação, 1994-1996: an interview with Selma Garrido Pimenta
This dialogue with Selma Garrido Pimenta is part of the celebrations marking the 50th anniversary of Educação e Pesquisa and revisits the period in which she served as editor-in-chief of the then Revista da Faculdade de Educação (1994-1996). Drawing on the interviewee’s academic trajectory – from her training and teaching career at Pontifical Catholic University of São Paulo to her professorship at University of São Paulo (USP) –, the interview recalls the evolution of graduate programs in Education in Brazil and at USP, as well as the role of academic journals in the circulation of knowledge during and after the country’s re-democratization. Pimenta describes the various movements that transformed what was once an endogenous publication – almost exclusively dedicated to disseminating articles by professors from School of Education at USP (FEUSP) – into a journal increasingly open to the wider educational field: expanding and diversifying the Editorial Board and the pool of reviewers, encouraging submissions in other languages, and reconfiguring sections with local content. The interview maps, as a phenomenon parallel to the journal’s development, the epistemological and methodological turn in the field of Education – from predominantly positivist approaches to critical, qualitative, empirical, and collaborative perspectives. Alongside national research funding policies, these movements fostered a new research and publication culture in Brazil, leading to a gradual repositioning of the Revista da Faculdade de Educação within the field, while maintaining its relevance to teacher education and the debate on educational policy.
The transition of Education and Research to continuous and exclusively digital publication: a dialogue with Rosângela Prieto
Conducted on the occasion of the 50th anniversary of Education and Research, this interview with Rosângela Gavioli Prieto – professor at the School of Education of the University of São Paulo (FEUSP) and editor-in-chief of the journal between 2016 and 2018 – revisits a period of decisive transformations in the history of the publication. During her tenure (shared, respectively, with Professors Cláudia Oliveira Vianna and Emerson de Pietri), the journal consolidated its transition from print to exclusively digital publication and adopted a continuous publication model, which significantly increased the number of articles released each year. The interview examines the technical and institutional challenges of these changes, as well as the strategies implemented to strengthen the journal’s editorial management: the systematization of data on submission and rejection flows, the expansion of the Editorial Board to include assistant editors from outside FEUSP, and the encouragement of submissions by authors from Brazilian regions beyond the South-Southeast axis. Prieto also underscores the deepening of discussions on research ethics and calls for a more nuanced debate on the practice of so-called self-plagiarism. Reflecting on the financial sustainability of academic journals and the importance of dialogue among scientific publications, she emphasizes the need for greater integration between Education and Research and Feusp, as well as for institutional policies to support academic publishing.
Marília Pinto de Carvalho: memories and challenges of Educação e Pesquisa’s editorial work
This interview with Professor Marília Pinto de Carvalho, conducted as part of the 50th anniversary celebrations of Educação e Pesquisa, reflects on her career as a faculty member at the School of Education at the University of São Paulo and her long-standing editorial involvement with the journal. Marília recalls the challenges faced during the transition from the Revista da Faculdade de Educação to Educação e Pesquisa, emhasizing the importance of peer review, the pursuit of academic recognition, and the consolidation of structured editorial practices. The interview also highlights her role in sustaining the journal’s credibility, her attention to readers, and the impacts of digitalization and the SciELO Submission system on editorial dynamics. Her testimony offers not only a historical account of the journal but also broader reflections on the transformations of scientific publishing in education in Brazil.
Da Revista da Faculdade de Educação à Educação e Pesquisa: 50 anos de um periódico
Este editorial é comemorativo dos 50 anos da Educação e Pesquisa, periódico que, em 1975, surgiu como Revista da Faculdade de Educação. Nesta comemoração, é importante lembrar que uma revista não se faz só de textos, ainda que seja isso o que a caracteriza. Em meio século, a Educação e Pesquisa acumulou história e se consolidou como um espaço de divulgação de pesquisas e de promoção de debates qualificados sobre os mais diversos temas da área da educação. Sua consolidação deve-se ao trabalho contínuo e articulado de muitos: equipe de secretaria, editores, pareceristas, autores e leitores, cuja dedicação tornou possível o aprimoramento constante de práticas editoriais e de modos exitosos de trabalhar. Não foram poucas, nessa história, as ações externas à publicação que impactaram e continuam a impactar sua política editorial.
Educational policies under negotiation: the institutionalization of physical education in São Paulo’s primary schools (1934-1938)
The paper analyzed educational policies concerning physical education in São Paulo’s primary schools between 1934 and 1938, focusing on the role of the Departamento de Educação Física do Estado de São Paulo (Department of Physical Education of the State of São Paulo – DEF-SP) and the Diretoria de Ensino do Estado de São Paulo (Directorate of Education of the State of São Paulo – DE-SP). Based on legislation, school yearbooks, administrative documents, and newspapers, the analysis revealed a series of governmental negotiations aimed at ensuring the institutionalization of school physical education. The study stems from an inquiry that identified significant inequalities in primary education, such as variation in weekly class hours and class sizes, inadequate infrastructure, and a shortage of specialized teachers. To address this shortage, a hybrid model was adopted, in which professionals trained at the Escola Superior de Educação Física (Higher School of Physical Education – ESEF-SP), guided normal-school teachers who had received complementary training. Institutionalization involved multiple strategies, including the creation of training courses, the establishment of specific teaching positions, and the organization of regional inspectorates. The period was marked by disputes over the administrative subordination of teachers, with their linkage to the DEF-SP ultimately prevailing—thus granting specific characteristics to school physical education. Although the number of professionals hired remained insufficient to meet the demands of all state schools, the adopted model consolidated the DEF-SP as the main public agency responsible for managing school physical education. The research concludes that educational policies result from complex negotiations among different actors, rather than from direct governmental actions alone.
Planning, Attention to Diversity, and Assessment in Bilingual Education in Spain
The study analyzes the processes of planning, attention to diversity, and the assessment of bilingual education from the educators’ perspective. A questionnaire was administered to bilingual teachers practicing in the autonomous community of Andalusia, Spain, from which 413 valid responses were obtained. The Likert-type questionnaire, scaled with five response options, consisted of 62 quantitative and 2 qualitative items. In terms of lesson planning, teachers reported using active methods marked by flexibility and adaptability to the needs and characteristics of their pupils. As for diversity-related aspects, most teachers identify with inclusive approaches, although a small minority still exhibit exclusionary attitudes. Regarding assessment, formative and procedural practices are highlighted, in which various instruments are used to provide feedback to students on their learning. The conclusions derived from the results show a teaching environment aligned with innovative methodologies and grounded in constructivist principles, referencing lesson design, attention to diversity, and the assessment of bilingual teaching. However, the need to strengthen teacher training processes has been identified, especially concerning the selection and management of content in bilingual classes. Therefore, it is recommended to develop and adapt curricular materials that meet students’ needs, as well as to create assessment instruments and tools for different non-linguistic areas within bilingual education.
Content and Language Integrated Learning (CLIL)
The influence of a reflective practice approach on digital faculty training
Continuing teacher education is essential to improving educational quality. However, training programs that aimed at improving digital skills often fail to consider teachers’ previous experiences, which limits their effectiveness. The reflective practice approach is a key strategy for overcoming these limitations because it helps teachers identify barriers to integrating technology into their teaching and learning practices. This study analyzes the effects of incorporating reflective practice principles into a training program for higher education faculty emphasizing the use of digital technologies in the classroom. To this end, a training program based on this methodology was designed and implemented with a group of university professors in Santiago, Chile. Then, the data obtained from the reflection guides used by the participants were collected and analyzed. The study uses a qualitative approach based on Strauss and Corbin’s grounded theory. The results indicate that the professors positively rated the program, highlighting its role as a space for innovation and dialogue. The professors emphasized the importance of collaboration and reflection when adopting technology rather than technical mastery of digital tools. The study concluded that the reflective practice approach benefits teacher training by making motivations and resistances explicit and facilitating their integration into teaching practices.
The meanings of violence against children and adolescents, according to education professionals
Violence against children and adolescents is a problem that cuts across all socioeconomic, educational, and ethnic groups. Its occurrence causes human suffering and considerable harm to the development of both the individual and society. In this context, education plays a vital role in preventing violence against children and adolescents. However, it is essential to understand how education professionals perceive this issue so they can act more effectively. Thus, this study aimed to understand the meanings of violence against children and adolescents according to education professionals. To this end, an exploratory qualitative study was conducted with 90 professionals from six public schools in the city of Maceió, AL. The Thematic Drawing-and-Story Procedure (DET) was applied, and data were analyzed according to Vaisberg. The analysis of the DETs made it possible to identify four thematic categories: (I) the naturalization and transgenerational nature of intrafamilial violence; (II) the effects of violence on the lives of children and adolescents; (III) the absence of the protective role of the state, society, and the school; and (IV) the school as the main agent in addressing violence. Education professionals represented violence against children and adolescents as a transgenerational family problem, reflecting the underlying difficulties in addressing this violence, but there was also evidence of professional engagement and recognition of the school’s potential in combating this issue.
Violence against children and adolescents
Thematic Drawing-and-Story Procedure (DET)
The Palestinian Question in textbooks: the persistence of coloniality in education on ethnic-racial relations
This article critically analyzes how the Palestine/Israel issue is presented in elementary and high school textbooks from the Adventist Network, seeking to understand whether or not it is in line with Brazilian educational guidelines. To this end, the methodology followed is to compare its approach with legal instruments, as well as with the presentation of the indigenous and Afro-Brazilian issue in the same material, and also with the way in which the specific theme appears in another textbook. In addition to the Brazilian legal and educational reference for ethnic-racial issues, all the materials were compared with specialized bibliography and human rights reports. The finding is that in the Adventist Network books the naturalization and dissemination of a hegemonic perspective prevails, riddled with stigmas and prejudices and promoting alienation, as it reproduces the colonial narrative structure or epistemology, in contradiction with the legal efforts to consolidate critical awareness and strengthen the culture of human rights. The contradictions between the approach to the Palestinian Question and references such as the BNCC, as well as between it and other themes linked to ethnic-racial relations, are evident. While the critical bibliography and part of the report denounce the commission of racial crimes by the Israeli State (discrimination, apartheid and genocide), the Network’s material reproduces a colonial narrative, creating false symmetries in the accountability for violations and violence, nativizing and suggesting the affiliation of the colonizers to the universe of civilization in opposition to the supposed barbarity of the colonized, contrary to the proper approach to ethnic-racial relations.
Professional identity of physical education teachers: a systematic review
This study aims to analyze the production of knowledge on the professional identity of physical education teachers through a systematic review. The search was conducted in six indexed databases (EbscoHost, Lilacs, Scielo, Web of Science, Eric, and Scopus) covering the period from 2015 to 2022. Descriptors in Portuguese, English, and Spanish (teacher, physical education, and identity) were combined with the Boolean operators AND and OR. After screening and applying inclusion and exclusion criteria, 30 articles were selected for analysis. The findings indicate that the professional identity of physical education teachers is formed from experiences gained during initial training, especially in the Supervised Curricular Internship, in addition to other formative and interventional experiences. We highlight the importance of previous experiences, practical on-site experiences, and autonomy in solving problems in the school context. We also found that professional teaching identity is under constant development and redefinition, requiring reflection on initial training, implementing outreach practices, and in-service training. The study reinforces the need for further research on the impact of new curriculum guidelines and educational policies on the formation of the professional identity of physical education teachers and the development of quantitative instruments to measure this identity.
The evolution of the workforce of the Brazilian Federal Institutes of Education, Science, and Technology (2010-2022)
The Brazilian Federal Institutes of Education, Science, and Technology (FIs) are federal higher education institutions created by Law 11.892/2008 through the integration or transformation of preexisting institutions. This study examines the evolution of the FIs’ workforce from both national and regional perspectives, in light of the different fiscal scenarios Brazil has faced since their establishment. It draws on data from the federal government’s Personnel Statistics Panel (Painel Estatístico de Pessoal) covering the number of employees between 2010 and 2022 across the 38 FIs established from 2009 onward, following the enactment of the law. The analysis is framed by the literature on Brazil’s recent fiscal history and the development of these institutions. Overall, the results show that workforce growth has reflected changes in the country’s economic and fiscal conditions. At the regional level, FIs in the Central-West recorded the highest workforce expansion, averaging 312%, which supports earlier research indicating that this region had the lowest ratio of full-time students to full-time faculty. The study also shows that, in recent years, recruitment practices at FIs have shifted: while the workforce was previously composed mainly of tenured public servants, there has been a marked proportional increase in the hiring of temporary faculty.
Health education training: perceptions of school teachers and undergraduate students
Health education is based on planned learning experiences that enable individuals to make conscious, health-promoting choices through knowledge. To address this field within formal education, it is essential to train teachers using a pedagogical approach that fosters the integrated and contextualized construction of knowledge. An integrative literature review was conducted to determine the perceptions of school teachers and undergraduate students regarding their training to teach health education content. The guiding research question was: “Do school teachers and undergraduate students in pedagogy, biological sciences, and natural sciences perceive that they have adequate training to teach health education classes?” The studies analyzed revealed that teachers are not prepared to act as facilitators of these topics and lack the methodological tools to effectively incorporate health education as a cross-cutting theme in practice. Similarly, undergraduate programs do not ensure the necessary training in health education for an adequate approach to the subject in teaching practice. Therefore, it is necessary to improve initial teacher education and to design continuing education programs in health education that provide specific knowledge and tools aimed at preparing teachers to use it as an instrument for individual and social change.
Continuous Education at the State of Amapá: an analyzes from the National Education Plan (2015-2025)
Este estudo analisa a configuração da Política de Formação Continuada dos profissionais da educação do Amapá integrada aos resultados das Metas 18 e 20 do Plano Estadual de Educação (PEE) vigente. Objetiva, portanto, demonstrar como essa política vem se desenvolvendo, e seu alinhamento aos planos nacional e estadual de educação. Trata-se de pesquisa qualitativa e documental, cujas referências de análise foram: Portaria nº 118/2022-SEED, que instituiu a referida política em âmbito estadual; Relatório do 4º Ciclo de Monitoramento das Metas do Plano Nacional de Educação (PNE); e Relatório de Monitoramento do Biênio 2018/2019 do Plano Estadual. A análise do documento que instituiu a Política de Formação Continuada no estado do Amapá evidenciou que sua tessitura foi alicerçada sob viés ideológico privatista. Verificou-se, ainda, que tal política pretende adequar as formações aos padrões curriculares estabelecidos nacionalmente, especialmente às diretrizes traçadas na Base Nacional Comum Curricular (BNCC). No tocante à Meta 16 do PNE, observou-se que o Amapá obteve pouco avanço. Além de evidenciar que a referida meta não será atingida, o panorama nacional expressou o cenário de desigualdades regionais. Na análise dos dados apresentados no Relatório Bienal do PEE e no Relatório do 4º Ciclo do PNE verificou-se relativa divergência. Entretanto, depreendeu-se que as metas consignadas provavelmente não serão alcançadas, sobretudo pela proximidade do término da vigência de ambos os planos apreciados. No que concerne especificamente à Meta 18 do PEE 2015/2025, a implementação da Política de Formação Continuada dos profissionais da educação do Amapá em 2022 possibilitou seu cumprimento de forma parcial.
Continuous Education for education professionals
Political-pedagogical proposal of decolonial and intercultural inspiration in Physical Education: negotiations of a participatory action research
This study aims to analyze and discuss the negotiations that were built during participatory action research with the 6th grade of elementary school at a public school in Porto Alegre/RS in 2023, which enabled the first author’s master’s research on the possibilities of a Physical Education with decolonial and intercultural inspiration. The article presents the exercise of showing, reflecting, analyzing and discussing: (i) the arrangements and articulations at school, especially between the Physical Education teacher (first author and researcher) and the students; (ii) the daily decisions, the plans that are not completely defined and the institutional responsibility of proposition. Such movements made it possible to understand that the involvement with the meanings of agency and participation, as well as what they imply for the collectivity involved in the research (in this study, specifically the 6th grade class and the teacher-researcher), is indispensable in a participatory action research committed to the structuring analytical categories of our society – race and gender, in dialogue with sexuality and class – in order to minimize negligence on positions, privileges, cultural security, power dynamics and harmful practices of the intervention itself.
The inclusive political field in Universidade Federal do Rio Grande do Norte
The paper examines origins of the politics of inclusion in Universidade Federal do Rio Grande do Norte. Between 2002 and 2022 is produced the inclusive political field, space of ideas, practices, and scientific research on disability, accessibility and educational inclusion in which teachers, students and professionals with disabilities participate in the various centers and units of the university. Therefore, the Center of Education becomes the powerful social agent, leaders emerge based on the criterion of the number of publications and profound inequality continues. This analysis is structured by sociology of Pierre Bourdieu and discusses new forms of reflection on inclusion policies in Higher Education.
Universidade Federal do Rio Grande do Norte
Perceptions of education students on Artificial Intelligence: the case of the University of Extremadura (Spain)
This study analyzes the perceptions of undergraduate students in Education at the University of Extremadura regarding the use of Artificial Intelligence (AI). The main objective is to examine actual patterns of use, the most frequently employed applications, the purposes of such use, and the domains (academic/personal) in which AI is applied, as well as students’ perceptions of whether AI fosters or diminishes creativity, writing skills, and critical thinking. A Likert-scale survey, consisting of 17 items and approved by the Bioethics Committee of the Universitat Autònoma de Barcelona, was administered to 510 students during February and March 2025. The findings indicate a widespread use of AI across academic, personal, and social contexts. ChatGPT emerges as the most employed tool, not necessarily linked to web browsers. Students express highly positive views of AI, particularly regarding the “hedonism” derived from the balance between academic performance and effort invested. The most frequent objectives for its use in writing are consultation, text expansion or summarization, and problem-solving. Respondents consider that the use of AI does not undermine, but rather enhances, their writing skills. Ethical considerations are not raised. Hesitation in responses to certain items suggests a current lack of awareness of some of AI’s potentialities, the need for an ethical–legal framework, and the exponential growth of both its use and the expectations surrounding it.
Artificial Intelligence and digital competence: A bibliometric study of scientific production
Artificial intelligence is transforming teaching and learning processes. For this transformation to be effective, a higher level of digital competence among its users is essential. In this context, it is important to analyze how the scientific community addresses this relationship. For this reason, the objective of this study is to examine the scientific production related to this phenomenon through a comprehensive review of the literature indexed in Scopus. Regarding the implemented methodology, the PRISMA protocol was applied, yielding a final sample of 128 documents published between 2019 and 2024, which were analyzed using different bibliometric techniques. The results reveal a progressively increasing production, with greater representation in the fields of computer science and social sciences. The output is essentially dominated by articles and book chapters, with the most active journals belonging to the field of education. Spain leads the scientific production, being the University of Malaga and the University of the Basque Country the most prolific institutions. The most influential authors’ publications (bibliographic coupling) focus on teachers’ digital competence in relation to AI, particularly on how to develop these competences for the integration of AI into pedagogy. These studies highlight the emerging and transformative nature of AI and digital competence in education. The findings also highlight a lack of collaborative research networks (co-authorship), although some alliances are beginning to consolidate (co-citation). Emerging research lines (co-occurrence) focus on teachers’ AI use and the analysis of specific software, such as chatGPT. In conclusion, further studies are needed to demonstrate how enhanced digital competence enables a richer and more responsible use of AI, with teacher training being a key factor within this process.
Artificial Intelligence through narrative: how much is intelligence and how much is artificial?
Artificial intelligence has emerged in the context of educational technologies. It has positioned itself alongside a generational change led by Centennials and maintains some of the concerns of the past regarding abuse, misuse or overuse. However, ethics stands as a bulwark against this, influencing what, how and, moreover, how much should be learned. The methodology chosen for this research is narrative, using interviews as the technique and the interview script as the instrument, which was conducted with a university professor linked to educational technology. The results are organised into ten thematic areas that reflect the participant’s opinion and are supported by relevant analysis. From unfounded concerns to others that are better argued, the need to search for or verify information is decisive in how data is extracted from generative artificial intelligence. Finally, the conclusions answer the five research questions that confront superior intelligence in the 21st century. To achieve the ideal use of artificial intelligence, it is necessary to unlearn and relearn, as well as to establish new ways of teaching on the part of teachers and of relating to the possibility of copying on the part of students.
Bibliometric analysis of Artificial Intelligence and language teaching
Artificial intelligence (AI) has revolutionised various fields, including education and, more specifically, the processes of language teaching and learning. This research aims to analyse how research on the use of AI in language teaching and learning has evolved through a bibliometric analysis identifying the most significant topics, trends, authors and institutions from different countries in this field. To analyse the data (1,347 records from the Scopus database from 1971 to 2025), the R package ‘bibliometrix’ (version 4.3.0) was used in the RStudio 224.12.0+467 interface. The results show that most of the documents belong to scientific journals and conference proceedings, with China and the United States emerging as the leading contributors. The most cited documents correspond to research clusters of high centrality, for example, such as studies addressing the integration of ChatGPT in language teaching. In contrast, emerging topics show a comparatively lower impact. In conclusion, the study shows that AI-related research has been growing steadily over the last twenty years in the field of language teaching and learning, although substantial gaps remain to be explored in this area, especially in Spain.
References for teaching assistants: from role definitions to the ambiguities of supporting people with disabilities
This paper aims to analyze in detail the duties of teaching assistants (i.e., teacher aides or paraeducators), as described in their legal frameworks. With this in mind, a solid examination of teaching assistant’s regulation across Brazil was conducted relying on Bardin’s method of content analysis. In total, 25 documents from a variety of legal sources were inspected, including the Brazilian Classification of Occupations (in Portuguese, Classificação Brasileira de Ocupações) and the policies focused on the inclusion of people with disabilities. The results were arranged into 3 main categories: nomenclature, competencies, and qualification. This survey revealed a range of ambiguities and inaccuracies in the regulation of this professional activity, which directly affects teaching assistants’ practice and might lead to an inconsistent interpretation of their duties and functions. The research also highlights that there is an urgent need to reconsider the roles attributed to these professionals as well as proposes an expansion of their responsibilities in order to significantly contribute to the qualification of these aides. In this context, qualification is considered essential to improve the process of inclusive education, ensuring that teaching assistants will be ready to satisfy students with disabilities’ demands and, doing so, promote a more inclusive, fair, and effective educational environment.