Imagens da Educação

VIOLENCIA EN LOS TRES COMPONENTES DE LA UNIDAD EDUCATIVA EN CHILE

Jaime Caiceo Escudero, Ana María Carrizo Gutierrez (Author) — Mon, 22 Dec 2025 16:28:32 +0000

In October 2019, there was a social outburst that implied just demands, but also the approval of violence. In turn, the following year COVID 19 emerged, which wreaked havoc worldwide with human losses, loss of physical communication, isolation, strict measures that little by little, once the pandemic is controlled, can be reversed with a new re-entry into the social world. Educational institutions were not exempt from repercussions of all kinds, especially the exercise of rethinking the value of emotional education in the training of young people, where disciplinary education is not the protagonist, but one more means for the necessary emotional education. The objective of this article is to analyze violence in the three components of an educational unit: students, teachers, assistants, and parents and guardians in Chile. It is a mixed phenomenological and hermeneutical paradigm research and is a case study with action research with description and analysis of the information collected through reports, interviews and testimony of the protagonists.

ACID HUMOR IN CARE AMONG YOUTH

Simone Cristina de Amorim, Marcos Roberto Vieira Garcia (Author) — Mon, 22 Dec 2025 16:29:56 +0000

This article aims to show how acidic humor emerged in a subgroup of youth from empirical research derived from a thematic investigation. In a high school in a city in the interior of the state of São Paulo, a subgroup of primarily LGBT+ students was gradually creating a decoding of internalized meanings of mental suffering, which allowed them to touch complex content in the elaboration of painful psychosocial experiences. Empirical research was used, justified by the Deleuze-Guattarian theoretical notion of jurisprudence, deducted in practice for the affective jurisprudence within the intimacy consented between a specific group of students who practiced acid humor. The methodology integrated empirical data from thematic mixed-methods research with theoretical elaboration within the Deleuze-Guattarian framework. The article selects the duality of teasing and being teased, dealing with acidic humor as a strategy of a given collective care within an affective jurisprudence used to combat violence and LGBT+phobia. Finally, it concludes with the importance of acidic humor as a collective care strategy among young people in their living spaces or in programmatic actions and services aimed at this segment.

SIGNIFICAÇÕES DAS FAMÍLIAS SOBRE A EDUCAÇÃO INFANTIL NA PANDEMIA

Eliane Dutra de Souza, Luciana Haddad Ferreira (Author) — Mon, 22 Dec 2025 16:34:38 +0000

The Covid-19 pandemic profoundly impacted Early Childhood Education, transforming the relationship between families and schools and presenting challenges to pedagogical practices. This article, derived from a master’s dissertation, analyzes the meanings attributed by families to Early Childhood Education during the period of social isolation between 2020 and 2021. The research is based on a literature review conducted on the Capes Journals platform, resulting in the selection of nine articles on the subject. The analysis highlights the challenges faced by families as well as collaborative initiatives that supported the educational process during this context. Structured in three parts — presentation of the articles, thematic analysis, and reflection linked to historical-cultural theory — this study contributes to the strengthening of more sensitive and equitable pedagogical practices, aligned with the contemporary demands of Early Childhood Education.

FORMATIVE PROCESSES IN HIGHER EDUCATION FOR THE ELDERLY: UNATI AS AN ENABLER OF DIGITAL INCLUSION

Mon, 22 Dec 2025 16:38:33 +0000

Digital technologies play a significant role in various aspects of daily life, including higher education for older adults. Although older adults did not grow up immersed in modern technologies, they use them due to their social value and the ease of communication and interaction they provide. However, challenges may arise when these resources are used within the educational contexts they participate in. This article, based on a bibliographic study, discusses the inclusion of older adults in higher education, the use of Digital Information and Communication Technologies (DICT), and the development of digital skills necessary for their integration into the digital world. The analysis adopts a qualitative approach and is structured around two central themes: a) Education for Older Adults in Higher Education, and b) Digital Skills and Older Adults in Educational Processes. The findings highlight the urgent need for policies to ensure access and retention of older adults in higher education, the importance of implementing educational strategies to foster the development of digital skills, and the critical role of investing in gerontological training for educators to enable them to work free from prejudice and stereotypes when engaging with older adults. Additionally, UNATIs (University Programs for Older Adults) emerge as potential contexts for the digital inclusion of older adults.

TEACHING HISTORY AND GENDER

Fernanda de Santos Nascimento (Author) — Mon, 22 Dec 2025 16:42:46 +0000

The objective of this article is to raise some questions regarding the issue of gender and history teaching, understood as a field under construction. Therefore, we seek to present the relationship between history teaching and contemporary demands for the insertion of new subjects and new forms of sexuality in the social sphere. Furthermore, we seek to demonstrate in a discursive way, the importance of new epistemologies for teaching history, such as decoloniality, whose main objective is to contribute to the critical formation of students, based on the concept of an intellectual teacher. This can be a starting point for further development of the relationship between history teaching and gender and, also, for the construction of knowledge related to the area of history teaching. To this end, a bibliographical survey and problematization were sought, with the aim of contributing to debates around a field under construction. We understand that the teaching of History and its relationship with the genre is not yet consolidated and we agree with several authors on the need to consolidate the field in light of the educational demands of the 21st century.

TEACHER BONUS POLICY IN THE STATE OF SÃO PAULO

Ivan Fortunato, Fabiano Pereira dos Santos (Author) — Mon, 22 Dec 2025 16:46:13 +0000

From a qualitative approach, this paper promotes a critical reading of the literature and legislation produced on the educational evaluation policy adopted in the state of São Paulo, from the late 1990s to the year 2021. dialectic, we outline how the neoliberal policy adopted in the global scenario was introduced in Brazil, especially in the state of São Paulo. Our analyzes lead the reader to reflect on the managerial practices that take place in the state of São Paulo and cause accountability to be converted into blame. In the end, we intend to highlight these neoliberal mechanisms that have little to do with the quality of education

EXPERIÊNCIAS DE PROFESSORES EM RELAÇÃO ÀS SITUAÇÕES DE VIOLÊNCIA NO CONTEXTO ESCOLAR

Mon, 22 Dec 2025 16:49:54 +0000

O espaço vida da escola, muitas vezes considerado seguro no imaginário simbólico dos atores que o compõe e da sociedade, tem cada vez mais se destacado como cenário para a materialização de inúmeras formas de violência. Nessa perspectiva, esta pesquisa teve o objetivo de descrever as vivências de professores no cenário escolar, relacionadas aos comportamentos de violência perpetrados por estudantes. Por meio da técnica de Grupo Focal, em que participaram seis professores de escolas públicas de tempo integral, localizadas em Palmas, Tocantins, Brasil, foram estabelecidas as categorias “Sobre“viver” às violências: quando o agressor está dentro da sala de aula”, “Infância distorcida: quando o brincar dá lugar a agressividade e às violências” e, “A escola: de um espaço protegido a um lugar de medo e de insegurança”. Identificou-se que as vivências de professores e crianças, no cenário escolar, estão imersas em medo, insegurança e interações tensionadas.

SALUTOGENIC COPING RESOURCES FOR ELEMENTARY SCHOOL TEACHERS IN THE PURSUIT OF MENTAL HEALTH

Mon, 22 Dec 2025 16:54:14 +0000

Teaching has undergone constant changes that contribute to the deterioration of teachers' health. A focus on protective health factors capable of promoting mental health was proposed by Aaron Antonovsky, called Salutogenesis. Based on salutogenesis, this cross-sectional, applied study, with a mixed approach and exploratory and descriptive methodological objectives, identified the main salutogenic resources that teachers have in the pursuit of mental health. Semi-structured interviews, a sociodemographic questionnaire, and the Sense of Coherence Scale (SOC 13) were administered to 25 elementary school teachers in the municipality of Sapezal/MT. The majority of the sample consisted of women. Most had a high sense of coherence and a little more than half worked in two shifts. It was found that the main resources known by teachers for health promotion were physical activity, religion, family, and psychotherapy. It was concluded that, although teachers know salutogenic strategies for strengthening health and coping with adversities in teaching, there is difficulty in putting such health promotion resources into practice. Therefore, an emphasis on health literacy and a greater debate on factors that promote health is necessary, whether through individual or collective health promotion strategies.

Keywords: Faculty; Mental Health; Health Promotion; Sense of Coherence

UMA EDUCAÇÃO SEM VIOLÊNCIA

Valderesa Moro, Célia de Fátima Rosa da Veiga, Hildegard Susana Jung (Author) — Mon, 22 Dec 2025 16:58:46 +0000

This article deals with education for peace and non-violence in a Brazilian elementary school. The topic is justified by the trivialization of violence in schools over the last two years. It aims to narrate the experiences of conducting the Peace and Well-Being at School Project, carried out in a basic education school in southern Brazil. The theoretical framework is based on the UNESCO Report (2022); Pope Francis (2020a, 2019); and BNCC (2028), among others. The methodology uses a qualitative approach and a case study technique. The research universe was a Brazilian Franciscan basic education school located in Rio Grande do Sul. The results indicate that students and teachers are learning peace through education; it is possible to change the culture of violence by transforming it into a culture of peace at school; a project with actions on the search for peace creates positive results and strengthens the awareness of those involved, enabling them to manage crises and uncertainties on the subject of violence in education and the search for a culture of peace.

DEFINITIONS OF MODELS AND THEIR EPISTEMOLOGICAL AND ONTOLOGICAL FUNCTION IN TEACHING NATURAL SCIENCES

Darlan Morais Oliveira, Caio Maximino de Oliveira (Author) — Mon, 22 Dec 2025 17:07:58 +0000

The goal of this article is to clarify definitions and functions of models, especially in the context of science teaching, in order to better understand their use. Models in science are much more than simplifications or a reliable portrait of the reality of natural entities and phenomena; even though they are usually regarded within a limited and essentially imagetic perspective. Models tend to be ontological and epistemological entities, and are therefore essentially fundamental to the sciences, especially the natural sciences as they represent beings and entities of nature and consequently lead to understanding of these entities. Thus, it is relevant to understand the extent of the models, their classifications, functions and their relationship with natural sciences. Therefore, this article details the types of models, their respective applications and their relationship with natural phenomena and scientific knowledge. A dynamic perspective is taken, in which the model follows the transformation and evolution of science, not necessarily adapting to reality, but rather the explanation of what is understood (even momentarily) as real and true.