Revista Mundi Sociais e Humanidades (ISSN: 2525-4774)
A Revista Mundi Sociais e Humanidades engloba artigos científicos e resultados de pesquisas que articulem temáticas e perspectivas interdisciplinares dentro da câmara Sociais e Humanidades da Capes. Seu propósito é a popularização das produções acadêmicas, atendendo desde pesquisadores em processo de formação até aqueles consolidados no cenário nacional e internacional.
Autores que publicam nesta revista concordam com os seguintes termos: Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
ADOECIMENTO PSÍQUICO DOCENTE E CONDIÇÕES DE TRABALHO: UMA ANÁLISE INTERDISCIPLINAR
This study investigates the effects of teaching work on the mental health of female teachers in the municipal public education system of Western Paraná, with an emphasis on teachers’ psychological distress based on the educators’ own perceptions. We based our research on an interdisciplinary perspective (Alvarenga et al., 2011), anchored in Morin’s Theory of Complexity (1991, 1996, 2005, 2010, 2015), which understands teachers’ psychological distress as a multidimensional phenomenon. Regarding methodological procedures, this is a mixed-methods study, combining quantitative and qualitative approaches (Lakatos & Marconi, 2010; Creswell & Clark, 2018). Data collection and generation were conducted through an online questionnaire administered via Google Forms to female teachers working in Basic Education at a municipal public school located in the interior of the state of Paraná, Brazil. In addition, bibliographic studies were carried out on teachers’ mental health, psychological distress, educational practices, and teaching work. Data analysis and treatment were guided by principles of the Theory of Complexity, particularly the hologrammatic principle, which addresses the relationship between parts and the whole, and the principle of recursivity, which understands phenomena as feedback cycles. Furthermore, analytical procedures from Sociodiscursive Interactionism (SDI) (Bronckart, 1997[2009]; 2008; Bulea, 2010) were employed, including the analysis of the production context, the global text plan, and the identification of Thematic Orientation Segments (TOS) and Thematic Treatment Segments (TTS) in the subjective responses to the questionnaire. The results, even if partially, indicate that work overload, excessive working hours, and pressure to meet educational targets are the main factors associated with the impairment of the psychological well-being of the investigated female teachers, highlighting the direct relationship between working conditions and psychological distress in the analyzed educational context.
Copyright (c) 2025 Welton Fernando dos Santos, Maria Izabel Rodrigues Tognato http://creativecommons.org/licenses/by/3.0/
PROPOSTA DE GESTÃO DAS ÁGUAS SUBTERRÂNEAS NA ÁREA URBANA DE LONDRINA-PR: O CASO DO PLUGIN FREEWAT
This work focuses on the importance of water for life, especially for underground processes that cannot be seen by people, making them difficult to understand. Therefore, we proposed a political-administrative model for the management of groundwater resources through the application of the FREEWAT plugin. To this end, we reviewed the legal framework concerning the political-administrative management of groundwater at the federal, state, and municipal hierarchical levels, focusing on the municipality of Londrina. In addition, we collected data from official bodies regarding the physical-geographical environment and groundwater, extracted through deep tubular wells. These data were processed using Quantum GIS software version 2.18.21 Las Palmas with the aforementioned plugin, generating a model of hydrogeological dynamics and simulating feasible future scenarios. Thus, we proposed this political-administrative management model through the creation of a Municipal Groundwater Resources Monitoring System. As a result, the generated hydrogeological models indicated that the piezometric level in the investigated area is controlled by hydrography and topography, pointing to the main flow patterns directed northeast and southeast, following the urban hypsometry and the hydrographic basins of the Cafezal, Cambé, Jacutinga, and Lindóia streams. The simulated scenarios showed the influence on the piezometric level, with water withdrawal from wells and a decrease in the aquifer's hydraulic load in the central and northwestern regions of the study area. However, the scenarios showed the maintenance of the piezometric surface, indicating the possibility of continued groundwater exploitation in other sectors of the city of Londrina. It is worth noting that the protection of recharge areas, as well as the development of public policies and technical-practical actions for environmental management and qualification, are fundamental measures to prevent the lowering of the water table, since impermeabilization and unregulated groundwater extraction in the urban environment act as obstacles to the aquifer's replenishment.
Copyright (c) 2025 Maria Izabel Rodrigues Tognato, Lucas Francisco Rodrigues Tognato, André Celligoi, Hermam Vargas Silva Vargas Silva http://creativecommons.org/licenses/by/3.0/
SCIENTIFIC LITERACY AS A SOCIAL PRACTICE IN THE EARLY YEARS OF ELEMENTARY SCHOOL: AN EXPLORATORY REVIEW OF THE RECENT LITERATURE
This article presents an Exploratory Literature Review (ELR) on scientific literacy (SL) as a social practice in the early years of elementary school, with the aim of identifying approaches, challenges, and propositions in recent academic production (2019–2024). The ELR, qualitative and descriptive in nature, was conducted in three stages: defining the scope and criteria; searching for and selecting publications; and analyzing and synthesizing the findings. Searches were carried out between August and September 2025 in Google Scholar, SciELO, CAPES Periodicals, and the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors “science teaching” AND “scientific literacy” AND “social practice.” Inclusion criteria comprised studies published between 2019 and 2024, focused on the early years and explicitly discussing SL within a social/ideological perspective; excluded were works addressing other educational levels, studies lacking theoretical-methodological rigor, and those treating literacy solely as a technical or cognitive skill. The final corpus included 14 studies (7 theses/undergraduate monographs and 7 journal articles), analyzed through content analysis and organized into three thematic axes: Theoretical and Critical Tensions, Teaching Strategies, and Teacher Education. The results indicate the consolidation of an understanding of SL as a discursive and critical practice linked to civic participation, highlighting the potential of active and contextualized strategies—such as science clubs, storytelling, comics, and inquiry-based practices—for students’ appropriation of scientific discourse. However, challenges remain in teacher education to mediate Socioscientific Issues and to integrate the social dimension of SL, which is often constrained by teaching materials and by gaps in professional preparation. Keywords: Scientific literacy; Social practice; Early years; Science education.
Rosana de Fátima Silveira Jammal Padilha
Copyright (c) 2025 Vanessa Cristina Marinho Cantuaria, Rosana de Fátima Silveira Jammal Padilha http://creativecommons.org/licenses/by/3.0/
CONVIVENCIA EDUCATIVA Y ERRADICACIÓN DE LA VIOLENCIA ESCOLAR: IMPLEMENTACIÓN DEL MODELO DE ESCUELA TOTAL Y METODOLOGÍAS ACTIVAS EN UN LICEO DE EDUCACIÓN PÚBLICA
El presente artículo analiza la relevancia del eje formativo de la convivencia educativa como estrategia fundamental para la mejora de los establecimientos educacionales y la erradicación de la violencia escolar. La investigación se desarrolló en el Liceo Jorge Alessandri Rodríguez de la comuna de Tierra Amarilla, en el contexto de una práctica pedagógica centrada en la implementación del modelo de Escuela Total, articulado con metodologías activas de aprendizaje, específicamente el Aprendizaje Basado en Proyectos (ABP) y el Aprendizaje Basado en la Investigación (ABI). La experiencia consideró la participación de estudiantes investigadores de primer año de educación media, quienes lideraron procesos de indagación vinculados a la convivencia escolar, promoviendo un rol activo, reflexivo y comprometido con su comunidad educativa. Paralelamente, se aplicó una encuesta a un total de 366 estudiantes de distintos niveles del establecimiento, con el propósito de conocer percepciones, vivencias y dinámicas asociadas a la violencia escolar antes y después de la intervención. Los resultados evidencian un impacto significativo de la implementación del modelo propuesto, destacándose la ausencia total de casos de violencia escolar durante el segundo semestre posterior a la práctica. Asimismo, se observó una transformación positiva en las percepciones y experiencias de los participantes, fortaleciendo el sentido de pertenencia, el respeto mutuo y la participación democrática.
Copyright (c) 2025 Bruna Ercoles da Silva, Rene Ardiles, Jesús Ulloa http://creativecommons.org/licenses/by/3.0/
The paper thesis focus on the central role of education in the national sovereignty, being positive or negative item in the society process of autonomy achievement. The aim is to show how countries with low level educational are more open to suffer state coups, as example has been chosen the “Arab Spring” and the brazilian State Coup. Finally, in Brazil case, the Federal Institutes are appointed as the main public policy of education to build the national sovereignty.
Copyright (c) 2026 Rodolfo Fiorucci, Eliezer Pacheco http://creativecommons.org/licenses/by/3.0/
This article reports on a pedagogical experience developed within the Institutional Support Program for the Educational Process (PAIPE) at the Federal Institute of Paraná (IFPR), Telêmaco Borba Campus, involving the creation and application of three analog educational games for teaching Chemistry in Technical High School. The proposal aimed to promote meaningful learning of chemical concepts through active and playful methodologies, encouraging student protagonism, the development of socioemotional skills, and interdisciplinarity. The theoretical framework is based on the contributions of Vygotsky, Piaget, and Ausubel, highlighting the importance of mediation, cognitive development, and meaningful learning. The adopted methodology was qualitative, with a participatory approach, involving students in all stages of the game design and application. The results indicate that the use of analog games favored student engagement, facilitated the understanding of abstract content, and stimulated skills such as creativity, teamwork, and critical thinking. It is concluded that integrating playful practices into Chemistry teaching can significantly contribute to improving the teaching-learning process, making it more dynamic, engaging, and effective.
Copyright (c) 2026 Débora de Andrade Penteado Forchetti, Luiz Carlos Pinheiro Junior http://creativecommons.org/licenses/by/3.0/
Copyright (c) 2024 Rosana de Fátima Silveira Jammal Padilha; Cristine Roberta Piassetta Xavier http://creativecommons.org/licenses/by/3.0/
REFLEXÕES SOBRE AS TECNOLOGIAS DIGITAIS E A APRENDIZAGEM NO TEMPO PRESENTE
The present work aims to provoke a deeper discussion about the use of digital technologies in the process of learning, taking into consideration the perspectives that the present times demand for these areas. For this, we will picture the current state of affairs of digital technologies in our daily routines, through the works of theorists such as Manuel Castells and Pierre Levy, and we will reflect about the values of learning in contemporaneity, with the help of names like Knud Illeris and Bernard Charlot. Our goal, therefore, is to reflect how the present times should approach the topic of learning and what is the role of digital technologies in this path.
Copyright (c) 2024 Luis Eduardo Veloso Garcia, Sergio Vale da Paixão http://creativecommons.org/licenses/by/3.0/
PROPOSTA DE ORGANIZAÇÃO DO GOOGLE CLASSROOM PARA O ENSINO REMOTO DE LIGAÇÕES QUÍMICAS
In the context of the covid-19 pandemic, the need for social isolation arose, resulting in the closure of educational institutions. Following recommendations and attempting to mitigate the damage caused to education, national regulations authorized remote teaching while the pandemic situation persisted. The emergency transition brought significant challenges to teachers in continuing the teaching-learning process, especially due to a lack of knowledge about digital environments and technologies and difficulty in applying Information and Communication Technologies (ICTs) effectively. In this context, the present work aims to propose a configuration for the Google Classroom virtual teaching environment, focusing on addressing the chemical bonding content for the first year of high school in a remote format. A bibliographic research methodology was used to understand the main difficulties faced by teachers in using ICTs, as well as to identify students’ challenges in learning chemistry in high school, particularly regarding chemical bonding content. Among teachers, the lack of knowledge and preparation to handle ICTs stands out. On the students’ side, conceptual understanding difficulties are observed, directly compromising their assimilation of chemical bonding content. The proposal presents a suggested organization of content for students, including conducting online synchronous classes, providing support materials, using a virtual laboratory, and applying two objective assessment instruments. Thus, this work was developed with the aim of assisting in overcoming the challenges of the teaching-learning process in high school chemistry.
Copyright (c) 2024 Isadora Goedert, Natássia Jersak Cosmann http://creativecommons.org/licenses/by/3.0/
PROPOSTA DE UMA SEQUÊNCIA DIDÁTICA PARA O ENSINO DE QUÍMICA E EDUCAÇÃO AMBIENTAL UTILIZANDO A TEMÁTICA DE ABELHAS SEM-FERRÃO E O MODELO DE ROTAÇÃO POR ESTAÇÕES DE APRENDIZAGEM
Education has been transformed and, with it, new teaching proposals seeking methodologies that promote interdisciplinarity have gained space. In this way, it is expected that teachers will be able to work together, giving the student a broader view of the content. The use of the Didactic Sequence (SD) can be an alternative to help in the classroom, as it aims to methodologically organize the execution of activities on a topic, seeking to favor the teaching and learning process. The Didactic Sequence (SD) organizes activities to facilitate teaching and learning effectively. This work presents a practical study proposal that can be developed with students, integrating Chemistry and Environmental Education content on stingless bees and their products, highlighting the chemistry of honey. We propose the use of the active methodology of “rotation through learning stations”, addressing different learning styles (visual, auditory, kinesthetic, reading and writing). The stations feature teaching boxes, anatomical models, chemical studies of honey, regional knowledge, theoretical activities and an online quiz. In this work, SD begins and ends with a questionnaire to assess prior knowledge and acquired learning. This approach is an alternative to encourage students' interest and understanding of Chemistry and the environment, promoting interdisciplinarity and environmental awareness.
Copyright (c) 2024 Luana Jacomini, Natássia Jersak Cosmann, Edvaldo Geraldo Junior http://creativecommons.org/licenses/by/3.0/
EVENTOS COMO ESTRATÉGIA PEDAGÓGICA NO ÂMBITO DA EDUCAÇÃO PROFISSIONAL NO INSTITUTO DE EDUCAÇÃO DR. CAETANO MUNHOZ DA ROCHA
The study explores the intersection of Professional Education and Events within the educational context, focusing on the Instituto Estadual de Educação Dr. Caetano Munhoz da Rocha in Paranaguá, Paraná, under the State Department of Education of Paraná. It reflects on literature, institutional documents, and data from academic events hosted by the institute. The research aims to redefine the role of Professional Education in fostering engagement through events, highlighting their potential to reduce dropout rates, enhance institutional growth, and improve educational indicators. The institute’s innovative use of events, gaining local and regional recognition, is a central focus. Various event formats, including academic integration, cultural competitions, technical visits, forums, festivals, congresses, workshops, and graduations, are analyzed for their impact on the school community. These activities illustrate how events can enrich Professional Education and engage students actively. The study employs a qualitative and quantitative methodology, blending bibliographical and documentary research with content analysis to interpret data and findings. It is exploratory, descriptive, and explanatory in nature, aiming to understand and articulate the role of events in educational development. The research underscores the academic and social importance of integrating events into Professional Education, emphasizing their capacity to inspire innovative practices and reflections. It suggests that such initiatives could inform public policy development and provide a framework for other educational systems to emulate. By sharing successful practices, the study seeks to advance the holistic development of Professional Education and improve the overall quality of teaching, fostering a more engaged and dynamic educational environment.
Copyright (c) 2024 Welington dos Santos Frandji, Márcia Valéria Paixão http://creativecommons.org/licenses/by/3.0/
FORMAÇÃO POLÍTICA DE PROFESSORES DA EPT E CONHECIMENTO SOBRE A REPRESSÃO NA DITADURA CIVIL-MILITAR: UM DIÁLOGO NECESSÁRIO
This article aims to reflect on teacher training for Professional and Technological Education (PTE) in Brazil. Investigating the need for political teacher training at PTE, which helps in understanding the types of attacks by the civil-military dictatorship against teachers critical of the regime, methodologically, we opted for a qualitative approach, based on the method of historical-dialectic materialism, combined with an exploratory analysis. Through a narrative bibliographical review on teacher training in PTE, we also sought to identify debates on political training for teachers. Regarding the structure of this article, the conceptual path can be described as follows: history of teacher training at PTE in Brazil; authors who point out the need for political training for teachers in PTE; discussion about the current political formation aimed at understanding the Brazilian civil-military dictatorship, more specifically, regarding the repression of teachers; final considerations and suggestions. This study concluded that PTE still lacks ongoing public training policies for its teachers. Furthermore, it is also necessary to include content that makes teachers capable of understanding the attacks that take place in authoritarian periods, such as those of the Brazilian civil-military dictatorship, on the rights of teaching and learning, aiming to strengthen and defend the democratic foundations of PTE in Brazil.
Copyright (c) 2024 Cybelle Martins de Lara Cardozo, Angélica Antonechen Colombo http://creativecommons.org/licenses/by/3.0/
CIDADANIA E FORMAÇÃO DE PROFESSORES(AS) NA CONTEMPORANEIDADE: DESAFIOS E PERSPECTIVAS
This study examines the relationship between citizenship, teacher training, and curriculum, emphasizing the school as a central space for fostering values, attitudes, and skills that underpin the practice of conscious citizenship. It is guided by the research question: How can teacher training and curriculum organization contribute to a citizen-oriented education that promotes a more just and inclusive society? The primary objective is to analyze conceptions of citizenship, teacher training, and curriculum based on academic productions, identifying challenges and opportunities for building emancipatory and critical pedagogical practices. The methodology adopts a qualitative approach, with state-of-the-art research, through scientific articles that deal with the theoretical categories of citizenship, teacher training and curriculum. The analysis corpus is grounded in critical and post-critical theories, supporting the perspective of a transformative school sensitive to social inequalities. The findings highlight the need for teacher training that integrates critical thinking, interdisciplinarity, and reflection, alongside a curriculum that functions as an emancipatory instrument. Identified challenges include breaking away from traditional educational models, incorporating social themes into the curriculum, and encouraging active student participation as protagonists of their learning processes. In light of the discussions presented in the articles, the study infers that citizenship education requires a school that fosters dialogue, the construction of subjectivities, and the confrontation of inequalities, aligned with the demands of a constantly changing society. Furthermore, the study emphasizes the importance of deepening research on the impact of political and economic changes on education, highlighting the role of teacher training in implementing pedagogical practices oriented toward citizenship.
Copyright (c) 2024 Pedro Alves da Silva, Joselma Ferreira Lima e Silva http://creativecommons.org/licenses/by/3.0/
INSTITUIÇÕES FORMADORAS NA ÁREA DE PEDAGOGIA DE CURITIBA: ANÁLISE DAS MATRIZES CURRICULARES E SUAS IMPLICAÇÕES NA FORMAÇÃO DOCENTE PARA ÁREA DE ARTE NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL
This text refers to the study carried out through scientific initiation research developed in actions as a PIBIC/CNPq scholarship holder, for the survey of curricular matrices and their implications for teacher training in the area of ​​Art in the Initial Years of Elementary School. The updated survey of training institutions in the areas of Art in Brazil carried out in 2017 and 2021, are presented. As a cut, the problematizing question was: what training in the area of ​​Art is provided by the training institutions of the undergraduate courses in Pedagogy in Curitiba for work in the Initial Years of Elementary School? The objective was to verify the curricular matrices and the implications for teacher training for the area of ​​Art in the Initial Years of Elementary School, one of the responsibilities of the pedagogue teacher. In other words, we analyzed who teaches Art classes in basic education and what training is established by law for this activity, as well as whether there are training institutions in the areas of Art to meet the demand throughout basic education and how Pedagogy courses work with the areas of Art in their training. The methodology, with a qualitative approach, was carried out through documentary research, and the data collection instrument was the national registry of courses and Higher Education Institutions (e-MEC). As a result, we presented the number of training institutions in the areas of Art in Brazil, collected in 2017 and updated in 2021, the basis for the search for training institutions in the area of ​​Pedagogy. A total of 25 training institutions that offer Pedagogy courses in Curitiba were surveyed and, as a result, we observed the need to review the legislation for the training and provision of Art in basic education.
Copyright (c) 2024 Mônica Martins, Cristine Roberta Piassetta Xavier http://creativecommons.org/licenses/by/3.0/
MUSEU JUDAICO, BERLIM: A ANALISE DOS PRINCIPIOS SENSORIALISTAS APLICADOS À ARQUITETURA
Through the aspect of Sensory Architecture, which proposes that the user becomes the focus, and no longer the forms of the project, it is possible to create bonds of identity between the user and the building. Applying concepts based on the stimuli of the human senses, it is possible to create an atmosphere of experience within a work that goes far beyond the purely functional. In this way, it is possible not only to use it, but to feel it, hear it and even smell it. In order to delve deeper into this aspect and understand the benefits of its applicability, an analysis was made of the Jewish Museum, located in Berlin. The building was built through a competition, won by the architect and Jew Daniel Libenskind. As part of the group that the museum's proposal sought to represent, the architect, through sensory stimulation techniques, can induce specific feelings in visitors, with the aim of minimally representing what was, perhaps, the greatest history of persecution ever seen by humanity. Exploring the uneven terrain, materials and also natural light, the architect created environments capable of transmitting feelings such as pain, anguish, oppression and despair. But places capable of transmitting relief and security were also created. In this way, spaces are created that not only tell a story, but also invite the visitor to feel it.
Copyright (c) 2024 Fenelon Felix Gonçalves da Silva, Juliana Cavalaro Camilo http://creativecommons.org/licenses/by/3.0/
METODOLOGIAS DO ENSINO DE ARTES VISUAIS PARA ESTUDANTES COM DEFICIÊNCIA VISUAL: ESTADO DA ARTE DE 2015 A 2021
This study aimed to analyze the methodologies adopted in the mediation of teaching Visual Arts to students with visual impairments, through the state of the art, in the period from 2015 to 2021. With a qualitative approach, the methodological process took place through exploratory research, bibliographic and documentary, being developed through the database of the Brazilian Digital Library of Theses and Dissertations (BDTD). The results show that there is an absence of studies regarding Visual Arts teaching methodologies for students with visual impairments, as there are several studies from 2015 to 2021 that address the Visual Arts teaching methodology, but only 3 studies, from 169, deal with different methodologies to provide meaningful and transformative assistance to students who have visual impairments. Therefore, the data reveal the urgency of studies focused on the educational process of people with visual impairments, in relation to accessibility to a world full of images, symbols and visual codes.
Copyright (c) 2024 Giciélen Beatriz Retcheski Vicente, Máriam Trierveiler Pereira http://creativecommons.org/licenses/by/3.0/
INCLUSÃO DE ESTUDANTES AUTISTAS NOS INSTITUTOS FEDERAIS: UMA ANÁLISE DA ATUAÇÃO DOS NÚCLEOS DE ATENDIMENTO ÀS PESSOAS COM NECESSIDADES EDUCACIONAIS ESPECÍFICAS
School Inclusion requires that other sectors that make up Educational Institutions are aligned in promoting an educational process accessible to students on the autistic spectrum, so that they can follow their academic trajectory with equity in the time they need to achieve success in their studies. learning. Thus, the present study aimed to investigate the number of autistic students enrolled in Federal Institutes, whether these Institutes have autistic students who have graduated; to analyze the activities aimed at students diagnosed with autism by the Center for Assistance to People with Specific Educational Needs (NAPNE), in promoting the Inclusion of autistic Students in Federal Institutes. NAPNE, being a sector that develops activities and services, both for the internal community of the Federal Institutes and for the external community, assumes a fundamental role in propagating the importance of barrier-free education, as well as ensuring students' target audience for education especially the stay and successful exit at the Federal Institute of Education, Science and Technology. This research, with a qualitative approach, is exploratory in nature. The research made it possible to identify that monitoring, guidance and promotion activities need to be applied more frequently by NAPNE, in addition to the significant number of autistic students enrolled in the IF.
Copyright (c) 2024 Tatiani da Silva Cardoso, Argemiro Midonês Bastos http://creativecommons.org/licenses/by/3.0/
CENÁRIOS DA EDUCAÇÃO TÉCNICA EM MEIO AMBIENTE NO PIAUÍ: O CASO DA REDE ESTADUAL DE ENSINO
This research takes stock of the scenarios for offering and distributing environmental courses in the state education network, in the state of Piauí, carried out in technical and professional schools. Considering the important geo-environmental areas contained in the state territory, this sampling reveals the degree of commitment of the Piauí Department of Education with offering that course, in theory, in municipalities with potential for exploration and environmental uses. Given the nature of the research and the objective sought, methodologically, it is configured as a qualitative approach, with an exploratory perspective. In general, some inconsistencies are noticed in the offer and distribution of the environmental course throughout the territory of Piauí, by the Department of Education of the State of Piaui - SEDUC/PI, from technical and vocational education schools. This finding, while deviating from the training praxis, despite the real meaning for which such courses were created, leads us to question the criteria adopted for choosing the municipalities offering the courses, to the detriment of other municipalities, whose environmental potential and its uses require professionals with that training, with a view to developing actions that promote a sense of sustainable development.
Copyright (c) 2024 Juscelino Gomes Lima, Maura de Carvalho Ibiapina http://creativecommons.org/licenses/by/3.0/
ROMPIMENTO DA BARRAGEM DE FUNDÃO: CONTEXTUALIZAÇÃO E LEVANTAMENTO DA EVOLUÇÃO DAS NORMATIVAS RELACIONADAS ÀS BARRAGENS DE REJEITOS DA INDÚSTRIA DE MINÉRIOS NO BRASIL
The mining industry is one of the main sources of income in Brazil, with the disposal of tailings in dams being the most commonly used method for waste storage. In recent years, several incidents of dam failures have been observed. The environmental tragedy that occurred in the municipality of Mariana/MG, in 2015, caused by the rupture of the Fundão tailings dam, is one of the most severe examples. This study aimed to provide context on the Fundão dam rupture, as well as to analyze the applicable environmental legislative regulations for dams based on a literature review. The results showed that Ibama classifies the rupture as an environmental disaster due to its magnitude and the impacts generated, affecting the local ecosystem and causing significant socioeconomic damage. Among the causes of the rupture, hypotheses include tailings liquefaction, seismic activity, structural failures, dam capacity exceeding, and negligence by the mining company and the responsible oversight bodies. It was observed that there is a direct relationship between mining companies and environmental destruction, and that the state of Minas Gerais has been marked by such large-scale events. Regarding the history of Brazilian dam regulations, the National Environmental Council (Conama) published the first terms related to the impacts caused by Brazilian dams in the country's legal framework in 1986, making dams and dikes subject to environmental licensing. Thus, mining companies became more cautious, formulating national and local regulations to improve the construction, maintenance, and safety conditions of dams. However, ruptures continue to occur, highlighting the urgent need to improve the enforcement of regulations, with investment in inspections and the appreciation of environmental professionals. Therefore, it was observed that laws are subject to constant changes according to the occurrence of new historical events.
Copyright (c) 2024 Bianca Louise Bertotti, Luciana Graciano http://creativecommons.org/licenses/by/3.0/
CONTRIBUIÇÕES PARA A VALORIZAÇÃO DO TRABALHO DO ASSISTENTE DE ALUNOS NO INSTITUTO FEDERAL DO PARANÁ
This research aims to contribute to the appreciation of the work of Student Assistants at the Federal Institute of Education, Science and Technology of Paraná (IFPR). The objective of the research is to present and analyze the conception of the duties of the Student Assistant position as a way of valuing its significant role in the training of IFPR students, through the vision of these employees and the general directors, directors of teaching, research and extension of the IFPR campuses. The work occurred through analysis of Student Assistants' responses, document analyzes (laws, regulations, manuals, etc.) and bibliographic references on the topic. We sought to relate the tasks developed, the practice and professional knowledge of Student Assistants on the IFPR campuses, through data collection, with the application of a semi-open questionnaire to those involved in the research. The work is justified by the researchers' coexistence with colleagues in the position in question, by the existence of few studies on the topic and by the great relevance of this position in the psychopedagogical-social organization of educational institutions. The content analysis methodology was used, with qualitative analyzes to understand the educational space that Student Assistants occupy at IFPR and their role in the transformation of human beings. Based on the idea that everyone at school is an educator, this article highlights the importance of this employee and the conflicts that involve his duties.
Copyright (c) 2024 Andreza Seixas, Wilson Lemos Junior http://creativecommons.org/licenses/by/3.0/
OS PROGRAMAS DE INTEGRAÇÃO DE SERVIDORES(AS) NA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA DOS INSTITUTOS FEDERAIS
This article presents a qualitative research study of bibliographic and documentary nature, focusing on the integration processes of new employees in Federal Institutes (FIs). These processes are essential due to the specific challenges posed by institutional characteristics in meeting their objectives. Employees need to understand the educational processes within the school environment to effectively perform their roles and address societal demands. Institutional documents available to the public were analyzed following three steps: a Google search using specific descriptors, searches on the websites of the 38 federal institutions, and analysis of documents from the sections of Personnel Management, Planning and Development, and Access to Information. The results revealed that only 9 out of the 38 FIs have systematized integration programs, highlighting a gap in the formalization of the initial processes of organizational culture learning. The absence of a structured process may hinder new employees’ adaptation, create feelings of exclusion, and compromise professional and institutional identification. The study concludes that it is essential for FIs to articulate personnel management policies that prioritize integration, fostering professional development and strengthening institutional ties. This initiative is crucial to aligning employees with institutional objectives, enhancing organizational effectiveness, and building a collective identity within Federal Institutes.
Copyright (c) 2024 Amanda A. Silva, Leandro R. Pinto http://creativecommons.org/licenses/by/3.0/
O PRODUTO EDUCACIONAL COMO UMA SIMBIOSE ENTRE O CONHECIMENTO CIENTÍFICO E A PRÁTICA PROFISSIONAL: A IMPORTÂNCIA DOS MESTRADOS PROFISSIONAIS
This work was developed based on the bibliographic reference of the elective discipline of the Network Master's Program in Professional and Technological Education (ProfEPT), and aims to discuss the problem of the dichotomy between scientific academic knowledge and the professional practice of the teacher in Integrated Secondary Education (EMI). To support this article, the main authors used were: Barbosa; Moura (2013); Có, Amorim and Finaedi (2020); Freire (1996); Frigotto (2012); Gil (2009); Leite (2018); Pascolli, Vieira, Castaman (2018), Souza, Souza and Torres (2020). During the research, a bibliographic survey was carried out, based on the mandatory reference of the curricular component, and the suggested complementary readings of the Elective Discipline: Special Topics in Professional and Technological Education - Pedagogical Innovation in Professional and Technological Education (EPT), offered by the program3. It is expected that this research will contribute to the possibility of teachers accessing educational products and perceiving the symbiosis between academic knowledge and their pedagogical practice, through comprehensive education in the teaching and learning process in professional education. As a result, it was observed that it is possible for teachers, in their teaching and learning work environment, to promote comprehensive technological education to their students, establishing a dialogue between academic knowledge and its practice applied to Integrated Secondary Education. In addition, it is proposed as a direction, the execution of future studies to promote the provision of continuing education for teachers in the use of digital tools, aiming at the construction of innovative, alternative pedagogical spaces that serve as support for teaching and learning in Integrated Secondary Education (EMI).
Copyright (c) 2024 Marcelo Viana de Castilhos, Samuel Carlos Wiedemann http://creativecommons.org/licenses/by/3.0/
O PERCURSO HISTÓRICO DO CENTRO ESTADUAL DE EDUCAÇÃO PROFISSIONAL DE CURITIBA 1941-2021: LUTAS E DESAFIOS FRENTE ÀS INCERTEZAS DA EDUCAÇÃO PROFISSIONAL E TECNOLÓGICA NO BRASIL
Brazilian professional education has historically been a space of contradictions in the face of class struggles that have existed since the beginning of its trajectory. This article’s goal is to discourse on the path of the State Center of Professional Education of Curitiba, indicating the laws and decrees that support the changes that have occurred from 1941 until the present time, to contribute to the theoretical and empirical discussions related to the theme. The methodology was developed with a literature review and document analysis. Which was developed in two parts; the first one is directed to research, theses, dissertations and articles on the history of the institution. The second one in documents and legislations related to the creation and structure of CEEP, and to the at the same time, from the history of professional education in Brazil. In this manner, it establishes a dialogue with the reader, pointing out the struggles and challenges that this Center has always faced since its creation until today. The results show that the institution continued to offer technical courses based on the wishes of professionals and the community who understood that the institution was in fact important and that it contributed to the development of the region.
Copyright (c) 2024 Dayane Aparecida Marchiori de Castro, Cíntia de Souza Batista Tortato http://creativecommons.org/licenses/by/3.0/
APANÁGIOS SOBRE A EDUCAÇÃO PROFISSIONAL NA REDE FEDERAL TECNOLÓGICA
This article is part of the line of research in Professional and Technological Education (EPT) and addresses the historical and pedagogical foundations of Professional and Technological Education in Brazil, arranged in a historical evolution which provides opportunities for reflection on the transformations of the teaching-learning processes that began in the dual education system and assigned to schools and social classes, with emphasis on polytechnics and the integrated curriculum, fundamental in omnilateral human formation. In the methodological framework, a qualitative, bibliographical and documental approach was used, bringing authors such as Ciavatta (2005, 2014), Cunha (2005), Del Roio (2006), Frigotto (2009), Gramsci (2001), Kuenzer (2006), Marx and Engels (2001), Nosella (2013), Pacheco (2015), Ramos (2005, 2007, 2014), Saviani (1989, 2007), whose extensive knowledge allowed to outline the historical trajectory of professional education and the concept of politeness. The data collected in research showed that professional education still retains its inherent characteristics and has a special role in the areas of work and employment, as well as science and technology.
Copyright (c) 2024 Dayanna Pereira dos Santos, Daniela Cristina Borges e Silva http://creativecommons.org/licenses/by/3.0/
DUALIDADE ESTRUTURAL: A EDUCAÇÃO GERAL E O ENSINO PROFISSIONAL NA ESCOLA TÉCNICA DA UNIVERSIDADE FEDERAL DO PARANÁ (1997- 2000)
This article deals with the relationship between the Technical School of the Federal University of Paraná (ET-UFPR) and Decree n.º 2.208/1997, which caused the disintegration between secondary education and professional education, which occurred in 1998. The aim is, through historical research, to highlight the historical structural duality of Brazilian education by designating a propaedeutic teaching modality to those who would continue with university studies (General Education) as opposed to offering technical courses subsequent to high school, aimed exclusively at the working class within the scope of ET-UFPR. Even with the decree bringing the mandatory dismantling of regular and professional education, ET-UFPR resisted the order of the federal government and maintained the offer of integrated courses such as: Nursing, with classes in both daytime periods; Data Processing and Accounting, in the afternoon; and the Dental Attendant Technician course, in the morning. ET-UFPR ended the 1990s offering General Education, in addition to 21 technical courses, including integrated, concurrent and subsequent ones, in addition to a higher education course in Information Technology, created in 2000.
Copyright (c) 2024 Vanessa Cauê Krugel, Wilson Lemos Junior http://creativecommons.org/licenses/by/3.0/
In the present article, we seek to present the thesis of Pêcheux's Discourse Analysis (AD) (2018) as a tool, among others, for the concretization of integral education for the Profesional and Tecnological Education (EPT). we conducted a bibliographic and qualitative research, which seeks to analyze the discourse of a Judge who induced a child victim of rape to give up the legal abortion. In this analysis, we evidence the functioning of the discourse against abortion and its crossing of retrograde ideologies. We denounce that this discourse is inscribed in specific discursive formations, signaling women as objects of repression and submission. In these Conditions of Production, power relations over the female body function, exercised by social practices that perpetuate themselves throughout history. We highlight how memory and history are discursively linked by relations instituted by social formation and by religious and patriarchal discursive formation, with the function of suspending the effects of scientific meanings about abortion, which preaches the dogma of suffering as dignifying female existence, triggering feelings of guilt in women and children, victims of sexual violence.
Copyright (c) 2026 Diórgenes Moraes Correia Alves http://creativecommons.org/licenses/by/3.0/
THE REPRESENTATION OF FEMALE ENTREPRENEURSHIP IN THE NORTHEASTERN CAPITALS AS INDIVIDUAL MICRO-ENTREPRENEURS.
The study addresses female entrepreneurship in the Northeastern capitals, highlighting its economic and social impact. Women entrepreneurs in the region not only strengthen the local economy but also promote gender equity and social development. The research adopted a qualitative and quantitative approach, collecting data from secondary sources and analyzing female participation in entrepreneurship in each Northeastern capital. The results reveal a significant presence of women entrepreneurs in all studied capitals, with female participation rates reflecting the engagement and contribution of entrepreneurs to the local business landscape. The study emphasizes the importance of training programs, access to resources, and specific public policies for women entrepreneurs, aiming to strengthen the business ecosystem and promote gender equality. Women entrepreneurs challenge gender stereotypes, overcome barriers, and actively contribute to building a more inclusive and diversified society. The research highlights the need to recognize and value the contribution of women entrepreneurs by implementing measures that encourage and strengthen their role in regional development. In summary, the study underscores the positive impact of female entrepreneurship in the Brazilian Northeast, emphasizing the importance of policies and programs that promote inclusion and support for women entrepreneurs. These actions are essential to boost economic and social. growth in the region, creating a more diversified, inclusive, and sustainable business environment for all.
Copyright (c) 2026 Antonio Carlos de Lima Filho http://creativecommons.org/licenses/by/3.0/
TELETANDEM E LETRAMENTO ACADÊMICO, NÓS DOIS UM A UM
O autor apresenta pesquisa que combina Teletandem (aprendizagem de idiomas em pares) e Letramento Acadêmico (escrita acadêmica). O objetivo é auxiliar alunos de Letras em suas dificuldades na escrita em língua inglesa, utilizando o Teletandem como ferramenta de prática e o Letramento Acadêmico como base teórica. A pesquisa visa democratizar o acesso ao conhecimento e contribuir para a formação de professores de línguas.
EDIÇÃO ESPECIAL I SELAC "DIÁLOGOS COM CIÊNCIAS"
Copyright (c) 2024 William Messias Pereira Secco http://creativecommons.org/licenses/by/3.0/
The author narrates her journey of literacy, from childhood to post-doctorate, highlighting the role of reading and writing in her formation as a teacher and researcher. Influenced by teachers and mentors, she overcame obstacles with persistence and stubbornness. Her passion for science led her to study abroad and to a scientific article in her post-doctorate. The investigation of the teaching action and the construction of writing with the use of language guided her academic production. Reading and writing are essential tools for exploring the worlds of education and literacy.
Copyright (c) 2024 Maria Izabel Rodrigues Tognato http://creativecommons.org/licenses/by/3.0/
MINI CONTO SOBRE UM PESQUISADOR BRASILEIRO. Um pesquisador brasileiro enfrenta a pressão de concluir sua tese de doutorado. Revoltado com a subserviência do meio acadêmico brasileiro aos países de língua inglesa, ele questiona a necessidade de publicar em inglês e de citar autores estrangeiros em detrimento de brasileiros. Ele também critica a falta de reconhecimento da inovação e a perpetuação de uma mentalidade colonizada no ensino superior. A madrugada se torna uma tortura enquanto ele reflete sobre suas experiências em congressos e a presença de colegas que negam a ciência e propagam fake news. Apesar da frustração, ele toma um diazepam para descansar e tenta enviar seu resumo para um congresso antes do prazo final.
Copyright (c) 2024 Amábile Piacentine Drogui http://creativecommons.org/licenses/by/3.0/