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    Barcos de papel e crianças na Educação Infantil: fabulações criativas na exploração do elemento água
    (2025) Oliveira Neto, José Firmino de; Ximenes, Priscilla de Andrade Silva; Soares, Raquel Pereira
    This text is a study/research of a playful exploration with the water element and paper boats by a group of 5-year-old children from the Municipal Education Network of Goiânia developed in 2023. We aim to think play in the time and space of Early ChildhoodEducation in the understanding that there is a close relationship between play and the development of the child's psyche, with an emphasis on the formation of the higher psychological functions of memory, imagination and creation. Based on the reflectionsof Vygotsky (1995; 2020), Leontiev (2010) and Elkonin (2009), who discuss the relationship between play and child development, as well as the weavings of Holm (2007) with the conception of “sublime narratives”, the reflections of Barbieri (2021, 2022) andother authors who dialogue with the field of Early Childhood Education, we developed a study to analyze the playful experiences of children by rescuing the records of the teacher (first author of this manuscript), especially images (photographs and videos). Thus, we conclude that play is the action by which the child attributes meanings and significance to their lived experiences. Through play and games, the child will appropriate, take possession of, this world of ours, as a world of human objects, and thus will objectify themselves in it.
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    O legado colonial no saber sobre avaliação
    (2025) Farias, Maria de Fátima; Queirós, Wellington Pereira de
    Este ensayo busca identificar y problematizar los aspectos de colonialidadpresentes en las principales teorías evaluativas descritas en la literatura. Para ello,utilizamos como referencia teórica el pensamiento decolonial latinoamericano,destacando conceptos clave de esta teoría, como la modernidad y la tríada de lacolonialidad del ser/saber/poder. Como resultado, observamos que la funcióncolonizadora de la evaluación está presente desde sus inicios y puedeidentificarse: en la obsesión por la eficiencia de la evaluación certificativa, que teníacomo objetivo formar a los alumnos para que sirvieran a la economía industrial dela primera mitad del siglo XX; en la lógica de la regulación para el éxito de laEvaluación Formativa, que somete los procesos evaluativos a las exigencias del neoliberalismo de principios del siglo XXI y, de manera mucho menos evidente,pero aún presente en la Evaluación Emancipatoria, por su acomodación al patrónepistemológico eurocéntrico. Por lo tanto, es necesario repensar la teoría y lapráctica evaluativa en el sentido de su descolonización.
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    Fontes Primárias no ensino de Ciências: a reconstrução racional das cartas de Poincaré como recurso didático
    (2025) Nunes, Clair de Luma Capiberibe; Queirós, Wellington Pereira de
    This study presents a rational reconstruction of the three letters sent by Henri Poincaré to Hendrik Lorentz in 1905, linking them to the main theoretical models of the electron discussed in the early 20th century. The analysis is based on a careful translation of the original correspondence and on Cunningham’s postulates, aiming to reconstitute the mathematical reasoning present in the letters. Poincaré’s reflections are examined in light of the proposals by Voigt, Abraham, Bucherer, and Langevin, highlighting the criteria used to accept or reject models based on their conformity with the Principle of Relativity and the invariance of physical laws. Although the letters do not contain explicit epistemological formulations, they reveal Poincaré’s effort to select theoretical models consistent with the results of the Michelson-Morley experiment. Even in the face of empirical equivalence between models, Poincaré values mathematical consistency and theoretical symmetry, anticipating concerns that would become central to modern physics. By combining primary sources with the methodology of rational reconstruction, the study contributes both to the historiography of science and to science education. It is argued that this approach enables students to understand not only scientific content but also theory evaluation criteria, justification strategies, and the role of controversy in the production of knowledge. Thus, the didactic use of historical sources is advocated as a valuable resource for developing metascientific competencies—especially in the context of higher education aimed at the academic training of students in science and teacher education programs.
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    A avaliação na prática docente de professores de Química
    (2025) Farias, Maria de Fátima; Queirós, Wellington Pereira de; Botter Junior, Wilson
    Este trabajo se propuso investigar la práctica de evaluación de un grupo de profesores de Química. La investigación se desarrolló a partir de un marco cualitativo, con el análisis de contenido como supuesto metodológico y la observación directa como herramienta de recolección de datos. La práctica pedagógica de los docentes que participaron de este estudio apunta a una evaluación entendida como medida, de carácter disciplinario, centrada en la prueba y desconectada del proceso de enseñanza. Este escenario es, para nosotros, entendido como resultado de toda una coyuntura política, económica y social, no correspondiendo, por tanto, a la responsabilidad exclusiva de los docentes. Por lo tanto, existen varias cuestiones a reflexionar para enfrentar el tema de la evaluación, en el sentido de construir una práctica más significativa y potencialmente capaz de contribuir a una formación humana integral.