CEPAE - Artigos publicados em periódicos

URI Permanente para esta coleçãohttp://200.137.215.59//handle/ri/647

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Práxis e estudos culturais físicos: implicações para a formação em Educação Física
(2025) Silva, Gabriella Gonçalves Mendes da; Marani, Vitor Hugo; Irber, Eduarda Carolina; França, Ábia Lima de
Handbook of Physical Cultural Studies, highlighting contributions to the development of critical pedagogical practices in formative processes within Physical Education. From the aforementioned work, 18 chapters that mentioned the term at least once were analyzed. Based on the reading of each text, the chapters were organized into two groups: A, with a conceptual emphasis, in which the term constitutes a central focus of discussion; and B, with a transversal emphasis, in which the term emerges in a secondary and/or incidental way. From this, we structured three interpretative categories intended to organize how the term is mobilized, without aiming to establish rigid or fixed notions. These are: (1) emancipatory/social; (2) feminist/methodological; and (3) pedagogical/educational. Despite contextual differences in each study, the chapters converge in connecting theory, action, and critical reflection. The study highlights praxis as both an analytical and an intervention tool, which we interpret as contributing to rethinking practices, research, and pedagogical work in Physical Education, fostering critical awareness, social inclusion, and engagement.
Currículo, diferença e Educação Física: o papel formativo dos colégios de aplicação na tematização de gênero e sexualidade
(2025) Belo, Julia Victoria Cardoso; Guimarães, Laiany Marques; Nery, Santhiago Magalhães Almeida; França, Ábia Lima de; Marani, Vitor Hugo
This project investigates the thematization of gender and sexuality in the Physical Education curricula of Application Schools in the Central-West, Southeast, and South regions of Brazil. Qualitative in nature, the research employs documentary analysis (Kripka; Scheller; Bonotto, 2015) and Content Analysis (Bardin, 2010), grounded in Physical Cultural Studies (Silk; Andrews; Thorpe, 2017). The objectives were: to map the curricula; to identify how gender and sexuality appear in syllabi, objectives, and contents; and to analyze how this thematization contributes to the construction of a Physical Education committed to social justice. The analysis of teaching plans resulted in four categories: 1) Recognition of gender differences; 2) Sexuality; 3) Intersections within bodily practices; 4) Processes of exclusion, discrimination, and prejudice. It was observed that the absence of these themes in several syllabi may indicate institutional resistance or lack of awareness, as problematized by Butler (2018). On the other hand, in documents where gender and sexuality are included, there is a clear concern with developing inclusive and critical practices, fostering pedagogical and emancipatory debates. The study highlights that, although there are advances in certain contexts, there remains a need for greater incorporation of these themes into curricula. By proposing critical reflections on bodily practices and their intersections with social differences, the research underscores the relevance of a Physical Education committed to social justice, capable of engaging with diversity and addressing inequalities historically naturalized within the school environment.
From the culture circle to the physical culture circle: a dialogical and embodied framework
(2026) Lara, Larissa Michelle; Marani, Vitor Hugo
Purpose: This article presents the theoretical framework of the physical culture circle, grounded in an analysis of the culture circle − a participatory and dialogical popular education approach developed by Paulo Freire. Methods: The study examines Freirean pedagogy, particularly the culture circle, in dialogue with decolonial studies and physical cultural studies. This interdisciplinary engagement seeks to articulate a theoretical and pedagogical proposal that integrates critical bodily experience into educational practice, highlighting the convergences and divergences among these perspectives. Results: The physical culture circle is proposed as a pedagogical framework that values collective, critical, and engaged learning, challenging the logics of body colonization and hierarchies of knowledge. By fostering awareness of social markers of difference and encouraging empowerment through embodied practices, this approach contributes to transforming experiences into acts of resistance and emancipation. Conclusion: By consolidating the physical culture circle as a robust theoretical framework, the study offers educators, researchers, and community practitioners a structure that fosters participatory spaces for dialogue, resistance, and collective knowledge construction. This framework challenges dominant paradigms by centering the moving body as a site of political, cultural, and pedagogical significance, affirming its role in the struggle against social hierarchies and injustices.
Capoeira e círculo de cultura física: gingas decoloniais na Educação Física
(2026) Marani, Vitor Hugo; França, Ábia Lima de
The present study sought to investigate how capoeira can be thematized in school Physical Education through the methodology of the physical culture circle, contributing to a critical education committed to decoloniality and the valorization of Afrodiasporic knowledge. This is an exploratory, qualitative study, in the form of an experience report, built upon the reflections and practices developed within the Research Group Corpo, Cultura e Ludicidade (GPCCL/UEM) and Corpo, Diferença e Educação Física (CODEF/UFG). The text is organized into two parts: first, we discuss capoeira as an Afro-Brazilian cultural practice that intertwines game, fight, and dance, forged in Black resistance and historically marginalized within school curricula. Next, we present the proposal of the physical culture circle, structured in four interdependent stages: empirical and contextual reading, thematization and sensitization, experimentation and problematization, and creative dialogical action. The analysis showed that capoeira, when articulated with this methodology, goes beyond technical approaches, allowing its comprehension within broader relations of social power. We conclude that this proposal strengthens the recognition of capoeira as a decolonial pedagogy in Physical Education, opening pathways for teaching committed to the critique of modernity and the coloniality of knowledge.
Masculinidades e Educação Física escolar: reflexões a partir do programa de residência pedagógica
(2025) Soares, Kaymmy Taynã Limoeiro; Marani, Vitor Hugo; Pereira Filho, Vitor Kauê Santos; Guirra Filho, Frederico Jorge Saad; França, Ábia Lima de
Educación Física, a partir de incursiones en el Programa de Residencia Pedagógica (PRP), con el objetivo de comprender cómo estos entendimientos pueden contribuir a la subversión de las normas de género existentes en el área. Se trata de una investigación exploratoria de carácter cualitativo, que utilizó la aplicación de un cuestionario mixto con estudiantes de la licenciatura en Educación Física de la Universidad Federal de Mato Grosso (UFMT), campus de Pontal do Araguaia, que participaban en el PRP. Los resultados del estudio destacan la presencia de estereotipos de género, como la competitividad y la agresividad masculina, factores que pueden contribuir a la creación de un ambiente excluyente. A partir de esto, se sugirieron estrategias para hacer las clases más accesibles, con el fin de desafiar las normas de género y construir una Educación Física más justa y acogedora para las personas.
Dança e ginástica na base nacional comum curricular: possibilidades político-pedagógicas na Educação Física?
(2025) Guimarães, Laiany Marques; Irber, Eduarda Carolina; França, Ábia Lima de; Marani, Vitor Hugo
This scientific article aims to investigate the political and pedagogical possibilities of Physical Education, in the materialization of dance and gymnastics in the National Common Curricular Base (BNCC), from a critical perspective. This is descriptive, qualitative, documentary research that addresses the theme of Dance and Gymnastics in the BNCC. Thus, the results allowed us to observe how dance and gymnastics play an important role in the content presented in Physical Education. It was then concluded that both the objects of knowledge and the skills present in the BNCC provide political and pedagogical pathways and possibilities for thinking about dance and gymnastics beyond festive or stretching activities. In this sense, viewing dance and gymnastics as subjects to be truly addressed in the classroom produces a range of knowledge beyond the sports and "rolling around" that still prevail in schools.
Educação física e marcadores sociais da diferença no Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE/UFG)
(2026) Nery, Santhiago Magalhães Almeida; Irber, Eduarda Carolina; Marani, Vitor Hugo
This text analyzes how social markers of difference – “Race and Ethnicity”, “Social Class”, and “Gender and Sexuality” – permeate the Physical Education Teaching Plans of CEPAE/UFG, investigating their presence and relationship with public policies and literature. Adopting a qualitative document analysis, the study mapped the frequency and context of mentions to the markers, identifying disproportions: “Race and Ethnicity” (54 mentions) leads; followed by “Social Class” (24 mentions); and “Gender and Sexuality” (12 mentions). The data point to associations of the categories with body culture contents, such as: “Race and Ethnicity” with dances, games, and fights; “Social Class” with sports, dances, and games; and “Gender and Sexuality” with dance. The results reveal a curriculum that advances in the critique of inequalities and valorization of African and Indigenous cultures, but can progress on themes of sexual diversity. The discussion highlights the potential of CEPAE/UFG to fill gaps and equally contemplate these markers.
Literatura é resistência experiências de leitura literária em sala de aula
(2025) Faria, Vivianne Fleury de; Silva, Célia Sebastiana da; Vieira, Ilma Socorro Gonçalves
Ler é preciso: reflexões sobre cultura, literatura e educação
(2025) Matos, Marcela Ferreira; Faria, Vivianne Fleury de
An education aimed at humanization cannot neglect culture and, consequently, literature. In this regard, this article presents reflections and inquiries about the importance of culture in human development, with a particular focus on the role of literature within the school environment. The theoretical framework is grounded in the defense of cultural knowledge proposed by the German philosopher Max Scheler, and considers the contributions of sociologist Pierre Bourdieu concerning the relationship between education and culture. Also included are the perspectives of Brazilian critic Antonio Candido, who advocates for literature as a fundamental human right and a humanizing force, and professor Paulo Franchetti, who emphasizes the transformative power of literary reading, especially within schools. This theoretical foundation demonstrates that culture is essential to education as a whole and must be present in schools – especially if the goal is a fair and equitable education, as described by Libâneo and Silva. Within this framework, literature, as an accessible cultural good, can significantly contribute to this ideal of justice and the formation of more humanized citizens.
Vinte anos após a Lei n. 10.639/2003: as encruzilhadas da educação física escolar
(2025) Lobo, Pitias Alves; Cesar, Victor Cavalcanti
This article is the result of a synthesis of an undergraduate thesis of the same title, which was motivated by the 20-year anniversary of Law 10639 (Brazil, 2003) and aims to analyze it’s crossroads with school Physical Education (PE). A theoretical study was carried out, based on a bibliographical survey of theses, articles and books that addressed the topic, using historical-dialectical materialism and counter-colonial epistemology as references to analyze the phenomena of racism and coloniality. In this vein, we spoke with Simas and Ru-fino (2018) to swalloweducation based on the aegis of the cross and spit it out as a crossroads, a field of life, existence and sharing of this “Amefrican Ladina America”. Thus, it was concluded that ancestry became a pillar to produce a set of “blackspectives” (black + perspectives) capable of bringing about the neces-sary movement for the resignification of education and the alteration of a social script, restoring black people to their leading role. The violence produced by the social neurosis of structural racism hinders the appropriation of a counter-colo-nial epistemology. However, it is argued that the use of communication and the valorization of those who experience education can promote critical individuals capable of transforming and, why not, resignifying this historically rigid system. Within that, PE, in its constant state of entropy, can walk between its limits and possibilities for the transformation of its pedagogical praxis, producing a pluriverse based on a notoriously anti-racist teaching.Keywords: culture; crossroads pedagogy; legal orders; school Physical Education
Análise de materiais didáticos direcionados às sociedades indígenas no Brasil: uma revisão sistemática
(2026) Santos, Ladjasse Rodrigues dos; Gonçalves, Viana Letícia de Souza; Lobo, Pitias Alves
Brazil has a rich linguistic diversity. According to the 2022 Demographic Census conducted by the Brazilian Institute of Geography and Statistics (IBGE), released in 2025, Brazil has 295 Indigenous languages spoken by Indigenous people aged two years and older; however, many of these languages are at risk of extinction. Law No. 10,639/03 and its amendment, Law No. 11,645/08, represent advances in the recognition and valorization of cultural diversity, fostering the production and analysis of teaching materials addressing Indigenous themes, whose quality and adequacy remain under debate. This Systematic Review investigates how teaching materials intended for Indigenous populations in Brazil address the preservation of Indigenous languages, within a context ofincreasing relevance of this issue in the educational field. This research aims to critically analyze how the educational system and public policies approach Indigenous cultures and languages through didactic productions. To this end, a Systematic Literature Review will be conducted using the PRISMA protocol, mapping 178 dissertations and theses, of which 16 declare their affiliation with the theme—12 dissertations and 4 doctoral theses—in order to identify and critically analyze existing studies on the subject. The study seeks to deepen the understanding of the production of teaching materials for Indigenous education in Brazil and to support the development of materials that respect cultural specificities and contribute to the strengthening of Indigenous languages. Based on the analysis of these materials, the study discusses four identified axes: (a) Public Policies and Indigenous Representation; (b) Pedagogical Content; (c) Conceptions of Culture and Indigenous Peoples; and (d) Ethnic-Racial Relations. Thus, the study aims to contribute to the preservation and appreciation of Brazil’s linguistic and cultural diversity.
Teatro de Mamulengos na sala de aula: quando começa a brincadeira
(2025) Castro, Kely Elias de
Literatura é resistência: experiências de leitura literária em sala de aula
(2025) Faria, Vivianne Fleury de; Silva, Célia Sebastiana; Vieira, Ilma Socorro Gonçalves
Educação histórica e inclusão de estudantes com TEA: contribuições da programação de ensino
(2025) Anjos, Yndi Lara Lacerda dos; Rabelo, Danilo
In this article, we explore the contributions of Programmed Learning, a field within Behaviorism, to the development of the curriculum and History Education for students with Autism Spectrum Disorder (ASD) from an inclusive perspective. Our investigation begins with a review of existing studies on the curriculum, through which we analyze discussions related to the History curriculum and public educational policies aimed at including students with ASD. We highlight the epistemological and philosophical aspects that are central to the field of History Education. Additionally, we discuss key milestones in the development of Behaviorism, its epistemological principles, and its implications for education. We examine the connections between Programmed Learning, History Education, Curriculum, and the inclusion of students with ASD. Finally, we propose a set of target learning behaviors that we believe are essential for fostering curricular inclusion in History Education for students with ASD. Our proposal emphasizes that the production of historical knowledge should be grounded in philosophical and epistemological reflections on that knowledge.
Iniciação científica nos anos finais do ensino fundamental: uma análise discursiva de memes sobre a Covid-19
(Universidade Federal de Goiás, 2025-03-21) Galvão, Flávia Motta de Paula; Resende, Fernanda Motta de Paula; Santos, Rafael Caponi dos; Ângelo, Rogério de Castro
This article presents an analysis of memes during the period of the Covid-19 pandemic, between the years 2020 and 2022, seeking, mainly, to understand what topics were covered, the criticisms made and the production conditions in which the memes were produced. The relevance that memes have gained, especially during the pandemic, stands out, both for criticizing the way the federal government handled the situation as well as people’s attitudes and the alleviation of the situation through humor. The study was based on readings from Discourse Analysis (Pêcheux, 1997, 2015), with the aim of analyzing the effects of meaning that surround this genre and providing a broader reading. Furthermore, we take into account the intertextuality of memes and their possibilities for work in Portuguese language classes, contributing to the process of textual interpretation. Therefore, the analyzes made it possible to understand how the meme is an important discursive genre, which circulates on different social networks and manages to reach a large number of internet users. In this specific case, memes had the function of alleviating, through humor, the degrading situation highlighted by the pandemic. Furthermore, we found that this genre is an interesting teaching resource for use in the classroom.
O estudante da educação básica como pesquisador: investigando e fazendo matemática
(Universidade Federal de Goiás, 2025-03-21) Rocha, Luciana Parente; Gonçalves Júnior, Marcos Antonio; Guadagnini, Míriam do Rocio; Sardinha, Renato
This paper refers to the creation and development of the teaching project, “Mathematical Investigation in the Classroom: the student as an independent thinker”, in fifth and sixth year classes of Elementary School. Created in 2015, this project aims to change the curricular structure of the aforementioned series, as well as the way of thinking and being a Mathematics teacher. The experience in the project classes, especially through mathematical investigation and problem solving strategies, has shown the possibility for the teacher to abandon the central role within the class, with the aim of overcoming the exercise paradigm, placing the student as the center of the teaching and learning process. Classes take place in a Mathematics Education laboratory, based on tasks authored by teachers, in which students are invited to investigate, according to the examples presented. It is concluded that the project leads students to develop autonomy, writing, speaking, criticality and listening skills. Furthermore, an important tool was shown to mobilize "doubt", "question more", showing how students can cultivate their curiosity and build the habit of investigation, conceiving mathematics as something they can "do", discover and "invent".
A pesquisa escolar no ensino médio: análise da produção acadêmica no Brasil
(Universidade Federal de Goiás, 2025-03-21) Pimentel, Fernanda Cruvinel; Frazão, Sheila Cristina
The objective of this work is to investigate and analyze the academic production that addresses the theme of school research in high school. A bibliographic research was carried out using the keywords [school research + high school], in the temporal delimitation from 2009 to 2019. The analysis of the data collected leads us to understand the existing challenges to consolidate research as an effective pedagogical practice in school. The correlation between teacher, librarian and student in the school research process stands out in view of the difficulties encountered by these agents. The results indicate that it is essential to: qualify the training of teachers for the orientation of the research; intensify the integration between librarian and teacher with the support of the school library; and provide students with the development of skills to seek and use information in order to conduct their research. It is understood that there is a long way to go to achieve more comprehensive results regarding the importance of school research in Brazilian high schools.
Ser mulher-mãe-estagiária-sobrevivente: um relato de experiência sobre o estágio docente em língua francesa no ensino remoto emergencial
(Universidade Federal de Goiás, 2025-03-19) Oliveira, Sirlene Terezinha de; Santos, Jakelline Prado dos
Since the establishment of the state of health emergency due to the coronavirus pandemic, in March 2020, and the consequent adoption of Emergency Remote Education (ERE), all people involved in any teaching-learning process have had their pedagogical practices profoundly changed. Among the activities related to teaching are the training stages of degree courses, confronted with the distance format on an urgent basis. Therefore, the Internship 3 and 4 subjects of the Modern Languages: French course at the Faculty of Modern Languages (FL/UFG), for which the preparation of teaching materials, possible semi-registrations and the conception of a work plan to be held in the fourth and final semester, at the Center for Teaching and Research Applied to Education (CEPAE/UFG), underwent an intense metamorphosis. In this sense, between August 2020 and June 2021, it can be said that we built another CEPAE, another FL and another French Foreign Language Internship. Everyone in their place, literally, was compelled to rethink all the work of that school year for a completely new context, that of emergency remote teaching. It was even necessary to rethink what it means to be a teacher, what a school, a classroom or the teaching-learning phenomenon as a whole is. All this while we were surviving a pandemic, which accentuated the vulnerability of various groups of people, and playing our other social roles, such as being a mother, in this troubled scenario. But despite the numerous difficulties and challenges of this situation, we had a very productive year in the Stage 3 and 4 subjects. This work therefore has the important function of reporting some of these experiences, which forever transformed the lives and academic careers of those who survived to be able to tell these narratives.
Educação, sociedade-mundo e formação de cidadãos protagonistas, conscientes e criticamente comprometidos com a construção de uma civilização planetária
(Universidade Federal de Goiás, 2024-04-10) Batalloso Navas, Juan Miguel; Suanno, Marilza Vanessa Rosa; Fernandes, Fabiana Perpétua Ferreira
This publication provides a comprehensive summary of the Closing Conference of the IV Seminar of the International Network of Creative Schools (RIEC) and the X International Forum on Innovation and Creativity (INCREA), delivered online, on 08/27/2021, by Dr. Juan Miguel Batallo Navas, moderated by Dr. Marilza Suanno and translated by Prof. Ms. Fabiana Perpétua Ferreira Fernandes. The Spanish version of the conference is available on the Proex–Unitins channel. Dr. Batallo Navas holds a Ph.D. in Educational Sciences from the University of Sevilla (Spain), he is also a member of the research group ECOTRANSD/UCB (Brazil), a retired professor of basic education, and a researcher in the educational field. The event featured speakers from the field of education from five countries; namely Brazil, Bolivia, Colombia, Spain, and Mexico. The transcript brings the initial acknowledgments and the dense theoretical, contextual, and reflective discussion developed by the lecturer.
O fracasso escolar no ensino superior público brasileiro: tendências, aproximações e rupturas
(Universidade Federal de Goiás, 2024-09-03) Santos, Bárbara Naves dos; Mondlane, Benedito Orlando; Rodrigues, Geyzon Cosme Santos
School failure as a phenomenon present in educational institutions today is a subject of constant investigation by postgraduate institutions and government agencies. The aim of this research was to investigate the theoretical and thematic shifts in the phenomenon of school failure within Brazilian public higher education. We sought to analyze this phenomenon from a critical viewpoint. To do this, we used bibliographical research, whose sources were searched in the Brazilian Library of Theses and Dissertations (BDTD). Despite the challenges of trying to analyze the phenomenon in the context of higher education, the results seem to point to the conjugation of a discourse centered on the core of positivist thinking on how to do science, with the authors and their reproducers seeking to blame educational institutions and individuals for the ills resulting from so-called school failure.

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