FE - Artigos publicados em periódicos

URI Permanente para esta coleçãohttp://200.137.215.59//handle/ri/1364

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Cotas no ensino superior brasileiro: avanços, desafios e horizontes para a igualdade educaciona
(2025) Macedo Filha, Maurides Batista de; Cavalcante, Jéssica Painkow Rosa
This article examines the impact of affirma- tive action policies for Black students in Brazilian Federal Public Universities, challenging the Eurocentric educa- tional paradigm established by the Ministry of Education and Culture (MEC) until the 1990s. By analyzing the transformations introduced by MEC from 2000 onwards through Affirmative Actions, the study highlights the strengthening of Black identity and empowerment, disman- tling Eurocentwric narratives. Additionally, it explores the remnants of slavery that persist in today’s society, limiting diversity understanding due to an inherently antidemocratic Eurocentric epistemology. The article also investigates the social and cultural implications of this transformative movement, showcasing the enrichment of the university environment with diverse perspectives and knowledge that challenge deep-seated stereotypes. By deconstructing Eurocentric historical narratives, these quota policies encourage essential intercultural dialogue, fostering a more just and inclusive society.
Tendance juridique au Brésil au XIXe siècle: une analyse des écoles d'exégèse, de droit scientifique et de droit libre
(2025) Cavalcante, Jéssica Painkow Rosa; Batista, Leonardo Matheus Barnabé; Macedo Filha, Maurides Batista de
Cet article présente une vue d’ensemble de l’École d’exégèse, de l’École scientifique et de l’École du droit libre à partir d’une analyse documentaire et historiographique. L’étude examine les caractéristiques fondamentales de ces courants doctrinaux en Europe, en soulignant notamment le développement du droit libre en Allemagne et les propositions de renouvellement méthodologique de François Gény. En mobilisant une perspective comparatiste et herméneutique, elle analyse comment ces courants ont été reçus, reconfigurés ou contestés dans la culture juridique brésilienne du XIXe siècle, à travers l’étude de revues juridiques de l’époque et du Compêndio de Hermenêutica Jurídica (1872). L’objectif est de mettre en lumière les circulations conceptuelles entre traditions juridiques européennes et pratiques interprétatives dans le contexte impérial brésilien, en particulier au cours de l’hégémonie de la méthode exégétique (1830-1880).
Velhice dissidente e abandono político: uma análise crítica do discurso midiático sobre envelhecimento LGBTQIA+
(2025) Santos, Bonfim Genésio Lima dos; Carvalho, Thaís Regina de
This article analyzes journalistic discourse on the aging of the LGBTQIA+ population in Brazil, with an emphasis on the systematic absence of representations of black gay men in old age. Based on a corpus composed of articles published between 2023 and 2025, a qualitative critical-interpretative approach is adopted, grounded in post-critical and decolonial paradigms. The method used is Critical Discourse Analysis, articulated with theoretical references on body, race, sexuality, and old age. The results show the operation of a programmed invisibility, sustained by discursive silences, deserotization, and affectivepolitical abandonment. It is concluded that media discourses produce a regulated representation of LGBTQIA+ old age, excluding subjects who deviate from the white, cisgender, and heteronormative norm. The study points to the need to reconfigure epistemologies and discursive practices that recognize the centrality of black, dissident, and aging bodies in the production of memory, desire, and citizenship.
Geninhas em povoada por uma práxis antirracista na educação infantil
(2025) Carvalho, Thaís Regina de; Bastos, Rachel Benta Messias; Vieira, Cecília Maria
The anti-racist actions of the Geninhas are ancestors of a historical-cultural continuum (Nascimento, 2018). In ancient times, Jesuína Adelaide dos Santos (1920-2005), our Dona Geninha, a black woman from Santa Catarina, moved a village and taught us that it is necessary to transgress! As a Griô and guardian of an educational-cultural process, Dona Geninha's teachings, in the present time, constitute the objective materiality of a collective of extension, research and teaching. Among the plurality and intersection of actions of the Geninhas, the extensionality of anti-racist pedagogical practices has driven the activity called “Espaço ERER”. The intention of this action is to enter public educational spaces to promote the Education of Ethnic-Racial Relations in compliance with federal law number 10.639/2003. This is an action whose focus is related to the work of an engaged pedagogy (hooks, 2013) in pedagogical practices of musicality, storytelling, body expression, orality, African and Afro-Brazilian history and culture. With this anti-racist intentionality, this article expresses curricular decolonization (Gomes, 2012) amidst Brazilian-context racism. It also represents a break with the single history (Adichie, 2019), with the burial of knowledge and wisdom of black people (Carneiro, 2005) and, above all, it signifies the continuum (Nascimento, 2018) of the struggle for an anti-racist education intersected by ERER, populated in theoretical-methodological quilombation. Thus, in this production we will reflect on an anti-racist praxis, as well as share experiences and experiences with the “Espaço ERER” within the scope of the units of the first stage of basic education, considering that access to knowledge related to African and Afro-Brazilian history and culture is configured as one of the rights of children.
O fardo silencioso: condenação de gênero e a criminalização da morte digna
(2026) Rocha, Geovana Lara Clemente; Macedo Filha, Maurides Batista de
Dignified death is a theme that intersects ethical, legal, and social discussions, highlighting the right to autonomy over one’s own body and the end of life. In this context, the film The Room Next Door (2024), directed by Pedro Almodóvar, offers a profound and sensitive reflection on euthanasia. This article proposes to analyze how the criminalization of euthanasia can be influenced by gender issues, especially regarding women’s autonomy over their bodies. Therefore, it seeks to connect the representation of dignified death in Almodóvar’s film with contemporary debates on human rights and gender, proposing a critical reflection on the criminalization of euthanasia.
Prácticas de documentación de saberes y formación de pesquisadores/profesores indígenas
(2025) Macedo Filha, Maurides Batista de; Leitão, Rosani Moreira
The text was inspired by an experience lived in a degree course in intercultural education for the training of indigenous teachers at the Federal University of Goiás, when theoretical discussions and practical exercises were carried out aiming at understanding the concepts of memory and document, especially oral document as a historical source. Different possibilities of using oral narratives as historical documents in research oriented towards the documentation of indigenous knowledge were exploited, with indigenous researchers as protagonists.
Mujeres sentenciadas por tráfico de drogas en Goiânia, Brasil: un análisis criminológico y de género
(2025) Macedo Filha, Maurides Batista de; Corrêa, Edwiges Conceição Carvalho; Alves, Ynaê Yanomami
El presente artículo tiene como objetivo mostrar cómo la ideología del patriarcado, fundada en las relaciones de poder hegemónicamente masculinas, contribuye al crecimiento de la población de mujeres encarceladas, a partir del análisis de estereotipos de género presentes en las sentencias penales condenatorias de mujeres presas en el Centro de Inserción Social Consuelo Nasser, en la capital de Goiás, estado situado en el Centro-Oeste de Brasil. El soporte teórico fue la epistemología feminista, en una perspectiva interseccional, con enfoque en la teoría de la criminología feminista. La metodología estuvo compuesta por un análisis documental, análisis de indicadores sociales y económicos e investigación bibliográfica.
Violencia simbólica y representaciones de las mujeres ejecutivas en las relaciones laborales del sector bancario brasileño; un desafío para los derechos humanos
(2025) Macedo Filha, Maurides Batista de; Arbués, Margareth Pereira; Olmos Roa, Andrea
El presente artículo tiene por objetivo reflexionar sobre las representaciones y el perfil de mujeres ejecutivas, que ocupan cargos de gerentes en un sector bancario brasileño sobre el entorno laboral. Se intenta responder al siguiente cuestionamiento: ¿Cómo es que a medida que las relaciones de poder allí ejercidas, incluso en los tiempos contemporáneos, se presentan, en su mayoría, con un patrón discriminatorio y misógino, con las mujeres recibiendo remuneraciones siempre inferiores a las de los hombres, a pesar de la existencia de leyes y de instrumentos jurídicos para proteger sus trabajos? La hipótesis es que el empoderamiento de las mujeres con la conquista de buenos puestos de trabajo, los avances y el dominio de las nuevas tecnologías con el mejoramiento del nivel de escolarización o las modificaciones en las relaciones familiares y en los espacios de sociabilidad no han sido suficientes para garantizar la igualdad de género. La presente investigación utiliza como base metodológica un abordaje descriptivo en el análisis de los datos, así como analiza sus perfiles (personal y profesional) y sus representaciones delante de las adversidades a las que cotidianamente son sometidas. Se ha utilizado el referente teórico de Pierre Bourdieu, Moscovici e Gilles Lipovetsky. Palabras Claves: Violencia simbólica, Discriminación de género, Relaciones laborales, Representaciones El presente artículo tiene por objetivo reflexionar sobre las representaciones y el perfil de mujeres ejecutivas, que ocupan cargos de gerentes en un sector bancario brasileño sobre el entorno laboral. Se intenta responder al siguiente cuestionamiento: ¿Cómo es que a medida que las relaciones de poder allí ejercidas, incluso en los tiempos contemporáneos, se presentan, en su mayoría, con un patrón discriminatorio y misógino, con las mujeres recibiendo remuneraciones siempre inferiores a las de los hombres, a pesar de la existencia de leyes y de instrumentos jurídicos para proteger sus trabajos? La hipótesis es que el empoderamiento de las mujeres con la conquista de buenos puestos de trabajo, los avances y el dominio de las nuevas tecnologías con el mejoramiento del nivel de escolarización o las modificaciones en las relaciones familiares y en los espacios de sociabilidad no han sido suficientes para garantizar la igualdad de género. La presente investigación utiliza como base metodológica un abordaje descriptivo en el análisis de los datos, así como analiza sus perfiles (personal y profesional) y sus representaciones delante de las adversidades a las que cotidianamente son sometidas. Se ha utilizado el referente teórico de Pierre Bourdieu, Moscovici e Gilles Lipovetsky.
O mal-estar docente: percepções a partir de uma escola da periferia de Goiânia
(2025) Silva, Sullyvan Garcia da; Silva, Reycilane Carvalho; Borba, Jordana Silva; Rusevy, Ana Luiza Fornaziere; Félix, Rayanne Suellen dos Santos; Costa, Wesley Fortunato da; Almeida, Loa Karen Pereira dos Santos; Machado, Raphaela Cassia Viana; Borges, Thais da Silva
El objetivo central de este trabajo fue investigar las percepcio-nes de los profesores sobre el ambiente de trabajo y su impacto en el bie-nestar profesional. La investigación combina un análisis cuantitativo, que traza el perfil de los participantes a través de preguntas objetivas, con un análisis cualitativo basado en preguntas subjetivas semiestructuradas que exploran fuentes de estrés y motivaciones. El marco teórico se fundamenta en una revisión de la literatura que clasifica los estudios en tres enfoques: tradicional, crítico y poscrítico, proporcionando una visión integral de las dinámicas educativas contemporáneas. Los resultados revelan que la so-brecarga de trabajo y la falta de apoyo institucional son factores predo-minantes de estrés, mientras que el apoyo entre colegas emerge como un elemento motivador significativo. Las implicaciones de esta investigación sugieren la urgencia de políticas que prioricen la salud mental y el apoyo a los docentes, con el objetivo de crear un entorno educativo más equilibra-do y productivo.
Água, fonte de aprendizagem: projeto transdisciplinar de ensino e aprendizagem
(Universidade Federal de Goiás, 2025-03-21) Suanno, Marilza Vanessa Rosa; Síveres, Luiz; Alves, Lucicleide Araujo Sousa
This article aims to share reflections on two formative experiences in which teachers intended to use a metaphor to produce relationships between theories and practices and, thus, generate conceptual reflections and systematizations when dialoguing with students on the topics under study. In the article, we analyze the metaphorical reflections produced in the formative experience provided by the Teaching Project “Water, source of learning”, developed by Síveres (2017), in partnership with master's and doctoral students of the Graduate Program in Education at the Catholic University of Brasília. The project was carried out at Chácara Recanto Kairós, in the Federal District, an educational space that provided opportunities for training and integration with nature. The guiding principle of the project was the metaphorical reflection on water and its path, always in motion and connected in cycles. The video of the formative experience (Síveres, 2017), produced with the support of the Centro de Rádio e Televisão – CRTV, is available on YouTube and was used to promote Conversation Circles in supervised internship classes in the Pedagogy course at the Faculdade de Education at the Federal University of Goiás. The report and analysis of the Conversation Circles are presented in this article.
Plataformas privadas como mecanismo do capitalismo de vigilância: análise dos servidores de e-mail em universidades e institutos federais do Brasil
(2025) Lima, Daniela da Costa Britto Pereira; Araújo, Luiz Fernando Gonçalves da Silva; Forte, Luciano Toledo
This study analyzes the use of private email server platforms from Google and Microsoft and their implications in the context of surveillance capitalism. The research, which is quantitative-qualitative in nature, involves bibliographic and documentary analysis with data from the Supervised Education Observatory, revealing a concerning scenario of technological dependence. More than 70% of Federal Universities (UF) in three regions in Brazil use Google servers, while in Federal Institutes (IF), there are other three regions with 100% dependence on this big tech. The presence of Microsoft servers is higher in UF. The results highlight risks to the digital autonomy of these institutions, reinforcing the need for public policies that promote public technological alternatives, preserving education as a common good and a democratic space for knowledge production.
Da técnica às tecnologias de informação e comunicação: ensaio sobre a lógica neoliberal de inserção de tecnologias na educação
(2025) Echalar, Jhonny David; Lima, Daniela da Costa Britto Pereira
This essay aims to contribute to the ongoing reflections on the integration of technology in education—an area of study marked by complexity and multiple layers of determination, especially when intersecting with various educational themes. Drawing on Milton Santos' reflections on the development of science, technical objects, and globalization, this essay offers theoretical and conceptual foundations to understand how Information and Communication Technologies (ICTs) have been incorporated into the formulation of educational policies, often guided by the neoliberal agendas of multilateral organizations. Through the interweaving of relationships explored throughout this work, we can discern the influence and impact of neoliberal assumptions—from the meanings ascribed to ICTs to their strategic use in sustaining the social structures of inequality inherent in capitalist society.
Educação a Distância: a Técnica Delphi como estratégia colaborativa e dialógica na pesquisa educacional
(2025) Morales Gámez, María José; Lima, Daniela da Costa Britto Pereira
This article analyzes the use of the Delphi Technique in research on Distance Education (EaD), highlighting its potential as a critical, dialogical, and collaborative methodological strategy. Through a bibliographic review and the systematization of the experience developed by the EaD Research Network Brazil/International, the study discusses the transition of Delphi from a predictive and technocratic approach to a situated perspective that values diverse knowledge and promotes collective knowledge-building processes. The findings indicate that, when adapted to educational contexts grounded in ethical, democratic, and participatory principles, the Delphi Technique can significantly contribute to the development of socially referenced quality frameworks in Distance Education, strengthening research practices committed to social justice and inclusion.
O desenvolvimento da rede e do conceito de Educação híbrida no Brasil: políticas, tecnologias e perspectivas críticas
(2025) Costa, Fernando Wagner da; Lima, Daniela da Costa Britto Pereira
This article analyzes the development of Blended Education (HE, as it is called) in Brazil, with a focus on public policies, technologies, and the role of artificial intelligence (AI). Through documentary analysis, the research investigates the concept of HE, its regulatory framework, the Innovation Network for Blended Education (RIEH), and pedagogical challenges. The results highlight the polysemy of the term and the technological and pedagogical challenges, including the role of Artificial Inteligence.
Didática crítica e currículo: resistência ao neoliberalismo e à tecnocracia na educação emancipatória
(2025) Fonseca, Maria Aparecida Rodrigues da; Suanno, Marilza Vanessa Rosa; Lima, Daniela da Costa Britto Pereira
This article explores how critical and dialectical didactics can contribute to an emancipatory education that resists neoliberal and technocratic tendencies in contemporary educational policies. Didactics is established as a pedagogical approach and a force of resistance against curricular policies that serve as fields of dispute and can promote ideological control. Thus, it becomes an essential tool for questioning and transforming dominant narratives within the educational field. The methodology employed is bibliographical research with an analytical-descriptive approach. The study demonstrates that the affirmation of critical didactics as a form of insurgency against neoliberalism necessitates curricular policies that address the root causes of social problems. In this context, critical didactics emerge as a means of subverting impositions, contributing to the development of a curriculum that fosters the formation of active citizens capable of critically reflecting on social contradictions and effecting transformation.
Residência médica transdisciplinar em genética: conceito, perspectiva de formação e desenho curricular
(2025) Montaño Arrieta, Rafael Eduardo; Suanno, Marilza Vanessa Rosa
Este artículo presenta los resultados de la investigación y la tesis doctoral del primer autor, dirigida por el segundo autor, desarrollada en el campo de la educación superior, específicamente en la educación médica, que plantea la necesidad y viabilidad de implementar un Programa de Residencia Médica en Genética en Bolivia con un enfoque transdisciplinario. Actualmente no existe ninguna Residencia Médica en Genética ofrecida en Instituciones de Educación Superior que formen médicos en Bolivia. Basado en un análisis comparativo con programas internacionales y en el paradigma de la complejidad, se propone un diseño curricular que integra conocimientos de biología molecular, bioinformática, ética médica, salud pública y varias otras ramas del conocimiento académico. La ausencia de especialistas en genética en Bolivia genera un vacío formativo y clínico que impacta negativamente en el sistema de salud. La metodología utilizada incluye el análisis de programas existentes, entrevistas con expertos y un enfoque epistemológico basado en la transdisciplinariedad. La originalidad del resultado de la investigación consiste en la presentación original del concepto, perspectiva formativa y diseño curricular, con potencial para ser implementado en el sistema formativo boliviano, en la Residencia Médica en Genética Transdisciplinaria. Se concluye que la implementación de este programa mejoraría significativamente la atención médica, fortalecería la investigación y permitiría el desarrollo de diagnósticos genéticos avanzados en el país.
Ensino de didática de modo remoto nos cursos de licenciaturas de universidades públicas: a visão dos estudantes
(2025) Feldkercher, Nadiane; Marilza, Lui Nörnberg; Suanno, Vanessa Rosa
In the article, we analyze, from the perspective of undergraduate students at Brazilian public universities, the teaching of Didactics in an emergency remote way in times of pandemic, identifying the challenges and potential experienced in the face of the use of digital technologies. The empirical research took a quantitative-qualitative approach, using an online questionnaire to collect perceptions of undergraduate students from public Brazilian universities who attended the curricular component of Didactics remotely. The theoretical and analytical basis is located in the field of Didactics and the results include the conditions of access and use of digital technologies, the articulation of Didactics teaching and digital technologies, their challenges and possibilities. Some students criticized the emergency remote teaching (ERE) given the inequalities in access and use of resources, signaling the need to improve teaching processes in virtual environments. They also highlighted the importance of incorporating digital educational technologies (TEDs) into their training and teaching practices and that the contents studied were relevant. However, we noticed that the students had a limited view of what Didactics is, valuing the planning and organization of teaching, without contextualizing it and without pointing out its theoretical bases.
Didática nos cursos de pedagogia das universidades federais da região Centro-Oeste
(2025) Suanno, Marilza Vanessa Rosa; Libâneo, José Carlos; Oliveira, Sheila Santos de
This article presents the results of research funded by the National Council for Scientific and Technological Development (CNPq/MCTI/FNDCT Notice No. 18/2021) entitled ‘The Protagonism of Didactics in Teacher Training: a study on the presence of Didactics in the curricula of undergraduate courses in the country (Excerpt: Pedagogy Course at Brazilian federal universities)’.The research had the following objectives: a) to identify the presence or invisibility of Didactics in the Pedagogy course, as well as the reverberation of this phenomenon for the training of basic education teachers and for the investigative field in question, b) to comprehensively analyze the presence of Didactics as a discipline in the curricula of undergraduate courses in the country, specifically in the Pedagogy courses of Brazilian federal universities, c) to analyze syllabi and teaching plans of Didactics teachers of the Pedagogy course of Brazilian federal universities in order to identify concepts, objectives, contents, methodologies, evaluation, nomenclature of the curricular component and its role in teacher training.
Nos rios, no campo e na cidade: a arte de ensinar e aprender à luz da didática crítica intercultural e decolonial na experiência do PROEJA FIC Cáceres
(2025) Souza, Fernanda Santana de; Suanno, Marilza Vanessa Rosa
In this article, we analyze the National Program for the Integration of Professional Education with Basic Education in the Modality of Education for Youth and Adults in Initial and Continuing Training Integrated with Elementary Education (PROEJA-FIC) in the light of Intercultural and Decolonial Critical Didactics, contextualizing different approaches emerging critical didactics. We put PROEJA-FIC Cáceres into perspective as an example of the application of intercultural and decolonial principles, when considering who the students are: fishermen and small rural producers and their ways of life. We wonder if the program seeks to promote an education committed to the emancipation of students, thus promoting a more meaningful and empowering education. The results of the research, which included documentary analysis and bibliographic review, indicate that PROEJA FIC has signs of resistance to hegemonic forces and is a critical and reflective formative project, a founding mark of projects that aim for human emancipation.
Educação sensível e complexa: caminhos a partir de Rousseau e Morin
(2025) Camargo, Guilherme Henrique Martins; Ramirez, Núria Lorenzo; Suanno, João Henrique; Paiva, Wilson Alves de
Based on bibliographical research, the main objectives of this article aim to relate the educational concepts of Jean-Jacques Rousseau and Edgar Morin in the search for approximations and distances. Through the work Emile, or On Education, the Enlightenment Philosopher and Educator Rousseau inaugurates what, since modernity, has come to be called childhood. Since within society, children were considered as miniature adults, and therefore, neglected in the specificities of the first years of life, the focus made by the Genevan in relation to the need to exercise the sensitive, having nature as the first and sublime trainer, were contributions that reverberated in the change in the child's social locus. Therefore, Rousseau's naturalistic perspective contributes to the elaboration of an educational path that places the student, Emile, at the center of the pedagogical action. Therefore, the mediator has great relevance in the teaching- leaming movement, since being present in the phenomenon of learning, he will deal with guiding his student, starting from the unknown towards knowledge. Far beyond a mere possibility, the act of thinking complexly is a constant. This is so, assuming that knowledge is internalized in the individual, through experimentation, vehemently, the connection with the external will lead to the reconnection of knowledge. Furthermore, the consolidation of knowledge will enable the autonomous and fraternal guidance of individuals towards knowing and knowing themselves. In the reflective approach and in the empirical work, it is clear that sensitive education and complex thinking can and should be worked with as a common objective, the formation of autonomous man.

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