FE - Artigos publicados em periódicos

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

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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.
Literatura, educación y formación política en el siglo XVIII: el caso del Emilio
(2025) Paiva, Wilson Alves de
El texto explora la obra Emilio o De la educación de Rousseau, centrándose en su enfoque educativo y filosófico, que busca formar individuos autónomos y virtuosos en un contexto social corrupto. Rousseau critica prácticas educativas restrictivas que limitan la libertad y el desarrollo natural del niño, argumentando que la educación debe prepararlo para enfrentar las realidades de la vida y la sociedad. A través de experiencias pedagógicas, Emilio es alejado temporalmente de la urbanidad y se introduce en la vida rural, donde puede desarrollar sus disposiciones naturales en un entorno más sencillo y menos corrupto. El concepto de "formación poliatómica" se propone como una forma de entender la diversidad de elementos que componen la educación de Emilio, incluyendo aspectos estéticos, morales y sociales. Rousseau aboga por una reconciliación entre la naturaleza y la cultura, buscando preservar la bondad innata del ser humano mientras cultiva su juicio crítico. La obra no presenta a Emilio como un individuo aislado, sino como alguien que, tras una profunda formación, se integra plenamente en la sociedad, utilizando sus virtudes para contribuir al bienestar colectivo. Finalmente, el texto concluye con la reflexión sobre la autoridad en la formación de Emilio, sugiriendo que su autoridad es más una ficción literaria que una realidad. La literatura, en su contingencia, permite explorar posibilidades más allá de los límites de la realidad, invitando a la construcción de un mundo más auténtico a través de experiencias subjetivas.
Das experiências sensíveis no Emílio de Rousseau-análise de dois episódios
(2025) Araújo, Sarah da Silva; Paiva, Wilson Alves de
In the thought of the Genevan philosopher Jean-Jacques Rousseau, sensitivity can be understood in two different ways: a passive one, which comes from the development of the senses; and the active one, which is related to moral issues. In order to deal with passive sensitivity, this article analyzes an excerpt from Rousseau's pedagogical treatise Emile or on Education, called the episode of the garden. To analyze the active sensibility, the selected passage is the episode of the fair, in the same book. There is in this educational production, i.e. the Emile, on the one hand, the emphasis on the development of sensitivity, which happens in practical experiences and concrete experiences, however heading to the triumph of reason. On the other hand, the development of reason only happens through sensibility. So,overcoming this apparent contradiction is the development of 'sensitive reason', which results from the pedagogical process that values both aspects, starting with passive sensitivity to, in the end, result in active sensitivity.
Emílio e Emília:ou razão e sensibilidade na pauta das conversações
(2025) Paiva, Wilson Alves de
The text seeks to analyze the interaction between reason and sensibility in the following works: the treatise on education Emile or on education, written by the Genevan philosopher Jean-Jacques Rousseau (1712-1778) in the form of a novel; and the work Les conversations d’Émilie, written by Louise d’Épinay (1726-1783). This one was written with the purpose of opposing the former, but it doesn't develop the theme with the same depth. The method for the analysis was hermeneutic, with a structural and comparative reading, reaching the conclusion that the two are similar in terms of reason and sensitivity, with due regard for specific differences. Emile will not be a savage at the end of his education, but a man of knowledge and reason; and Emilie will be educated with a view to developing reason, but safeguarding sensibility.
Plataformização na educação superior pública e seus efeitos no Brasil
(2025) Costa, Carine Rodrigues da; Ojeda, Caroline Martins; Lopes, Rosemara Perpetua
This article discusses digital platforms in public higher education institutions to reflect on platformization and its effects on higher education in Brazil. Methodologically, in this qualitative essay, the theme is developed along axes that address the conceptualization of platform and platformization, the origins and effects of platformization in Brazilian higher education, and a critical-argumentative balance on the subject. The results reinforce the premise that digital platforms, as instruments of public policy in education, are not neutral elements, considering factors such as improper user monitoring, lack of transparency in algorithmic decisions, terms of use, and documents with vague or complex language on legal issues, as observed in the 2014-2024 National Education Plan. The rapid implementation of platforms in Brazilian education raises questions about university technological infrastructure, student access conditions, and the lack of training for the critical and ethical use of digital technologies in general and platforms in particular. In addition to platformization, the processes of datafication, commodification, and surveillance capitalism frame this situation. We conclude that it is necessary to critically analyze the adoption of digital platforms in Brazilian education, from basic to higher education at all levels.
Militarização da educação e opinião pública: reflexões sociológicas em enunciados do jornal O Popular
(2025) Santos, Eduardo Junio Ferreira; Alves, Miriam Fábia; Reis, Lívia Cristina Ribeiro dos
This documentary and bibliographic study selected and categorized all the texts published between 2015 and 2018 in the Goiás newspaper O Popular on the subject of “military schools.” It then selected all the statements about the Goiás population's support for the militarization of state schools. Based on theoretical keys presented by Bourdieu (2008; 1984), this essay describes and analyses the positions that emerge there about the process of militarization of state schools in Goiás. To do this, he uses Bakhtin’s (1997) concept of utterances as an element that makes up public opinion discourse, whose characteristics touch on common sense about education and the militarization policy. It then seeks to understand how these positions are engendered and articulated as the foundations of a supposed “public opinion”. Thus, in addition to the “sociological gaze” prescribed by Bourdieu, in order to discuss the dynamics of the school environment, Carvalho (2013) and Aquino (2014) are used. The text presents possibilities for understanding the socio-cultural bases that drive the positions expressed by “public opinion”. In addition, the study makes it possible to describe the social place in which the discourses that defend the militarization of education in Goiás operate.
Formação continuada de professores: uma experiência de inovação de aulas de matemática no ensino médio de uma escola pública
(2025) Souza, Renato Sardinha de; Teixeira, Uyara Soares Cavalcanti; Suanno, Marilza Vanessa Rosa
By presenting a study on the continuing education of mathematics teachers at a public elementary school, this text aims to contribute to the discussion on a transdisciplinary proposal, seeking an integrated view of know-ledge, which was able to break down barriers and enable new ways of teaching at school. Based on dialogic discussions with the participants in the training, teachers and school administrators, it was possible to uncover new possibilities for working with students, considering some trends in Mathematics Education, such as the use of Digital Technologies in Mathematics Teaching. This text presents, as an excerpt from the training carried out, a work developed by a teacher and an administrator, which culminated in mathematical applications in the preparation of budgets for the construction of a house, presented to the students in the form of a floor plan. The didactic sequence developed showed that it is possible to challenge the comfort zone that, over the years, can involve teachers in practice. Furthermore, it became clear from the research carried out that the desired transformation in the teaching and learning processes of mathematics lies in the change in teachers' attitudes towards the act of teaching and their need for training.
Formação docente: um elo perdido, qual caminho seguir para ressignificar as licenciaturas?
(2025) Lopes, Patrícia Pereira da Silva; Silva, Amarília Mathilde da; Lorenzo Ramírez, Núria; Suanno, João Henrique; Suanno, Marilza Vanessa Rosa
This article presents a theoretical reflection on international educational policies, the control over teachers in schools and universities, and emerging initiatives aimed at overcoming the limits imposed by neoliberalism. Focusing on the Brazilian context, using data from the Higher Education Census of Inep (2024) and the Higher Education Map (Instituto Semesp, 2024), which reveal a significant shortage of existing teachers, the article explores the potential of complex and transdisciplinary didactics to overcome neoliberal challenges. These approaches create spaces for emancipation, aligning with critical practices that challenge power structures and promote genuinely transformative education. The article also examines the initial and continuing education of teachers through critical and emancipatory lenses, proposing alternatives to traditional models of teaching and educational management. The research draws on the works of Libâneo (2021), Longarezi, Pimenta, Puentes (2023), Morin (2000, 2007), Lopes; Gastão; Silva (2024); Rosa, Santos (2016), and Suanno (2023, 2024). The analysis underscores the importance of training teachers to understand pedagogical work in a complex and integrated manner, pointing towards pathways for emancipatory and humanizing education.
Tecnologias de inteligência artificial e formação docente
(2025) Ojeda, Caroline Martins; Costa, Carine Rodrigues da; Teixeira, Mirian Vieira; Lopes, Rosemara Perpetua
We present the results of a literature review that discusses the effects of artificial intelligence (AI) in teacher training, focusing on contributions and gaps in recent scientific production (2020-2024). The study included searches in national and international bibliographic databases and qualitative data analysis. The results indicate the growing use of AI in school practices, revealing possible paradigm shifts in educational practices both in the Brazilian and global contexts, highlighting the non-neutrality of digital technologies, and underscoring gaps related to reflections on ethics and social inequalities. Thus, a formative process grounded in the critical and ethical use of AI emerges as necessary for an emancipatory, humanistic, and democratic education.
Ensino e aprendizagem de ligações químicas: integrando experimentação e tecnologias digitais
(2025) Deus, Taissa Tavares de; Kloss, Juliana Regina; Arnaud, Anike Araujo; Feitosa, Eloi da Silva; Lopes, Rosemara Perpetua; Adati, Renata Danielle
In teaching chemical bonds, the use of recreational activities and the development of an investigative profile are desirable when seeking to provide training that goes beyond the fixation of content and encourages protagonism in the learning process. Based on this premise, with the aim of promoting student engagement in the process of knowledge construction, we combined pedagogical activities that integrate digital technologies and experimental activity through the development and implementation of a didactic sequence lasting four classes. The participants were first-year high school students from a public school in Curitiba, Paraná state. In this article, we present the results of this experience. Of the proposed approaches, virtual experimentation was the most well-accepted by the students, although its potential was limited by the lack of adequate technological infrastructure at the school.
Inclusão na educação superior: democratização do acesso e do uso de mídias digitais na defesa de cotas para pessoas trans
(2025) Ojeda, Caroline Martins; Lopes, Rosemara Perpetua
Introduction/Objective: this article primarily aims to analyze if digital media can assist in building a sense of community to advocate for public policies related to the inclusion of trans people in higher education, with a focus on the affirmative action law. Methodology: to this end, we conducted a documentary research on Instagram, using the content analysis method, prioritizing posts from associations and online collectives that advocate for affirmative action policies for trans people. Results: the qualitative analysis points to a growing mobilization through the use of digital media to raise awareness about affirmative action for trans people and to confront conservative neoliberal trends, promoting the democratization of access to higher education in Brazil. Conclusion: the findings suggest that digital media play an important role in the process of civil society’s articulation and mobilization within the context of neoliberal trends in the Brazilian educational sector.

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