FE - Artigos publicados em periódicos

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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.
Formação estética e docência na Educação Infantil: uma análise da produção do círculo de estudo e pesquisa FIAR
(2025-12) Oliveira Neto, José Firmino de; Corrêa, Carla Andréa; Medeiros, Daiane Francisco de
Currently, we are witnessing considerable progress in legislation regarding Early Childhood Education, which affirms the concept of children as producers of culture, who appropriate the world and express themselves through multiple languages. This concept has its counterpart in teaching practice and, consequently, in education, whose artistic-cultural aspects, admittedly related to the aesthetic dimension, are decisive elements. But what does it mean to recognize the aesthetic dimension of education? This question underlies the production of this article, which aims to analyze the production of the Study and Research Circle Teacher Training, Childhood and Art, which has been addressing aesthetic training for teaching in Early Childhood Education since 2016. The narrative-interpretative approach adopted for systematizing the data draws on a survey of theses and dissertations produced by the FIAR collective between 2017 and 2023. Among the 17 papers (12 dissertations and 5 theses), "aesthetic education" or "aesthetic training" appear as keywords in 11 of them. The productions also revealed that the aesthetic dimension is also visible in the form-content relationship, whether in the discussion surrounding teacher training for early childhood education, in the methodological approach to producing and creating research, or in its presentation. A poetic movement was also noted that traverses multiple languages, alluding to an authorial movement that exposes counter-hegemonic roots: aesthetics as care and refinement of the senses, in dialogue with art, culture, and nature, projecting other ways of thinking about and conducting teacher training for children.
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.
A avaliação da qualidade na educação em tempos de IDEB: impactos na autonomia docente
(2025-12) Ferreira, Dianne Fabhricia Meireles; Echalar, Jhonny David
The aim of this paper is to reflect on the market logisticinserted into the context of education, more specifically in educational assessments. With this purpose, a brief historical review of the advent of student performance assessmentswas made, based on standardized tests, related to the creation -in Brazil -of indices that aim to quantitatively measure educational quality, within the context in which IDEB was created. It is based on the principle of social quality, which considers the various dimensions of the subjects as intervening elements in their educational performance. Realistically, however, the scenario is antagonistic, since there is a hegemonic perception of quality based on the logic of the market: meritocratic, individualized, meaningless and competitive. In addition to thesecontrasting conceptions of quality, this exposes the way in which the bodies responsible establish control mechanisms, ranging from the formal structuring of the curriculum to teaching practice. This highlights the loss of teacher autonomy, since these regulatory mechanisms are responsible for defining public policies that make teachers accountable, such as the display of school results, which ends up promoting competitiveness. It is essential to restructure the way these policies have materialized in the field of education, from their ideological to their technical-operational aspects. It is understood that any paradigm shift is achieved gradually, as more peers broaden the discussions, providing input for reflections that are increasingly relevant to reality.
Direitos dos Animais: desafios e perspectivas
(2025) Silva, Aline Campelo; Oliveira, Gyselle Nascente de; Genovese, Cinthia Letícia de Carvalho Roversi
The theme of Animal Law establishes some principles that aim at the protection and care of non-human animals. In Brazil, this subject is mostly discussed in Law, therefore, this study aims to understand how the theme of Animal Law is approached in society and in science education, since it is a growing knowledge. The research carried out is characterized as qualitative, with a bibliographic approach, and had its theoretical basis in Regan (2013) and Francione (2013). The selected articles were found on the website Portal Periódicos da Coordenação de Aperfeiçoamento de Nível Superior (CAPES). As a result, three articles were selected and submitted to the content analysis method. It is concluded that the path to animal welfare is based on the respect and monitoring of laws, which occur through social movements, education and regulatory bodies that aim to protect these beings.
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.

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