Revista Educação em Contexto

AFROLATINIDADES: A SAGA DO SAMBA E SUAS VARIAÇÕES MUSICAIS NO BRASIL E PARTE DO CONTINENTE AMERICANO

2025-03-20T19:53:26+00:00

Este ensaio, realizado como pré-requisito para a aprovação na disciplina ‘Música e Sociedade’, cursada na Escola de Aperfeiçoamento de Profissionais da Educação (EAPE), sediada na capital federal Brasília, objetiva demonstrar a origem e a trajetória de suas variações musicais, ou seja, a epopeia do Samba, a partir da África Central, berço do “Homem anatomicamente moderno” (LEALEY, 1994; apud MACHADO, 2014, p. 14), até migrar para solos latinos e se dispersar, no Brasil e no continente americano. A partir de uma abordagem metodológica contemporânea, o Autor faz uma revisão científico-literária meticulosa, destrinchando o texto, de maneira lúdica, poética e objetiva, e, assim, levando os leitores assíduos, além de demais interessados na temática educativa e histórica musical, a partir das próximas páginas, a uma incrível aventura e deleite, rumo às Américas e ao Brasil - incubadora do Samba - cujo cartão postal reluz, imortalizado na tradicional pintura carnavalesca do Rio de Janeiro, estampado por meio do Samba-enredo e variedades, estendido ainda a outros estados da federação brasileira, além de exportado para uma infinidade de países latinos, europeus e africanos. Portanto, tecida essa breve apreeentação preliminar, o autor encerra o presente resumo, estimando, desde já, aos interessados na temática uma aprazível, descontraída e reveladora degustação literária!

STRATEGIES FOR ADDRESSING HOMOPHOBIC BULLYING IN THE SCHOOL ENVIRONMENT

2025-05-20T14:31:39+00:00

O estudo aborda a questão do bullying homofóbico nas escolas, destacando-o como uma manifestação significativa de opressão que afeta a inclusão e o bem-estar dos alunos. O objetivo do estudo é refletir sobre o bullying homofóbico, suas diferentes formas de manifestação, e propor soluções e estratégias para superá-lo no ambiente escolar. A metodologia empregada inclui uma revisão da literatura existente sobre o tema e a análise de práticas pedagógicas que podem ser adotadas para criar um ambiente escolar mais inclusivo e seguro para todos os alunos, independentemente de sua orientação sexual ou identidade de gênero. As considerações finais ressaltam a importância de uma abordagem multifacetada e o papel crucial dos educadores na promoção de uma cultura de respeito e diversidade. Por fim, o estudo conclui que somente por meio de um compromisso coletivo entre gestores, professores e a comunidade escolar será possível construir uma sociedade mais justa e igualitária, onde a educação atua como ferramenta de transformação social.

ENTRE ALGORITMOS E PENSADORES: REFLEXÕES SOBRE O USO DA INTELIGÊNCIA ARTIFICIAL NO ENSINO MÉDIO DE HISTÓRIA E FILOSOFIA

2025-03-17T14:52:37+00:00

This report describes the experience of integrating Artificial Intelligence (AI) into high school History and Philosophy classes, enhancing students' critical and reflective learning. Through interactive simulations, students were able to "converse" with historical figures and philosophers, actively exploring concepts and theories. AI was used to analyze philosophical currents, promote debates on ethics and morality, and establish connections between different historical periods. The results showed that technology, far from replacing the teacher, can enrich learning, making the classroom a space for experimentation and discovery.

AMPLIANDO HORIZONTES RELATO DE EXPERIÊNCIA SOBRE A LEITURA E ESCRITA PARA ALÉM DA CODIFICAÇÃO NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL II

2025-05-06T17:57:25+00:00

O presente relato de experiência versa sobre o período de estágio nas séries iniciais do ensino fundamental I, que teve como objetivo compreender que a leitura e escrita não devem ser limitadas apenas à codificação de palavras. Durante o planejamento, foram promovidas discussões sobre as abordagens de ensino de Mizukami (1986) e sobre a compreensão da leitura de Freire (1989), que nortearam a organização teórico-prática do estágio. Ademais, o referido período foi dividido em três momentos distintos: a observação que consistiu na compreensão da dinâmica da instituição escolar escolhida, o período de docência para o desenvolvimento das atividades planejadas e a culminância do projeto de estágio. Em suma, o processo de estágio contribuiu tanto para o desenvolvimento dos estudantes, quanto para a formação pessoal e profissional da estagiária.

Experience report of the second internship in Portuguese Language

2025-03-13T14:32:23+00:00

This article reports on the experience of a supervised curricular internship in Portuguese Language and Literature II, carried out between April and August 2022, at a public school in São Paulo. The main objective was to document observations, pedagogical practices, and reflections on teacher training, in line with the guidelines of the National Common Curricular Base (BNCC). The methodology included observation of ten classes, development of multimodal and literary didactic sequences, and teaching through video classes. The results highlighted the importance of contextualized pedagogical planning, the effectiveness of strategies that integrate multiliteracies, and the need for critical approaches in teaching literature. It is concluded that the internship strengthened the intern's professional identity, highlighting the relevance of reflective practices and the articulation between academic theory and school reality.

ARTE E CIÊNCIAS: DESCOBRINDO ESPÉCIES E CRIANDO ANIMAIS COM FOLHAS NA ESCOLA MUNICIPAL PEDRO GOMES DE MENEZES EM GOIÂNIA-GO

2025-02-25T14:51:04+00:00

Este relato de experiência apresenta um projeto interdisciplinar realizado com alunos do 5º Ano A da Escola Municipal Pedro Gomes de Menezes, integrando Arte e Ciências. A atividade consistiu na coleta de folhas no ambiente escolar para a identificação das espécies de árvores presentes, seguida da criação de desenhos criativos representando animais com as folhas coletadas. O projeto teve como objetivo promover a consciência ambiental, o desenvolvimento da criatividade e o aprendizado prático. A metodologia incluiu atividades de exploração do espaço escolar, pesquisa e expressão artística. Como resultados, observou-se o engajamento dos estudantes, ampliação do conhecimento sobre biodiversidade local e produções artísticas significativas. Conclui-se que a interdisciplinaridade e o uso de materiais naturais enriquecem o processo de ensino-aprendizagem.

Students' Perception of Recreational Drug Use

2025-05-07T17:33:03+00:00

The use of recreational drugs among adolescents represents a significant public health challenge, impacting their physical and mental health as well as their social and academic development. In light of this, the present study aims to reflect on students' perceptions of drug use through qualitative research, including a literature review, discussion circles in three classes from the first to third grades at CEPI Osvaldo da Costa Meireles, and two experiments conducted to understand the harm caused to the body: one involving cigarettes and the other involving alcohol. The research seeks to understand how students' attitudes influence their choices and behaviors regarding drugs, identify gaps in knowledge about the risks and legal implications of substance use, and assess the impact of the growing acceptance of drug use. The goal is to develop more effective prevention strategies, promote a more informed school environment, and empower adolescents to face the challenges related to drug use.

APRENDENDO INGLÊS COM PROMPTS: UMA EXPERIÊNCIA INTERATIVA NO CONTEXTO DO TURISMO EM GOIÁS

2025-05-05T14:46:11+00:00

This study aims to explore the use of Artificial Intelligence, specifically prompts in ChatGPT, as a pedagogical tool for English language teaching. Considering the complexity of the teaching-learning process of a foreign language, which involves the development of essential skills such as listening, speaking, reading, and writing, technology presents itself as a valuable ally. The research adopts a qualitative approach, combining theoretical references and practical experimentation by two English teachers from the Basic Education sector, linked to SEDUC-GO and IF Goiano. By focusing on tourism in Goiás as a thematic approach, the study seeks to provide meaningful and contextualized learning experiences aligned with the students' sociocultural realities. Through structured prompts, learners can practice various language skills in interactive and personalized ways, enhancing their learning process. Furthermore, the research highlights the relevance of incorporating AI tools into education, promoting more dynamic, individualized, and engaging learning opportunities. Therefore, the findings contribute to discussions about active methodologies and the role of Artificial Intelligence in language teaching, particularly English.

Português

2025-05-05T14:57:59+00:00

This study investigated the development of sustainable paper from dried leaves of plants native to the Brazilian Cerrado, specifically Caryocar brasiliense (pequi) and Anacardium humile (caju-do-cerrado). The Cerrado, a region of great biodiversity and ecological importance, is a target of environmental degradation, making the project relevant for environmental awareness and the exploration of local natural resources. The methodology involved the extraction of cellulose from the dried leaves of these plants to produce recycled paper, promoting the integration of environmental education pedagogical practices in a high school in Goiás. Students collected, processed and used the leaves to extract cellulose, which was later mixed with recycled paper to develop new sheets of paper. The results showed that the cellulose yield of the dried leaves was lower compared to eucalyptus, a plant most used in the paper industry. However, the project highlighted the importance of valuing the biodiversity of the Cerrado and exploring sustainable alternatives. The students' participation in science fairs and the use of digital platforms to share their results contributed to their engagement with environmental issues and to strengthening youth leadership. The work reinforced the importance of environmental education to raise awareness about the conservation of Brazilian biomes, in addition to encouraging the development of sustainable products in the school environment.

METODOLOGIAS PEDAGÓGICAS: PRÁTICAS EMPÁTICAS, HUMANIZADAS E DE PROTAGONISMO JUVENIL – UMA REVISÃO SISTEMÁTICA

2025-03-25T13:58:37+00:00

Contemporary education demands pedagogical methodologies that promote meaningful, engaging, and humanized learning. The objective of this study was to conduct a systematic review of pedagogical methodologies that emphasize empathy, humanization, and youth protagonism, analyzing the impacts of these approaches on learning. To this end, articles published between 2000 and 2023 in indexed databases such as Scopus, Web of Science, and Google Scholar were analyzed. The results indicate that active methodologies, such as Project-Based Learning, Cooperative Learning, and Maker Culture, play a fundamental role in knowledge construction and student autonomy. It is concluded that pedagogical practices that value youth protagonism are aligned with the educational needs of the 21st century, promoting a more inclusive and critical education.

THE SCHOOL AS A FORMATIVE SPACE FOR LEADERSHIP DEVELOPMENT: CONTEMPORARY PERSPECTIVES AND CHALLENGES

2025-05-06T16:50:30+00:00

This article aims to analyze the role of schools as formative spaces for the development of leadership skills among children and adolescents, considering the contemporary demands of society. The study is based on a bibliographic review, drawing from works by authors in the fields of Education, Psychology, and Leadership. Key aspects of leadership development are discussed, such as emotional intelligence, the ability to motivate teams, and the building of healthy interpersonal relationships. The analysis highlights the importance of engaged teachers and inspiring educational environments as fundamental factors in shaping ethical, empathetic, and responsible leadership. The findings suggest that schools play a strategic role in promoting values and skills that go beyond academic performance, preparing students to face social, professional, and collective challenges. It is concluded that investing in the development of positive leadership from childhood and adolescence is essential for strengthening democracy, social justice, and human development.

THE TEXTUAL CREATION PROCESS OF ELEMENTARY SCHOOL STUDENTS

2025-05-12T16:58:49+00:00

The teaching of textual production presents challenges for Portuguese language teachers, especially regarding the procedural construction of texts by students. Frequently, school writing is limited to the production of a single draft, without revisions or reflections on the writing process. This article investigates the implementation of textual rewriting in 8th-grade classes of a public school in the state of Goiás, using the principles of Genetic Criticism. The analysis of students' manuscripts reveals how rewriting enhances their role as author-readers of their own texts, fostering greater awareness of the creative process. The results indicate that incorporating revision and rewriting practices into writing instruction can significantly contribute to the development of students' textual competence.

MAPAS CONCEITUAIS COMO ESTRATÉGIAS DE ENSINO E APRENDIZAGEM DE QUÍMICA

2025-03-10T16:36:21+00:00

The Conceptual Map (CM) is defined as a graphic representation of concepts, hierarchically related to each other, in such a way that the conceptual structure of an area of knowledge or theme makes sense, and promove the Meaningful Learning, as defined by Ausubel. On the other hand, Chemistry teaching has been characterized by the use of didactic-pedagogical methodologies based on behaviorist and technical learning theories, which favor the memorization of fragmented and decontextualized content. Thus, this research aims to identify the theoretical/methodological context, reported in Dissertations, which use CMs as a methodological resource at some stage of the teaching and learning process of High School Chemistry students. Using the Brazilian Digital Library (BDL) database and some key word, we reached 23 Master’s Dissertations (professional and academic). The first Dissertation is from 2011. For 2012, 2014, 2016, 2018, 2020 and 2023 we have two Dissertations, for each year, for 2015 and 2021 we have three and, in 2019, four. In 2013, 2017, 2019, 2022 and 2024 there was no result. Bardin's (2016) analysis of the corpus showed that CMs appear in all stages of the teaching and learning process, in different contents, series, being created in groups and/or individually, at the beginning and/or at the end of discussions, with or without quantitative analysis and are based on several learning theories, mainly the Teory of Meaningful Learning of Ausubel. Every 23 Dissertations report positive learning outcomes when CMs are used.

CULTURE CENTERS IN EDUCATION:

2025-05-05T12:45:32+00:00

O presente artigo traz uma reflexão crítica a respeito da importância dos centros culturais no cerne da educação básica brasileira, compreendendo esses espaços como territórios educativos e de formação cidadã. Nesse sentido, investiga-se em que medida essas instituições contribuem para a articulação entre os saberes populares e a formação escolar. Adota-se, para isso, uma metodologia de caráter qualitativo, pautada em revisão bibliográfica e em análise documental, com foco na Base Nacional Comum Curricular (BNCC) e na Lei de Diretrizes e Bases da Educação Nacional (LDB). Busca-se, através desta discussão, compreender a relevância da integração entre os centros culturais e o conhecimento escolar, avaliando de que modo esses espaços contribuem para o debate sobre cultura na escola. Espera-se que esta pesquisa contribua para que os centros de cultura sejam vistos como legítimos espaços de aprendizagem e experiências formativas integradas ao currículo escolar. O estudo conclui que a educação, na medida em que se abre à cultura em suas múltiplas manifestações, torna-se mais sensível à realidade dos sujeitos e, por conseguinte, mais apta à promoção do pertencimento e da identidade dos educandos.

The Choro in Goiás

2025-03-19T14:13:42+00:00

This article investigates the choro genre movement in the state of Goiás through a bibliographic and discographic survey. The study examines its historical aspects, main composers and performers, as well as works released by record labels, independently or funded by cultural incentive laws, covering the period from 1958 to 2020.

"ALÉM DO RÓTULO”: EXPLORANDO AS DIVERSAS DIMENSÕES DO AUTISMO

2025-03-06T14:30:27+00:00

This study is a review of the scientific literature with an emphasis on issues related to Autism Spectrum Disorder. It specifically investigates the socio-cultural impact of autism on families, schools and society, taking into account aspects such as socio-economic status and access to health services. It also analyzes strategies to promote the inclusion of people with autism in multiple social spaces, such as the workplace, through effective policies and educational practices focused on the specificities of the public in question. Eight articles published between 2009 and 2020 were examined, obtained from Google Scholar databases, with a preference for studies prior to the COVID-19 pandemic, in order to avoid any influence of the pandemic on the social behavior of people with ASD. The selection of articles considered titles and abstracts, so data extraction was carried out during the analysis. The studies were categorized according to their authors and year of publication in order to understand the evolution of research on the subject. From a methodological point of view, we opted for qualitative research, based on bibliographical references, following the perspectives of Lakatos and Marconi who emphasize a systematic approach with epistemological vigilance in data collection and analysis. The study pointed to the continuing need for investment in inclusive education that not only recognizes but also values the diversity of students with ASD. All the articles covered highlight the importance of deepening knowledge on the subject, promoting educational and social inclusion.

CARACTERIZAÇÃO DAS ABORDAGENS DE ALIMENTAÇÃO E NUTRIÇÃO NOS LIVROS DIDÁTICOS ADOTADOS NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

2025-02-14T14:59:34+00:00

Objective: To characterize food and nutrition approaches, and their presence with the intention of promoting EAN in textbooks adopted in the early years of elementary school in Salvador/Bahia. Methodology: This is a descriptive analysis of the presence, in the teacher's notebook, of food content, foods, nutrition and nutrients. Textbooks belonging to the Nossa Rede collection, adopted in municipal elementary schools in the city of Salvador/Bahia, were analyzed. Data production was carried out using an instrument inspired by that proposed by Nobre and collaborators, with adjustments regarding the expansion of the number of categories and adjustments regarding the sections. The purpose of the instrument is to verify “if” and “how” nutrition, nutrients, food and foods or EAN are presented in textbooks. Data analysis was carried out using descriptive statistics according to school subject, school year, categories and type of activity. Results: Contents related to food and nutrition (25.92%) are present in textbooks, but without evident EAN intention. The content covered varied according to school year and subject. The categories: 1 (food content/illustrations unrelated to the content covered), 5 (eating practices/habits, behaviors/aspects related to food culture), 4 (production, cultivation, trade and/or acquisition of food), 20 (food in figurative language) and 3 (food and history) were the most prevalent. Conclusion: It was observed that the textbooks evaluated present content related to food and nutrition, but few were intended to work with the intention of EAN.

EXPLORING FORENSIC CHEMISTRY TO MOTIVATE THE PROCESS OF TEACHING-LEARNING CHEMISTRY

2025-02-11T19:40:08+00:00

Students' lack of interest and motivation can compromise learning in Chemistry. Based on this, this work proposes to streamline and make learning more meaningful through the application of Forensic Chemistry as an alternative methodology, integrating real investigations to develop critical thinking skills and increase student engagement. A class was conducted simulating a crime scene with a 2nd-year high school group at CEPI Osvaldo da Costa Meireles, composed of 26 students with varying levels of interest and aptitude in science. During the class, students participated in practical experiments such as fingerprint analysis, luminol-based blood detection, and DNA identification. These activities connected theoretical concepts with real-life scenarios, fostering investigative skills and problem-solving abilities. However, the approach highlighted the importance of careful planning to avoid creating an unrealistic perception of forensic chemistry. Expanding the use of this methodology in other educational contexts and conducting long-term studies to evaluate its impact on academic performance and student interest are recommended. Furthermore, gathering teachers’ feedback on the feasibility and challenges of this approach will help refine and improve future practices.

INTELIGÊNCIA ARTIFICIAL NA EDUCAÇÃO: FUNDAMENTOS, APLICAÇÕES E IMPACTOS NO CENÁRIO EDUCACIONAL

2025-03-24T13:29:59+00:00

Este artigo tem como objetivo explorar os fundamentos teóricos e as aplicações práticas da Inteligência Artificial (IA) no contexto educacional, destacando seu potencial para transformar os processos de ensino e aprendizagem. Partindo da perspectiva de que a IA é uma extensão das capacidades humanas, o estudo busca superar a falsa dicotomia entre IA e inteligência humana, promovendo uma relação sinérgica entre tecnologia e aprendizagem. Por meio de uma revisão bibliográfica sistemática, foram analisados artigos científicos, livros e relatórios publicados nos últimos anos, com foco em três eixos principais: os conceitos básicos da IA, suas tecnologias associadas e os casos de uso na educação. A metodologia adotada permitiu identificar as principais tendências, benefícios e desafios da integração da IA no ambiente educacional. Entre os resultados, destacam-se os desafios como o distanciamento entre a cultura escolar e a cultura juvenil, e a necessidade de capacitação dos professores para integrar as tecnologias digitais de forma crítica e reflexiva. Conclui-se que a IA oferece oportunidades significativas para inovar a educação, mas também apresenta desafios éticos e técnicos que precisam ser abordados, como a garantia de uma utilização ética e equitativa das tecnologias. Este estudo contribui para a discussão sobre o papel da IA na educação, fornecendo insights para pesquisadores, educadores e gestores.

COMPLEXITY THEORY AND MATHEMATICAL EDUCATION

2025-05-08T19:15:28+00:00

This article investigates the contribution of Complexity Theory to the promotion of integrated and interdisciplinary mathematics education, aimed at reconnecting knowledge in the educational context. First, it grounds Complexity Theory in the contemporary world, highlighting how it can favor a more dialogic and satisfactory educational approach for students and teachers. The discussion addresses the potential of complex knowledge to resignify practices and overcome the challenges of fragmented mathematics teaching, traditionally treated in isolation from other knowledge. The central problem is to explore ways to overcome this fragmentation, promoting an interdisciplinary approach that connects mathematics to different areas of knowledge, favoring more integrated and meaningful learning. The methodology used was a bibliographical research, aimed at understanding the various theoretical nuances on the subject. The results highlight the relevance of Complexity Theory in overcoming the challenges of traditional teaching, providing teachers with alternatives to make mathematics teaching more attractive and meaningful through an integrative and connected vision. Thus, the complexity of knowledge reveals itself to be both a challenge and an opportunity for an education that promotes the reconnection of knowledge, benefiting student learning and contributing to more enriching teaching practices.

PERCEPTIONS OF DEAF YOUNG PEOPLE AND ADULTS ABOUT BILINGUAL EDUCATION

2025-02-25T14:52:04+00:00

This article is an excerpt from a master's research that investigated how the teaching of Libras is being developed in bilingual schools and how much knowledge deaf people have about it. In this study, the results will be presented regarding the axis that reflected on the perceptions of young people and deaf adults about the condition of being bilingual and bilingual education. It is based on conceptions of language/language acquisition and development through human social relations. We also follow the premise that learning a second language is based on the person's knowledge of their mother tongue. The data presented here were collected through individual and collective interviews with deaf people, where it was possible to verify that Libras fulfills its role as L1, favoring the linguistic, cognitive, social, emotional and communicative development of deaf people, however, the interviewees report that they were not exposed to the teaching of their linguistic organization. This fact influences the learning of Portuguese as L2. We point out a reflection on the need to start teaching the linguistic aspects of Libras, leading students to know it fully, so that it can be a contribution to learning the Portuguese language and being able to move between the two languages.

GOIÁS AS A PROTAGONIST: INNOVATION IN EDUCATIONAL POLICIES

2025-06-03T14:19:04+00:00

The present study examines the transformations in contemporary Brazilian educational management, with an emphasis on the State of Goiás, highlighting the challenges and innovations arising from the implementation of results-oriented policies. The research, of a bibliographic nature, is based on the analysis of books, scientific articles and official documents. The central objective is to analyze public policies implemented in educational management that promote efficient results and favor the integral development of students in the state of Goiás. The study also investigates the impacts of these policies on educational inequalities, with attention to initiatives aimed at digital inclusion and full-time education. It is concluded that management by results has generated significant advances in efficiency, proven in educational indicators, such as IDEB. These advances highlight the importance of adopting strategies that value technological innovations, cultural diversity, equity and the critical development of students. approaches that value cultural diversity and critical student development, balancing efficiency with inclusion and citizenship.