Perspectivas em Diálogo: Revista de Educação e Sociedade

Editorial

Célia Regina de Carvalho — 2025-12-12

Gamification in science education: an overview of scientific production

Anna Hester Marotti Magalhães Braz — 2025-12-12

Gamification in education uses game elements and principles in learning processes and is one of the most prominent active methodologies. In science teaching, gamification facilitates the construction of practical knowledge, stimulating student development and enriching the educational process. Considering that the literature on the integration of gamification in science teaching is still quite limited, this study aimed to map scientific production, identifying some emerging trends and themes. To this end, a bibliometric analysis of 316 articles published between 2007 and 2023, extracted from the Scopus and Web of Science databases, was carried out. The results revealed the evolution of scientific production, with a significant increase in publications since 2018. Student engagement and gamification were areas of growing interest. The USA and China lead scientific production and international collaboration. At the same time,e the most relevant journals were the Journal of Chemical Education, Education Sciences, and the Journal of Science Education and Technology. The study highlights the need for comprehensive applied research that deepens the integration between gamification and science teaching.

Pedagogical approaches to improving the military training system with regard to the current challenges

Vadym Shemchuk — 2025-12-12

This research highlights the urgent need to modernize military training for contemporary instability and technological progress. The study aimed to adapt pedagogical approaches to address technological and psycho-emotional challenges. Methods involved a pedagogical experiment using case studies and monitoring with specific inventories. Statistical analyses confirmed the effectiveness of these methods. Experimental Group 1 significantly excelled in performance and soft skills, with lower stress. Other experimental groups showed improvement, though some stress remained. The control group had the lowest results, emphasizing the need for innovation. The study concludes that modern pedagogical approaches, especially technology integration, enhance academic performance, develop soft skills, and reduce stress. Future research should refine these approaches, focusing on technology, psychological resilience, and teamwork.

Professional competence and methodological culture as factors in the development of pedagogical skills of future foreign language teachers

Nataliia Telychko — 2025-12-12

The relevance of the study is determined by the growing requirements for the training of future foreign language teachers in the context of innovative changes in education. The aim is to determine the impact of the level of professional competence and methodological culture on the development of pedagogical skills, taking into account the type of educational environment and participation in competitions. Methods: questionnaire survey, psychodiagnostics (motivational, emotional, cognitive indicators), expert assessment, Mann–Whitney U test, Wilcoxon test. Sample — 140 students. The results showed higher indicators of professional competence (empathy — U = 423.000; optimism — U = 434.000; motivation for success — U = 520.600) and methodological culture (cognitive indicator — U = 462.600) in students of the innovative group. Participation in competitions correlated with tolerance and awareness, while their avoidance — with rigidity. The influence of the innovative environment and competitive activity on the development of pedagogical skills was proven. The academic novelty is the comprehensive analysis of the component structure of professional competence in the context of practice. Prospects for further research may be studying the dynamics of changes at different stages of professional training.

Educação midiática na prática: descobertas a partir da interação em sala de aula

Alice Melo Xavier — 2025-12-12

This article underscores the escalating significance of media literacy amidst the digitalization of society, stressing the imperative to equip individuals with the skills to navigate digital media. It advocates a pragmatic approach that merges the elucidation of concepts with the execution of an interactive quiz via the Genially platform. The purpose of the quiz is to evaluate students' comprehension of the concepts and facilitate their practical application. The results are scrutinized to pinpoint areas requiring reinforcement, followed by a group discussion to resolve any uncertainties. This interactive methodology enables the instructor to dynamically assess the students' level of understanding.

As práticas de alfabetização e letramento matemático e os REDs na inclusão nos anos iniciais do ensino fundamental

Elisangela Alves dos Reis — 2025-12-12

Abstract

The present work presents practices arising from a pedagogical experience using Digital Educational Resources (DERs) in literacy and mathematical literacy in two second-grade classes of elementary school, at a public school in the northwest of Paraná, with students with Autism Spectrum Disorder and Intellectual Disability. The study, conducted between 2023 and 2025, seeks to answer the following questions: What methodological approaches with DERs have been proposed in the teacher’s planning for the second-grade mathematics curriculum, considering curricular accessibility? At what moments in the mathematical literacy routine are DERs applied as enhancers of mathematical experiences? What approximations and distances exist between the planned approaches and the practices carried out in the classroom? The initial results reveal that DERs favor the development of mathematical thinking through playful and accessible practices that integrate technology and pedagogical intentionality, but highlight the importance of teacher mediation and the need for planning that avoids the excessive use of digital platforms.

SCHOOL INCLUSION AND OPPOSITIONAL DEFIANT DISORDER: CHALLENGES AND PEDAGOGICAL PRACTICES IN MATHEMATICS TEACHING

Maiara Ghiggi — 2025-12-12

This article analyzes the challenges and pedagogical practices aimed at the inclusion of students with Oppositional Defiant Disorder (ODD) in mathematics classes, within the context of inclusive education. It adopts a qualitative approach, with a literature review and the application of a questionnaire to 17 teachers from public and private elementary and high schools. Data analysis was conducted based on Content Analysis as proposed by Bardin (1977), and the study is theoretically grounded in Universal Design for Learning (UDL), Brazilian inclusion legislation, and research on ODD. The results show that, although schools provide information about students with ODD, there is a lack of specific training for teachers. The research highlights the importance of articulating continuing education, institutional support, and collaboration among school, family, and healthcare professionals for effective school inclusion.

Direito à educação por meio de políticas de inclusão

Claudovil Barroso de Almeida Júnior — 2025-12-12

A presença de alunos com deficiência é realidade no ambiente escolar, não podendo retroceder. Dessa maneira, o presente estudo surgiu de um questionamento: como as políticas de educação especial podem auxiliar na inclusão de alunos com deficiência? Seu objetivo geral é discutir a importância das principais políticas de educação especial, como garantia de acesso, permanência e sucesso escolar, por meio do direito à educação na perspectiva inclusiva. A metodologia possui uma abordagem qualitativa, a partir da pesquisa documental sobre as principais políticas de educação especial, com recorte temporal entre os anos de 1988 e 2015, isto é, da Constituição Federal à Lei Brasileira de Inclusão da Pessoa com Deficiência. Os principais resultados foram: o desaparecimento do caráter substitutivo da educação especial; seu público caracteriza-se por alunos com deficiência, transtornos globais do desenvolvimento, altas habilidades e superdotação; o lócus desta modalidade é o atendimento educacional especializado; a modalidade perpassa pela educação básica até à superior e, demais modalidades de ensino. Dessa maneira, compreende-se a importância do diálogo sobre as políticas de educação especial, para verificar se o direito à educação na perspectiva inclusiva é efetivado.

Tecnologias digitais na inclusão de pessoas com deficiência auditiva

Damiano Miotti — 2025-12-12

This article aims to identify digital technologies that provide inclusion to people with hearing impairments. A bibliographic survey was carried out, with a qualitative approach, seeking to interpret and understand the data collected on the Google Scholar, Scielo and IBICT platforms in the years 2023 and 2024. A bibliographic review was carried out on people with hearing impairments, digital technologies, assistive technologies, in articles, monographs, legislation, and journals, providing a diversity of access to academic research carried out. The following terms were used, typed on the platforms: digital technologies, assistive technologies, people with hearing impairments and deafness. After data collection, the works were selected to identify the digital and assistive technologies cited by the authors, being described according to a sequence in which each author conceptualized them. As a result, the main digital technologies were identified, described here as assistive technologies that provide the inclusion of people with hearing impairments in the view of the authors researched.

Atuação clínica do neuropsicopedagogo: funções executivas e ambientais no desenvolvimento infantil

Dilcinea dos Santos Reis — 2025-12-12

O aumento de queixas de dificuldades de aprendizagem e de transtornos do neurodesenvolvimento tem evidenciado o papel do neuropsicopedagogo clínico na avaliação e intervenção com crianças, sobretudo no que se refere às Funções Executivas (FEs) e aos fatores ambientais que as modulam. Ainda há, porém, lacunas na literatura quanto à sistematização dessa atuação em ambiente clínico, historicamente mais descrita no contexto escolar. Este artigo tem por objetivo analisar a atuação clínica do neuropsicopedagogo no desenvolvimento infantil, com foco nas FEs e na consideração técnica dos contextos de desenvolvimento. Trata-se de um estudo qualitativo e exploratório, baseado em revisão bibliográfica nas bases National Library of Medicine (PubMed) e Scientific Electronic Library Online (SciELO), entre 2014 e 2024, totalizando 16 publicações examinadas por Análise de Conteúdo. Os achados foram organizados em duas categorias: (i) Avaliação e intervenção em Funções Executivas, evidenciando o uso de protocolos padronizados, atividades lúdicas e estratégias de mediação cognitiva voltadas à atenção, memória de trabalho, flexibilidade cognitiva, planejamento e regulação comportamental; e (ii) Fatores Influentes e Contextuais nas Funções Executivas, ressaltando o impacto de rotinas familiares, práticas escolares, condições socioeconômicas e qualidade das interações cuidador-criança. Concluímos que a explicitação dessa atuação clínica oferece um quadro conceitual para orientar práticas e futuras investigações.

Psychological assessment in the diagnosis of Oppositional Defiant Disorder: an integrative literature review

Isadora da Silva Gregorio — 2025-12-12

Oppositional Defiant Disorder (ODD) is a relatively common condition in childhood, whose diagnosis requires a careful clinical approach. Given this complexity, Psychological Assessment is a valuable resource for enhancing diagnostic accuracy. In light of this reality, the present study aimed to analyze the scientific literature on Psychological Assessment in the diagnosis of ODD and to describe the methods used in this scenario. In addition, it proposed identifying the main difficulties encountered in the diagnostic process of this disorder. The research was structured through an integrative literature review, with searches conducted in national and international databases, considering studies published over the last ten years. The results indicated the need for a critical and culturally sensitive approach to the assessment of ODD, since psychosocial factors directly influence the onset and worsening of symptoms. Gaps in the diagnostic criteria of the disorder were also identified, which may hinder the structuring of accurate diagnoses. Furthermore, the study highlighted the applicability of assessment instruments while emphasizing the urgency of validating tools adapted to the Brazilian context and different developmental profiles. The findings reinforced the importance of a Psychological Assessment guided by multidimensional perspectives, which considers the uniqueness of each individual as a fundamental element for more ethical and accurate diagnoses. Therefore, this study provided a relevant synthesis of the evaluative practice in the context of ODD, gathering significant data on a topic still underexplored in Brazilian literature and contributing to the strengthening of clinical and academic discussions in the field.

Tecnologia assistiva em perspectiva: abordagens interdisciplinares e educacionais em teses de doutoramento

Luana Almeida Ayala — 2025-12-12

This study aims to map doctoral theses on the development of Assistive Technology (AT) resources through a survey conducted in 2020 in the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES portal. The methodology used was Experimental Research and Development (R&D), based on the Frascati Manual (OECD) and the Technological Maturity Levels (TRL) model, combined with a bibliographic and documentary review. The mapping demonstrated that AT production linked to Digital Information and Communication Technologies (DICT) is interdisciplinary, involving areas such as electrical engineering, arts, health, architecture, and education. It also highlighted the need to standardize the use of the term "Assistive Technology" in the singular, as recommended by the National Catalog of Assistive Technology, as it is a field of knowledge. The results of the analyzed theses highlight the positive contributions of AT to educational, social, and cultural inclusion. Thus, it is important for the educational field to not only use, but also produce AT resources, expanding possibilities for innovation and accessibility.

Percepções de professores da educação infantil sobre o brincar com base em entrevistas recorrentes

Adriana Alonso Pereira — 2025-12-12

Through verbal interactions, researchers can access a subject's beliefs, perceptions, conceptions, and expectations regarding a specific topic. A methodological strategy to access this information can be through the recurring interview. In this procedure, the interview transcript is presented to the interviewee, who has the opportunity to explain, modify, and delve deeper into the topics addressed in previous interviews. Based on this, the objective of the presented research is to analyze the use of the recurring interview based on reports from early childhood education teachers about play, understanding whether the second interview provided gains in terms of data collection and analysis. Nine teachers from Municipal Early Childhood Education Schools in a city in the interior of São Paulo participated in the research. Thus, a semi-structured interview script was developed, with open-ended questions addressing the conceptions of early childhood education teachers regarding play. Both interviews were transcribed and analyzed based on content analysis. The interview procedure used allowed participants to explain/elaborate and modify statements provided in the first interview. In this sense, overall, it was possible to observe progress from the first to the second interview. Results like these suggest that the recurring interview can be a relevant procedure for research in the field of education.

Protetores do meio ambiente em ação: as aulas de educação física na educação infantil durante o estágio curricular supervisionado

Rubia Truppel — 2025-12-12

Physical Education, like other areas of knowledge, plays an essential role in the comprehensive education of children, including environmental awareness. In this context, this experience report describes the interventions carried out during the Supervised Curricular Internship I discipline, in Physical Education classes, in a Municipal Early Childhood Education Center, with a class of 20 children from Group 4. The objective of the study was to use games and activities as tools to promote awareness about environmental preservation. The activities explore topics such as animal biodiversity, proper disposal of solid waste, recycling, deforestation, seed planning and beach preservation. Despite the challenges faced, the evaluations at the end of each class indicated positive results, evidencing the children's engagement and assimilation of the proposed content.

CHALLENGES RELATED TO THE NATIONAL SCHOOL FEEDING PROGRAM (PNAE):

Maria das Graças Fernandes de Amorim dos Reis — 2025-12-12

This study, in the field of educational financing, aims to characterize the implementation of the PNAE based on the perceptions of managers, using the municipality of Naviraí/MS as a case study. It starts from the understanding that the Brazilian educational system faces structural and financial challenges that compromise the equity and quality of public education. Using a qualitative approach, a bibliographic and documentary survey was conducted, along with field research involving questionnaires administered to managers in the state and municipal education networks, in order to understand how PNAE resources are distributed and applied in local schools. The results show that, although the program is an important mechanism for supporting school retention and performance, its implementation faces obstacles such as insufficient resources, bureaucracy in processes, and logistical challenges. It is concluded that strengthening the PNAE and other public policies depends on overcoming regional inequalities and expanding public investment in education, as well as greater coordination between federal entities, with a view to consolidating a truly national education system.

The use of external assessment data in schools: perceptions of teachers and managers

Vanessa Ramos de Freitas — 2025-12-12

This article aims to investigate the perceptions of teachers and school managers regarding the use of data generated by external evaluations in pedagogical practice. It is a case study with a qualitative approach, conducted in a public school of the state education network in Minas Gerais, Brazil. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results show that, although participants recognize the potential of data to support pedagogical planning and school management, they still face challenges such as lack of adequate continuing education, difficulties in interpreting reports, and a school culture that does not always encourage the critical use of evaluations. It is concluded that strengthening teacher training
and building an institutional culture focused on the pedagogical use of data are
essential to improve the teaching and learning process.

IDEB: primeiro como tragédia e depois como farsa

Raimundo Sergio de Farias Junior — 2025-12-12

O Índice de Desenvolvimento da Educação Básica (Ideb) tem se consolidado como política de avaliação da educação brasileira. Trata-se de uma avaliação padronizada realizada em larga escala e aplicada em todo território nacional. Considerando essas questões, apresentamos os objetivos desse artigo: a) analisar em que medida o Ideb contribui para a consolidação e o aprofundamento dos conhecimentos adquiridos no ensino fundamental; b) verificar como estudantes do ensino médio demonstram a compreensão dos fundamentos científico-tecnológicos inerentes ao seu contexto social. Assim, tendo em vista o alcance dos objetivos propostos, realizamos uma pesquisa empírica, mediante o emprego de uma autoavaliação, junto a 10 alunos concluintes do ensino médio na escola que obteve a melhor avaliação Ideb 2023 no estado do Pará. Os resultados indicam que o Índice não é um indicador que revela a realidade da qualidade da Educação Básica e que o modelo de avaliação padronizada utilizado acaba ocultando a raiz dos problemas educacionais no país.

Militarização da educação e o silenciamento da sexualidade nas escolas públicas brasileiras

Lorraine Guerra — 2025-12-12

This article critically analyzes the militarization of Brazilian public schools following the implementation of civic-military schools, particularly during the Jair Bolsonaro administration. It addresses the impacts of this educational policy on democratic governance, critical thinking, diversity, and the approach to sexuality in the school environment. Drawing on references such as Paulo Freire, Michel Foucault, and Judith Butler, the discussion highlights the risk of pedagogical setbacks, the denial of diversity, and the imposition of a disciplinary and conservative logic. The study also links militarization to the silencing of issues such as gender identity and sexuality, reinforcing heteronormative standards. It concludes that this educational model contradicts democratic principles and the foundations of the Law of Guidelines and Bases of National Education (LDBEN), posing a threat to the civic and inclusive development of Brazilian students.

Relação aluno - professor à luz da legislação moçambicana: análise de suas implicações pedagógicas na escola secundária K, em Nampula

Lázaro Sairosse Mujange — 2025-12-12

Este estudo visa compreender a relação aluno - professor à luz da legislação moçambicana e suas implicações na construção de vínculos pedagógicos na Escola Secundária K, em Nampula/Moçambique. Os principais objetivos da pesquisa consistiram em: (i) analisar as percepções de alunos e professores quanto ao seu nível de domínio sobre a legislação educacional; (ii) identificar os principais desafios e potencialidades relacionados à implementação dessa legislação no contexto escolar; e (iii) compreender de que forma os dispositivos legais influenciam a construção de vínculos pedagógicos efectivos entre alunos e professores. É um estudo de caso, que adotou uma abordagem mista. Os dados foram recolhidos por meio de questionários aplicados a 41 alunos e 39 professores, seleccionados de um universo de 45 e 79, respectivamente. Essa escolha baseou-se na relevância destes participantes para os processos pedagógicos da escola, priorizando professores mais experientes e alunos das 11ª e 12ª classes, por se considerar que possuem maior maturidade e capacidade de análise crítica das práticas e relações escolares. Para a recolha de dados, foram utilizadas as técnicas de entrevista, aplicada ao coordenador do setor pedagógico, e inquérito por questionário, dirigido aos professores e alunos. Os resultados da pesquisa indicaram que, na escola analisada, não se verifica uma relação eficaz entre os dispositivos legais e as práticas pedagógicas desenvolvidas. O desconhecimento acentuado da legislação educacional por parte dos principais atores do processo educativo pode estar comprometendo a prática de uma educação segura, responsável e humanizada, fragilizando os vínculos pedagógicos, assim como a participação dos alunos nas atividades pedagógicas propostas.

Avaliação de estratégias utilizadas na gestão da qualidade em unidades acadêmicas de instituições de ensino superior

Raphael Barboza — 2025-12-12

This article addresses the topic of quality management in Higher Education Institutions (HEIs), aiming to identify, based on the scientific literature, the main strategies for the efficient and sustainable application of quality management in administrative processes. The research was conducted in the Scopus and Web of Science databases, resulting in the analysis of 83 articles. The method employed was a systematic literature review, with qualitative and quantitative analysis of the data found.

The results revealed four main quality management models in HEIs: Total Quality Management (TQM), ISO 9001/20001 standards, the EFQM model, and the Baldrige model. We observed a greater concentration of studies in countries with a high HDI, especially in Europe, highlighting both the relevance of quality management for educational development and the difficulty less developed countries have in investing in this area.

We conclude that the effectiveness of quality management in HEIs depends on senior management engagement, an institutional culture focused on continuous improvement, and clear communication among all members of the academic community. The use of technologies, infrastructure investments, interaction with society, and the development of research and internationalization strategies were also identified as key factors. Furthermore, transparent financial management committed to inclusion and socio-environmental responsibility is essential for institutional strengthening. Thus, quality management is a strategic tool for sustainable development and civic education in higher education.

Tornar-se adulto: o papel dos projetos de vida em jovens universitários

Luana Rodrigues — 2025-12-12

No contexto das transformações sociais contemporâneas, os projetos de vida são centrais na experiência da adultez emergente, marcada por instabilidade, exploração identitária e transição gradual para a autonomia. Este estudo investigou os desafios enfrentados por jovens universitários na construção de seus projetos de vida. Adotou-se uma abordagem qualitativa de cunho fenomenológico, com entrevistas semiestruturadas com quatro universitárias do campus Parque Ecológico da Unichristus, analisadas por meio da análise de discurso e produção de sentidos. Os resultados indicam que os projetos de vida se desenvolvem em meio a tensões familiares, acadêmicas e sociais, refletindo impactos do contexto neoliberal sobre a intensificação da produtividade e a fragmentação da experiência subjetiva. Conclui-se que a construção dos projetos de vida ocorre em um cenário ambivalente, em que o desejo de autorrealização convive com incertezas quanto ao futuro e sensação de exaustão, exigindo suporte emocional e estrutural para que os estudantes possam desenvolver suas trajetórias com maior segurança e equilíbrio.

Modos de subjetivação discente no programa de pós-graduação em educação em ciências (PPGECI)

Alice Stephanie Tapia Sartori — 2025-12-12

This study presents partial results of a master's research project that aims to investigate and problematize how scientific practices influence the subjectivation process of the researcher. The objective is to discuss and promote the emergence of knowledge implied in the lines of force that permeate and cross the students of the Postgraduate Program in Science Education, as well as modes of subjectivation of an era, affections and sensations. The research subjects are four students enrolled in the Postgraduate Program in Science Education - PPgECi of UFRGS. Based on the discourse analysis methodology from the perspective of Michel Foucault, statements were analyzed that allowed us to generate the corpus of this research and problematize the forms of constitution of these subjects. In this article, we point out some lines of segmentarity identified: hard, flexible and lines of force. The hard lines refer to the regulations and norms that permeate the field of knowledge and produce a framework for the behavior of the students. Flexible lines appear as readjustments that students make daily to deal with what is pressing them within the context of research. Lines of force are lines that emerge from tensions and promote significant changes in the face of resistance behaviors. We conclude that such lines not only structure the researchers' practices, but also open up possibilities for thinking about forms of subjectivation in the field of research.

Somos compartilhantes, nessa confluência de saberes?!

Robson Aparecido da Costa Silva — 2025-12-12