CADERNOS DE PESQUISA: PENSAMENTO EDUCACIONAL

Editorial

2025-11-25T14:36:50-03:00

Infancia campesina. La familia y la comunidad en la formación de identidad de los niños y niñas

2025-11-25T14:55:26-03:00

Rural children in Colombia continue to grow up amidst armed conflict, displacement to cities, the ideal of capitalist progress, poverty, and a lack of policies that contribute to building life projects rooted in the countryside. Amidst this, there are territories where peasants maintain sociocultural practices that seek to foster their attachment to the land and their territory, as is the case in the peasant communities of Inzá, Cauca (Colombia), where the community organized itself in the struggle for peasant rights and culture, which influences the identity of the kids and, in general, of the municipality's residents. Therefore, the questions that guide this article are aimed at analyzing: What do rural families do today to educate their children? What sociocultural practices are maintained in raising children so that they identify as peasants? Addressing these questions contributes to understanding the sociocultural practices that families carry out peasant families from the south of the country to strengthen their children's self-identification as peasants. To this end, research was conducted using ethnographic methodology, using fieldwork with participant observation and interviews. The analysis showed that peasant families raise their children based on traditional agricultural practices and participation in the daily life of the community.

A pedagogia da infância e o ensino na educação infantil

2025-11-25T15:03:30-03:00

We aim to affirm the importance of teaching in Early Childhood Education in the face of childhood pedagogy, which has denied it at this stage of school education under the justification of considering the specificities of young children. It results from doctoral research in education based on historical-critical pedagogy, which considers pedagogical work as a process of mediation that should aim to increase students' understanding of reality, from Early Childhood Education onwards, through the appropriation of the set of objectifications that structure society. It presents the pedagogy of childhood, based on “learning to learn”, and problematizes its limits given the incompatibility between its propositions and the transmission of the most elaborate knowledge systematized historically to young children. It demonstrates the links between teaching and human development as a decisive condition for pedagogical work to promote maximum possibilities for children to appropriate the historical-cultural legacy. It concludes that it is necessary to investigate the links between the mediation process that pedagogical work carries out, the development that takes place in childhood and the philosophical-dialectic foundation that historical-critical pedagogy presents.

Neoliberalism in education: trends in the Brazilian National Common Curriculum Base (BNCC)

2025-11-25T15:05:34-03:00

Este artigo insere-se no campo das políticas públicas educacionais e objetivou o estudo da Base Nacional Comum Curricular (BNCC), a qual advém de uma trajetória histórica de vários outros documentos norteadores curriculares brasileiros. O objetivo geral deste estudo consistiu em identificar e analisar possíveis similaridades da BNCC com elementos do ideário neoliberal para a educação. A partir da caracterização do ideário neoliberal e da identificação de suas interferências nas políticas educacionais da educação básica brasileira, foram analisados alguns tópicos da BNCC, os quais remetem às competências e compromissos da Base com a educação básica, a fim de identificar tendências com o ideário neoliberal. Esta investigação de abordagem qualitativa se caracteriza como pesquisa documental e bibliográfica, cujos documentos e textos selecionados foram organizados em eixos temáticos e categorias, conforme proposto pelo método de análise de conteúdo. A partir da elucidação das interferências do ideário neoliberal na Base Nacional Comum Curricular, esperamos que esta pesquisa ofereça subsídios para a ampliação de discussões e impulsionamento de ações em defesa da educação básica no atual cenário político nacional.

Plataformização da Educação Pública Paranaense nas gestões de Ratinho Jr.: entre o controle digital e a privatização escolar

2025-11-25T14:57:24-03:00

This article aims to analyze the educational policies implemented in the state public education system of Paraná during the administrations of Ratinho Jr. (2019–2022; 2023–2025), with an emphasis on the intensification of neoliberal logic. It is based on the premise that such policies cannot be understood in isolation, but rather within the broader context of structural transformations in the world of work, marked by flexibilization, informality, and deregulation — core features of the productive restructuring of capital in its neoliberal phase.

One of the focal points of the analysis is the process of platformization of education, which has led to increasing precarization of teaching work and deepened mechanisms of control and surveillance in public schools. To support the analysis, the study adopts the category of totality as its theoretical-methodological framework, grounded in the Marxist tradition. This approach enables a critical articulation among the multiple determinants that structure social phenomena.

From this perspective, the educational policies currently underway are understood as part of a broader project to redefine the role of the State and dismantle historically achieved social rights. The article also discusses the strategic role of trade union organizations in this scenario, with particular attention to the actions of APP-Sindicato. In this regard, it revisits the relevance of the Political, Trade Union, and Educational Training Program promoted between 2007 and 2014.

Finally, it argues that political and trade union education is an indispensable tool for strengthening collective action and organized resistance against the advance of neoliberal policies in education.

Stress, anxiety and depression levels in high school students from amapa

2025-11-25T15:07:36-03:00

There is growing concern about the mental health of Brazilian adolescents and young people, especially those who are in situations of social vulnerability. Symptoms of stress, anxiety, and depression are frequently reported in academic research, showing that the mental health of our students is a serious issue if not treated seriously and in advance. In this article, we aim to estimate the levels of stress, anxiety, and depression of students in the public school system of the state of Amapá, verifying associations with sociodemographic variables. As a methodology, we used the DASS-21 scale, an international instrument used to quantitatively measure levels of stress, anxiety, and depression, digitized into Google Forms format and made available online to students throughout the territory of Amapá. The results show a prevalence of 27.8% of stress between severe and extremely severe, 46.9% of prevalence of anxiety between severe and extremely severe, and 47.2% of prevalence of depression between severe and extremely severe, in addition to a strong positive correlation between these three domains of the scale. In conclusion, it is observed that students, especially those in high school, are the most affected by high levels of stress, anxiety and depression in the state of Amapá.

THE STATUS OF THE VISUAL IMAGE IN ARCHAEOLOGICAL DISCOURSE ANALYSIS

2025-11-25T14:52:03-03:00

We live in a world of visual images. In this sense, when it was established as an object of our curiosity, the visual image began to be analyzed through different methodological approaches in different fields of knowledge. Foucaultian research of an analytical-archaeological nature uses language as an excavation site. However, its specific interest lies in investigating and understanding how a singular layer of this place is organized and functions, which is precisely the archaeological territory of discourse as an enunciative event. The present text has as its investigative focus the reflection on the possibility of using the visual image as an object of study in the field of education, in general, and in Cultural Studies of Education, in particular, using Archaeological Discourse Analysis as a theoretical-methodological alternative. It brings to the stage of the methodological debate fundamental questions of interest to researchers in the field of education who work with qualitative research, especially in the field of Cultural Studies. Archaeological Discourse Analysis not only provides a methodological option for the object of visual image but also a Theory of Discourse.

Professional and technological education under legal bias during the civil-military dictatorship in Brazil (1964–1985)

2025-11-25T15:01:50-03:00

The article aims to analyze the legislation aimed at Professional and Technological Education during the period of the civil-military dictatorship that occurred between 1964 and 1985 in Brazil. As a methodological reference, historical research will be used, based on bibliographic and documentary research. The article is divided into 3 parts. The first deals with the context of education during the beginning of the civil-military dictatorship period. The second part deals with Professional and Technological Education in the context of Law 5,692/1971. The third deals with federal technical schools and the transformation of three of them: Minas Gerais, Paraná and Rio de Janeiro into Federal Centers for Technological Education, in 1978. When analyzing the economic and educational policy of the time, a strong internationalist tendency can be noted. The regime's policy aimed to restore relations between the Brazilian economy and global capitalism, led by the United States.

Diretrizes para a participação dos estudantes público-alvo da educação especial: análise das políticas dos institutos federais

2025-11-25T14:59:35-03:00

The admission of a new audience into higher education, driven by educational policies and social movements, causes changes in the educational context. The Federal Institutes are increasing the number of students with disabilities in their courses, highlighting the importance of actions that support their access and permanence in the educational path. The formulation of such guidelines requires the target audience participation in decision-making, in order to guarantee the effectiveness and ownership on the initiatives that are sent to students. Considering the importance of policies composition made through the students participation, the investigation analyzed documents related to 38 federal institutions from different regions of the country, with 17 institutional texts that mentions the participation of the academic community in institutional processes. The results indicate that, despite the emancipation, autonomy and inclusion of students incentive present in the documents, there is no established – the processes of formulation, implementation and monitoring of policies - for the participation of the target audience in decision-making processes within the scope of special education.

Gestão e inclusão escolar em tempos de eficiência: o custo do silêncio participativo

2025-11-25T15:10:54-03:00

This article aims to critically analyze school inclusion practices in public elementary education, focusing on the connections and disconnects between educational management, teaching practices, and the participation of families of students with disabilities. This qualitative research was developed through interviews in which the following participants took part: two mothers, a teacher, an educator, an educational support professional, and a school administrator, with the aim of understanding how inclusion policies are implemented in the daily school routine. The results reveal the contradictions between legal principles and institutional reality, highlighting weaknesses in teacher educational background, the precariousness of support services, selective listening, and the weakening of participatory spaces. School administration, operates under a managerial logic that prioritizes goals and efficiency, often to the detriment of democracy and the structural and symbolic conditions necessary for students and their families to feel a sense of belonging. In dialogue with authors such as Cury, Dourado, Ferreira, Freitas, Kuenzer, Mendes, Saviani and others, the study reinforces that school inclusion requires overcoming the limited conception of the right to enrollment in order to achieve active listening and effective participation. By problematizing the effects of managerial rationality on inclusive processes, the article proposes rethinking school management as a space for political mediation and collective construction. In this context, inclusion remains a field of dispute between social projects, and it's progress depends on daily confrontation with the participatory silence imposed by the logic of efficiency.

A influência das emoções no processo de memorização e aprendizado da criança e adolescente: o uso excessivo de telas e suas consequências

2025-11-25T15:09:12-03:00

The emotions produced by the excessive use of screens, experienced today by children and adolescents, can affect memorization and learning in a certain way at school. Social networks (Instagram, Twitter, Facebook and TikTok) have significantly improved so that algorithms ensure that the user remains connected for as long as possible. Children and adolescents, in their cognitive formation process, caused by the emotions stimulated on screens, can have substantial changes in the memorization and learning process. In view of this, this article presents the following research problem: to what extent emotions altered by excessive use of screens and consequently the use of social networks can influence the memorization and learning process of children and adolescents. To obtain an answer to the research problem, the hypothetical deductive method will be used, starting from established premises, comparing them and inferring their relationships. The general objective of this research is to understand the extent to which excessive use of screens alters emotions, causing difficulties in the learning and memorization process of children and adolescents. The importance of emotions in this context is highlighted, elucidating how they significantly influence learning and information retention. The results of this research show that emotions play an essential role in the cognitive development of children and adolescents, and that the use of screens and excess directly affects their memorization capacity and their academic performance.