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IN THE INTERIOR OF AMAZONAS: TEACHING AND LEARNING IN THE PLAYFUL COEXISTENCE OF PEDAGOGY

Mateus de Souza Duarte — 2025-07-30

This article aims to report facts of learning constructed in light of the experience of teacher training, in the interior of the state of Amazonas, more specifically, in the city of Uarini, in the Pedagogy class of the National Plan for Training Teachers of Basic Education (PARFOR). The intention was to present new methodologies and practices related to geography in the initial and final years of elementary school, as reformulations in new professional realities, since teachers/students exercise the teaching profession in the riverside areas of the aforementioned municipality. To analyze the training process of pedagogy students of Parfor/Uarini-AM, in order to contribute to more significant learning. The methodology initially describes how the meeting of teacher-trainer and teacher-students took place, based on dialogue, discovery, and the reciprocal relationship that allowed for a discussion about suggested strategies, such as motivating teaching practices, promoting learning with students from riverside schools. The results were possible through practical teaching of the concrete material: macaca (geographic hopscotch) to understand the spatial reality of Uarini, with the incisive participation of Pedagogy students. In the learning spaces of critical readings, creative practices, motivation, constructions and formative dialogues, professional and personal experiences were shared. A formative and constructive dialogue in the light of authors such as: Cavalcanti (2005), Zanatta (2005), Kaercher (2014) and Freire (1996).

RESPEITÁVEL PÚBLICO, O CIRCO CHEGOU!

ANA PAULA GOMES MARQUES — 2025-07-30

This paper presents a methodological proposal for the teaching and learning of circus arts in the final years of Elementary Education. The planning, implementation, and critical reflection of this proposal—which will be discussed throughout this text—are based on pedagogical practices developed with 6th-grade students at a school within the Municipal Education Network of Florianópolis/SC (RMEF), during the 2024 academic year. The activities were conducted as part of the Arts – Theater curriculum component, in three weekly class periods, each lasting 45 minutes. To support this methodological proposal, we drew upon the Curricular Proposal of the Municipal Education Network of Florianópolis (2016), as well as the books Jogando com o circo (2011) and Circo-Teatro: Benjamim de Oliveira e a teatralidade circense no Brasil (2022). We also incorporated some records of the process created by the students, which will be presented throughout this paper as a way to acknowledge their participation as co-authors of this work. Furthermore, we highlight how play—an expressive and creative form inherent to childhood—gained prominence in the development of this proposal and helped shape the direction of our experimentation.

MEMORIAL FOTOGRÁFICO

Ana Carolina Oliveira Peres — 2025-07-30

PAPEL DOS COLÉGIOS DE APLICAÇÃO COMO CAMPOS DE EXTENSÃO UNIVERSITÁRIA

Gláucia Dias da Costa — 2025-07-30

AMOR E ENSINO

Ana Carolina Figueiredo Peixoto — 2025-07-30

This essay explores the application of John Alan Lee's Theory of Colors of Love in pedagogical practice, analyzing how the six love styles (Eros, Ludos, Storge, Pragma, Mania, and Ágape) can influence relationship dynamics. Through a theoretical and reflective approach, the text proposes that integrating these styles into pedagogical practice can enhance the teacher-student relationship, creating a learning environment that fosters mutual respect, trust, and collaboration. This brief essay argues that understanding the different love styles can help educators better address the emotional and intellectual needs of students, promoting a more humanized education that values diversity and respects individuality. Furthermore, by considering the various forms of affection, pedagogical practice can become more attuned to the emotional needs of students, contributing to their overall well-being and academic and personal development. In this way, by applying the Theory of Colors of Love, educators have the opportunity to cultivate a more holistic education, one that not only teaches content but also supports the comprehensive development of individuals.

CONTRIBUIÇÕES DAS PRÁTICAS DE ENSINO SUPERVISIONADAS PARA A FORMAÇÃO DOCENTE REFLEXIVA NA LICENCIATURA EM LETRAS

Laura Rodrigues — 2025-07-30

Este relato apoia-se nas experiências vivenciadas por uma discente do curso de Licenciatura em Letras durante o Programa de Residência Pedagógica (PRP), incentivado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), e têm como objetivo fomentar reflexões acerca da contribuição das práticas de ensino supervisionadas realizadas em programas de formação inicial do professor como, por exemplo, o recém-extinto PRP. A partir do incentivo à docência proporcionado pelo supracitado programa, a licencianda teve a oportunidade de aperfeiçoar suas práticas de ensino em sala de aula sob supervisão, de modo a conseguir alinhar e ressignificar as atividades práticas de ensino com as teorias estudadas na universidade através da reflexão sobre a ação (Schön, 1992), elemento fundamental para a construção de uma práxis pedagógica (Freire, 1987) e para a construção da identidade profissional do futuro professor (Nóvoa, 1991; 2006). Os resultados deste trabalho apontam o papel positivo das práticas de ensino supervisionadas dos programas de fomento à educação para a formação do docente porque possibilitam a formação reflexiva do licenciando, o que implica na inclusão de professores bem qualificados para a atuação na Educação Básica.

MULTILETRATES AND MULTIMODALITY IN THE PEDAGOGICAL RESIDENCE PROGRAM

Patrícia Maria da Silva — 2025-07-30

In language teaching, learning through discursive genres enables a range of discussions that aim to foster students' critical awareness and active participation. Therefore, we understand the importance of promoting discussions that consider digital culture and value the cultural and linguistic diversity present in the globalized context. In this regard, the theories of multiliteracies and multimodality become essential in the teaching process. It is within this framework that we propose working with comic strips that circulate in virtual media and deviate from the traditional canon. Thus, we present an activity using digital comic strips applied within the Pedagogical Residency Program. To support this approach, we draw on the theoretical foundations of Canclini (2008), Cope and Kalantzis (2007, 2013), and Rojo (2012). Regarding the comic strip genre specifically, we align with the works of Nicolau (2013) and Ramos (2017). As a result, students were able to recognize the richness and complexity of this genre, understanding its expressive potential in alignment with the demands of reading and writing in the contemporary world, as outlined in the National Common Curricular Base (2018).

THE Use of Active Methodologies in Literacy and Reading Processes in Early Elementary Education

Allan Diêgo Rodrigues Figueiredo — 2025-07-30

This article investigates the use of active methodologies in literacy and literacy training in the early years of elementary school. These inseparable processes involve the acquisition of reading and writing skills. The research is based on Soares (2022, 2023), Tfouni (2010), Moran (2018, 2019), Avellar and Santos (2022), and Prodanov and Freitas (2013). Given the difficulty many children have in expressing themselves through reading and writing, the question is: do active methodologies contribute to literacy and literacy training? The qualitative field research used questionnaires applied to six teachers from the 1st to 3rd grades. The results indicate that such methodologies favor learning, making students more active and classes more dynamic.

A IMPLANTAÇÃO DAS TECNOLOGIAS NOS PROCESSOS EDUCACIONAIS ADMINISTRATIVOS DAS ESCOLAS ESTADUAIS DO ESPÍRITO SANTO, SOB A PERSPECTIVA DA GESTÃO DEMOCRÁTICA

Érica Rezende Perini — 2025-07-30

The Espírito Santo State Department of Education (Sedu) applied the Edutec Guide, a tool responsible for measuring the level of technological appropriation of the education network, from 2016 to 2022. Therefore, the intention of this article is to describe how managers of the Espírito Santo state public education network collaboratively developed the School Innovation and Technology Plan (PEIT) with their team, from a perspective of democratic construction. To this end, this text paid special attention to the “Vision” dimension of the PEIT, since it was the one that most lacked the democratic behavior of the manager. The development of the aforementioned Plan required that the points of attention from the previous year be compared with the current reality. From a methodological point of view, the article was guided by qualitative research principles, based on the precepts of documentary analysis, using reports from Sedu and the Center for Innovation in Brazilian Education (Cieb). The reflections showed that managing a school from an innovative and democratic perspective, at the time the Edutec Guide was applied, required a strategic vision from the leader, especially when the Vision Dimension was a priority, so that more effective actions could be planned, aiming to meet the needs and gaps observed in the school's activities.

JUVENTUDES ESCOLARIZADAS E SUAS PERCEPÇÕES DO ESPAÇO URBANO

Victor Hugo Nedel Oliveira — 2025-07-30

As juventudes contemporâneas caracterizam-se por sua heterogeneidade, expressa em inúmeras formas de ser e estar jovem na sociedade contemporânea. A cidade, por sua vez, constitui o principal palco das vivências juvenis, configurando-se como cenário da diversidade que caracteriza essas experiências. A presente pesquisa teve como objetivo investigar os temas latentes sobre a cidade, com base nas vivências dos jovens estudantes do Colégio de Aplicação da Universidade Federal do Rio Grande do Sul (UFRGS). Para alcançar esse objetivo, foram realizados três grupos focais, baseados em temáticas emergentes das etapas iniciais da investigação: segurança pública, cidade e escola. Os grupos focais contaram com a participação de seis jovens estudantes cada. Os resultados apontam que a percepção das juventudes configura-se como um limiar entre dimensões biológicas e sociais, com maior ênfase nas vivências sociais coletivas. Observou-se que, apesar de reconhecerem a insegurança nos deslocamentos urbanos, os jovens continuam circulando pela cidade, demonstrando a relevância das experiências coletivas em suas vidas. Esses achados reforçam a ideia de que a juventude contemporânea atribui grande valor às práticas sociais em espaços compartilhados, mesmo diante dos desafios impostos pelo contexto urbano.

COMPREENDENDO AS RELIGIÕES DE MATRIZ AFRICANA

Gregório Tchitutumia — 2025-07-30

This article aims to describe a teaching project focused on the development of specific educational activities for Youth and Adult Education (EJA) in Florianópolis, proposing a discussion on Afro-Brazilian religions. The objective is to promote mutual understanding among students about this cultural heritage, combating religious racism according to Law No. 7.716/89. It includes a historical contextualization of African religions in Florianópolis, valuing oral literature and discussing contemporary cases. Reading and reflection practices are suggested to valorize multiculturalism and create a collective discursive environment. The historical singularity of the individual is highlighted, aiming to educate literate and socially accepted subjects in the reality of EJA.

NORMAS PARA A ESCOLHA DE DIRETORES ESCOLARES: UM LEVANTAMENTO NAS REDES ESTADUAIS DE ENSINO DO BRASIL

Augusto Schwager de Carvalho — 2025-07-30

This article discusses the Brazilian state public school system and how to ensure the strengthening of democratic principles and the promotion of citizenship. It aims to investigate the processes for the selection of school managers in these schools. A documentary analysis was used as the methodological approach, based on the survey of the main legislations that address the norms for a democratic process in the selection of school managers at the national level. The results present evidence of how such processes occur by the state education departments of all federative units in Brazil. The main findings indicate that almost all state public schools in Brazil use democratic processes for the selection of their school managers.

A EXTENSÃO UNIVERSITÁRIA COMO DISPOSITIVO DE ENSINO-APRENDIZAGEM

Joaquim Gabriel de Andrade Couto — 2025-07-30

O projeto “Promoção da Saúde no Colégio de Aplicação da UFSC” iniciou suas atividades no ano 2000, coordenado pela professora Daniela Lemos Carcereri, do Departamento de Odontologia. Inicialmente, o projeto se incorporou ao currículo do curso de graduação em Odontologia da UFSC como um estágio obrigatório. No entanto, a partir da reforma curricular implementada em 2010, o estágio ganhou caráter de atividade optativa, direcionada a discentes interessados pela temática da saúde bucal no ambiente escolar.

EXPEDIENTE

Fernanda Müller — 2025-07-30