Brazilian Journal of Pedagogical Studies

Assessing the efficacy of two dialogic reading programs on comprehension in children with autism spectrum disorder and typical development

Elizabeth Walter — 2025-02-28

Language and reading comprehension hurdles in children with typical development (TD), as well as those with autism spectrum disorder (ASD), can be minimized with early reading practices. Thus, the purpose of the present study was to analyze the effectiveness of two reading programs, the Reading to Engage Children with Autism in Language and Learning (RECALL) and Simple Dialogic Reading (SDR), implemented with 2 preschoolers with ASD and one with TD. A randomized experimental ABAB design was employed to assess the effects of the two programs on the frequency of correct responses to factual and inferential questions regarding the narrated stories, as well as on the vocabulary development of the three children. The results show that through autoscopic and modeling strategies, the 7 mediators, the children’s parents and health and education professionals, developed competencies to implement both protocols with an adequate degree of reliability. The three children learned new vocabulary when exposed to RECALL and SDR, without showing significant differences between the programs. On the other hand, when assessing the frequency of correct answers to the set of type of questions, it was observed that performance has significantly improved for all the three children with RECALL. When extending the analyses considering the value of the answers given based on the level of support, considerable differences were found solely for two of them. Contributions and limitations of the study are also discussed.

Innovative teaching practices (adopting Digital Technologies) of public higher education professors in Colombia

Marciana María Córdoba Mercado — 2025-02-28

The current study presents the results of a research whose objective is to understand and analyze the innovative teaching practices with Digital Technologies (DT) employed by professors who teach in undergraduate programs of public universities in Colombia. The research is qualitative in nature and is based on the Grounded Theory (GT) methodological design. Data collection instruments were a questionnaire, carried out in the initial phase, and an intensive interview during the second phase. The sample consisted of 21 professors from different undergraduate programs stemming from public higher education institutions in Colombia. Data analysis followed the methodological assumptions of the constructivist-interpretative perspective of GT. Three conceptual categories were then extracted from the data analysis: conceptualization of educational innovation, DT and innovative teaching practices, DT in the service of teaching and alteration of perceptions regarding DT in teaching. Associated with each category, four theoretical concepts surfaced in the focused coding, in order to: sever the magistrocentric paradigm, collaborate with teaching and foster creative expressions through which the substantive theorization of a rejuvenated pedagogy emerges as a way to catalyze innovative practices with DT. The research evidenced that the professors in the study have advanced in innovative teaching practices with the use of “active” methodologies and DT.

Relationship between teacher self-efficacy to support student well-being, self-efficacy to regulate emotions and prosocial behavior in teachers

Elias José De Lima Júnior — 2025-03-31

The World Health Organization and the Brazilian National Common Curricular Base defend the implementation of comprehensive health in the school context, which assumes the socio-emotional well-being of the student. The role of the teacher is fundamental to this implementation. Studies indicate that among the determinants of teaching behavior are their socio-emotional characteristics and self-efficacy. This current study seeks to analyze the relationship between teacher self-efficacy to support the student's well-being, self-efficacy to regulate emotions and the practice of prosocial actions with teachers. In order to achieve this objective, a quantitative study of a descriptive and correlational scope was carried out. A total of 229 basic education teachers participated in this study. Results employing path analysis revealed that the model that presents the best fit is the one in which self-efficacy to regulate emotions has a direct effect in the self-efficacy to support student well-being, which, in turn, has a clear outcome on the practice of actions associated with the student's well-being, and this, ultimately, has a true impact on the development of pro-social behaviors.

Story Mathematical Performance and computational participation: an analysis of digital storytelling produced by a “MatLet” student

Aline de Lima Brum — 2025-03-31

The current study presents a theoretical reflection on the teaching and learning process permeated by the use of digital technologies, art and the development of multimodal digital storytelling, with a didactic-pedagogical emphasis on Digital Mathematical Performance (DMP) and the expansion of this perspective through the proposition of the Stories Mathematics Performance (SMP). This research is qualitative in nature and brings an excerpt from a work developed within the scope of basic education alongside ninth grade students from a school in the municipal education system in the city of Rio Grande, in the state of Rio Grande do Sul. Stemming from a pedagogical practice that consisted in the creation of digital narratives, in which the students communicated their feelings and attitudes towards the mathematical experience in the classroom, a digital story entitled “The MatLet World” was selected, being analyzed through the performative narrative analysis and the learning perspectives in computational participation. We are able to conclude that these two approaches complement each other and, although storytelling does not explore “big mathematical ideas”, other aspects deserve a greater emphasis from a pedagogical-mathematical standpoint, such as sharing the student's mathematical identity, the communication of their aesthetic mathematical experiences, the relationships between mathematics and everyday life, the interdisciplinary dimension, creativity, female representation in the area and the empowerment of black women.

Plurality of voices in education: John Dewey is jazz!

Elena Barbosa Nascimento — 2025-04-28

This study seeks to help broaden our understanding of John Dewey’s educational philosophy, using jazz as a metaphor. This musical genre is characterized by allowing each performer the freedom to make their own interpretation of the melody, without losing touch with the harmony followed by the other members of the band. The objective of this metaphor is to demonstrate that Deweyan proposals make school education a field permeated by a plurality of voices, which means freeing up the manifestation of the individuality of each participant in the educational process in search of consensus. Such plurality, which defines the notion of democracy formulated by Dewey, constitutes the core of Dewey’s educational proposal, a statement that is supported by the examination of the author’s reflections on language. In an effort to inspire the transposition of these ideas into the classroom, the study presents a practical activity in the form of a thought experiment that simulates a lesson in a course that strives to train teachers aligned with the Deweyan theoretical perspective.

The assessment of teaching performance from the perspective of managers: imperative instruction and multiple contours

Cleomar Locatelli — 2025-04-28

This study addresses the assessment of teaching performance in relation to the challenges of school management. The objective is to analyze the opinions of school leaders on the assessment of teaching performance, considering a set of current guidelines and regulations that intervene in teaching work and school management autonomy and methods. Empirical data were collected through interviews with 10 current public school principals effectively working in the state education network of Tocantins. The theoretical discussion seeks to situate the theme by relating it to a set of educational reforms of recent decades, based on Oliveira (2004), Lima (2018), Libâneo (2016), Maguiri and Ball (2011), Maldonado and Chaves (2020), Hypolito (2011), among others. It seems that assessing teaching performance has become a mandatory recommendation, albeit with several interpretations, difficulties, and disagreements to employ within schools.

Student assistance for LGBTQIA+ undergraduates facing broken family dynamics at Brazilian federal universities

Luanna Carolyne Silva De Lacerda — 2025-04-28

For lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+) students, the university experience is shaped by the predominance and consequences of oppression, both inside and outside the academic setting, presenting challenges that can impact education completion. This study sought to identify emergency and housing student aid programs at Brazilian federal universities specifically designed for LGBTQIA+ students facing weakened or broken family dynamics. It is a qualitative and documentary research employing thematic analysis of official documents covering student aid in the categories of "housing" and "emergency assistance”. A total of 33 documents stemming from 27 federal universities were examined. Three descriptive categories emerged: 1) Types of aid and their specificities; 2) Selection criteria for the target audience and aggravating factors of vulnerability; 3) Managing demand from LGBTQIA+ students with severed or fragile family ties. The analysis revealed that 60.8% of Brazil’s 69 federal universities do not explicitly address gender and sexuality issues. Rigid selection criteria were identified as recurrent obstacles to accessing benefits. It is imperative to make eligibility criteria more flexible to accommodate the specific needs of this group and to implement continuous assistance distribution.

The black box of the daily routine and the writing of the history of architecture and school urban planning: POE reports as sources of interpretation

Samira Bueno Chahin — 2025-06-12

This study emerges as a reflection on the writing of the history of architecture and school urban planning to identify a historiographical gap in the absence of approaches that consider the forms of use and occupation of space as a category of interpretation. Identified in daily school practices, these forms characterize school equipment as a place produced and lived collectively over time. They are responsible for a silent spatial production, with an educational dimension as impactful on schooling as the architecture and urban planning project. In order to weave this argument, the idea of a black box of the daily routine was mobilized, taking into consideration the notes on child behavior present in the reports of the post-occupancy evaluation (POE) carried out in schools in the city of Rio de Janeiro. The reading demonstrates that, based on these reports, it is possible to instigate the history of architecture and school urban planning to navigate through other interpretative layers beyond those centered on agents, policies, institutions and their products. Despite the unquestionable urgency for infrastructures suitable for schooling, pedagogical practices combined with children's acumen produce environments that inform about the creative capacity contained in teaching work and in childhood cultures. Results provide a platform for problematizing the impact of the forms of use and occupation of common school equipment on children's education, as well as the design of public policies focused on its maintenance.

The emergence of the playful adult in continuing education with preschool teachers

Lindsey Machado de Oliveira — 2025-06-12

This study seeks to analyze the emergence of corporeality in the formative processes experienced by preschool teachers. Data emerged after transcribing the audio from a recording of the final meeting of a 40-hour course offered to 80 preschool teachers in the municipality of Rio Grande/RS. The methodology employed for data inquiry adopted content analysis as a strategy, resulting in two categories: teacher training and playful adults. The leading results indicated that, if these formative processes do not highlight teacher corporeality, such invisibility tends to reflect in the pedagogical educational actions proposed for young children.

“Eu gosta muito de jogo”: acquisition of writing verbs by deaf students

Andreia Chagas Rocha Toffolo — 2025-06-12

Learning the verbal morphology of Portuguese as a second language by deaf people has been perceived as one of the greatest challenges in the acquisition of writing. To better understand verb writing by deaf people, Rocha-Toffolo (2022a) analyzed texts produced by 17 students, seeking to identify, categorize, and reflect on the main deviations in verbal production. It was observed that the most frequent occurrences of inadequate verb writing were related to issues in verbal inflection of person and tense, as well as the use of verbs in the infinitive and verb phrases. Some hypotheses that may justify such difficulties were raised, and three questions that impact the writing of deaf students were presented: 1) the absence of a consolidated first language that serves as a premise for the literacy process in written Portuguese as a second language; 2) limited prior knowledge of the oral language; and, 3) poor Portuguese vocabulary. Considering that the perception and the processing of written Portuguese by deaf people is basically visual, teaching must be structured based on visual literacy and the use of strategies that aim to improve morphological competence. It is expected that the results and reflections presented may assist in understanding the complexities found in writing verbs by deaf people and contribute to the development of teaching practices suitable for this population.

School effect and parental education: relations between neuropsychological profile and arithmetic achievement of 4th and 6th grade students

Évelin Fulginiti de Assis — 2025-07-30

This study seeks to characterize three different schools regarding physical and human resources, as well as verifying the relations of the school effect and parental education with arithmetical and neuropsychological achievement of 4th and 6th graders. In order to do so, the investigation counted with a sample of 166 subjects ranging from 9 to 12 years old studying in the fourth and sixth grade of Elementary School. The assessments employed were intelligence quotient, neuropsychological functions, arithmetical achievement and a socioeconomic questionnaire. The results were analyzed using the ANOVA statistical technique and Spearman’s correlation. The three schools displayed quite distinct results, especially concerning arithmetic performance. Such difference was not significant for most of the neuropsychological tasks, proving the importance of the school effect. The level of education of the mother and the father did not have a statistically notable impact on arithmetic performance, though it proved to be important for language development. Special attention is given to the role of the school in the arithmetic performance of students, in which the teacher is a key figure in the intervention processes, as well as the importance of family to the development of their neuropsychological skills. This study highlights the importance of school-parent integration to enhance students’ performance as a whole.

“Knowing how to play the game”: futsal in the Feminist Futsal Project

Martina Gonçalves Burch Costa — 2025-07-30

This study seeks to understand how the coach and the researcher, the first author of the study, perceives herself as a leader in the process to develop a pedagogical environment for engaging women in futsal. It is an autoethnographic research, employing participant observation and entries in the coach’s field diary. Analyses and discussions of this study enables comprehension of the teaching-learning processes regarding “knowing how to play the game” of futsal and, in the context of the Feminist Futsal Project, resulted in at least four types: (1) “the game of life”; (2) “the obvious game”; (3) “the game of time” and; (4) “the dispute game”. All of them, in a sense, crossed by gender and power relations in dispute; making “knowing how to play the game” exceed the constitution of the rules of the sport.

Training program for professionals working in the Education and Violence Prevention Centers (NEPREs): a report of a training experience

Mônica Tessaro — 2025-04-28

This study seeks to report the experience of a training program developed with and between professionals working in the Education and Violence Prevention Centers (NEPREs) of 24 schools located in the midwest region of the state of Santa Catarina, aiming to confront and prevent bullying. The empirical basis of the text is an investigation of a qualitative nature. The training process developed in the research has theoretical and methodological support from the perspectives of Paulo Freire's praxis, Urie Bronfenbrenner's Bioecological Theory of Human Development and the ecological insertion method. Data collection involved four stages: 1) organization and planning of the training program; 2) application and analysis of a diagnostic questionnaire to the participants; 3) execution of the training program; 4) interactive assessment, application of a final assessment questionnaire and field diaries. In data analysis, we employed the content analysis technique. Four theoretical and practical actions were mobilized by the professionals, based on the training program: 1) restructuring of the NEPREs teams; 2) planning interdisciplinary projects; 3) reorganization of the school's physical spaces and, 4) creation of study, reflection and planning groups at the school, involving the collective of professionals. The program, as it was developed, constitutes an alternative for confronting and preventing bullying in schools.

Mathematical tea: contextualizing Mathematics to integrate knowledge

Lúcio Souza Fassarella — 2025-06-12

In this article, we report a didactic experience based on teaching through projects which aimed to investigate the contributions of interdisciplinary pedagogical practices to the learning and full-time formation of students; the target audience was a class from the 2nd year of full-time high school of a public school in the municipality of Boa Esperança, State of Espírito Santo. The experience was accomplished from the perspective of qualitative research with an exploratory nature, and the collected data was based upon students' productions, with their speeches and images recorded in a logbook or on mobile devices (cell phones). We conclude that teaching through interdisciplinary projects foster sstudents participation and also provides opportunities for communication practices, experiences of collaboration, decision-making and the development of appraisal, with the main contributions of this approach being the interest, engagement and active participation that it awakens in students.

Handmade cinema: animation and education in the project "Escola Animada"

Inácio Manuel Neves Frade da Cruz — 2025-07-30

Concerns regarding the academic performance of Brazilian children – born into a world shaped by digital media – places them as important allies in the construction of knowledge within school settings. This study examines the extension project denominated Escola Animada ("Animated School"), an initiative capable of connecting culture and education through the integration of audiovisual resources and digital media into teaching and learning processes. The project’s main objective is to promote the active participation of children from public schools by integrating them into audiovisual production teams and encouraging their interest in oral, written, and artistic expression. The study proposes a reflection on the possibilities of using audiovisual media in education, guided by the establishment of links between education and decolonization. The theoretical framework is based on authors such as Chimamanda Adichie, Christine Costa and Francisco Mattos, and Luiz Rufino. The actions of Escola Animada also contribute to renewing the repertoire of local identities and point toward a heritage education that is more emancipated from Eurocentric markers, which inspired the mythologized Modernist Cataguases. In methodological terms, this is a qualitative experience report, built on the description and analysis of the project’s development stages, which included the collective creation of 12 animated short films by public school children in partnership with university students and professors. The detailed report on the technical execution of each stage of the project highlights an environment in which the creation and implementation of pedagogical activities place children as agents in both the educational and historical process.

Educational practices in youth and adult education guided by the problematization of knowledge in light of Freire's pedagogy

Jayne Millena Ferreira Rodrigues do Nascimento — 2025-07-30

This study presents the results of an academic research project seeking to carry out experiences geared towards problematizing knowledge in the context of youth and adult educational practices. The methodological approach was qualitative. The data was collected through the employment of show-classes. Thematic-categorical content analysis was used to analyze the data. The results reveal that show-classes developed in the context of youth and adult education enabled educational practices to experience the problematization of knowledge through interactive communication and the sharing of knowledge which, in tandem, contributed to the participants' critical reflection on their educational processes and the influence it has on the transformation of their realities.