https://novoshorizontes.usf.emnuvens.com.br/horizontes/issue/feedHorizontes2024-12-20T19:10:01-03:00Periódico Horizontes - USFperiodico.horizontes@usf.edu.brOpen Journal Systems<p><strong>Escopo</strong></p> <p>A revista <em>Horizontes, com publicação contínua, </em>é um veículo de divulgação e debate da produção científica na área de Educação e está vinculado ao Programa de Pós- Graduação <em>Stricto Sensu </em>em Educação da Universidade São Francisco, Itatiba/SP. Aceita para publicação artigos inéditos resultantes de pesquisas de caráter empírico ou teórico, além de ensaios, resenhas e entrevistas, exclusivamente na área de Educação, em suas vertentes históricas, culturais e de práticas educativas.</p> <p>Os trabalhos submetidos passam por uma apreciação prévia pelos integrantes da Comissão Editorial; se estiverem fora do escopo ou dos critérios editoriais do periódico, serão recusados; os demais, serão encaminhados para a avaliação, às cegas, por pareceristas <em>ad hoc</em> designados pelos editores ou editores de seção.</p> <p>Com vistas a manter uma interlocução com pesquisadores nacionais e internacionais, o periódico aceita publicações nas línguas portuguesa, inglesa, francesa e espanhola.</p> <p>Além de textos de demanda contínua, o periódico é composto de seções temáticas coerentes com o seu escopo; essas seções são sugeridas pelo comitê editorial ou propostas por pesquisadores externos, desde que avaliadas previamente. Tanto num caso como em outro, os artigos passam por todas as etapas do processo de avaliação.</p> <p>Os conteúdos publicados não refletem a posição, opinião ou filosofia, nem do Programa de Pós-Graduação em Educação nem da Universidade São Francisco.</p> <p>Os/as autores/as mantêm os direitos sobre o artigo, mas a sua publicação na revista implica, automaticamente, a cessão integral e exclusiva dos direitos autorais para a primeira edição.</p> <p>Os prazos de avaliação (aceitação ou recusa), até a publicação, podem variar em torno de um ano, dependendo da complexidade da temática e das avaliações e revisões sugeridas.</p> <p><strong>About the Journal</strong></p> <p><strong>Focus and Scope</strong></p> <p>The journal Horizontes, operating in a continuous publication mode, serves as a platform for the dissemination and discussion of scientific production in the field of</p> <p>Education. It is affiliated with the Stricto Sensu Graduate Program in Education at the University of São Francisco, Itatiba/SP. The journal accepts for publication original articles resulting from empirical or theoretical research, as well as essays, reviews, and interviews, exclusively in the field of Education, encompassing its historical, cultural, and educational practice dimensions.</p> <p>Submitted works undergo preliminary evaluation by the members of the Editorial Committee. If the submissions are outside the scope or editorial criteria of the journal, they will be rejected; the others will be forwarded for blind peer review by ad hoc reviewers appointed by the editors or section editors.</p> <p>Aiming to maintain a dialogue with both national and international researchers, the journal accepts publications in Portuguese, English, French, and Spanish. In addition to texts in continuous demand, the journal includes thematic sections consistent with its scope; these sections are suggested by the editorial committee or proposed by external researchers, provided that they are previously evaluated. In either case, the articles go through all stages of the evaluation process. The contents published do not reflect the position, opinion, or philosophy of either the Graduate Program in Education or the University of São Francisco. The authors retain the rights to their articles, but their publication in the jornal automatically implies the full and exclusive transfer of copyright for the first edition.</p> <p>The evaluation period (acceptance or rejection), up to publication, can vary around one year, depending on the complexity of the topic and the evaluations and revisions suggested.</p> <p> </p> <p><strong>Avaliação Qualis (2017-2020)</strong></p> <p>ISSN: 2317-109X (Online) e 0103-7706 (Impressa) - A2</p>https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/2000Editorial do volume 42, n.1 (2024)2024-12-20T18:12:38-03:00Sônia Aparecida Siquellisonia.siquelli@usf.edu.brFabiana Rodrigues de Sousafabiana.sante@usf.edu.brMárcia Aparecida Amador Masciamarcia.mascia@usf.edu.brRenata Helena Pin Puccirenata.pucci@usf.edu.brKarina Carrasqueira Lopeskarina.carrasqueira@usf.edu.br<p>.</p>2024-12-20T00:00:00-03:00Copyright (c) 2024 Sônia Aparecida Siquelli, Fabiana Rodrigues de Sousa, Márcia Aparecida Amador Mascia, Renata Helena Pin Pucci, Karina Carrasqueirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/2001Avaliadores ad hoc2024-12-20T19:10:01-03:00Fabiana Rodrigues de Sousafabiana.sante@usf.edu.br<p>.</p>2024-12-20T00:00:00-03:00Copyright (c) 2024 Fabiana Rodrigues de Sousahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1953Os reformadores empresariais da educação e o ensino de Ciências Sociais e Humanas: uma discussão a partir da Pedagogia Histórico-Crítica2024-10-22T14:55:46-03:00Rodrigo Sarruge Molinarodrigo.molina@ufes.brVanessa Campos Mariano Ruckstadtervanessaruckstadter@uenp.edu.brLucas André Teixeiralucas.andre@unesp.br<p>.</p>2024-11-22T00:00:00-03:00Copyright (c) 2024 Rodrigo Sarruge Molina, Vanessa Campos Mariano Ruckstadter, Lucas André Teixeirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1824The business reform of education, school curricula and the teaching of Human Sciences: 2024-05-10T16:37:22-03:00Marcos Roberto Limalima2782@gmail.comJosé Claudinei Lombardijcl.zezo@gmail.com<p>The study aims to criticize hegemonic pedagogies and defend the theoretical and practical foundations of Historical-Critical Pedagogy for teaching Human Sciences. The premise is that in political struggles, as a dispute for hegemony, social classes seek control of the means of material production and of the entire cultural complex. Corporate pedagogies and their influence on Brazilian education are discussed. The pedagogical-critical foundations that guide school curricula and contribute to the critical insertion of new generations in public life are presented. Through bibliographic and documentary analysis, the aim is to support the education of teachers and students interested in the study of Historical-Critical Pedagogy, in order to develop counter-hegemonic curricula and political-pedagogical proposals.</p> <p>Keywords: Historical-Critical Pedagogy. Corporate pedagogies. Humanities and Social Sciences.</p>2024-11-22T00:00:00-03:00Copyright (c) 2024 Marcos Roberto Lima, José Claudinei Lombardihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1840Sociology teaching and epistemical relativism2024-04-25T10:56:56-03:00Camila Gaido Grizzocamila.grizzo@unesp.brJoão Pedro Nardyjpedronardy@gmail.comLucas André Teixeiralucas.andre@unesp.br<p>This paper is based on a theoretical and documentary research which aimed to identify and understand the conception of human being that guides the contents of Sociology discipline in the reformed high school in São Paulo. We start from the hypothesis that there is convergence between relativistic assumptions and pragmatic and utilitarian purposes that <em>Corporate Reformers</em> establish. To reach this goal, the investigation took as object of analysis the <em>BNCC</em>, <em>Currículo Paulista</em> and the multiculturalism. The <em>corpus</em> was analyzed by categories extracted from the marxist concept of human essence. The results found a postmodern worldview that fill the conceptual gaps intentionally created by the bourgeois bureaucratic and parasitic instrument, constituting a sophisticated mechanism that favors the interests of <em>Corporate Reformers</em> in the documents analyzed.</p> <p><em>Keywords</em>: High school. Human sciences. BNCC. Multiculturalism. Historical-critical pedagogy.</p>2024-08-20T00:00:00-03:00Copyright (c) 2024 Camila Gaido Grizzo, João Pedro Nardy, Lucas André Teixeirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1804The structural reforms of capitalism in school education and the disputes surrounding the high school project2024-05-10T17:56:00-03:00José Deribaldo Gomes dos Santosderibaldo.santos@uece.brLayslândia de Souza Santossousalays7@gmail.comJefferson Nogueira Lopesjeffnogueira23@gmail.com<p>The article discusses the structural reforms of capitalism in school education, with an emphasis on the disputes resulting in the High School project being implemented in Brazil through Law n˚. 13,415/2017. The aim guiding the investigation is to analyze the relationship between capitalist business directives and the current law reforming High School. Given the recent disputes surrounding youth education, it is essential to reveal the interests shaping the educational process of individuals. We anchor ourselves in dialectical historical materialism, as this method allows us to see beyond the immediate appearance of reality. As considerations, the article understands that Law n˚. 13,415/2017 is the result of a project aimed at lowering the education level of youth, which, in turn, meets the needs of the capitalist mode of production in profound crisis.</p> <p><em>Keywords:</em> Structural Crisis of Capital. Education. Law No. 13,415/2017. New High School. Reforms.</p>2024-09-11T00:00:00-03:00Copyright (c) 2024 Deribaldo dos Santos, Layslândia de Souza Santos, Jefferson Nogueira Lopeshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1820The “New” High School as part of business reforms in Brazilian education2024-05-08T14:15:43-03:00Robson Machadorobsonmachado.historia@gmail.comRégis Henrique dos Reis Silvarhrs@unicamp.br<p>Situated within the scope of History and Philosophy of Education, the article seeks to identify the class interests contained in the educational reforms that came into force in the context of the resurgence of the crisis of capitalist sociability, in particular those relating to the New Secondary Education. With support from historical-critical pedagogy, it highlights the lack of definition that, historically, characterizes Brazilian high school and the presence of the business sector in the public policies that determine it. It presents the aspects of the New Secondary Education that benefit private and business interests and announces the consequences already observed since its implementation. The sources - laws, projects and opinions – are analyzed in the light of historical-dialectical materialism. It concludes that the direction of the New Secondary Education is indeterminate, given the contradictions that mark the resumption of social-liberalism in the national executive.</p> <p>Keywords: Historical-critical pedagogy. High school. Educational policies.</p>2024-11-14T00:00:00-03:00Copyright (c) 2024 Robson Machado, Régis Henrique dos Reis Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1837The National Common Curricular Base, its impacts on the teaching of human sciences and the context of its production2024-05-09T08:48:59-03:00Alessandra Tatiane Galvão Chiarettialletati@hotmail.comShirley Cristiane Cintrashrley.cintra@unioeste.brJose Luis Derissojoseluisderisso@yahoo.com.br<p>This article analyzes the implementation of the National Common Curricular Base and evaluates the educational points in Human Sciences – renamed the Base for Applied Social Human Sciences – through a documentary study, based on Historical-Critical Pedagogy and Historical-Dialetic Materialism. Reflections indicate that ultra-conservative movements, driven by private entities, prioritize training for the job market as opposed to Humanities and Social Sciences. This bias fits with the Pedagogy of Skills, which empties school curricula, focuses on generating labor and serves capital. Additionally, the influence of the context in which the BNCC was produced is discussed, to make it less critical and more aligned with business interests in education.</p> <p>Keywords: National Common Curricular Base. Ultraconservative Movement. Humanities Education.</p>2024-11-11T00:00:00-03:00Copyright (c) 2024 Alessandra Tatiane Galvão Chiaretti, Shirley Cristiane Cintra, Jose Luis Derissohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1807The Inova Educação Program in São Paulo and the new common curricular base2024-04-17T11:49:07-03:00Rodrigo Sarruge Molinamolinaprof@hotmail.comSilvia Miguel de Paula Peressilviamiguelperes@gmail.com<p>The article analyzes the curricular reforms that impact education in the state of São Paulo between the years 2017 and 2022, as a result of the new National Common Curricular Base (BNCC) and the direct intervention of national and international business entities. The historical analysis will be based on historical and dialectical materialism, and we will analyze 2 primary sources, the BNCC in 2017 and the “Inova Educação São Paulo” Program in 2019. The study found that schools are hegemonized by neoliberal forces and their pedagogies of “learning to learn” and “competing and enterprise”. We diagnosed barbarity in education and evoked historical-critical pedagogy as a liberating alternative for schools for workers’ children.</p> <p><strong> </strong><em>Keywords</em>: History of Education. Curricular reforms. School neoliberalism. Paulista Curriculum. Critical Historical Pedagogy.</p>2024-09-11T00:00:00-03:00Copyright (c) 2024 Rodrigo Sarruge Molina, Silvia Miguel de Paula Pereshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1815Historical-critical pedagogy and rural early childhood education2024-05-03T15:43:43-03:00Deise Soraia Marta de Souza Galvãodeiseuesb@hotmail.comKarina de Oliveira Santos Cordeirokoscordeiro@ufrb.edu.br<p>This article presents the findings of a Master's degree research in Rural Education at UFRB. The aim was to analyze the contributions of Historical-Critical Pedagogy to Rural Early Childhood Education (RECE) in order to identify its potential for teaching children from a critical-emancipatory perspective. The theoretical foundation of the research is based on studies by Caldart (2020), Ferreira (2013), Martins (2013), Pasqualini (2013), Saviani (2008a, 2008b, 2013, 2019), Fernandes and Lombardi (2021), Silva (2006), among others. Data analysis suggests that the proposed work for the training process arises from a collective endeavor to establish a counter-hegemonic education aimed at the full development of individuals.</p> <p><em>Keywords:</em> Early Childhood Education. Historical-Critical Pedagogy. Rural Education.</p>2024-09-29T00:00:00-03:00Copyright (c) 2024 Deise Soraia Marta de Souza Galvão, Karina de Oliveira Santos Cordeirohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1836Apontamentos sobre a proposta formativa do “Movimento pela Base” para os professores de Educação Infantil: 2024-04-22T16:01:54-03:00Gizeli Beatriz Camilo Volpingi.volpin@gmail.comFrancisco José Carvalho Mazzeufrancisco.mazzeu@unesp.br<p>Este artigo apresenta dados de uma pesquisa que, à luz da pedagogia histórico-crítica, focalizou como o Movimento pela Base atua na formação continuada de professores da Educação Infantil. Adotou-se uma análise documental a partir de materiais disponibilizados em <em>sites</em> de instituições ligadas a esse Movimento. O tema é relevante, uma vez que, na elaboração da Base Nacional Comum Curricular, intensificou-se a influência de entidades ligadas ao setor privado. A análise, centrada em um documento exemplar, indicou uma abordagem pedagógica escolanovista e espontaneísta, particularmente em relação ao ato de brincar, reduzindo o potencial desenvolvente das brincadeiras infantis e esvaziando a especificidade do trabalho docente, em sentido contrário aos pressupostos da pedagogia histórico-crítica.</p>2024-09-29T00:00:00-03:00Copyright (c) 2024 Gizeli Beatriz Camilo Volpin, Francisco José Carvalho Mazzeuhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1827The concept of conscience and the teaching of History2024-06-09T17:02:56-03:00Luiz Otávio Correalo.correa@hotmail.com<p>This article discusses the concept of consciousness, carrying out a debate with idealistic thinking, specifically that linked to History Teaching. It is considered important to systematize this category, in its relationship with Historical-Critical Pedagogy, which we consider to be a more appropriate teaching philosophy, if we want to think from the point of view of historical and dialectical materialism. The article debates Jörn Rusen's Didactics and Theory of History, seeking to demonstrate that, if we want to think about the category of consciousness from Historical-Critical Pedagogy, Rüsen's concept of Historical Consciousness proves to be problematic. It is argued that this concept does not allow us to think about the categories of dialectics, praxis and others, important in Marxist analysis and synthesis related to History Teaching.</p> <p>Keywords: Historical-Critical Pedagogy. History. Teaching. Conscience. Praxis.</p> <p> </p>2024-10-18T00:00:00-03:00Copyright (c) 2024 Luiz Otávio Correahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1828History and Literacy:2024-09-12T12:20:07-03:00Ligia Aparecida Ramosligiasmora@hotmail.comVanessa Campos Mariano Ruckstadtervanessaruckstadter@uenp.edu.brFlávio Massami Martins Ruckstadterflavioruckstadter@uenp.edu.br<p>This text aimed to analyze teachers’ conceptions regarding the possibilities of articulation between history teaching and literacy in the early years of elementary school. The methodology procedures were the formation of a collaborative group of studies gathering teachers who worked in the early years of basic education in a city in the state of São Paulo and semi-structured interviews. The answers were analyzed based on the Historical-Critical Pedagogy reference. We observed the teachers’ concern with the planning of the history subject taught to students in the early years of basic education, despite the interference of the time available to teach this subject due to the students’ preparation for external evaluations. Another aspect observed was the existence of possibilities of articulation between history teaching and the literacy process based on the Historical-Critical Pedagogy from the experiences reported and the specialized literature.</p> <p>Keywords: Basic Education. Early Years. History Teaching. Literacy. Historical Critical Pedagogy.</p>2024-11-08T00:00:00-03:00Copyright (c) 2024 Ligia Aparecida Ramos, Vanessa Campos Mariano Ruckstadter, Flávio Massami Martins Ruckstadterhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1813Education delivery2024-05-03T15:43:08-03:00Camila Azevedo Souzacamilaazevedosouza@gmail.comVania Cardoso da Mottavaniacmotta@gmail.com<p>This paper discusses international guidelines for basic education in the juncture of the COVID-19 pandemic for the goal of analyzing the imperative of delivering results in the hegemonic educational project. A documentary analysis based on historical-dialectic materialism was developed, with emphasis on the Gramscian framework and historical-critical pedagogy as an indispensable foundation for the counter-hegemonic struggle. It was concluded that the actions of multilateral organizations, aligned with the new-type entrepreneurship of education in the 21st century, operate an intensification of the processes of commodification of education, articulating its subsumption to the imperative of delivering results with the technical and ethical-political (de)formation of the educative work.</p> <p> </p> <p><em>Keywords:</em> Multilateral organizations. Commodification of education. COVID-19 pandemic.</p> <p> </p>2024-10-18T00:00:00-03:00Copyright (c) 2024 Camila Azevedo Souza, Vania Cardoso da Mottahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1838Human and social sciences in the new high school on the route of ultraliberalism and neoconservatism2024-10-23T22:02:27-03:00Carlos Soares Barbosaprofcarlossoares@gmail.comLeonardo Kaplanleonardokaplan@gmail.comJosé Carlos Lima de Souzajocaliso@uol.com.br<p>The article aims to discuss the implications for the training of young people regarding the reduction of the Humanities and Social Science's workload in the New High School implemented by the State Department of Education of Rio de Janeiro. It analyzes the curriculum matrix and the Catalog of Training Itineraries in force in the state network since 2022, in light of the historical-dialectical materialism method and Historical-Critical Pedagogy. By privileging the Pedagogy of Skills, creating new curricular components, such as Entrepreneurship and Life Project, and reducing the space of Human and Social Sciences, this project meets the neoliberal agenda, with the training of the worker required in the flexible accumulation regime, and the neoconservative agenda, with its attack on critical education and scientific thought.</p> <p><em>Keywords:</em> New High School. Rio de Janeiro. Historical-Critical Pedagogy. Productive Restructuring. Business Education Reforms.</p>2024-10-21T00:00:00-03:00Copyright (c) 2024 Carlos Soares Barbosa, Leonardo Kaplan, José Carlos Lima de Souzahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1800Distance education in the New High School2024-09-10T10:42:23-03:00Gedeli Ferrazzogedeli.ferrazZo@ifro.edu.brMara Regina Martins Jacomelimararmj@unicamp.br<p>This work aims to verify the implementation of Distance Education in the curriculum of the "New High School" in Brazilian states. The research relied on documentary and bibliographic sources to analyze the process of regulation and implementation of proposals in the style of Distance Education at this stage of Basic Education. It is concluded that the counter-reform of High School converted the principle of the "right to education" in favor of intensifying the circulation of capital and the entrepreneurialization of Public Basic Education by promoting the allowance of Distance Education supported by the increase in digital technologies as a tool for democratizing access to education.</p> <p>Keywords: Distance Education. New High School. Circulation of capital. Public Basic Education.</p>2024-11-14T00:00:00-03:00Copyright (c) 2024 Gedeli Ferrazzo, Mara Regina Martins Jacomelihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1819Historical-Critical Pedagogy: 2024-09-10T09:47:25-03:00Leon de Assis Silvaleon.evril@gmail.comVanderleida Rosa de Freitas e Queirozvanderleida.queiroz@ifg.edu.br<p>This article aims to contextualize the genesis and epistemological and methodological foundations of Historical-Critical Pedagogy as a contribution to the debate on the possibility of a counter-hegemonic education. To this end, it relies on authors from a critical-dialectic perspective who have produced studies on this pedagogy. Three sections are presented, in addition to the introduction and final considerations. The first deals with non-critical pedagogies and critical-reproductivist theories as a contextualization of the emergence of Historical-Critical Pedagogy; the second, its epistemological foundation; and the third, the theoretical-methodological aspects of historical-critical didactics. In conclusion, it is stated that this pedagogy can provide transformative training for both the individual and society.</p> <p>Keywords: Historical-Critical Pedagogy. Historical Dialectical Materialism. Historical-Critical Didactics.</p>2024-11-22T00:00:00-03:00Copyright (c) 2024 Leon de Assis Silva, Vanderleida Rosa de Freitas e Queirozhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1823Emptying of objective knowledge and school training for employability2024-05-10T17:02:42-03:00Matheus Bernardo Silvamatheusbernardo@unesc.netAlysson Fernandes dos Santosalysson_trabalho@hotmail.com<p>This study seeks, through theoretical-bibliographical research, problematizing the relationship between the emptying of objective knowledge in school education and training for employability. The hypothesis is that current Brazilian school education is predominantly directed towards training for the benefit of employability. The objective is at critically explaining assumptions about school education aimed at employability, more precisely about certain hegemonic didactic-pedagogical strategies in favor of the job market. Through historical and dialectical materialism and historical-critical pedagogy, the hypothesis put forward is confirmed, since the advancement of private interests in school education occurs through a promiscuous relationship between public and private.</p> <p><em>Keywords</em>: School education. Objective Knowledge. Public-private relationship. Neoliberal reformation. Historical-critical pedagogy.</p>2024-10-23T00:00:00-03:00Copyright (c) 2024 Matheus Bernardo Silva, Alysson Fernandes dos Santoshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1825Textbooks of Applied Human and Social Sciences2024-05-10T15:57:55-03:00Pedro Otávio Carvalho Fernandespedro.fernandes@sou.unifal-mg.edu.brOlavo Pereira Soaresolavo.soares@unifal-mg.edu.br<p>The article analyzes the implementation of the counter-reform of the “new” High School, with an emphasis on the content analysis of a textbook approved for use in this stage of education. The analyzed content deals with the relationships between the environment and traditional communities in Brazil. The theoretical-methodological framework used in the research is linked to Historical-Critical Pedagogy in its links with the Marxist tradition and Vygotsky’s historical-cultural perspective. The text concludes that the “new” High School textbooks materialize the political perspectives of the national business community, as they aim to form an uncritical neoliberal subject capable of adapting to the market.</p> <p>Keywords: Textbooks. High School. Historical-Critical Pedagogy.</p>2024-11-11T00:00:00-03:00Copyright (c) 2024 Pedro Otávio Carvalho Fernandes, Olavo Pereira Soareshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1829High school reform, BNCC and art teaching2024-09-10T11:08:03-03:00Carla Chakirian Barretto Coelhochakirian.coelho@gmail.comJeferson Anibal Gonzalezjefersonanibalgonzalez@gmail.com<p>The history of High School in Brazil is made up of tensions, conflicts and disputes surrounding its organization, purpose and identity and determined by the contradictions of the country's social formation. With this in mind, through a study of a theoretical-bibliographical nature, in this article, the assumptions of the reform of Secondary Education, the National Common Curricular Base and art teaching are analyzed in the light of historical-critical pedagogy. The aim is, therefore, to contribute to the collective construction of an education that provides access for the popular classes to the highest levels of science, philosophy and art, aiming at a radical transformation of society.</p> <p>Keywords: Secondary education reform. BNCC. Art teaching. Historical-critical pedagogy.</p>2024-11-22T00:00:00-03:00Copyright (c) 2024 Jeferson Anibal Gonzalez, Carla Chakirian Barretto Coelhohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1841When good intentions lead to precarization2024-09-10T10:57:01-03:00Leonardo Pereira da Costaleopernambuco@gmail.comIgor Guevara Loyola de Souzaguevara.igor@gmail.com<p>This paper analyzes, from the perspective of historical-critical pedagogy, the political-pedagogical aspects related to the establishment of the University of the Federal District – UnDF. The pedagogical project of this institution is based on educational concepts such as "learning to learn" and the notion of "active methodologies," with Problem-Based Learning (PBL) serving as the pedagogical foundation. Using the historical-dialectical materialist framework, the text employs documentary analysis and participant observation during the institution's first year of operation. It is observed that the pedagogical frameworks adopted by the University reveal, from the outset, aspects of the precarization of public education, ranging from the conception of the teaching profession to the dilution of curricula across various areas.</p> <p>Keywords: Historical and critical pedagogy. Active methodologies. Educational precariousness. Public university. Academic curriculum.</p>2024-11-08T00:00:00-03:00Copyright (c) 2024 Leonardo Pereira da Costa, Igor Guevarahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1809A recepção pedagógica de Antonio Gramsci entre a Itália e a América Latina (1968-1991)2024-03-18T10:38:49-03:00Sebastián Gómezsebastianjorgegomez@gmail.com<p>O artigo trata do itinerário de Antonio Gramsci no campo pedagógico italiano e latino-americano entre 1968 e 1991, ou seja, entre os movimentos de protesto de 1968 e a dissolução da URSS. A fase mais dinâmica do estudo pedagógico do sardo na península ocorreu entre 1968 e 1976, enquanto na América Latina se deu de meados da década de 1970 a 1991. A título de hipótese, sugere-se que a crise do marxismo nos anos 70 teve efeitos díspares nas duas regiões e no estudo pedagógico da Gramsci: na Itália provocou uma retração, mas na América Latina os intelectuais continuaram a refletir dentro do paradigma em crise e recorreram ao autor italiano para renovar a investigação educacional. O artigo conclui que o regime de circulação pedagógica de Gramsci entre as duas regiões durante o período não estava livre de uma dupla condição: a dinâmica centro-periferia e uma lógica patriarcal.</p> <p><em>Palavras-chave</em>: Antonio Gramsci. Educação. Crise do marxismo. Itália. América Latina.</p>2024-08-20T00:00:00-03:00Copyright (c) 2024 Sebastián Gómezhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1866Avaliação educacional: velhos embates, novas disputas2024-05-20T07:36:58-03:00Luana Ferrarottoluanaferrarotto@yahoo.com.brMarta Fernandes Garciamartagarcia@ifsp.edu.brJean Douglas Zeferino Rodriguesjean.zefer@ifsp.edu.brManuela Terrasêcamterraseca@gmail.com<p>.</p>2024-06-26T00:00:00-03:00Copyright (c) 2024 Luana Ferrarotto, Marta Fernandes Garcia, Jean Douglas Zeferino Rodrigues, Manuela Terrasêcahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1703Políticas de avaliação (externa) da educação não superior no Brasil e em Portugal2023-12-05T17:46:24-03:00Vanessa Rosana Peluchen Camargovanessapeluchen@hotmail.comMarilda Pasqual Schneidermarilda.schneider@unoesc.edu.br<p>Trata-se aqui dos resultados de um estudo relacionado aos modelos de avaliação externa de duas realidades distintas, as de Brasil e Portugal. O objetivo é analisar experiências de avaliação externa na educação não superior e buscar tendências nos modelos em curso nos dois países. Considerando os pressupostos que informam os estudos comparados, procura-se destacar singularidades, heterogeneidades e homogeneidades dos modelos de avaliação externa praticados. Em termos conclusivos, embora o processo histórico de cada país seja determinante na constituição das suas singularidades, persistem tendências à adequação das finalidades das avaliações externas às demandas da globalização neoliberal com a implementação de mecanismos de <em>accountability</em> associados às avaliações externas nacionais.</p> <p><em>Palavras-chave</em>: Políticas de avaliação externa. Educação não superior. Estudos comparativos.</p>2024-04-16T00:00:00-03:00Copyright (c) 2024 Vanessa Rosana Peluchen Camargo, Marilda Pasqual Schneiderhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1708Os fundamentos da política de accountability no Programa AlfaMais para a alfabetização em Goiás2024-01-09T10:00:30-03:00Flávia Martins Vieiraflavia_vieira@discente.ufg.brRicardo Antônio Gonçalves Teixeiraprofessorricardoteixeira@ufg.brLúcia Maria de Assisluciaassis@ufg.br<p>No âmbito das políticas educacionais de <em>accountability</em>, observa-se a relação entre qualidade e proficiência em testes<em> high stakes.</em> No que se refere à metodologia, o estudo caracteriza-se como exploratório, de abordagem qualitativa e de cunho bibliográfico e documental – realiza o levantamento e a análise de documentos oficiais e legais relacionados ao Programa AlfaMais Goiás. Nessa conjuntura, esta pesquisa propõe-se a analisar os fundamentos do referido programa em Goiás na busca pela compreensão dos ideários de avaliação e de qualidade educacional. Os resultados indicam que os processos avaliativos restringem a qualidade educacional a um único panorama, o desempenho estudantil, e induzem a criação de um quase-mercado educacional e de padrões de qualidade por meio de ações de <em>marketing</em>.</p> <p><em>Palavras-chave</em>: Avaliação. Accountability.Qualidade educacional. Alfabetização.</p>2024-04-18T00:00:00-03:00Copyright (c) 2024 Flávia Martins Vieira, Ricardo Antônio Gonçalves Teixeira, Lúcia Maria de Assishttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1721Os magos da educação para a América Latina e Caribe:2023-12-26T18:38:03-03:00Giselle Cristina Martins Realgisellereal@ufgd.edu.brJullie Cristhie Conceiçãojullie_cristhie@hotmail.com<p>This work aims to elucidate the guidelines provided by international organizations (IOs) for basic education in Latin America concerning the role and responsibilities of educational agents. This is document-based research spanning the period from 1995 to 2020, with a focus on the terms: evaluation, quality, and learning. Grounded Theory is adopted as a methodological reference. As a result, it was observed that the documents indicate that teachers are capable of creating the magic of learning, based on the results of the evaluations, overcoming the lack of educational inputs, low investments and the socioeconomic conditions of the students. It is concluded that the IOs maintain the discourse of the 1990s, despite criticism of the evaluation model.</p>2024-04-22T00:00:00-03:00Copyright (c) 2024 Giselle Cristina Martins Real, Jullie Cristhie Conceiçãohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1740Apropriação dos resultados das avaliações da aprendizagem para fins de reorientação da prática pedagógica2024-01-16T08:51:36-03:00Valderlice Rosa de Souzavalderlice.souza@educacao.mg.gov.brRegilson Maciel Borgesregilson.borges@ufla.br<p>O artigo analisa como os professores se relacionam com os resultados das avaliações da aprendizagem de seus alunos. O referencial teórico fundamenta-se nos estudos de Vasconcellos, Hoffmann, Luckesi, Gatti, entre outros. Metodologicamente, trata-se de uma pesquisa de campo, da qual participaram professores de duas escolas estaduais do município de Pouso Alegre, Minas Gerais. Os dados foram coletados por meio de um questionário e pela realização de uma roda de conversa. Conclui-se que nem sempre os resultados da avaliação da aprendizagem são apropriados pelos docentes para a reorientação de suas práticas pedagógicas, muitas vezes, são usados para fins burocráticos, para classificar os aprovados e reprovados, e, algumas vezes, servem de base para uma intervenção pedagógica.</p> <p><em>Palavras-chave</em>: Avaliação da Aprendizagem. Apropriação de resultados. Prática Pedagógica.</p>2024-04-24T00:00:00-03:00Copyright (c) 2024 Valderlice Rosa de Souza, Regilson Maciel Borgeshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1745Construção de uma avaliação de viés formativo: 2024-01-04T07:12:52-03:00Beatriz Nogueira Marques de Vasconcelosbeatriznogueiravasc@gmail.comLuana Costa Almeidaluanaca@ufscar.br<p><span style="font-weight: 400;">This article examines the experience of collectively building a form of assessment aligned with the formative perspective. In the context of humanizing education and the emancipation of students, the experience analyzed goes beyond the mere monitoring of content, in the direction of a look at multidimensional formation. This is a documentary analysis based on the school's own documents and scientific publications about the school. Various documents are analyzed, including the political-pedagogical project, learning reports, class council minutes, student progress monitoring records and collective self-assessments. Three main movements adopted by the collective as documentation and evaluation tools are highlighted: (1) pedagogical circles and self-evaluation processes; (2) tutoring and the dialogical space in learning evaluation; and (3) collective class councils. We observed that the way in which the school began to organize its pedagogical work feeds into a formative evaluation process, and that this enhances the school's internal processes through feedback. </span></p>2024-04-26T00:00:00-03:00Copyright (c) 2024 Beatriz Vasconcelos, Luana Costa Almeidahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1710National High School Examination in question2023-12-31T08:47:49-03:00Bruna Betamin de Souzabbetamin@gmail.comDoris Maria Luzzardi Fissfiss.doris@gmail.com<p>The National High School Examination is a large-scale evaluation created in 1998 to measure high school graduates’ knowledge. The National High School Examination (known in Brazil by the acronym Enem) underwent changes in 2009. Thus, this article derives from research whose main objective was to understand, from the Materialist Discourse Analysis, relations of forces in clash in the speeches of the “founding texts” of the New Enem – Ordinances that correspond to the archival corpus. The analytical-discursive work made the recognition of the Enem as a field of political and pedagogical disputes possible since the documents pointed to a not exclusive meaning of the participant’s protagonism, denoting ideological positions in tension between the understanding of the Examination as a reference for self-assessment or subject evaluation procedure.</p> <p><em>Keywords</em>: Materialist Discourse Analysis. Michel Pêcheux. Enem. High school. Education.</p>2024-05-08T00:00:00-03:00Copyright (c) 2024 Bruna Betamin de Souza, Doris Maria Luzzardi Fisshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1723Avaliação institucional participativa na educação infantil: 2023-12-26T18:49:24-03:00Cristiane Ferreira Cunha Amanciocrisfcamancio@yahoo.comVirgínia Cecília da Rocha Louzadavirginialouzada.feuerj@gmail.com<p>The text presents an excerpt from one of the authors’ dissertations that narrates the formative possibilities of institutional assessment in Early Childhood Education through the management and training experiences of one of the authors in a public Early Childhood Education institution. Next, we invite reflection on the field of disputes and meanings that exist in this stage to understanding the evaluation processes, understanding that institutional evaluation strengthens collective and participatory processes. The understanding of institutional assessment in the continued training of teachers who work in the context of Early Childhood Education is confirmed, and the potential of experiences woven into a network, in the dialogues and reflections produced in/for the school.</p> <p><em>Keywords: Institutional assessment; Child education; Teacher training.</em></p>2024-05-24T00:00:00-03:00Copyright (c) 2024 Cristiane Amancio, Virgínia Louzadahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1718Large-scale assessment: 2023-10-31T21:55:57-03:00Sanny Silva da Rosasanny.rosa@online.uscs.edu.brMarco Wandercil da Silva marco.silva1@online.uscs.edu.brAlessandra Cristina Matheus de Paiva Pereira alessandra.pereira@uscsonline.com.br<p>In dialogue with studies that discuss the uses (and abuses) of standardized tests’ results, this essay highlights two devices of the neoliberal education policies: the large-scale assessments and the principle of meritocracy. The persistent disarticulation between assessment policies and training policies for education professionals is problematized and it is argued that solid knowledge and a critical attitude towards assessments are imperative attributes of an “anti-hero” school director, willing to act through the cracks in the neoliberal hegemonic model of education and school management.</p> <p style="font-weight: 400;"> </p>2024-05-24T00:00:00-03:00Copyright (c) 2024 Sanny Silva da Rosa, Marco Wandercil da Silva , Alessandra Cristina Matheus de Paiva Pereira https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1724A study of the implementation of a Mathematics written test in phases in Elementary School2024-01-21T11:37:03-03:00Gabriel dos Santos e Silvagabriel.santos22@gmail.comJessica Aparecida Borssoi Zanquimjessica.zanquim@uel.br<p>This article presents the results of part of a research conducted in Elementary School through the implementation of an alternative assessment tool, called the written test in phases, from the perspective of assessment as an investigation practice and a learning opportunity. In this tool, students had the chance to solve 5 math questions across 5 phases, also benefiting from the teacher's interventions. The written productions of a student were analyzed, highlighting the significance of the teacher's interventions.</p>2024-05-29T00:00:00-03:00Copyright (c) 2024 Gabriel dos Santos e Silva, Jessica Aparecida Borssoi Zanquimhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1726A avaliação na visão de futuros professores2023-12-01T15:44:04-03:00Paulo Garciapaulo.garcia@online.uscs.edu.brCarlos Alexandre Felício Brito carlos.brito@online.uscs.edu.br<p>Este estudo objetivou explorar os elementos que dificultam o aprendizado em avaliação de futuros professores de Pedagogia. Com base na pesquisa mista, com a primeira fase qualitativa, identificaram-se elementos que indicam dificuldades no processo de aprendizagem e foram feitas entrevistas com 14 alunas de cursos de Pedagogia. Na segunda fase, quantitativa, utilizou-se um questionário, com 307 estudantes, com uma escala do tipo Likert para coletar informações sobre as dificuldades. Os dados revelaram que os elementos dificultadores estavam mais associados aos domínios dos professores e do <em>design</em> do curso. O estudo auxilia a entender as complexidades do processo de ensino e aprendizagem e serve ao duplo propósito de informar a natureza e o alcance das mudanças a serem realizadas e a direção específica de iniciativas para a formação continuada.</p> <p><em>Palavras-chave</em>: Avaliação. Futuros professores. Pedagogia.</p>2024-05-31T00:00:00-03:00Copyright (c) 2024 Paulo Sérgio Garcia, Carlos Alexandre Felício Brito https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1747Avaliação das aprendizagens na educação de pessoas jovens, adultas e idosas de acordo com as diretrizes federais e estaduais2024-02-19T11:35:18-03:00André Henrique Schneebergerandre.s@unoesc.edu.brDilva Bertoldi Benvenuttidilva.benvenutti@unoesc.edu.br<p><span style="font-weight: 400;">This study delves into legal guidelines for learning assessment, drawing from the insights of Arroyo (2017), Libânio (2017), and Luckesi (2022). Our goal is to scrutinize federal and state (Santa Catarina) guidelines pertaining to learning assessment in Youth, Adult, and Elderly Education. Employing Bardin's Content Analysis (2016), our findings underscore legislation's emphasis on continuous, cumulative, and formative assessment, giving precedence to qualitative aspects. In conclusion, assessment is seen as a tool fostering learning opportunities, rectifying student deficiencies, and refining teaching practices.</span></p>2024-05-31T00:00:00-03:00Copyright (c) 2024 André Henrique Schneeberger, Dilva Bertoldi Benvenuttihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1749A avaliação da aprendizagem em matemática no olhar de professores dos anos iniciais do ensino fundamental de um município do Nordeste brasileiro2024-01-12T15:06:17-03:00Layla Raquel Barbosa Linolaylaraquel25@gmail.comRossano André Dal-Farrarossanodf@uol.com.br<p>O presente estudo foi desenvolvido no sentido de compreender o olhar de docentes de diferentes formações que ensinam Matemática nos Anos Iniciais do Ensino Fundamental, sendo entrevistados cinco professores que atuam em escolas públicas de um município no interior da Bahia. Partiu-se da ideia de que a avaliação da aprendizagem é desafiadora em qualquer contexto ou nível de ensino. Os resultados demonstraram que os docentes possuíam conhecimento da importância de avaliar os estudantes de forma processual, acompanhando seus alunos contínua e constantemente, embora tenham mencionado a necessidade de articular essa perspectiva com o Sistema de Avaliação da Educação Básica. Eles revelaram a busca da conciliação entre os pressupostos teóricos educacionais e as avaliações externas.</p> <p><em>Palavras-chave</em>: Anos iniciais do ensino fundamental. Avaliação educacional. Sistema de avaliação da educação básica. Educação matemática.</p>2024-06-02T00:00:00-03:00Copyright (c) 2024 Layla Raquel Barbosa Lino, Rossano André Dal-Farrahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1753As políticas educacionais na rede estadual de ensino da Paraíba: 2023-12-21T07:45:44-03:00Jonas da Silva Rodriguesrdgsjonas@gmail.comAndréia Ferreira da Silvasilvaandreia@uol.com.br<p>Apresentam-se resultados de pesquisa sobre as políticas educacionais na rede estadual de ensino da Paraíba, com foco em avaliação externa, prestação de contas e responsabilização. Orienta-se por uma perspectiva histórica e utilizam-se como técnicas de coleta de dados levantamento bibliográfico e análise documental. Analisa-se a estruturação das políticas de <em>accountability</em> na educação estadual paraibana, entre 2011 e 2018, considerando as políticas de avaliação externa, o pagamento por desempenho, o sistema de monitoramento das escolas e o trabalho docente. Reflete-se sobre o caráter indutor e privatizante dessas políticas na gestão das escolas e na prática docente; e o fortalecimento da lógica empresarial, em sentido<em> lato </em>e <em>stricto sensu</em>, com a promoção de uma gestão baseada em resultados.</p> <p><em>Palavras-chave</em>: Avaliação externa. <em>Accountability</em> educacional. Educação estadual paraibana.</p>2024-06-02T00:00:00-03:00Copyright (c) 2024 Jonas da Silva Rodrigues; Andréia Ferreira da Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1796Alinhamento e controle: 2024-03-08T15:14:07-03:00Jean Douglas Zeferino Rodriguesjeanzefer@gmail.comLuana Ferrarottoluanaferrarotto@yahoo.com.br<p align="justify"><span style="font-family: Calibri, serif;"><span style="font-size: small;">The article analyzes the 2021 OECD document National Assessment Reform: main considerations for Brazil. Based on content analysis, three categories emerged: a) alignment and monitoring as a condition for improving the quality of education; b) Saeb and state external assessments: alignment of scales and complementarity between instruments; c) Saeb: deepening the control and monitoring of education systems. The defense of the alignment between Saeb, BNCC and state assessments and the search for standardization, monitoring and control of pedagogical work was evident. The concept of quality in the OECD's recommendations to Brazil is based on technical and economic rationality and the demands of the production system.</span></span></p>2024-06-02T00:00:00-03:00Copyright (c) 2024 Jean Douglas Zeferino Rodrigues, Luana Ferrarottohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1750Avaliação em larga escala e qualidade da educação2024-02-27T15:51:10-03:00Ricardo Hackhack.ricardoadv@hotmail.comCamila Regina Rostirolacamila.rostirola@unoesc.edu.br<p>O presente estudo tem como objetivo identificar ações planejadas por três municípios do Oeste catarinense com alto Índice de Desenvolvimento da Educação Básica (Ideb) nos anos iniciais do Ensino Fundamental, perquirindo possíveis implicações na melhoria dos resultados das avaliações em larga escala e na qualidade da educação. Como procedimentos técnicos e metodológicos, fez-se uso da pesquisa bibliográfica e documental, bem como da análise dos planos de educação dos três municípios pesquisados. Como resultados, identificou-se que as ações planejadas demonstram preocupação com o alcance e melhoria das notas do Ideb e com o desempenho dos estudantes bem como supervalorização dos indicadores, o que pode comprometer a garantia de uma educação de qualidade.</p> <p><em>Palavras-chave:</em> Avaliação em larga escala. Indicadores educacionais. Qualidade da educação. Planos de educação<strong>.</strong> Municípios catarinenses.</p>2024-06-05T00:00:00-03:00Copyright (c) 2024 Ricardo Hack, Camila Regina Rostirolahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1811New tests, same old problems2024-03-19T16:02:21-03:00Wayne Auwayneau@uw.edu<p>.</p>2024-06-05T00:00:00-03:00Copyright (c) 2024 Wayne Auhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1742Social-emotional skills assessment:2024-06-11T20:42:57-03:00Regiane Helena Bertagnaregiane.bertagna@unesp.brJulia Costa Fariajc.faria@unesp.brGabrielly Luiza Isabela Murarigabrielly.murari@unesp.br<p>This article aims to present the application of a large-scale socio-emotional skills assessment instrument among public education in Brazil’s Southeast states. Developed by the Instituto Ayrton Senna, a business sector linked organization, this instrument's investigation was motivated for its possible link with public school’s privatization processes in the country. Through qualitative research within a total of 40 documents, we deepened our knowledge about the proposed assessment and identified, especially in the state of São Paulo, the direct participation of the Instituto Ayrton Senna in the elaboration of the state educational policy for the final years of elementary school and high school, through what we highlight the dissemination of private sectors ideas in public education.</p>2024-06-11T00:00:00-03:00Copyright (c) 2024 Regiane Helena Bertagna, Julia Costa Faria, Gabrielly Luiza Isabela Murarihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1738Degree of difficulty of items in a test for the 9th grade of elementary school2024-06-11T20:45:30-03:00Carlos Henrique Delmirodelmiro@multimeios.ufc.brDaniel Brandão Menezesbrandao.menezes@uece.brHermínio Borges Netoherminio@multimeios.ufc.br<p>The Canindé Education Assessment System (SAEC) is an assessment that gives teachers and school managers quicker and more detailed access to each class assessed. Thus, the aim of this study is to analyze a psychometric characterization of the SAEC instrument, especially regarding the degree of difficulty of the items covered in the mathematics test in 9th grade elementary school classes, by means of the Classical Test Theory (CTT). This is a quantitative study with objectives of descriptive and exploratory research. The results show that out of the 10 items evaluated in the SAEC, 5 were considered difficult, 3 presented moderate difficulty and 2 were considered easy according to the statistical analyses.</p>2024-06-11T00:00:00-03:00Copyright (c) 2024 Carlos Henrique Delmiro, Daniel Brandão Menezes, Hermínio Borges Netohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1812Transformar las prácticas evaluativas en el aula: 2024-03-20T09:30:59-03:00David Herrera Arayadavid.herrera@usach.cl<p> </p> <p><strong> </strong></p> <p><strong>Abstract</strong></p> <p>This essay reflects on the transformation of school assessment practices within the framework of assessment decentralisation for student participation, as a space of opportunity for the construction of a fair and reflective school assessment. In this way, the principles of assessment decentralisation and the importance of co-assessment, peer assessment and self-assessment are described in order to rethink assessment practices. In addition, the role of evaluative judgement is highlighted in order to construct an evaluation oriented towards self-reflection and criticism. We conclude with the need to think of assessment decentralisation as an interactional and intersubjective space that enables the transformation of assessment practice.</p> <p> </p> <p><em>Keywords:</em> Assessment decentralisation. Assessment decentralisation. Student participation in assessment.</p>2024-06-11T00:00:00-03:00Copyright (c) 2024 David Herrera Arayahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1751Análise da resolução de problemas nos itens de Ciências da Natureza do Enem e suas implicações para a Educação em Ciências2024-01-02T07:51:49-03:00Alexandre da Silva Ferryalexandreferry@cefetmg.br<p>This article elucidates problem-solving approaches in Sciences education within the context of the ENEM. It highlights the predominant characteristics and delineates the types of items encountered in the tests spanning from 2018 to 2023. The theoretical framework of the study draws upon the convergence of perspectives from George Pólya and David Jonassen regarding problem-based learning. The identification and analysis of the examination questions have given rise to three distinct categories of items. The findings underscore that problem-solving constitutes a foundational skill. It emphasizes the necessity for planning in both the approach and assessment of problem-solving, aiming to contribute to a more authentic and formative evaluation aligned with educational objectives.</p>2024-06-15T00:00:00-03:00Copyright (c) 2024 Alexandre da Silva Ferryhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1746Monitoramento e avaliação da política de educação infantil: 2024-02-28T12:05:25-03:00Maria Luiza Rodrigues Floresmalurflores@gmail.comSandra Zákia Lian de Sousa sanzakia@usp.br<p>The article presents the results of qualitative research whose objective was the systematization of dimensions and criteria to support the monitoring and evaluation of the quality of Early Childhood Education provision within the scope of a municipal education system. The study methodology included an analysis of legislation, standards and documents drawn up by the federal government and a review of national and foreign literature that addresses theoretical-methodological elements capable of supporting the notion of quality to be assumed in such an assessment. Based on bibliographical research, a Reference Matrix is proposed with dimensions and criteria relating to the organization and management of the provision of assistance to the stage.</p> <p> </p>2024-06-15T00:00:00-03:00Copyright (c) 2024 Maria Luiza Rodrigues Flores, Sandra Zákia Sousahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1853Principios de procedimiento subyacentes a la conceptualización de la evaluación transformativa/formativa venezolana2024-04-25T09:42:02-03:00Eva Pasek de Pintoevalidpasek@gmail.com<p>The purpose of this essay is to infer procedural principles underlying the conceptualization of transformative and formative assessment mandated by the Ministry of People's Power for Education (2007). To this end, a theoretical-methodological journey was carried out from critical pedagogy, the definition of transformative evaluation and its link with formative evaluation. It culminates with the contribution of five procedural principles to argue and reflect on the different options that the teacher has to carry out a transformative evaluation in the classroom and achieve the required changes in the development of the students' potentialities and in their own teaching practice.</p>2024-06-25T00:00:00-03:00Copyright (c) 2024 Eva Pasek de Pintohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1852Social representations of Science by Natural Sciences teachers at a federal school2024-07-22T23:25:32-03:00Claudia Maria de Oliveira Sordillocsordillo@yahoo.com.brEdna Maria Querido de Oliveira Chamonedna.chamon@gmail.com<p>This research aimed to investigate the social representations of Science developed by high school Natural Science teachers at a Brazilian federal education institution. The theoretical framework is based on the Theory of Social Representations and how it contributes to the understanding of science education and teacher training in Natural Sciences. The simplified version of the basic scientific literacy test, with 45 closed questions, and individual semi-structured interviews were used to collect data, administered to 31 subjects, in a sample by adherence. The material was statistically treated with the IraMuTeQ software and the interpretation was done by content analysis. According to the teachers, Science is practiced through experiments, with previously known results. The need to go beyond this view, through interdisciplinary investigative projects, was highlighted to develop scientific literacy.</p> <p>Keywords: Social Representations. Science. Natural Science. High School. Teachers.</p>2024-12-05T00:00:00-03:00Copyright (c) 2024 Claudia Maria de Oliveira Sordillo, Edna Maria Querido de Oliveira Chamonhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1633The hermeneutics of the self in the effectiveness of teaching language2024-03-12T17:28:49-03:00Amarildo Trevisantrevisanamarildo@gmail.comErcília Maria de Moura Garcia Luizerciliamouluiz@gmail.com<p>The work employs Paul Ricoeur's concepts of self and recognition to analyze teaching language from a hermeneutic perspective in the face of school violence. It underscores the importance of transcending subjectivity to establish a healthy intersubjective relationship, requiring a predisposition to rethink the self. The study references the tragedy of Antigone and the philosophy of language to enhance the cultivation of humanity in education. It emphasizes the need for an ethical approach in pedagogical practice, including self-understanding, interpersonal relationships, respectful expression, and mutual recognition. It highlights the significance of "power-speaking," necessitating a reevaluation of educational foundations to promote mutual recognition, thereby avoiding violence.</p> <p><em> </em><em>Keywords: </em>Philosophy of education; Teacher; Linguistic action; Self; Hermeneutics.</p>2024-08-09T00:00:00-03:00Copyright (c) 2024 Amarildo Luiz Trevisan, Ercília Maria de Moura Garcia Luizhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1677Formação profissional de mulheres da área da Construção Civil do estado de Mato Grosso2023-10-04T02:31:13-03:00Angela Fatima Rochaangela.rocha@ifmt.edu.brSueli Correia Lemes Valezisueli.valezi@ifmt.edu.brErnany Paranaguá da Silvaernany.silva@ifmt.edu.br<p><strong>This paper is part of an action research focused on learning how to learn in the project Breaking barriers: women in the Civil Construction and the Light Steel Frame (LSF) system which joined researchers of the Federal Institute of Education, Science and Technology of Mato Grosso (IFMT) in partnership with the private sector and sponsored by FAPEMAT. It aimed to develop scientific and practical knowledge among students of the Integrated and Subsequent High School courses and undergraduates of the Higher Education in Civil Construction area. The results showed: women’s empowerment growth in Civil Construction able to promote social transformation due to the action-reflection-action in building a laboratory in LSF with interdisciplinarity, multidisciplinary and verticalization of teaching.</strong></p>2024-03-29T00:00:00-03:00Copyright (c) 2024 Ângela Fátima da Rocha, Sueli Correa Lemes Valezi, Ernany Paranaguá da Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1699A formação inicial e continuada de professores de ciências e de biologia e a BNCC2023-12-01T09:21:39-03:00Maria Adriana Santos Carvalhomaria.santos@ifto.edu.brAline Andréia Nicollialine.nicolli@ufac.br<p>Objetivou-se analisar, nos anais do Encontro Nacional de Ensino de Biologia e do Encontro Nacional de Pesquisa em Educação em Ciências, em suas edições ocorridas entre 2018 e 2021, as publicações que tratam da formação de professores de ciências e de biologia no contexto de implementação da Base Nacional Comum Curricular. Encontraram-se 20 trabalhos. A maioria deles, publicada no ano de 2021, trata da formação inicial e foi desenvolvida na região Sudeste. Os trabalhos investigaram, predominantemente, o ensino de Ciências da Natureza no Ensino Fundamental. Sobre os aspectos metodológicos, destacaram-se as pesquisas documentais, de abordagem qualitativa; e, quanto aos objetivos, buscou-se, predominantemente, fazer uma análise crítica e problematizadora da Base Nacional Comum Curricular.</p> <p><em>Palavras-chave</em>: Professores de biologia. Professores de ciências. Formação docente.</p>2024-03-29T00:00:00-03:00Copyright (c) 2024 Maria Adriana Santos Carvalho, Aline Andréia Nicollihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1374Looking at art from a screen 2022-05-30T09:22:13-03:00Bruna Zanini Fiorinbruna.fiorin@universo.univates.brAngelica Vier Munhozangelicavmunhoz@gmail.com<p>The article is derived from a research conducted together with the Curriculum, Space, Movement Research Group (CEM/CNPq) of the University of the Taquari Valley and aims to understand the educational and artistic practices carried out by the Social Trade Service of the city of Lajeado, RS, during the Covid-19 pandemic. Taking the notion of archive by Michel Foucault as a procedure, it sought to archive the activities carried out by the Social Service of Commerce over 17 months and to conduct interviews and conversations with a cultural agent of the institution in order to understand the ways of operating and reinventing the institution amid the pandemic. The results give visibility to what has been produced and point out that new arrangements can be reinvented.</p>2024-04-02T00:00:00-03:00Copyright (c) 2024 Bruna Zanini Fiorin, Angelica Vier Munhozhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1631Indicadores de qualidade da educação superior no contexto da Universidade de Brasília2023-09-30T08:08:58-03:00Atair Silva de Sousaatair.sousa@inep.gov.brWanderley dos Santos Robertowanderleysr@gmail.com<p>Este artigo faz um breve panorama acerca de indicadores de qualidade da educação superior. O objetivo principal consistiu-se em avaliar indicadores de qualidade obtidos pela Universidade de Brasília (UnB) e compreender a relação entre eles. Para tal, utilizou-se uma metodologia com abordagem mista que abrange tanto a análise qualitativa quanto a quantitativa. Além disso, realizou-se uma revisão bibliográfica, uma pesquisa documental e uma busca de dados e informações disponibilizadas pelo Instituto Nacional de Estudos e Pesquisas Educacionais <em>Anísio Teixeira</em> (Inep). Os resultados apontaram que a UnB obteve excelência em qualidade na construção, na utilização e na calibração dos Indicadores de qualidade da educação superior.</p> <p><em>Palavras-chave</em>: Avaliação da Educação<strong>. </strong>Educação Superior. Enade. Indicadores de Qualidade. Sinaes.</p>2024-04-03T00:00:00-03:00Copyright (c) 2024 Atair Silva de Sousa, Wanderley dos Santos Robertohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1577História imediata e participante da formação de professores na cidade de São Paulo (2001-2004)2023-08-30T14:10:15-03:00Lucilene Schunck Costa Pisaneschi lupisaneschi@yahoo.com.brCarlos Bauerprofessorcarlosbauer@gmail.com<p>Este artigo apresenta a história imediata de uma experiência formativa de professores vivenciada, entre os anos de 2001 e 2004, no âmbito da Secretaria Municipal de Educação de São Paulo (SME-SP), em um momento em que a formação docente tinha como pressuposto para sua construção o princípio da autonomia defendido por Paulo Freire. O relato estabelece um diálogo entre o pensamento de Adorno e Freire no que diz respeito às categorias de autonomia e emancipação, cortejado por premissas marxianas em torno do papel do indivíduo na história. Também se tem como finalidade a compreensão da importância e dos limites presentes na experiência de formação em serviço dos professores desta conceituada rede municipal de ensino brasileira, operada nos primórdios do século XXI. </p> <p><em>Palavras-chave</em>: Autonomia. Emancipação. Formação de professores. História imediata da Educação. SME-SP.</p>2024-05-08T00:00:00-03:00Copyright (c) 2024 Lucilene Schunck Costa Pisaneschi , Carlos Bauerhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1632Narrativas como possibilidades de desvelamento do impacto da modernidade/colonialidade sobre a docência a partir de uma experiência autoformativa2024-03-11T13:58:31-03:00Nilton Bruno Tomelinniltonbt@sed.sc.gov.brRita Buzzi Rauschritabuzzirausch@gmail.com<p>Este texto tem por objetivo identificar a importância das narrativas para o desvelamento do impacto da modernidade e da colonialidade sobre a docência a partir de uma experiência autoformativa. Por meio de narrativas de membros de um grupo de autoformação docente, foram discutidos os conceitos de modernidade, colonialidade, autoformação e narrativas docentes teoricamente descritos. A análise deu-se pelo paradigma indiciário a partir da metáfora “A águia e a galinha”, em que os narradores apontaram demandas de sua profissão possivelmente relacionadas à materialização do binômio modernidade/colonialidade. A pesquisa relaciona as narrativas como instrumentos de subversão desse binômio e que permitem a reconstrução de histórias de vida com base em indícios de seu impacto sobre a docência.</p> <p><em>Palavras-chave</em>: Narrativas. Modernidade/colonialidade. Experiência autoformativa.</p>2024-05-23T00:00:00-03:00Copyright (c) 2024 Nilton Bruno Tomelin, Rita Buzzi Rauschhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1509A dança na interdisciplinaridade com a literatura e as artes visuais2024-04-04T21:41:39-03:00Isleide Steilisleidesteil12@gmail.com<p>O objetivo, neste artigo, foi discutir possibilidades de relação entre dança, literatura e artes visuais, no intuito de apresentar outras viabilidades de práticas de dança na escola para além de repetições de técnicas corporais e coreografias. Foi um estudo de caráter qualitativo, cuja metodologia foi a Pesquisa Educacional Baseada em Artes (PEBA), com aporte teórico em Petit (2009, 2019), Marques (2012) e Vianna (2005). Como resultado, sinaliza-se que práticas interdisciplinares despertam outros olhares e entendimentos para as áreas envolvidas, e que a dança, sendo uma área de conhecimento, pode ser propulsora de experiências sensíveis na escola com mediações culturais adequadas.</p> <p><em>Palavras-chave:</em> Dança. Literatura. Artes Visuais. Grafia do movimento.</p>2024-05-23T00:00:00-03:00Copyright (c) 2024 Isleide Steilhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1611Direito à educação em escola pública: 2024-06-27T14:37:00-03:00Janaina da Cunha Silvajanainacunha.rj@hotmail.comJaciara de Sá Carvalhojsacarvalho@gmail.com<p>Recorrendo à reinvenção das categorias “acesso”, “permanência” e “qualidade” da educação durante a crise político-sanitária de 2020 e 2021 no Brasil, apresentam-se achados de um estudo de caso que analisou ações pedagógicas adotadas por uma escola pública em situação de vulnerabilidade para buscar assegurar o direito à educação dos estudantes, observando como tecnologias digitais foram consideradas. A metodologia envolveu aplicação de questionário, realização de entrevistas e anotações em Diário de Campo pela pesquisadora, docente da escola há mais de 20 anos. Ao fim dessa trajetória, a pesquisa aponta que o Direito à Educação exige condições socioeconômicas e, cada vez mais, tecnológicas para sua garantia.</p> <p><em>Palavras-chave: </em>Direito à Educação. Ensino Remoto Emergencial. Integração de Tecnologias. TDIC.</p>2024-06-19T00:00:00-03:00Copyright (c) 2024 Janaina da Cunha Silva, Jaciara de Sá Carvalhohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1679The social and school paths of students of technical courses in professional and technological education 2024-03-15T11:16:59-03:00Itamar de Oliveira Corrêa Filhoitamar.oliveira@ifsudestemg.edu.brJairo Antonio da Paixão jairopaixao2004@yahoo.com.br<p>The objective of this article was to investigate elements of the social and educational path of students of technical courses concomitant with or subsequent to high school at XXX – Campus XXX and to identify their social origin, through a sociological analysis. The theoretical debate was mainly based on Bourdieusian studies and on authors from the field of Sociology of Education. The research was characterized as qualitative, in which a semi-structured interview was used for data collection. It was identified that, for the most part, students come from lower classes. The alert was highlighted so that the Federal Institutes do not become spaces for the soft elimination of students from the educational system and do not become environments for the reproduction of social and school inequalities.</p>2024-06-19T00:00:00-03:00Copyright (c) 2024 Itamar de Oliveira Corrêa Filho, Jairo Antonio da Paixão https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1628Por uma dada história da extensão universitária brasileira2024-02-24T12:24:11-03:00Thiago Alexandre Hayakawathiago.hayakawa@usf.edu.brLuzia Buenoluzia.bueno@usf.edu.brMaria de Fátima Guimarãesfatima.guimaraes@usf.edu.br<p>Este artigo mobiliza a história da extensão universitária no Brasil a partir da organização dos estudantes brasileiros. Rastreia a atuação desses sujeitos antes, durante e após o golpe militar de 1964, até a fundamentação do marco regulatório da extensão universitária brasileira. Analisa-se, sob a perspectiva da história cultural da educação brasileira, acervos institucionais da USF e documentos relativos às políticas públicas na Educação, construindo uma narrativa histórica. Constata-se que a extensão universitária extrapola os limites legais e físicos das Instituições de Ensino Superior, posto que estimula o aprimoramento do ensino-aprendizagem em tais espaços, o que melhora a formação profissional, a dialogicidade na construção de conhecimento e a inserção social nessas instituições.</p> <p><em>Palavras-chave:</em> História do Ensino Superior. Extensão universitária. Curricularização da Extensão. Movimentos Estudantis.</p>2024-06-27T00:00:00-03:00Copyright (c) 2024 Thiago Alexandre Hayakawa, Luzia Bueno, Maria de Fátima Guimarãeshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1344Active methodologies in continuing training for graduate teachers in the EaD mode2024-06-27T23:00:51-03:00Rafaela Ramalhete Ferrazrferraz.rafaela@gmail.comMaria Carolina Cascino da Cunha Carneiromcarolccc@uol.com.brRosanna Claudia Bendinelliroxbll@uol.com.br<p>This article aims to identify, in the literature, continued training – which address active methodologies – for teachers of the degrees in the mode of Distance Education. It takes care of an exploratory-descriptive research with bibliographic survey and qualitative analysis of the results, taking for reference authors such as Abrucio, Masetto, Moriconi and Valente. Due to the difficulties encountered, similar studies have been reviewed. It has been found that the training often takes place on a point-by-point basis, without a systematization of the data that allows to attest replicable practices and points of improvement. Thus, for future research, it is expected from the institutions and the professionals of Distance Education a reflection of how they intend to guarantee quality to the teaching-learning process.</p>2024-06-27T00:00:00-03:00Copyright (c) 2024 Rafaela Ramalhete Ferraz, Maria Carolina Cascino da Cunha Carneiro, Rosanna Claudia Bendinellihttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1504Práticas higiênicas na concepção do projeto formador da Escola Superior de Agricultura e Veterinária de Viçosa (1922-1931)2024-06-30T21:57:40-03:00Pedro de Oliveira Milagrespedro.milagres@ufv.brAnderson da Cunha Baiaandersonbaia@ufv.br<p>Objetiva-se analisar a presença de práticas higiênicas na concepção inicial do projeto formador esaviano, a partir do contato com os operários de construção (1922-1931). Analisou-se documentos institucionais no Arquivo Central e Histórico da UFV e no acervo digital da Universidade da Flórida, EUA. Tomou-se como referencial metodológico da História Cultural Certeau (2015) e Chartier (1988). Percebe-se que o engenheiro Belo Lisboa assumiu uma postura sanitarista nas obras de construção da Esav. Ele criou uma Caixa Beneficente com serviços de saúde, com o combate das verminoses, educação e instrução moral e higiênica. Concluiu-se que o projeto formador esaviano foi concebido no contato com os operários de construção e deu espaço à higiene para a limpeza dos rurais vinculados à Escola.</p> <p><em>Palavras-chave:</em> Esav. Higienismo. Práticas higiênicas. Sanitarização do campo.</p> <p> </p>2024-06-30T00:00:00-03:00Copyright (c) 2024 Pedro de Oliveira Milagres, Anderson da Cunha Baiahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1496A constituição da identidade da rede de Educação Infantil do município de Panambi/RS em diálogo com a Educação da Infância de Reggio Emilia2024-03-26T18:16:49-03:00Adriane Graeffadrianegraeff@hotmail.comArnaldo Nogaronarnaldo@uricer.edu.br<p>Este estudo qualitativo busca contribuições da abordagem italiana de Reggio Emilia na construção de uma identidade própria da Rede Municipal de Educação Infantil do Município de Panambi, no Noroeste do RS. A coleta dos dados foi feita por meio da aplicação de questionário a profissionais de seis escolas de Educação Infantil. Os resultados apontam que se considera essa fase um momento de forte aprendizagem ou de grandes experiências. Todos os professores participantes se sentem satisfeitos com a formação docente da escola ou da Secretaria de Educação, frisando que ela se deu por palestras, leituras e espaços interativos. Infere-se que a Educação Infantil de Panambi está em transformação, constitui sua identidade em movimento.</p> <p><em>Palavras-chave</em>: Infância. Rede Municipal. Reggio Emilia.</p>2024-06-30T00:00:00-03:00Copyright (c) 2024 Adriane Graeff, Arnaldo Nogarohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1630Família, pátria e desenvolvimento:2023-12-18T09:05:34-03:00Francisco das Chagas Silva Souzachagas.souza@ifrn.edu.brFrancisco Vieira da Silvafrancisco.vieiras@ufersa.edu.brFRANCISCA GEISE VARELA COSTAgeycinha.costa@gmail.com<p>Objetiva-se analisar dois livros didáticos da disciplina Educação Moral e Cívica (EMC) publicados por Rachel de Queiroz e Nilda Bethlem na década de 1970. Trata-se de uma pesquisa documental. Examina-se os conteúdos e a organização das obras, as propostas de atividades e as formas como as temáticas se articulam com o que se encontra previsto nos documentos oficiais criados para a referida disciplina. O estudo se baseia em Chervel (1990), Julia (1991), Viñao (2008), Le Goff (2003) e Foucault (1978; 2021). Constata-se que os conteúdos dos livros didáticos se voltam para a formação do cidadão desejado pela Ditadura Civil-Militar, pois as autoras apresentam um país de dimensões continentais e em desenvolvimento, para o qual era preciso fortalecer condutas patrióticas e virtuosas, obedecer às normas e dedicar-se ao trabalho.</p> <p><em>Palavras-chave:</em> Educação Moral e Cívica. Ditadura Civil-Militar. Civismo. Desenvolvimento.</p>2024-06-30T00:00:00-03:00Copyright (c) 2024 Francisco das Chagas Silva Souza, Francisco Vieira da Silva, Francisca Geise Varela Costahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1795a Pedagogy of gender non-violence at school2024-04-08T23:31:21-03:00Adriana da Silva Diasadrianadias93@gmail.comSirlene Mota Pinheiro da Silvasirlene.ufma@gmail.com<p>In this article, gender violence is understood as a type of violence ensured in a plot of power, which affects multiple identities in different spaces. Thus, based o the literature, it is discussed whether and/or how the post-critical perspectives of the curriculum contribute to confronting this violence at school. In the results, it was found that current discussions on the curriculum have the school space as essential in the development of educational practices for diversities and differences. Investing in this space, the possible deconstruction of mistaken concepts about the exercise of sexuality, as well as the production/reproduction of gender and intersection rules, which condition the submission, repression and silencing of bodies.</p>2024-07-01T00:00:00-03:00Copyright (c) 2024 Adriana da Silva Dias, Sirlene Mota Pinheiro da Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1681As redes de sociabilidade e a escrita feminina no Brasil do século XIX e XX: 2023-12-11T15:58:29-03:00Welingthon dos Santos Silvawelingthon.santos@discente.ufma.brKelly Lislie Juliokellylislie@ufsj.edu.br<p>This text brings a survey and study of research interested in the constitution, role and importance of sociability networks for the publication of women's writings in the nineteenth and twentieth centuries. We opted for articles, theses and dissertations published between 2010 and 2022. The studies were based on: Sirinelli (2003) to conceptualize "networks of sociability" Bourdieu (1968: 1999, 2002), to think the social and power relations between men and women; And for life trajectory and female representation in the press, Duarte (2016), Sodré (1983), Telles (2011) and Zilberman (2007). In general, the writers were teachers, who published booklets and books. Moreover. It was observed his writings commonly addressed aspects experienced in society and at the time they were inserted.</p>2024-07-01T00:00:00-03:00Copyright (c) 2024 Welingthon dos Santos Silva, Kelly Lislie Juliohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1666Juventudes, diversidade e educação profissional e tecnológica: 2023-12-11T16:06:36-03:00Jorge Luiz dos Santos de Souzajorge.souza@vacaria.ifrs.edu.brAna Sara Castamanana.castaman@sertao.ifrs.edu.brJosimar de Aparecido Vieirajosimar.vieira@sertao.ifrs.edu.br<p>In professional and technological education (EFA), it is important to consider the challenges faced by young people manifested in different ways. In this sense, this study analyzes the categories of youth and diversity in the context of EFA, understanding them in the process of action of education professionals. This is an exploratory and descriptive research, guided by the qualitative approach and was produced through bibliographic research. In its organization there is the methodological route, conceptions of the category youth, considerations that bring together the categories already mentioned and the final considerations. These points indicate that the promotion of diversity and the inclusion of youth in EFA contribute to the construction of a more just society and attentive to the challenges of the future.</p>2024-07-01T00:00:00-03:00Copyright (c) 2024 Jorge Luiz dos Santos de Souza, Ana Sara Castaman, Josimar de Aparecido Vieirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1669A escola como lugar de redenção: 2023-12-18T13:32:43-03:00Adilson Cristiano Habowskiadilsonhabowski@hotmail.comCleber Gibbon Rattocleber.rato@unilasalle.edu.br<p>Este texto explora as linhas de fuga do dispositivo da redenção, valendo-se de pesquisas já realizadas sobre o brincar das crianças em relação às tecnologias digitais na Educação. Nesse dispositivo, observa-se que os discursos frequentemente enfatizam a escola como um lugar para preservar as brincadeiras consideradas tradicionais e como um ambiente para experimentar maneiras de “brincar melhor com as tecnologias digitais”. Assim, ela é considerada um local de redenção. Neste texto, discute-se que, no agenciamento do dispositivo da redenção, surgem brechas na normalização, virtuais linhas de fuga, e acontecimentos em potencial, nos quais, ao brincar junto das crianças e com elas, cria-se espaço para um devir-criança no próprio ato de brincar, atualizando a inventividade de novos mundos.</p> <p><em>Palavras-chave:</em> Crianças. Brincar. Tecnologias digitais. Redenção. Linhas de fuga.</p> <p> </p>2024-07-02T00:00:00-03:00Copyright (c) 2024 Adilson Cristiano Habowski, Cleber Gibbon Rattohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1743Crianças, corporeidade e movimento: 2024-02-20T16:46:45-03:00Paula Miño Oliveira da Fonsecapaulamofonseca@gmail.comÂngela Adriane Schmidt Berschangelabersch@gmail.com<p>Our aim is to problematize corporeality in childhood and in the daily life of nursery schools, highlighting the way in which we teachers dialogue with these routine movements. The article is an analysis based on the researcher's autobiographical narratives, as well as bibliographical research into corporeality in the context of Early Childhood Education. We conclude that when we talk about routine movements, we need to let beliefs and conceptions come to the surface, which are what actually drive everyday life in the Early Childhood Education school. In this context, it is necessary to consider body practices in their entirety, recognizing the importance of the body, of corporeality, as well as its meanings and senses attributed through plural experiences for and with children.</p>2024-07-02T00:00:00-03:00Copyright (c) 2024 Paula Miño Oliveira da Fonseca, Ângela Adriane Schmidt Berschhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1682O que pretende a Educação Física na Educação de Jovens e Adultos?2024-06-25T20:28:24-03:00Patrick da Silveira Gonçalvespatrickgonc@gmail.comCristina Marin Ribeiro Gonçalvescristinmarin@gmail.com<p>O presente estudo buscou compreender quais saberes os docentes partilham acerca da Educação Física na EJA e de que forma tais saberes afetam as ações dos professores no contexto escolar. Participaram da pesquisa dois docentes de Educação Física da Rede Pública Municipal de Canoas, Rio Grande do Sul. Para a produção de informações, a pesquisa lançou mão de entrevistas. Nessa tentativa, é possível identificar que os professores são atravessados por sentidos atribuídos pelo imaginário social acerca do que deve tratar a Educação Física: para amenizar e compensar as jornadas de trabalho exaustivas, recondicionando os corpos para voltarem à produção, os entrevistados revelam a tendência a não politizar os temas tratados em aula, sob pena de serem socialmente constrangidos.</p> <p><em>Palavras-chave</em>: Educação de Jovens e Adultos. Educação Física. Saberes do docente.</p>2024-07-03T00:00:00-03:00Copyright (c) 2024 Patrick da Silveira Gonçalves, Cristina Marin Ribeiro Gonçalveshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1732From Physical Education to Holomotricity2024-03-25T16:38:09-03:00Maurício Teodoro de Souzamauricio.teodoro@terra.com.brLuiz Sanches Netoluizsanchesneto@ufc.br<p>The objective of this investigation is to propose, from physical education, the application of holomotricity fundamentals as a thinking action towards the wholeness of nature. This interpretive research is qualitatively underpinned by two concepts – holomovement and participant thinking. The epistemological perspective is to understand the phenomena beyond the differences of internal and external time, discerning a movement that transcends literal thinking and perceiving the organization of the universe as a wholeness. From these concepts, holomotricity demonstrates the implied order as an indivisible and inseparable wholeness of the micro universe, manifesting the unity of each action reaching a culminating state connected to universal consciousness.</p>2024-07-03T00:00:00-03:00Copyright (c) 2024 Maurício Teodoro de Souza, Luiz Sanches Netohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1758 Olhos de lince: 2024-03-15T16:31:59-03:00Luan Manoel Thoméluan.thome@uemg.brRosana Areal de Carvalho rosanareal@ufop.edu.br<p>In Minas Gerais, with the João Pinheiro reform, the position of school inspector was institutionalized, divided into administrative and technical. This article aims, through documentary research, to analyze the report, published in 1907, by the technical teaching inspector – Francisco de Paula Pinheiro in Oliveira (MG). Supported by cultural history, we highlight the importance of this subject as a bridge between the municipalities and the state of Minas Gerais and its relevance in terms of consolidating a new school culture, because from the observance of primary education are highlighted aspects related to functional life of the teachers; physical structure, furniture and school records; and the action of these professionals in the face of republican reform.</p>2024-07-03T00:00:00-03:00Copyright (c) 2024 Luan Manoel Thomé, Rosana Areal de Carvalho https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1755Pesquisas sobre reforma educacional no Brasil:2024-05-08T11:10:47-03:00Roberta Freire Bastosbastosrobertafreire@gmail.comEliza Bartolozzi Ferreiraeliza.bartolozzi@gmail.com<p align="justify"><span style="font-family: Calibri, serif;"><span style="font-size: small;"><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US"><strong>Abstract: </strong></span></span></span><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US">This article presents meta-research on educational reforms. It is inspired by the Educational Policy Epistemology Approach (EEPE). The data refer to Doctorate theses in Education (2000-2017). The following indicators were used: number of theses, year of publication, origin of the authors, institutional link, theme, type of research and its scope, context of analysis, epistemological perspectives, reference authors and main concepts. The analyzes reveal that the study of reform involves social, cultural and historical aspects and, traditionally, its analytical lens is progressive. However, due to the complexity of this phenomenon, researchers adopt multiple epistemological matrices to qualify the investigation and understanding of the topic.</span></span></span></span></span></p> <p align="justify"><span style="font-family: Calibri, serif;"><span style="font-size: small;"><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US"><em>Keywords: </em></span></span></span><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US">E</span></span></span><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US">ducational</span></span></span><span style="color: #000000;"><span style="font-family: Cambria, serif;"><span lang="en-US"> reform; Epistemologies; Metasearch.</span></span></span></span></span></p>2024-07-04T00:00:00-03:00Copyright (c) 2024 Roberta Freire Bastos, Eliza Bartolozzi Ferreirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1787Families of autistic children question specialized educational service2024-05-13T19:00:00-03:00Marcos Cezar de Freitasmarcos.cezar@unifesp.br<p>The objective of the article is to analyze the expectations of families of autistic people in relation to Specialized Educational Service in elementary school. The introduction presents ethnographic research in a public school that made it possible to record the dialogue that is used to present its central argument. As an expository method, the dialogue is treated as an “ethnographic finding”, as it shows the point of tension between family members and AEE teachers. The results show that family members specifically question the absence of specialized therapeutic procedures for autism in the AEE. The discussion was based on the anthropology of expertise, and in the conclusion other ethnographic findings indicate that the expectation mischaracterizes Special Education from the perspective of Inclusive Education.</p> <p><em>Keywords: </em>Autism. Specialized Educational Service. Ethnography.</p>2024-07-04T00:00:00-03:00Copyright (c) 2024 Marcos Cezar de Freitashttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1793Experience as a possibility for the ecology of action from a decolonizing perspective2024-04-07T12:28:32-03:00Antonio Oliveira Djuantoniodju@yahoo.itDarcisio Natal Muraromurarodnm@gmail.com<p>The article analyzes the concept of experience as a way of life and its relevance to the "ecology of knowledges", contrasting hegemonic and colonial paradigms. It highlights John Dewey's epistemic pragmatism, defending its contribution to the intelligibility of the experience of the oppressed. It questions whether Dewey promotes the decolonization of knowledge. Using a qualitative approach in the Philosophy of Education and dialoguing with Grazziontin, Klaus and Pereira (2022), it concludes that Dewey's theory encourages decolonizing action, emerging from critical reflection and transformative practice. Thus, his conception of experience is fundamental for an ecology of knowledge and practices, strengthening decoloniality as a way of life.</p> <p><strong> </strong><em>Keywords: </em>Pragmatism. John Dewey. Ecology of Knowledge. Colonial(s) Studies. Experience.</p>2024-07-04T00:00:00-03:00Copyright (c) 2024 Antonio Oliveira Dju, Darcisio Natal Murarohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1584Historiografia da Educação Profissional no Brasil e sua relação com a presença das mulheres no mundo do trabalho 2024-03-11T22:12:47-03:00Aleksandra Nogueira de Oliveira Fernandesaleksandranofernandes@gmail.comStenio de Brito Fernandessteniondre@hotmail.comAdy Canário de Souza Estevãoadycanario42@gmail.com<p>The discussion about the inclusion of women in the world of work is not recent, but it is current and emerging. The study aims to discuss the historiography of Professional Education in Brazil, and the participation of women in this process of formation and insertion in the world of work. The study is of a qualitative nature and was developed through bibliographical and historical sources on the subject in question. As a result, we saw that although women have gained relatively considerable space, there is still much to evolve to improve their working conditions in the world of work.</p> <p><strong> </strong><em>Keywords: </em>Women. Professional education. World of work. Historiography.</p>2024-07-29T00:00:00-03:00Copyright (c) 2024 Aleksandra Nogueira de Oliveira Fernandes, Stenio de Brito Fernandes, Ady Canário de Souza Estevãohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1763Overcoming and inequality2024-02-26T14:36:28-03:00Lucivania Barbosa Evangelistalucivaniabarbosa0825@gmail.comLaêda Bezerra Machadolaeda01@gmail.com<p>This article aims to identify the central core of social representations of public high school students, constructed by their teachers. The theoretical framework adopted is the structural approach to representations. We developed an online study with 26 public school teachers. We used the Successive Hierarchical Screening technique to test the central nucleus. The results indicated social representations of teachers regarding the “public high school student” centered on overcoming and inequality. For teachers, their students live in conditions of inequality, face challenges, but manage to overcome them. We suggest measures capable of equalizing educational opportunities for young people attending high school.</p> <p>Keywords: Student. High school. Social Representations. Teachers.</p>2024-07-29T00:00:00-03:00Copyright (c) 2024 Lucivania Barbosa Evangelista, Laêda Bezerra Machadohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1685The relationship betwen education and ICT in the conception of Amazonas Education Media Center pedagogical advisors 2024-05-29T09:40:58-03:00Valentina Silvavalentina.silva@seducam.pro.brAna Valéria de Figueiredo da Costaanavaleriadefigueiredo@gmail.com<p>This article, originated from a master's dissertation, analyzes the conceptions of pedagogical advisors at the Amazonas Education Media Center (CEMEAM) regarding the relationship between education and Information and Communication Technologies (ICT) in Blended Learning with Technological Mediation (EPMT). The participants were seven pedagogical advisors from CEMEAM who assist in planning and implementing EPMT classes. The study employed qualitative exploratory research and semi-structured interviews. The results indicate that these professionals hold optimistic and solution-oriented conceptions regarding the relationship between education and ICT.</p> <p>Keywords: Pedagogical Advisor. Education. CEMEAM. EPMT<em>.</em></p>2024-08-02T00:00:00-03:00Copyright (c) 2024 Valentina Justina Oliveira Tobias da Silva, Ana Valéria de Figueiredo da Costahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1725Planejamento coletivo das Feiras das Ciências na perspectiva interdisciplinar2024-05-20T15:57:22-03:00Tauana Pacheco Mesquitatauana.p.mesquita@gmail.comRafaele Rodrigues de Araujorafaelearaujo@furg.br<p>O objetivo deste trabalho é compreender como ocorre o planejamento coletivo de professores da Educação Básica atuantes nas Feiras das Ciências por meio da perspectiva interdisciplinar. Neste recorte de dissertação de mestrado, utiliza-se a pesquisa narrativa como metodologia de pesquisa, analisando as narrativas e memórias sobre as Feiras de professores da Educação Básica. Além disso, em nosso referencial, aprofundamos o entendimento sobre as Feiras e a Interdisciplinaridade. Emprega-se cartas como instrumento de coleta de informações que compõem os textos de campo. Para a realização de Feiras das Ciências sob a perspectiva interdisciplinar, que proporcionem o diálogo entre diferentes participantes e saberes, faz-se necessário fomentar oportunidades de formação docente.</p> <p><em>Palavras-chave</em>: Feira. Ciências. Interdisciplinaridade. Narrativas. Memórias.</p>2024-08-02T00:00:00-03:00Copyright (c) 2024 Tauana Pacheco Mesquita, Rafaele Rodrigues de Araujohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1833Emancipatory education and the relationship with entrepreneurial behavior2024-08-15T11:42:13-03:00Frank Jose Gutierrez Sivirafrankgutier@gmail.comDaniel Novaesmsdanielnovaes13@gmail.com<p style="font-weight: 400;">The objective of this article is to study entrepreneurial behavior and relationship with emancipatory education. It is a critical-reflective text on the emancipatory reach of entrepreneurial behavior and entrepreneurship in vulnerable people and populations and in states of poverty, as well as on the role that universities play in promoting, disseminating and teaching these types of entrepreneurships. The entrepreneurial phenomenon, its criticisms and benefits are analyzed from different points of view. We focus on the methodology as a bibliographical investigation, analyzing and comparing several investigations related to criticisms of the entrepreneurial movement and those that highlight its emancipatory potential.</p>2024-09-22T00:00:00-03:00Copyright (c) 2024 Frank Jose Gutierrez Sivira, Daniel Novaeshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1868Didactic decisions of a teacher in planning the use of the game Real Code Breaker in classes on Combinatorial Analysis 2024-06-08T16:58:36-03:00Magda Beatriz de Lima Almeidamagdaabeatriz96@gmail.comElisângela Bastos de Melo Espíndolaelisangela.melo@ufrpe.br<p>The main objective was to analyze the didactic decisions of a teacher in planning the use of the Real Code Breaker game in lessons on Combinatorial Analysis. For this, the Decisional Factors Model was used, which is grounded in the Theory of Didactic Situations and the Anthropological Theory of Didactics. This is a qualitative research, more specifically a case study, that involved the participation of a high school teacher from a public school, located in Feira Nova - Pernambuco. As results, we highlight the influence on didactic decisions of: external factors, due to changes that occurred in high school; epistemic factors related to Combinatorial Analysis content that can be explored with the game and factors of didactic history, referring to students’ difficulties in Combinatorial Analysis.</p> <p><em>Keywords:</em> Didactic Decisions. Combinatorial Analysis. Real Code Breaker Game.</p>2024-09-22T00:00:00-03:00Copyright (c) 2024 Magda Beatriz de Lima Almeida, Elisângela Bastos de Melo Espíndolahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1769The development of teachers' knowledge related to Combinatorics through a formative process with 4th and/or 5th-grade Elementary School teachers2024-08-04T02:24:38-03:00Diana França Costa da Silvadianafranca55@gmail.comJaqueline Aparecida Foratto Lixandrão Santosjaqueline.lixandrao@ufpe.br<p>The article discusses the development of teacher knowledge on combinatorial situations, invariants, and symbolic representations through a formative process (FP) with teachers who teach mathematics in 4th and 5th grade elementary school classes. This is a segment of a broader research that began with semi-structured interviews aimed at identifying the participants' profiles, followed by the development of an FP over three meetings. This text focuses on the third meeting, where the teachers reflected on strategies to approach Combinatorics in the classroom. The data indicate that the research participants expanded their understanding in identifying relationships and properties in combinatorial situations, enhancing their knowledge throughout the FP.</p> <p> </p>2024-09-22T00:00:00-03:00Copyright (c) 2024 Diana França Costa da Silva, Jaqueline Aparecida Foratto Lixandrão Santoshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1678Expectations of teachers in front of the learning of students with disabilities2024-05-25T17:40:14-03:00Francélio Ângelo de Oliveiraoliveira.angelo@ifce.edu.brAdriana Leite Limaverde Gomesadrianalimaverde@ufc.br<p>This article aims to identify the meanings produced by teachers in relation to school inclusion of students with disabilities. The relevance of this study lies in the fact that, for the construction of an inclusive pedagogical practice, it is necessary to pay attention to the reasons and meanings that guide the teacher's decision-making in the classroom. In order to reach the proposed objectives, the cores of meanings were used made possible through simple and crossed self-confrontation. Based on this methodological movement, reached the core of meaning called “teachers' expectations regarding the learning of students with disabilities: meanings and resistance”. The results revealed that the teachers' low expectations regarding the learning of students with disabilities originates from historical constructs that place these students in disrepute and unable to learn.</p> <p><em> </em><em>Keywords: </em>School inclusion. Teaching Work. Meanings.</p>2024-09-27T00:00:00-03:00Copyright (c) 2024 Francélio Ângelo de Oliveira, Adriana Leite Limaverde Gomeshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1697Conceptions and practices of self-assessment in Professional and Technological Education: 2024-05-27T07:47:11-03:00Paulo de Oliveira Nascimentopaulo.nascimento@ifam.edu.br<p>In this paper, we seek to present a discussion about the self-assessment of Professional and Technological Education at undergraduate level carried out by IFAM's own Assessment Committee between the years 2012 and 2023, in order to identify the concepts and practices of this committee, as well as the possible reverberations (or not) of this process in the strategic planning of management and pedagogical practices. From a methodological point of view, we developed qualitative research of the “case study” type and focused on (a) the set of standards that regulate institutional self-assessment and (b) the partial and full reports produced by the Evaluation Committee itself. Our forays allow us to perceive institutional self-assessment as a process “under construction”, to be effectively incorporated into the management of Professional and Technological Education at/at IFAM.</p> <p><em>Keywords</em>: Self-evaluation. Federal Institute of Amazonas. Professional and Technological Education.</p>2024-09-27T00:00:00-03:00Copyright (c) 2024 Paulo de Oliveira Nascimentohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1803Educate the worker or educate them to not work? 2024-06-18T07:56:42-03:00Debora Cristine Trindadedeboracristrindade@yahoo.comPaulino José Orsopaulinorso@uol.com.br<p>The purpose of this article is to reflect on social changes, especially in the production of material life, and to verify how education responds to these transformations through educational policies. It is considered that these aim to prepare individuals to live in the (new) society in a (challenging) context of intense changes and that society, work and education are undergoing profound changes, as a result of technical and scientific development, of politics and the way of producing social life. As a result, we see a shift from concern with cognitive, scientific and technical training to the development of socio-emotional skills and competencies.</p> <p><strong> </strong><em>keywords</em>: Education. History of education. Educational policies. Socio-emotional skills.</p>2024-09-27T00:00:00-03:00Copyright (c) 2024 Debora Cristine Trindade, Paulino José Orsohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1875High School Reform, BNCC, BNC-Training and the changes promoted in teacher training and work2024-08-04T08:01:38-03:00Ingrid David dos Santosingridavidsantos.id@gmail.comEliane Cleide da Silva Czerniszelianecleide@gmail.comSilvia Alves dos Santos sillalves@uel.br<p>The text addresses the curricular changes promoted by the High School reform, implementation of the BNCC and BNC-Formation, as well as teaching work. The objective is to reflect on the changes promoted in training and teaching work by the reform of Secondary Education, BNCC and BNC-Formation. Question: What are the changes promoted by the High School reform, implementation of the BNCC and BNC-Formation in training and teaching work? Based on bibliographical and documentary research, the results indicate that the BNCC is a central normative and articulator of training. In conclusion, it highlights the alignment of formation with the market, reiterating formation characteristics such as flexibility, entrepreneurship, proactivity and pragmatism.</p> <p><em>Keywords</em>: High School. BNCC. BNC-Formation. Teaching Work.</p>2024-10-21T00:00:00-03:00Copyright (c) 2024 Ingrid David dos Santos, Eliane Cleide da Silva Czernisz, Silvia Alves dos Santos https://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1668A case study on the explorations of ChatGPT in the development of probabilistic literacy2024-06-30T10:32:28-03:00Cassio Cristiano Giordanoccgiordano@gmail.comMarco Aurélio Kistemann Juniormarco.kistemann@ufjf.brFabiano dos Santos Souzafabiano_souza@id.uff.br<p>The National Common Curricular Base (BNCC) expanded the space of Probability in Brazilian Basic Education, creating new opportunities and new challenges for teachers, with the introduction of frequentist probabilistic, as well as demands that require the absorption of digital technologies in Mathematics classes. In the curriculum of the São Paulo state network, a new curricular component was created in High School, under the condition of Formative Itinerary: Certainty and Uncertainty: what is Probability for - Trends and Decisions. In this context, we analyze the support of Artificial Intelligence (AI), through ChatGPT, in students' investigations about situations involving chance and randomness. Our results point to the potential of AI to promote probabilistic literacy.</p> <p><em>Keywords</em>: Probability Teaching. Artificial intelligence. ChatGPT. Probabilistic Literacy. Common National Curriculum Base.</p>2024-10-23T00:00:00-03:00Copyright (c) 2024 Cassio Cristiano Giordano, Marco Aurélio Kistemann Junior, Fabiano dos Santos Souzahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1688Higher education and educational inequality in Brazil2024-06-30T10:40:28-03:00Julio Bertolinjulio@upf.brCristina Fiorezecristinaf@upf.brFábio Roberto Barãofbarao1704@gmail.com<p>The investments in the expansion of access to the higher education level constitute a phenomenon observed throughout the world. In the last decades, Brazil has implemented important policies in this sense. Although the expansion of access is fundamental for the reduction of educational inequality, the completion of the course by students from historically excluded social groups is also a relevant factor. In this article, based on a documentary study carried out using socioeconomic questionnaire answered by a sample of finalist students who took the Enade between 2009-2017, we argue that advances in terms of equality in Brazilian higher education are beginning to be observed, however, this is only the beginning of a process, as elitist legacies still persist.</p> <p><em>Keywords</em>: Higher education. Educational inequality. Positional goods.</p> <p> </p>2024-10-23T00:00:00-03:00Copyright (c) 2024 Julio Bertolin, Cristina Fioreze, Fábio Roberto Barãohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1782High School reform of 2017 in the context of capital appreciation2024-07-13T10:28:58-03:00Geisa Ferreira dos Santosgeisamarx@gmail.com<p>The aim of this text, which is the result of a doctoral thesis, is to analyze the relationships established between the 2017 High School reform and the processes of capital valorization following the productive restructuring of the capitalist production model. The research was bibliographical and documentary, guided by historical-dialectical materialism. Law no. 13,415, of February 16, 2017; the 2018 National Common Curriculum Base; and the 2018 High School Curriculum Guidelines, set out in Resolution no. 3, of November 21, 2018, were analyzed as the main primary sources of the research. The results point to the fact that the 2017 High School reform aims to adapt workers to the new demands of the productive world.</p> <p><em>Keywords</em>: Productive restructuring. High school reform. Capital valorization. Worker adaptation.</p>2024-10-28T00:00:00-03:00Copyright (c) 2024 Geisa Ferreira dos Santoshttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1789Music and Vocal Health in/for the Continuing Education of Teachers in a Small Research Group2024-05-10T22:06:41-03:00Joice Menezes Lupinettilupinetti@hotmail.comAdriana Marques de Oliveiraadrianamarques@ufgd.edu.br<p>This article outlines a proposal based on the foundations of/for the constitution of a Small Research Group (PGP) developed with a multidisciplinary group of teachers from a public school and university who studied music and vocal technique. The basic mobilizing question was: how can music, especially vocal technique, contribute to teacher training in a Small Research Group (SLG)? The nature of the research was qualitative and participant-based. The empirical material consisted of the reports given by the teachers, which were analyzed using Content Analysis, based on Bardin's assumptions. Two categories emerged from the analysis: voice in teaching work and the contributions of vocal technique to teacher training; music as a teaching resource and its contributions in the classroom.</p> <p><em>Keywords: </em>Voice. Didactic resource. Didactic-pedagogical.</p>2024-10-28T00:00:00-03:00Copyright (c) 2024 Joice Menezes Lupinetti, Adriana Marques de Oliveirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1770The performance of undergraduate students majoring in biology, physics, chemistry, and mathematics on items related to social inequality in the Enade 2021 after the beginning of the COVID-19 pandemic2024-07-15T19:02:24-03:00Ivy judensnaiderivynaider.unip@gmail.comSilvia Fernanda de Mendonça Figueirôasilviamf@unicamp.brDirceu da Silvaivy.naider@gmail.com<p>In this article, we analyze the association between the socioeconomic level of undergraduate students in Biology, Physics, Mathematics, and Chemistry and performance on items involving the topic of social inequality in the 2021 Enade test. We hypothesize that economic vulnerability could contribute to an understanding of the privileged view of the problems presented, given the “place of speech” of the respondents, and, therefore, to better performance on the items. To answer the research question, we performed Chi-square tests using the information made available by INEP in the Microdata Bank. As a result, we identified that the theme of social inequality could not favor the performance of students from the most socially vulnerable classes.</p> <p>Keywords: Enade. Social inequality. Bourdieu - cultural capital. Covid-19 pandemic.</p>2024-11-04T00:00:00-03:00Copyright (c) 2024 Ivy judensnaider, Silvia Fernanda de Mendonça Figueirôa, Dirceu da Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1839Popular Education through the glasses of the working class2024-06-12T09:59:09-03:00Alexandre Soares de Sousaalexandre74ssoares@gmail.comSeverino Bezerra da Silvaseverinobsilva@uol.com.br<p>This article aims to present the understanding that the educator Alder Júlio Ferreira Calado organized about Popular Education. It is characterized as a theoretical study of a reflective nature, based on subjective experiences of Popular Educator Alder Júlio Ferreira Calado, as well as bibliographical references that support his understanding of Popular Education. Therefore, we can observe the necessary and utopian alternative sociability, in which everyone returns to the original thought that was forgotten, the memory of which Popular Education has the duty to make happen through historical memory, of those who fell along the way. for a more equal, fraternal and free world.</p> <p>Keywords: Popular Education. Unfinished. Omnilateral education. Working class. Revolutionary mystique.</p>2024-11-04T00:00:00-03:00Copyright (c) 2024 Alexandre Soares de Sousa, Severino Bezerra da Silvahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1873The singular and plural in the federalization of the Federal University of Uberlândia2024-07-19T09:44:48-03:00Gislaine Marli da Rosa Kalinowskigizerosa@yahoo.com.brArmindo Quillici Netoarmindo@ufu.br<p>In the historiography of Undergraduate Education there is little material about universities as educational institutions. In the same sense, the processes that shaped the meaning of this type of institution in the 20th century have gaps. This article addresses the federalization process of the University of Uberlândia, in 1978. The dialogue with literature is carried out with authors who deal with the topic, such as Cunha (1989), Motta (2014) and Fávero (1991). The approach was through documentary analysis. During the work, the specific strategy of the Federal University of Uberlândia is highlighted, which, due to its differentiation, is taken as a model when it is federalized, at the same time that it contains elements pertinent to all the federalization processes that occurred after the dictatorship implemented with a military coup in 1964.</p> <p>Keywords: Universities. Dictatorship. Federalization. Federal University of Uberlândia.</p>2024-11-04T00:00:00-03:00Copyright (c) 2024 Gislaine Marli da Rosa Kalinowski, Armindo Quillici Netohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1534Chronicle as a dialogical-mediational device in professional training and intervention-research processes2024-07-11T14:34:17-03:00Gleicimar Gonçalves Cunhagleicipsi@gmail.comMaria Cláudia Santos Lopes de Oliveiramcsloliveira@gmail.com<p>This article aims to present a theoretical-methodological reflection, inspired by Cultural Psychology, on the use of the chronicle as a mediation tool in professional training and intervention-research. As an illustration, excerpts from transcriptions of audio-recorded material and chronicles, produced in an intervention-research with socio-educational agents at a Youth Detention Center in the Federal District, are included. Five functions of the chronicles were noted: recovering group memory; raising questions for revising and expanding subjective resources; adding theoretical knowledge and analytical skills; valuing divergent viewpoints; and clarifying implicit aspects of communication.</p> <p>Keywords: Narratives. Professional Qualification. Mediation. Device. Positioning.</p>2024-11-04T00:00:00-03:00Copyright (c) 2024 Gleicimar Gonçalves Cunha, Maria Cláudia Santos Lopes de Oliveirahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1858Stereotypes about teaching in humorous content2024-08-09T19:41:24-03:00Lucenir da Silva Frazãolucenir.frazao@educacao.am.gov.brLuciana Passos Sálucianapsa@gmail.com<p>The article discusses the construction and maintenance of stereotypes about teaching in humorous content portrayed in the media, focusing on the video "Types of Teachers" by comedian Diogo Almeida, available on the YouTube platform. The analysis used a methodology known as Screen Ethnography, which involves the observation and interpretation of audiovisual content to understand cultural and social phenomena. The study highlights how certain stereotypes carry markers of coloniality, perpetuating social and gender inequalities. The findings point to the predominance of negative representations of teaching work, which contribute to the devaluation of the profession and reinforce notions of inequality and power relations that are deeply ingrained in popular imagination.</p> <p>Keywords: Stereotypes. Humor. Teaching. Coloniality. </p>2024-12-09T00:00:00-03:00Copyright (c) 2024 Lucenir da Silva Frazão, Luciana Passos Sáhttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1898The physical education teacher as an intellectual:2024-11-04T12:51:04-03:00Fernanda Yully dos Santos Monteirofernandayully@ufpa.brRenan Santos Furtadorenan.furtado@yahoo.com.br<p>The study discusses the physical education teacher as an intellectual in school education based on the theoretical contributions of Antonio Gramsci. It thus makes use of a set of positions by authors, such as Bracht, referring to physical education as a curricular component; and Gramsci’s concept of intellectual. As a synthesis, it is pointed out that the physical education teacher as an intellectual is linked to three dimensions, that is: political, epistemological, and pedagogical. In addition, it is considered that an intellectual in the Gramscian perspective reflects critically on reality and represents the collective and the organization in an organic way, which gives them legitimacy within a certain function or profession in society.</p> <p><br />Keywords: Physical education. Intellectual teacher. Legitimacy of school physical education.</p>2024-12-11T00:00:00-03:00Copyright (c) 2024 Fernanda Yully dos Santos Monteiro, Renan Santos Furtadohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1902Popular Education in the center of Porto Alegre: 2024-09-12T11:06:21-03:00Fernanda dos Santos Paulofernandapaulofreire@gmail.com<p>The article addresses the identification and analysis of spaces for Popular Education in the center of Porto Alegre, aiming to map institutions and locations that adopt these practices, towards a fairer and more educative city. The methodology involves a working group for data collection via social networks and material review, focusing on the explicit adoption of Popular Education. The discussion addresses the interaction between public spaces and institutions in promoting social justice and inclusion. The results highlight the intersection between public spaces, academic institutions, popular movements, and civil society organizations, strengthening the narrative of an educational and critical city, contributing to the history of education in the city.</p> <p>Keywords: Popular Education. Critical Mapping. Urban Territories. Porto Alegre. Social Movements.</p>2024-12-16T00:00:00-03:00Copyright (c) 2024 Fernanda dos Santos Paulohttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1913The use of diaries in education research in Brazil 2024-08-30T05:29:18-03:00Sandy Lima Costasandy.lima@aluno.uece.brIsabel Maria Sabino de Fariasisabel.sabino@uece.br<p>We aim to discuss the use of diaries as an investigative device, with an emphasis on the procedures for analyzing the narratives of these textual genres. We carried out a theoretical review of Brazilian scientific articles, without a time frame, through mapping on the CAPES Periodicals Portal from October to December 2023, to identify theoretical-methodological basis on how to carry out the diary analysis process. The national surveys mapped dates from 2002 to 2018 and are all published in A1 Qualis journals. The examination reveals timid use of diaries as an investigative tool; Those that adopt it do not explain the theoretical framework used in the discussion about them nor the procedures for analyzing the narratives. There is a need for a more specific basis and greater clarity in the use and analysis of diaries in Brazilian scientific research in Education.</p> <p>Keywords: Daily. Investigative device. Education research. Narratives. Teacher’s education.</p>2024-12-17T00:00:00-03:00Copyright (c) 2024 Sandy Lima Costa, Isabel Maria Sabino de Fariashttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1766A inserção curricular da extensão:2024-03-04T16:40:02-03:00Thaís Branquinho Oliveira Fragellithaisfragelli@unb.brIsabella Araújo Alves de Limaaraujoisabellalima@gmail.com<p><span style="font-weight: 400;">This study aims to report an experience of curricular insertion of extension in the Public Health course at a public university in the center-west of Brazil, using the Eight methodology for didactic-pedagogical organization. The methodology was adapted to the context of three distinct disciplines. It was noticed that there was student protagonism, the subjects became very dynamic, there were significant deliveries to partner institutions and the production of scientific articles by undergraduate students. It was reflected that the Eight methodology demands a lot from the teacher, both in planning and monitoring activities, however, it proved to be a strategy with the potential to facilitate the curricular insertion of the extension.</span></p>2024-06-11T00:00:00-03:00Copyright (c) 2024 Thaís Branquinho Oliveira Fragelli, Isabella Araújo Alves de Limahttps://novoshorizontes.usf.emnuvens.com.br/horizontes/article/view/1730O intolerável sobre os corpos nos espaços de desenvolvimento infantil2023-11-28T11:50:02-03:00Daniele Migonmigondaniele@gmail.comRosa Malena de Araújo Carvalhorosamalena@id.uff.br2024-04-11T00:00:00-03:00Copyright (c) 2024 Daniele Abreu Migon; Rosa Malena de Araújo Carvalho