Journal Olhar de Professor (Electronic ISSN 1984-0187/ ISSN 1518-5648) is an academic journal of continuous flow proposed by the State University of Ponta Grossa (Paraná, Brazil). Since 1998, it has been disseminating research and studies related to education and teacher training. It publishes scientific articles and, according to the existing flow, reflections on significant pedagogical experiences, reviews, interviews, and texts of lectures given that bring the production of researchers linked to research and teaching in the broad area of education.This course is aimed at professors and researchers and undergraduate and graduate students in the areas of education.
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Indigenous Peoples' Culture in Teacher Training: A report on the Experience of Building the "Our Roots" Course
This article reports the experience of developing the continuing education course “Our Roots: The Indigenous and African Presence in Brazilian Identity”, designed for elementary school educators. The team of authors contributed to content creation and pedagogical coordination, addressing methodological challenges in combining art, traditional cultures, and teacher training. Structured in 9 modules (32h), the course is based on Indigenous and African epistemologies and applies active methodologies and gamification to foster anti-racist education in line with Laws 10.639/03 and 11.645/08. The results highlight the importance of decolonial approaches that recognize traditional cultures and position art as a mediator of inclusive pedagogical practices in the Amazonian context.
Art in the training of educators and teaching and learning methodologies in the context of the Legal Amazon
Copyright (c) 2026 Monia Daniela Martins Kanashiro, Dr. José Eduardo Pereira de Souza, Camila Graton Egea https://creativecommons.org/licenses/by/4.0/
Active methods and the teaching of history: appreciation of amazonian handicrafts
The article analyzes the application of active methodologies in the teaching of History, focusing on the valorization of Amazonian handicrafts as a pedagogical resource. The research, with a qualitative approach and based on participant action research, was carried out in a 9th-grade class at Monte Horebe Municipal School, in Acará-PA. Problem-Based Learning (PBL) was employed, articulated with theoretical references such as Freire, Dewey, and Kolb, to propose and implement a workshop-class aimed at preserving local memory and handicraft production. The results indicated greater student engagement, strengthening of cultural identity, and a re-signification of History teaching through the dialogue between innovative pedagogical practices and traditional knowledge. It is concluded that the integration of Amazonian art and culture into the curriculum enhances historical learning and contributes to a critical and contextualized education.
Copyright (c) 2026 Luiz Humberto de Oliveira Souza https://creativecommons.org/licenses/by/4.0/
Accessibility and equity: a look at the experience of deaf students in higher education
This paper focuses on the inclusion of deaf students in higher education. This study aims to analyze the perceptions of deaf students in an undergraduate program concerning their experiences in higher education. A qualitative survey was conducted using semi-structured interviews with two deaf students from a pedagogy course, and the data were interpreted through content analysis. Among the main results, it was found that: i) accessibility: lack of teaching materials adapted to Brazilian Sign Language (Libras), limited presence of Libras interpreters in class, and absence of assistive technologies; ii) inclusion: difficulties in interacting with teachers and classmates, coupled with weak institutional support; iii) students’ performance: lack of curricular adaptations and inclusive teaching methodologies; iv) overall satisfaction: specific adaptations made to materials and support from teachers and classmates as key factors for their success (learning). Finally, it is concluded that sharing experiences among students can foster the creation of support and collaboration networks, contributing to a more cohesive and inclusive university community.
Copyright (c) 2026 Davi Mendonça dos Santos, Dr.ª Jacqueline Lidiane de Souza https://creativecommons.org/licenses/by/4.0/
Arts and river waves (banzeiros): The Constitution of the Amazonian Teaching Artist
This article addresses the constitution of an Amazonian Teaching Artist who navigates through river waves, formative crossings, and displacements. Inspired by artistic and poetic experimentations carried out in the Amazon Rainforest, we seek to explore how we can become teachers who intertwine poetic writing and educational reflection. This process involves creative writing and educational experience. This is so because these two elements not only challenge the boundaries between art, teaching, and regional identity, but also integrate teaching internship narratives and impressions. Emerged from Amazonian waters and affections, our poetic writings trigger processes of subjectivation and self-invention, merging local knowledge with post-critical perspectives on teacher education. The study is aligned with the Philosophy of Difference (Deleuze, 2006) and inventive autobiography (Oliveira; Costa; Aikawa, 2023) and presents teaching as a practice that is rooted in territories, affections, and resistance. The study points to the need to rethink teacher education to include art, river waves, crossing places, creation, and Amazonian identity. Some References: Boal (2019), Corazza (2013, 2015), Krenak (2020), Deleuze and Guattari (1995).
Copyright (c) 2026 Jackeline dos Santos Monteiro, Dr.ª Mônica de Oliveira Costa, Dr.ª Monica Silva Aikawa https://creativecommons.org/licenses/by/4.0/
The Biology of Knowing in Education: dialogues with the Liberation Pedagogy
Does not apply.
Copyright (c) 2026 Dr.ª Jennifer Caroline de Sousa https://creativecommons.org/licenses/by/4.0/
Teacher education in Arts within the Pedagogical Residency Program: a perspective on hope as praxis
This article emerges from a desire to share my experience and reflections arising from my perspective as a supervising professor in the interdisciplinary subproject Arts - Theater and Music, part of the Teacher Residency Program (RP). My aim is to highlight selected aspects of this trajectory, emphasizing significant moments experienced by the mentor teachers and the residents in the schools, who shared their experiences during training and evaluation meetings. The article is based on the participants’ reports, as well as on updated accounts from the now graduates of the Theater Licentiate program who took part in the RP. It also proposes to analyze the impact of an expanded pedagogical practice implemented in basic educational schools on teacher education in theatre. The reflections are grounded in authors such as Freire (1992), hooks (2013), Nóvoa (2022), Figueiredo (2023) and Santos (2008/2011).
Copyright (c) 2026 Dr.ª Rosa Ana Gubert https://creativecommons.org/licenses/by/4.0/
Artisanal bioanimation in Amazonas: a decolonial and sustainable practice in arts education
This article presents a segment of an ongoing master's research that investigates the potential of artisanal bioanimation as a decolonial methodology in Arts education in the state of Amazonas, Brazil. The study, qualitative in nature and anchored in action-research, is being developed with high school students from a public school in Manaus. The core proposal lies in critically reframing both natural elements from the forest and industrial materials (such as plastics, metals, and everyday objects), integrating them into the stop-motion technique to create authorial narratives. It is projected that this approach will strengthen identity bonds, promote the appreciation of traditional knowledge, provoke reflection on consumption and disposal, and result in a replicable educational material. The theoretical discussion articulates decolonial art-education, sustainability, and pedagogical innovation, pointing to pathways for rethinking arts education in Amazonian contexts.
Ana Cláudia de Souza Laudelino Laudelino
Copyright (c) 2026 Ana Cláudia de Souza Laudelino, Dr.ª Clarissa Lopes Suzuki https://creativecommons.org/licenses/by/4.0/
Directio narrans: figuras retóricas em tempos de (suposta) crise da narração? Um estudo sobre as práticas de diretoras/es escolares na periferia da Grande Buenos Aires
No contexto de uma pesquisa de doutorado em andamento, este artigo investiga as figuras retóricas tilizadas por diretoras/es de escolas secundárias da periferia da Grande Buenos Aires (Argentina). Discutindo a noção de crise narrativa, hipotetiza-se que essas figuras funcionam como práticas discursivas que permitem escapar, resistir e criticar tanto as tensões cotidianas quanto as narrativas gerencialistas. Com um desenho qualitativo que incluiu entrevistas e observações entre 2022 e 2025, foi constituído um corpus com 124 figuras. Os resultados mostram que, longe de expressar um déficit narrativo, essas figuras afirmam a potência da linguagem para problematizar o cotidiano. Conclui-se que tais práticas discursivas não apenas relatam uma experiência situada, mas também expõem disputas de poder em torno da narração da gestão escolar, ressignificando seu sentido e revelando modos criativos e resistentes de ser e exercer o papel diretivo em contextos de pressão e incerteza.
Copyright (c) 2026 Elias Gonzalo Aguirre https://creativecommons.org/licenses/by/4.0/
The Art Exhibition as a Pedagogical Strategy in the Legal Amazon
The objective of this study is to analyze the Art Exhibition as a pedagogical practice, highlighting its conception, development, and impacts, as well as demonstrating how it has become established as an educational strategy aimed at fostering artistic development in contexts marked by limited cultural resources. The study adopted a qualitative approach, employing action research as its methodological framework. The findings indicate that the Exhibition has become a significant pedagogical practice, capable of transforming the school environment into a space for creation, appreciation, and critical reflection. By valuing students’ productions as legitimate expressions of identity and creativity, the project reaffirms the role of the school as a space for cultural production and holistic education.
Copyright (c) 2026 Sílvia Gonçalves de Lima Soares, Dr. Gustavo Cunha de Araujo https://creativecommons.org/licenses/by/4.0/
Didatic Sequence on Cinderella in the Pedagogic Residency Program: an experience report
This experience report aims to share experiences and reflections on the contributions of the development of a Didactic Sequence on the short story Cinderella for initial teacher training in the context of the Portuguese Language Subproject of the Pedagogical Residency Program of the Instituto Federal Fluminense. The research adopted a qualitative approach, of an applied nature, with bibliographic research and pedagogical intervention as methodological procedures. Data collection took place through a field diary, during the application of the sequence with students from the 6th grade of Elementary School. The pedagogical procedures of the sequence involved interactive activities that promoted the development of important discussions for the training of the subjects involved in the teaching and learning process.
Copyright (c) 2026 Maria Fernanda Guedes Santos, Dr.ª Ingrid Ribeiro da Gama Rangel https://creativecommons.org/licenses/by/4.0/
Children's drawing and amazonian realities: expressions, knowledge, and cultures from the child's perspective
Este artículo investiga cómo el dibujo infantil expresa los saberes, culturas y realidades amazónicas desde la perspectiva del niño, evidenciando conocimientos locales. Se observaron en específico las prácticas docentes y se realizaron interacciones con los niños a través del dibujo como lenguaje. La investigación se fundamenta en autores como Gobbi (2022), Derdyk (2015) y Dutra (2013), fue desarrollada en escuelas públicas de Educación Infantil en un municipio de la región del Bajo Amazonas (Estado de Pará). Se adoptó el enfoque cualitativo, utilizando la observación, entrevista y análisis de gráficas infantiles. Los resultados revelan que el dibujo funciona como un potente lenguaje simbólico a través del cual los niños comunican sus percepciones del entorno amazónico, representando elementos de la naturaleza, relaciones sociales y aspectos culturales de la región. Se concluye que el dibujo infantil es una práctica pedagógica relevante, tanto en el ámbito escolar como en las prácticas docentes, para la comprensión de los universos infantiles y la valoración de los saberes amazónicos.
Copyright (c) 2026 Wendril Elker Batista, Dr.ª Kézia Siméia Barbosa da Silva Martins https://creativecommons.org/licenses/by/4.0/
Ethnic-Racial Relations Education in UENF's on-campus Licensure programs: an analysis of course pedagogical projects
This article is the result of a monograph carried out at the State University of Northern Rio de Janeiro Darcy Ribeiro (UENF), with the purpose of understanding the need for the discipline dealing with Ethnic-Racial Relations Education (ERER) to be included in initial teacher training. The objective is to investigate the Pedagogical Course Projects (PPC) of the face-to-face licensure programs in Chemistry, Mathematics, Physics, Biological Sciences, and Pedagogy. It also seeks to understand the PPCs of these courses and analyze the syllabi of the subjects offered by these courses to determine if there is content addressing ethnic-racial relations in accordance with the relevant legislation (Brazil, 1996, 2003, 2008). To understand the investigated PPCs, a qualitative, documentary research approach was used. The results showed a lack of uniformity in the PPCs. Thus, the Physics, Mathematics, and Chemistry courses are focused on specific disciplines. However, the Pedagogy and Biological Sciences courses address ERER only in the mandatory discipline.
Copyright (c) 2026 Esthér Severiano Alves, Dr.ª Clareth Reis, Mateus Augusto Almeida Martins https://creativecommons.org/licenses/by/4.0/
Inclusive Education: living and learning with a student with Autism Spectrum Disorder
This paper reports an inclusive situation with a student with Autism Spectrum Disorder (ASD) in the first grade of elementary school. The situation occurred during preparation for a school bus trip, which generated fear and anxiety in the student due to previous negative experiences. The objective was to identify and present successful practices in the inclusion process, as well as the challenges encountered in the classroom and the possibilities for overcoming them. The study uses a qualitative, descriptive, experience-report approach, conducted in a municipal public school. The work is based on Xavier (2009), Russo (2019), Papim (2020), Almeida (2021), current legislation, among others. The study discusses the importance of inclusive education, its history in Brazil, the characteristics of ASD, and the pedagogical strategies used by the teacher. The results indicate progress in the development and overcoming of fears. It is concluded that inclusion requires practices planned according to individual needs, with the teacher being essential in mediating and promoting learning.
Copyright (c) 2026 Francimaura Miranda de Souza, Dr.ª Neidimar Vieira Lopes Gonzales https://creativecommons.org/licenses/by/4.0/
Linguistic Beliefs of Portuguese Language Teachers in the Public School System of Buritizal-SP
This article investigates the linguistic beliefs of public school teachers in Buritizal (SP), focusing on their representations of language, linguistic variation, and teaching. Grounded in Educational Sociolinguistics (Bortoni-Ricardo, 2005) and studies on language attitudes (López Morales, 2004), the research adopts a qualitative methodology, using a test with 23 questions distributed across six thematic blocks. The analysis reveals a predominance of a normative view of language, with an emphasis on standard language and writing. However, signs of critical awareness emerge in topics such as linguistic identity and situational appropriateness. The responses indicate contradictions and tensions, highlighting the coexistence of traditional beliefs and the potential openness to more inclusive pedagogical practices. It is concluded that these beliefs are socially constructed, shaped by experiences and affective dimensions, and that continuing education plays a crucial role in reshaping these perspectives in favor of a more critical and diversity-sensitive approach to language teaching.
Copyright (c) 2026 Thiago Afonso Nogueira, Dr. Marcus Garcia de Sene, Dr.ª Juliana Bertucci Barbosa https://creativecommons.org/licenses/by/4.0/
The inclusion of children with dyslexia: an analysis of publications in the Scielo database in the last twenty years
The research analyzes publications from the SciELO platform, from the last twenty years, on the inclusion of children with dyslexia in basic education. This is a qualitative and bibliographic study, structured into four categories: concept of dyslexia; specialized educational service; continuing teacher training; and articulation between regular education and multifunctional resource rooms. The results indicate advances in the academic discussion, but reveal persistent challenges, such as the scarcity of in-depth studies in the educational area. We highlight the urgent need for continued training of teachers, so that they understand the specificities of dyslexia and use appropriate pedagogical strategies. Although multifunctional resource rooms are important, their performance is not always effective, pointing to the need for greater coordination with regular education. The study reinforces that the inclusion of students with dyslexia is a fundamental right and defends the implementation of concrete actions to guarantee inclusive and quality education.
Copyright (c) 2026 Brena Andrade Oliveira, Bianca dos Santos Gonçalo, Dr.ª Lilian Moreira Cruz https://creativecommons.org/licenses/by/4.0/
Teacher training and teaching methodologies in traditional Amazonian communities: discussions based on the Amazônia +10 project
This article discusses teacher training and teaching methodologies in schools in traditional Amazonian communities within the context of the Amazônia +10 project. The study aims to identify local needs and propose educational practices aligned with sociocultural realities, valuing community knowledge and aspirations. The project involves in-person activities in the communities, with data collection through observation, and interviews. Based on these activities, the article presents data from a literature review on Amazonian education and intercultural curriculum. The results highlight the urgent need for territorialized and culturally sensitive educational policies, grounded in education for sustainability. The article argues that teacher training and teaching methodologies should be organized based on the territories, recognizing diversity and local culture as central elements in the development of the Basic Education curriculum in Amazonian communities.
Copyright (c) 2026 Rafaela Bruno Ichiba, Dr.ª Taitiâny Kárita Bonzanini, Dr. Frederico Yuri Hanai https://creativecommons.org/licenses/by/4.0/
Evaluation of the special remote teaching regime in Pará (2020-2021) by school agents: contributions from Bourdieu’s relational analysis
Copyright (c) 2026 Dr.ª Ilda Gonçalves Batista, Dr.ª Mary Ângela Teixeira Brandalise https://creativecommons.org/licenses/by/4.0/
From ground to paper: soil paints and Art teaching as an amazonian educational practice
This article presents a pedagogical experience carried out in a continuing education program with Basic Education teachers at a public school in Manaus, Amazonas (AM), Brazil, involving teachers from different fields of knowledge. The activity focused on the production of soil-based paints and their application in Art education, in a cross-disciplinary and interdisciplinary approach. The proposal sought to combine artistic practices, traditional knowledge, and sustainable methodologies, exploring the educational potential of soil as a teaching resource and cultural expression in the context of the Legal Amazon. The results showed that the use of natural paints promotes interdisciplinarity, stimulates ecological awareness, values Amazonian cultural practices, and broadens the understanding of art as an ecologically and socially situated language, in addition to strengthening the pedagogical practices of teachers in diverse multicultural and socio-environmental contexts.
Copyright (c) 2026 Márcio Silveira Nascimento, Dr. Jean Dalmo de Oliveira Marques https://creativecommons.org/licenses/by/4.0/
The More Teachers for Brazil Program and updating the historical memory of teaching as a priesthood
The text analyzes the historical legacy of the conception of the teaching profession materialized in the Mais Professores para o Brasil Program and its possible implications for the conditions of training, work and teaching career. This is a bibliographical and documentary research carried out in the light of Discourse Analysis affiliated with Michel Pêcheux, assumed here as a theoretical-methodological framework capable of assisting the reading and interpretation of linguistic materialities in a critical and demystifying manner. Throughout the text, we seek to demonstrate that the historical (dis)course of teaching as a priestly mission is recovered and updated by the Mais Professores Program, given that its axes and actions divert the focus from the material conditions under which teaching takes place as a profession. Finally, it is concluded that this discursive memory has as a consequence the devaluation of teaching as a profession that demands specific theoretical and practical knowledge and adequate material conditions for its exercise.
Maria do Socorro Aguiar de Oliveira Cavalcante
Copyright (c) 2026 Dr. Valci Melo, Dr. Lavoisier Almeida dos Santos, Dr.ª Maria do Socorro Aguiar de Oliveira Cavalcante https://creativecommons.org/licenses/by/4.0/
Teaching in Early Childhood Education and the use of Instagram as a training space: tensions of/in the contemporary
This article, based on a Master’s degree in Education developed at IFRS – Farroupilha Campus, analyzes the use of Instagram as a tool for disseminating pedagogical practices in the continuing education of early childhood education teachers. Based on a systematic literature review categorized by Groups of Senses (Bahia, 2022), the study discusses the tension between the demand for a critical and contextualized teacher education and the neoliberal influences that promote the standardization and instrumentalization of teaching practices. The study points out that, although Instagram expands access to pedagogical practices, its use requires a critical and intentional approach in order to avoid the homogenization promoted by algorithms, which can limit autonomy and diversity in teacher education.
Copyright (c) 2026 Graziele Silveira dos Santos, Dr.ª Samantha Dias de Lima https://creativecommons.org/licenses/by/4.0/
When governance limits: challenges of teaching practice in face of educational public policy constraints
This article aims to analyze the impacts of certain Brazilian educational policies aimed at basic education and the limits they impose on teacher’s classroom practices. To this end, legislation regulating pedagogical practice was examined, highlighting the interests that guide its formulation and implementation. This theoretical and bibliographic research sought to understand the objectives of these educational policies and their effects on everyday school life, adopting International Relations as an analytical lens that is still relatively underexplored in articulation with the field of education. The theoretical framework is organized into two axes: the first discusses the importance of teacher autonomy and the role of the teacher based on Cultural-Historical Theory; the second mobilizes classical Marxism to reflect on the precarization of teaching work, emphasizing the re-signification of the school within a productivist logic. In this context, large-scale assessment mechanisms are problematized as forms of control over teaching work and as elements that directly interfere with the didactic mediation carried out by teachers in the classroom. The analysis was based on legal documents that directly affect teaching work, seeking to contribute to a critical understanding of the limits and possibilities of teachers’ action within the current capitalist educational structure.
Copyright (c) 2026 Igor Alexandre Faulstich de Araujo, Dr. Mateus Marchesan Pires https://creativecommons.org/licenses/by/4.0/