A Revista Práxis Educativa, editada sob a responsabilidade do Programa de Pós-Graduação em Educação (Mestrado e Doutorado), da Universidade Estadual de Ponta Grossa, tem como objetivo publicar trabalhos que contribuam para o seu campo específico de investigação e que possam servir de referência para outros trabalhos de pesquisa. A revista prioriza a publicação de textos inéditos e de pesquisas já concluídas. ISSN 1809-4031 E-ISSN 1809-4309
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Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity
This research aims to capture the experiences of students of the Faculty of Education regarding the use of artificial intelligence (AI) in the academic research process, focusing on the ways and stages where AI is used, such as in writing, analysis or working with scientific literature, as well as analyzing the benefits and challenges they encounter during its use, with a focus on academic integrity and ethical issues related to the use of AI. The research uses a qualitative approach conducted through semi-structured interviews with 20 master's students from the Faculty of Education at the University of Prishtina and the Public University "Kadri Zeka" in Kosovo. The research questions aim to identify: how students use AI in research, the benefits and challenges they encounter while using it, and their thoughts on academic integrity and ethical issues of using AI. The results provide good insights into the use of AI in research, maintaining integrity and ethical issues of AI by students, contributing to the development of guidelines and practices that support the effective and ethical use of artificial intelligence in academic research. Keywords: AI. Education. Academic research. Students. University.
Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
Apresentação - Dossiê: Zygmunt Bauman e a educação
Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
Municipal intervention in education in Portugal (2000–2024): a critical analysis based on the mapping of theses and dissertations
This article examines grey literature produced in Portuguese Higher Education Institutions on municipal intervention in education, consisting of 172 Doctoral theses and Master’s dissertations defended between 2000 and 2024, with the aim of mapping, characterizing, and interpreting the meanings constructed around local educational governance. In a context marked by advances and setbacks in decentralization processes, the study seeks to understand not only the topics addressed but also the discursive frameworks and forms of legitimacy attributed to municipal action. The study adopts a descriptive, longitudinal, and interpretive design, combining descriptive statistical analysis of institutional and disciplinary variables with thematic and discourse analysis of abstracts as scientific artefacts. The results reveal an increase in academic production over the period analyzed, as well as institutional and territorial concentration in specific universities, a predominance of qualitative approaches, and the centrality of Education Sciences. In the discursive realm, an ambivalent representation of the municipality emerges, simultaneously conceived as a space of innovation and political agency and as an entity constrained by mechanisms of centralized regulation. It is concluded that, in addition to identifying thematic and methodological gaps, the selected literature exposes a field characterized by tensions between local autonomy and central control, indicating the need for analytical diversification and deepening studies on impacts and intermediate scales of educational governance. Keywords: Educational governance. Municipal intervention. Grey literature.
Catarina de Ascensão Nascimento Rodrigues
FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
Resenha: FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
Cristiane Ferreira do Nascimento de Andrade
Apresentação da Seção Temática: Ética, Integridade e Inteligência Artificial
Seção Temática: Ética, Integridade e Inteligência Artificial
The capture of Integral Education by neoliberal perspectives in local contexts: the case of the Municipal Education Network of Florianópolis
This article critically analyzes how the concept of Integral Education has been interpreted and translated within the Municipal Education Network of Florianópolis, Santa Catarina, Brazil, by comparing national legal frameworks (Federal Law no. 14,640/2023 and Ordinances of the Ministry of Education – MEC no. 1,495/2023 and no. 2,036/2023) with local regulatory documents (Ordinance of the Municipal Department of Education of Florianópolis – SMEF no. 222/2025, Floripa Tempo Integral and Escola em Tempo Integral, Official Letter GS/SME/PMF no. 166/2025, and Official Letter DEF/SME no. 11/2025). This is a qualitative and exploratory study based on documentary analysis guided by the Policy Cycle Approach and Policy Enactment framework, aiming to identify processes of policy recontextualization in Full-Time Integral Education. The findings show that, while national policy prioritizes holistic human development, democratic governance, and an integrated curriculum, municipal policy reveals curricular narrowing, centralized decision-making, and an emphasis on measurable performance, associated with managerialist rationalities. It is concluded that local recontextualization leads to the capture of the emancipatory meaning of Integral Education, limiting its transformative potential and potentially exacerbating educational inequalities, thus indicating the need to revise the policy based on democratic participation and curricular justice. Keywords: Integral education. Education policies. Neoliberalism.
The social impact of the Brazilian Stock Exchange: free education, private investment, and fictitious capital
This article discusses corporate social and environmental impact strategies through the analysis of documents produced by business organizations, with an emphasis on Environmental, Social and Governance (ESG) frameworks aimed at social management. It presents a study of reports published by B3 – Brasil, Bolsa, Balcão [Brazil, Stock Exchange, OTC] – the Brazilian Stock Exchange. Grounded in historical-dialectical materialism, the article develops a critical perspective on the bourgeois initiative to expand social impact investments, reorganizing the spheres of social reproduction through mechanisms internal to capital market practices. The Brazilian Stock Exchange creates sustainability indices, regulates and classifies social action, builds special asset portfolios involving social and environmental issues to attract investors, and plays an active and direct role in social impact investments. The articulations within this chain of social reproduction contribute to understanding the financialization of social services, particularly education. Keywords: Labor and education. Social impact investments. Environmental, Social and Governance (ESG).
Tensions between Mixophobia and Mixophilia for the Act of Hoping: Urgent Challenges in Teaching in liquid times
This article falls within research lines focused on: community integration, pedagogy, and assessment in teacher education and educational policies. It addresses the challenges of teaching in light of the tensions between mixophobia (fear and rejection of difference) and mixophilia (appreciation of plural coexistence/otherness), drawing on Zygmunt Bauman’s concepts and Paulo Freire’s pedagogy of hope. It presents hoping as an ethical and political commitment that goes beyond optimism, involving critical and resistant attitudes in a context shaped by global postmodernism. With an essayistic and narrative approach, the text invites readers to rethink teaching beyond the traditional boundaries of the classroom and formal curriculum, subverting normative and homogeneous practices. It explores, between the rejection of the other and the commitment to encounter, possible paths for humanizing educational practice. In this movement of boundary-crossing, fear and hope, rejection and welcome coexist. Thus, it proposes an educational practice committed to hope in oneself and in others, to the appreciation of difference, and to the construction of ethical-political relationships that promote healthy coexistence based on altruistic bonds. Keywords: Mixophilia. Mixophobia. Hope. Teaching. Education.
In this article, the Salvadoran social psychologist develops a critical analysis of the role of university teaching in both the reproduction and possible overcoming of the structures of domination in force in Latin America. By examining the technical and institutional aspects of higher education, he argues that, when detached from its social and political function, teaching practices become alienated, serving the maintenance of interests that do not favor the working class. In this condition, it reinforces intellectual conformism, hierarchical relations, and cultural dependency. In contrast, Martín-Baró proposes a liberating teaching practice—grounded in autonomy, critical reflection, and ethical-political commitment, and supported by pedagogical diversity and social participation. Such a pedagogy must integrate teaching, research, and community engagement with the organic formation of students and, simultaneously, with the concrete demands of Latin American peoples. The author concludes that transforming teaching requires more than methodological adjustments: it demands a revolution of institutional structures and an explicit recognition of the political dimension of education, turning the university into a space for fostering the emancipation of the working class. Keywords: Teaching. University. Alienation. Latin America. Liberation Psychology.
Zygmunt Bauman’s sociology as a foundation for research on Higher Education
The work of Polish sociologist Zygmunt Bauman offers relevant insights for understanding contemporary global society. Consequently, the characteristics and concepts of his sociological approach have become objects of study and have been disseminated across various fields of knowledge. Thus, this article seeks to answer the following question: What are the potentialities of Zygmunt Bauman’s sociology as a foundation for research on Higher Education? The aim is to offer perspectives on possible uses of Bauman’s sociological hermeneutics as a basis for scientific investigations that take Higher Education as their object of study. This text adopts a qualitative–theoretical approach and uses bibliographic review as its methodological procedure. The study considers that Bauman’s sociological hermeneutics provides significant foundations for research in the field of Higher Education, particularly for studies that examine contextual aspects and conditioning factors of educational phenomena, as well as the principles, meanings and purposes of educational practice. Keywords: Zygmunt Bauman. Sociological hermeneutics. Higher Education.
Teachers are made: Critical moments and connections in initial teacher education trajectories
The article is based on a series of biographical-narrative interviews with in-service teachers working in secondary schools in the Autonomous City of Buenos Aires, with the aim of understanding how they construct their professional identities. The analysis focuses on the processes of biographization through which they narrate their training trajectories and identify the critical moments and interpersonal bonds that shaped them. The analysis and findings are organized into two parts. The first classifies the pathways that led to initial teacher education along a spectrum ranging from those who chose teaching as a natural option to those who passed through other training spaces before arriving there. The second part focuses on the critical moments in these trajectories and on how the construction of bonds with professional referents plays a key role in orienting these paths. Keywords: Teacher professional identity. Mentor teachers. Biography.
Apresentação - Dossiê: Autoavaliação nos Programas de Pós-graduação em Educação: possibilidades, desafios e tensionamentos
Dossiê: Autoavaliação nos Programas de Pós-Graduação em Educação: possibilidades, desafios e tensionamentos
Educational inequalities in academic performance in secondary education in Peru: a multilevel analysis
This study examines academic performance inequalities in mathematics, reading, and social sciences among peruvian students, considering gender, school management, and geographic location. Using multilevel models, disparities were quantified, and variance was estimated at the individual, school, and regional levels. Results indicate that students in urban areas and private schools achieve significantly higher performance. Additionally, a strong association between reading proficiency and social sciences achievement was observed. These findings underscore the need for evidence-based educational policies to address structural inequalities in the education system. Keywords: Educational inequality. Secondary education. Multilevel analysis.
Times and experiences of a child in the context of Early Childhood Education
This article aims to analyze Carlos’s lived experiences (perizhivanya) within the social time of the Tupi Municipal Early Childhood Education School (EMEI Tupi, acronym in Portuguese) over three years, based on a dialogue among Philosophy, Sociology, Cultural-Historical Psychology, and Educational Ethnography. Drawing on participant observation, field diaries, and the viewing of video recordings from the three years of research, it is argued that the social times (chronological, aeonic, and kairotic) present in EMEI Tupi shape Carlos’s lived experiences, which in turn update, transform, and are transformed by the ways these times manifest themselves in the institutional daily life. In this sense, the institutional time is conceived as a totality in which the units [individual/collective], [regularity/singularity], and [evidencing/concealing] make visible the tensions of the regularity of chronological time and of human development. Thus, the institution’s routines cross and are crossed by Carlos’s singularity. Keywords: Time. Early Childhood Education. Perizhivanya.
Seção Temática: Crianças, infâncias e processos socializadores: perspectivas de investigação
Professional identity and journalism education in the postmodern context
This essay examines the transformations of liquid modernity that are reshaping journalists’ professional identity and proposes alternatives for the educational process. The structural uncertainties of journalism, intensified by communication and information technologies and by labor precarity, are interpreted through a Baumanian framework. Ongoing changes in formats, dissemination channels, and reader participation directly impact professional identity. This scenario demands a review of the definitions of teaching and learning, methodology, and curricular principles that guide journalism education. In a context of fluid identities, continuous learning highlights the centrality of tertiary learning associated with problem-posing methodologies, rhizomatic and narrative curricula. Education thus moves away from linear transmission and becomes an open, complex, and interdisciplinary system, guided by mediations, ruptures, and reorganizations capable of sustaining critical and ethical competencies and the social commitment of contemporary journalism. Keywords: Liquid modernity. Journalistic education. Tertiary learning.
The Brazilian public university between rupture and continuity: recovering Álvaro Vieira Pinto’s historical critique as a horizon of sovereignty (1961-2026)
This study analyzes the trajectory of the Brazilian public university, aiming to investigate the gap between the reformist project of 1962 and the institutional impasses of 2026. The methodology is grounded in the History of Ideas from a dialectical perspective, taking Álvaro Vieira Pinto’s work as its central analytical axis. The research revisits the author’s critique of the “alienated and alienating” university, which operates as a mechanism for elite reproduction and as an “assembly line” for exogenous forms of knowledge. The findings indicate that the silencing of this critique has contributed to the consolidation of a heteronomous university model, currently intensified by technological precarization and the expansion of Artificial Intelligence. The study concludes that overcoming the Brazilian educational crisis requires the recovery of intellectual autonomy and the protagonism of the popular masses—conditions identified by Vieira Pinto as indispensable for the construction of a project of national sovereignty in the twenty-first century. Keywords: Álvaro Vieira Pinto. Public university. National sovereignty.
Education, tradition, and liquid modernity: ambivalences of the Gaúcho Traditionalist Movement
This article investigates the relationship between tradition, memory, and education, considering how, based on Bauman’s reflections on identity, community, and globalization, the Movimento Tradicionalista Gaúcho (MTG) – Gaúcho Traditionalist Movement – operates within liquid modernity to promote a homogeneous regional identity centered on the idealized figure of the white, military, landowning man. To achieve this, it mobilizes a selective and idealized past, offering a sense of belonging and security in the face of contemporary cultural fragmentation, while simultaneously reinforcing exclusions and ambivalences. Drawing on reports published by the State Department of Education of Rio Grande do Sul and by the MTG itself (2003–2022), the study discusses whether it is possible to reconcile the need for identity and belonging with the promotion of inclusion, diversity, and recognition of marginalized groups. It also questions how schools can assert themselves as democratic spaces that mediate between tradition and modernity, balancing cultural identity, plurality, and critical civic education. Keywords: Education. Movimento Tradicionalista Gaúcho. Liquid modernity.
Apresentação da Seção Temática Ética e Integridade na investigação nas Ciências Humanas e Sociais na era da IA
Apresentação da Seção Temática Ética e Integridade na investigação nas Ciências Humanas e Sociais na era da IA.
Seção Temática: Ética e Integridade na Investigação nas Ciências Humanas e Sociais na era da IA
Relationships between attitudes toward money and materialism in the consumer society: a study with preadolescents
This investigation is grounded in economic psychology, with its findings articulated in dialogue with Zygmunt Bauman’s thought. It problematizes consumerism as a hegemonic social logic and highlights education as a space for developing resistance to the dynamics that turn young people into commodities. With the aim of examining the relationship between attitudes toward money and materialism in preadolescents, the study included 195 students aged between 10 and 15 years. A materialism scale and a scale of attitudes toward money were used. Data were analyzed through correlation and linear regression. Attitudes toward money served as indicators of materialistic values, pointing to socialization processes typical of liquid modernity, marked by fragile bonds, fluid identities, and the transformation of individuals into consumers even before they reach adolescence. Keywords: Socioeconomic status. Gender. Consumption.
Between books and articles: an analysis of citation practices in the field of Education
The main objective of this article was to critically analyze the citation characteristics in the field of Education, considering its specificities in relation to academic evaluation metrics and bibliometric indexes. The study was based on the particularities of the field, which tends to prioritize books and book chapters over scientific articles. A mixed-methods approach—both quantitative and qualitative—was adopted, grounded in bibliometrics and theoretical discussions on academic evaluation. The results indicate that citation practices in Education challenge conventional metrics and point to the need for more inclusive evaluative models that reflect the diversity of sources cited in the field. This analysis fosters reflections on the challenges and possibilities of adapting academic practices to ongoing changes in evaluation policies, contributing to the debate on the recognition and appreciation of scientific production in the field of Education. Keywords: Education. Bibliometrics. Citation metrics.
When sociologists put children to the test
This article aims to question the different ways of testing children implemented by research methodologies in the Social Sciences, in order to account for their life experiences. Firstly, we highlight the symbolic violence that children may face – especially those from highly vulnerable families – when their linguistic skills are assessed, as in the research on social inequalities among young children presented in Enfances de classe, coordinated by Bernard Lahire. Secondly, by revisiting the data published in this work, regarding the interactions between researcher—adult—and subject—child, we show how children’s resistance to assessment largely relies on their bodies, including their vulnerabilities, when linguistic resources do not allow them to have the final say against the researchers. Finally, we point out other methodological devices that can be used to enable children’s expression and to take their viewpoints seriously. Such devices seek to open possibilities beyond adult-centered norms and expectations, while also requiring that children’s voices be related to their social conditions of production. Keywords: Young children. Sociology. Inequalities. Tests. Resistance. Body. Language.
Dialogical practices of pedagogues in Basic Education: constitution and organizing principles
This article aims to analyze the constitution, guiding elements, and organizing principles of the dialogical practices of pedagogues in Basic Education. It starts from the recognition of the role of the pedagogue in schools and of their work, which is shaped by a contradictory context of professional practice and challenges, moving from the denunciation of precarious working conditions to the announcement of dialogical practices and possibilities for transforming reality. The theoretical framework is based on Freire (1996, 2000) and Aubert et al. (2018), providing the foundation for dialogue and dialogical practice. The study was developed using the Communicative Research Methodology (Gómez et al., 2006). Data were collected through questionnaires, with the participation of 71 pedagogues from state and municipal education systems, and through a communicative discussion group conducted with seven pedagogues working in Basic Education. The results indicate that the constitution of dialogical practice emerges from initial and continuing education, as well as from lived and observed professional experience. The elements guiding practice include understanding the role of the pedagogue, the organization and planning of pedagogical work, the concrete reality of the school context, strategies for dealing with external determinants, and dialogue itself as a dialogical practice. Knowledge, dialogue, and the qualities or virtues of the pedagogue are identified as organizing principles. The study highlights possibilities for strengthening dialogical practice in schools, even in contexts marked by external pressures, and points out that intentionality, continuing education, and collective construction are powerful pathways for expanding practices of dialogue, participation, and transformation in Basic Education. Keywords: Pedagogical coordinator. Dialogicity. Limiting and transformative elements of practice.
Between lived experience and history: toward an interpretive-dialectical reason in qualitative educational research
This article proposes a critical reflection on the current challenges of qualitative research in education, particularly in light of the trend toward an uncritical valorization of subjectivity and the reduction of lived experience to impressionistic accounts lacking theoretical depth. Based on the critiques formulated by Devechi and Trevisan (2010), it argues that Jean-Paul Sartre’s progressive-regressive method offers an interpretive-dialectical path to reinscribe the lived into history and social totality. Far from being a technical model, this method is presented as an epistemological gesture that articulates biography and structure, freedom and determination, subject and context. By reclaiming the critical and engaged dimension of research, it proposes a theoretical horizon capable of repositioning the role of the researcher as a committed interpreter of educational reality. Thus, the article contributes to strengthening an interpretive-dialectical reasoning in qualitative educational research, committed to social transformation and to the intelligibility of human meanings in their historical concreteness. Keywords: Qualitative research in education. Subjectivity and history; Progressive-regressive method.
“Caraotas Negras Venezolanas:” spatial experience as a language of sharing
This article discusses how migrant children engage with and transform the social and cultural signs of the society that welcomes them, based on the theoretical-methodological framework of Bakhtinian dialogism and the concept of spatial experience, inspired by L. S. Vygotsky and his collaborators. In this context, schools play a fundamental role in the process, as they often place migrant children in contact with a culture different from the social space familiar to them and previously experienced. Throughout the text, episodes from a study conducted in 2023, in the city of Juiz de Fora, Minas Gerais, Brazil, are presented, bringing teachers’ narratives about the socialization process of these children in the new territory they inhabit. The findings highlight that they are also active agents in this process, not merely recipients of the culture that welcomes them, but creators of other socio-spatial experiences. Keywords: Migrant infants. Spatial experiences. Shared languages.
Artificial Intelligence in the context of research ethics in education: academic and scientific integrity in crisis?
The purpose of this article was to reflect on the real conditions for considering the use of Artificial Intelligence (AI) in educational research, based on the following question: What ethical and integrity implications are present in academic and institutional contexts, whether in universities and/or research funding agencies? To highlight the current stage of the debate in educational research, publications on the subject produced in Brazil between 2023 and 2025 were selected, totaling five articles and one news piece. This made it possible to examine the reality of technology use and the responsibilities placed on Higher Education and graduate programs, both for institutions and for researcher training. The reflection revealed that the challenge faced by institutions and training processes regarding the use of AI does not keep pace with the speed of its development, which divides opinions: some argue that there is a crisis, marked by transformations, while others have embraced indiscriminate use without concern. Keywords: Crisis. Higher Education. Researcher education.
Estrategias para promover la integridad académica en un centro educativo de A Coruña (Galicia)
Numerosos estudios evidencian que el plagio académico está presente en el ámbito universitario y requiere atención en etapas pre-universitarias. Este artículo ofrece una reflexión teórica sobre la integridad académica, el plagio académico y el papel del personal docente y directivo de los centros educativos en su promoción, presentando además los resultados de un estudio realizado en un Centro de Educación Infantil y Primaria de la ciudad de A Coruña (Galicia, España). El objetivo fue de acercarse a una institución escolar para conocer la realidad de esta problemática en la etapa de Educación Primaria, comprendida entre los seis y los doce años, a través de un grupo focal con ocho docentes y de una entrevista a la directora del centro. Los resultados obtenidos revelan una conceptualización diversa del plagio académico, así como una conciencia creciente sobre la responsabilidad compartida entre la dirección y los/las docentes en la prevención de estas conductas. Se identifican estrategias de evitación y destaca la necesidad de una mayor formación específica, así como la elaboración de normativas claras y aplicables en los centros educativos. Las conclusiones subrayan la importancia de abordar esta problemática desde edades tempranas, promoviendo una cultura de la integridad. Palabras clave: Integridad. Plagio. Educación Primaria.
Human and social knowledge in the age of AI: ethics of the face and practical wisdom
Ethical questioning constitutes an integral part of scientific and academic cultures, as privileged places of critical intellectuality, becoming especially relevant in a world marked by the widespread use of artificial intelligence (AI) systems. To what extent does this progress serve the purposes of human development? Starting from this core inquiry, reflection on ethics in research in the Human and Social Sciences is framed here within a relational ethics grounded in values of alterity. The possibilities offered by AI tools represent a major challenge for those engaged in science, placing authors before unprecedented and extraordinarily promising work opportunities, while also running the risk of excessive trust, driven by eager but insensitive and uncritical consumers. Thus, by recognizing both the positive and negative impacts of AI and, in line with the recommendations of the United Nations Educational, Scientific and Cultural Organization – UNESCO (2024), the challenges of scientific research in the Social and Human Sciences are addressed through three fundamental axes of reflection and action: training, regulation, and research. Conceived within a logic of dynamic articulation, these three axes serve as the basis for the development of an ethical intelligence, a practical wisdom of an eminently prudential nature, here described as the ethics of the face or ethics of hospitality. Keywords: Human and social knowledge. Ethics of the face. Practical wisdom.
Vices and virtues of practices in education for democracy: from the vices of seemingly democratic practices to the virtues of critical participatory democracy in the age of AI
This article aims to critically reflect on the nature of the dialectic between vices and virtues operating within contemporary democratic systems under the influence of artificial intelligence (AI). This coexistence, marked by contradictions, also becomes evident in schools, which, in attempting to implement education for democracy in this new age of AI, inevitably face the paradoxes of their own vices. From this emerges a parallel between the vices and virtues of society and those of schools, which must be critically analyzed and understood. Using a hermeneutic-critical methodology and drawing on bibliographic sources, this study seeks to highlight the challenges, limits, and consequences underlying the different proposals for democratic practices adopted in schools in the age of AI. The findings suggest the existence and persistence of certain democratic pedagogical practices and emphasize the importance of political education for the exercise of critical citizenship, grounded in values as well as critical and argumentative thinking. In this brave new world, still to be largely unexplored, where the trilogy of democracy, education, and AI presents unprecedented challenges, the irreplaceable role of the teacher must be underlined in developing these (traditional) competencies that are essential for solving (new) problems and preparing critical citizens for an uncertain future. Keywords: Ethics and virtue. Democracy and AI. Education.
Ethics and academic integrity: challenges and possibilities in using Artificial Intelligence in the scientific editorial process
This article aims to reflect on the challenges and possibilities of promoting ethics and academic integrity in the scientific editorial process in the context of using Artificial Intelligence (AI). The reflections presented here are based on the authors’ experiences as editors of an academic journal in the field of Education and are grounded in a systematic review of the literature on the subject. The analyses point to the following main challenges: a) defining ethical parameters regarding the use of AI in the production of articles; b) addressing issues related to copyright, plagiarism, and accountability for automated decisions within texts; c) broadening the debate on the possibilities of improving peer review through the use of technologies and plugins available in journal management systems. Establishing ethical and integrity principles in the scientific editorial process requires not only defining criteria and guidelines for the use of AI in the production, review, and publication of scientific texts, but also fostering a critical education of researchers, editors, and peer reviewers, combined with a political movement toward questioning the publish-or-perish culture and its harmful effects on scientific production and communication. Keywords: Scientific editorial process. Academic integrity. Artificial Intelligence.
Bauman and Critical Theory: foundations for rethinking education in liquid modernity
This study analyzes the contributions of Zygmunt Bauman and Critical Theory to understanding and addressing the contemporary challenges of education in liquid modernity, with an emphasis on the Brazilian context. It starts from the problem of how to rethink education in the face of social fluidity and neoliberal rationality, examining the relationship between ethics, solidarity, and emancipation. The research adopts a hermeneutic epistemology inspired by Bauman’s interpretive sociology, employing a qualitative approach and literature review. The dialogue with Adorno, Horkheimer, Habermas, and Bauman shows that education, often subjected to technocratic and market logics, can constitute a critical and reflective space oriented toward responsibility and social justice. The results indicate the need to reassert the ethical role of schools and educators in building democratic and solidarity-based relationships. Keywords: Liquid modernity. Critical Theory. Education and ethics.