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Ethical considerations and challenges in teacher education for the integration of artificial intelligence: a systematic review of training programs
Artificial intelligence (AI) has been transforming teachers’ roles and significantly affecting their professional identity and professional learning needs. This PRISMA-based systematic review examines how teacher education for AI integration, including its ethical dimension, has been implemented through educational initiatives in both initial teacher education and continuing professional learning. Based on a set of articles retrieved from two international databases (N = 19), the review examined programme formats, objectives, tools used, theoretical frameworks, challenges encountered, and the extent to which the ethical dimension was incorporated. The findings point to a strong competency-based orientation, while also revealing a fragmented integration of ethical considerations related to responsibility, transparency, equity, and inclusion. The challenges identified primarily concern the roles teachers are expected to play and the responsibilities they assume. The study proposes educational initiatives that explicitly incorporate ethical deliberation from an Aristotelian perspective, fostering an understanding of episteme, techne, and phronesis as foundations for pedagogical interactions in AI-mediated contexts. Keywords: Artificial intelligence. Teacher training. Ethics in AI.
Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
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Interview with Professor Stephen J. Ball about ethics of intellectual work
Interview with Professor Stephen J. Ball.
Gramsci and education: on the meaning of integral education
This article addresses certain aspects of Gramsci’s writings to highlight the importance of integral education for workers' development, in the context of their political instruction and emancipation. The concept of integral education, the focus of this research, is situated within the context of hegemonic relations and the development of an alternative societal project that entails the interplay of politics, economics, and culture. Hegemony takes new forms as the capitalist mode of production evolves, demonstrating that politics acquires ideological and cultural dimensions, in which workers and subaltern groups are both the subjects and the intended recipients of a pedagogy designed to prepare them for work. Any analysis of Gramscian pedagogy must be grounded in the philosophy of praxis, as it cannot be divorced from his theory of knowledge and his political conception. This study employs the historical materialism methodology to develop the literature review. Keywords: Hegemony. Integral education. Gramsci.
Narratives of experiencing in the Pedagogical Residency Program: cartographies of becoming-teacher
This study investigated teacher education within a subproject of the Pedagogical Residency Program, following residents’ narratives as a field of analysis for the processes of subjectivation that traverse the becoming-teacher. In articulation with narrative research, cartography guided the monitoring of the formative paths of two residents, mapping lines, inflections, and displacements produced in the encounters lived in the daily school routine. By mobilizing memories and stories in these encounters, narratives operate in the elaboration of experiences that are constituted when, in the formative path, the event erupts and affects, engendering movements of deterritorialization and (re)territorialization. The analyses indicate that teacher education is not organized in a linear way, but as a process crossed by multiple layers, in variation between forces of normalization and openings to experimentation. In this context, the program emerges as a paradoxical territory in which, through experience, lines of flight break through and set a becoming-teacher in motion. Keywords: Discourses. Teacher education. Teacher subjectivation.
Dossiê: Estudos narrativos: sujeitos e contextos educativos
The body that narrates and resists: children’s agency under a pedagogy of control
This article presents part of a Master’s research project that examined how transcribed narratives and children’s bodily expressions documented in academic research reveal tactics of agency in response to mechanisms of control in Early Childhood Education. Using a state-of-the-knowledge review, 11 studies presented between 2015 and 2023 at Working Group 07 of the Brazilian National Association of Graduate Studies and Research in Education (ANPEd) were mapped and constitute the corpus of this investigation. The theoretical framework brings together the Sociology of Education Policy, the Sociology of Childhood, and the Pedagogy of Childhood to challenge an adult-centric and institutionalizing model. The findings show that children exercise counter-hegemonic agency through intentional tactics of transgression and subversion. The study highlights the urgent need to move away from a school-oriented model in favor of play and experience, recognizing the body as a site of knowledge through sensitive listening. Keywords: Early Childhood Education. State-of-the-knowledge review. Children’s agency.
Technoscientific aspirations for innovation and the revolts of narrative memory
This essay discusses the meanings of memory and narrativity for human formation, invoking principles of justice, belonging, and recognition in a shared world in which aspirations for innovation intertwine with the demands of lived experience. It adopts a philosophical-hermeneutic approach grounded in an interpretation of Ignácio de Loyola Brandão’s short story O homem que queria eliminar a memória [The man who wanted to erase his memory] as a reflective medium. The theoretical framework brings together contributions from Walter Benjamin, Reyes Mate, Jeanne Marie Gagnebin, Paul Ricoeur, Maurice Halbwachs, and Adauto Novaes, among others. The essay examines how technoscientific rationality strains the relationships among past, present, and future, leading to the erasure of memory and narrativity. It argues that the revolts of memory—functional, temporal, and formative—constitute ethical, epistemological, and political acts of resistance to the impoverishment of experience and technological acceleration, reaffirming narrativity as a condition for human formation and the construction of a shared future. Keywords: Memory. Narrativity. Human formation.
Continuing professional education for school leadership teams: a literature review
This study is a qualitative literature review that aims to analyze what the findings of academic studies published between 2012 and 2025 reveal about continuing professional education offered to school leadership teams. The 87 studies selected for the review were organized into two groups: Continuing education initiatives linked to an education authority and Continuing education initiatives not linked to an education authority. Six analytical categories emerged from this organization, leading to the conclusion that, on the one hand, the studies identify positive aspects associated with democratic school management, collaboration, and school leaders’ participation in continuing education processes. On the other hand, recurrent dissatisfaction was identified with programs grounded in a managerialist perspective on school administration. The discontinuation of national continuing professional education programs stands out as one of the main criticisms regarding the education provided to school leadership teams. Keywords: Continuing professional education. School leadership team. School management. Literature review.
Call, crossing, and farewell: a narrative proposal for thinking about educational experience
This essay proposes an understanding of educational experience as intrinsically narrative, in which the subject organizes and assigns meaning to his/her own trajectory. Adopting a hermeneutic-narrative approach, the text draws on qualitative, literature-based research largely grounded in the work of Paul Ricoeur. By bringing together the interpretation of educational scenes drawn from literature and the exegesis of philosophical and pedagogical texts, the study seeks to bring into view the connections between narrative and education through three moments: the call, which summons the student into the common world and raises the question of identity; the crossing, a process of meaning-making mediated by the teacher; and the farewell, which marks the student’s attempts to speak in a voice of his/her own. Keywords: Narrative. Education. Narrative identity.
Common sense rupture of Social Work: tensions and meanings of first-year students
This paper intends to address the sociocultural identity of first-year students in the Social Work program at Universidad Católica de Temuco (Catholic University of Temuco), Chile, understanding sociocultural identity as the basis of common sense and its expression in the construction of the professional ethos during their training process. The research was based on a qualitative methodology involving two focus groups with five and eight students, respectively. From the narrations collected, an interpretative analysis was conducted of the existing tensions between the students’ initial imaginaries—marked by common sense, religiosity, and assistencialism—and the critical and socio-historical curriculum were analyzed. The results show a process of deconstruction of their initial ideas, which stem from a critical understanding of injustice structures. It is finally concluded that professional training can be configured as a space for epistemic rupture in the face of neoliberal technocratic rationality. Keywords: Social Work. Professional training. Professional ethos. Common sense. Sociocultural identity.
From technical competence to algorithmic praxis: a critical theoretical framework for GenAI and inclusive education
The rapid spread of generative artificial intelligence (GenAI) systems across educational settings has led to a proliferation of teacher competency frameworks that, despite being technically sophisticated, reproduce an instrumental rationality and lack critical and inclusive foundations. This essay proposes the Critical Technological Appropriation for Authentic Inclusion (ATICA) framework, a critical theoretical framework that redefines teacher competencies for GenAI by bringing together Freirean critical pedagogy, Vygotskian cultural-historical psychology, and Disability Studies. The framework comprises three interrelated dimensions: Critical AI Literacy (LCIA), AI-Mediated Inclusive Pedagogical Design (DPIMA), and Algorithmic Ethics in Teaching Practice (EAPD). The methodology is based on a critical integrative review of five dominant international frameworks (DigComp 2.2, DigCompEdu, ISTE Standards, UNESCO ICT-CFT, and UNESCO AI for Teachers), whose analysis reveals the systematic neglect of disability and the lack of critical engagement with algorithmic bias. ATICA makes a novel contribution to teacher education in Brazil by providing a tool that integrates competence, critical reflection, and a commitment to the inclusion of all participants in education. Keywords: Generative artificial intelligence. Teacher education. Inclusive education.
Teacher self-narratives: a cartography of autopoietic transformations in the school territory
This article presents the results of a cartographic study theoretically grounded in concepts from Maturana and Varela’s (2001) Biology of Cognition and Maturana Romesín and Dávila Yáñez’s (2015) Cultural Biology. The cartographic inquiry drew on conversations and written self-narratives to follow the experiences of two teachers working in Basic Education. Based on this process, the study proposes teacher distress as a trigger of disturbance/noise and, consequently, of autopoietic transformations. The cartographic analysis of the processes followed revealed welcoming and wholeness of being as key emergent dimensions, with teacher distress understood as complexity-generating noise. Welcoming is conceptualized as a constitutive part of human relational living, requiring the presence of those engaged in coupling and the recognition of one another as legitimate others in coexistence, with wholeness and openness so that living may emerge as a process of co-creation grounded in mutual respect and acceptance. The wholeness of the subject is understood as a point of departure for engaging with the contemporary context. Keywords: Cartography. Biological-cultural matrix. Teacher distress.
Intellectual alienation and authorship in the algorithmic age: a critique of the bourgeois ethics of artificial intelligence
This study critically examined the regulation of artificial intelligence (AI) use in education journals, focusing on its ethical implications for authorship and academic labor from the perspective of Historical-Dialectical Materialism. An analysis of the editorial policies of ten journals revealed a regulatory asymmetry: plagiarism is strictly controlled through technical tools, whereas the regulation of AI use remains largely limited to disclosure requirements. It is argued that this configuration reflects the limits of a formalistic bourgeois ethics that is incapable of addressing the delegation of cognitive operations to machines and the resulting alienation of scientific labor. By turning texts into commodities and relegating the formative process to a secondary role, these guidelines reinforce academic productivism and intensify the precaritization of academic work, thus calling for a shift toward an institutional ethics of intellectual labor. Keywords: Generative artificial intelligence. Scientific authorship. Ethics. Marxism.
Plagiarism and Academic Honesty in Higher Education Institutions in Portugal and Spain: a Critical Review of the Literature
The relationship between plagiarism and academic integrity has been a concern for universities. Through a systematic literature review, we aim to understand the perspectives of students and university faculty on plagiarism, which teaching practices have been developed and implemented, and the recommendations of higher education institutions to promote academic integrity. The review covers the period from 2010 to 2026. We searched the Web of Science using the following descriptors: plagiarism and higher education; academic integrity; academic ethics. We found that the approach to this topic already allows us to understand the phenomenon. The conclusions point to the need for both ethical-evaluative training and institutional policies. Keywords: Integrity. Plagiarism. Higher Education. Portugal. Spain.
Writing the self in Higher Education: critical reflection on experience as a contribution to (self-)formation
This article examines autobiographical writing as a formative practice in Higher Education, investigating the extent to which narratives produced by students in a Pedagogy degree program contribute to the reflective elaboration of experience and to an understanding of their own historicity. Adopting a qualitative, interpretive approach, the study is based on documentary and narrative analysis of written work produced as part of the assessment activities in a first-year course. The findings indicate that school memories are organized primarily around pedagogical relationships and experiences of recognition or institutional violence, highlighting the centrality of the relational dimension of education. The articulation between theory and experience is found to occur unevenly and is strengthened when writing is accompanied by pedagogical mediation that encourages the critical problematization of lived experience. The study concludes that autobiography can serve as a valuable pedagogical resource in teacher education, provided that it is embedded in practices that foster critical dialogue among experience, knowledge, and social context. Keywords: Autobiographical writing. Historical consciousness. Formative practices.
Predictive artificial intelligence in São Paulo State’s educational management: recent pitfalls of managerialism in education
This article presents and analyzes how managerialism has intensified in the state of São Paulo, Brazil, through the implementation of predictive artificial intelligence (AI) systems in the school environment. It is a critical qualitative study, based on documentary and bibliographic research, which examines the data from the perspective of managerialism and uses content categories based on Kuenzer (1998). The study shows that AI has been used as a tool for educational management in São Paulo, aimed at storing and analyzing data on intelligent digital platforms, particularly SuperBI, implemented by the Department of Education especially between 2023 and 2025. These platforms are used to control, monitor, and increase the performativity of education professionals, with a focus on achieving the quantitative results projected in external assessments and indexes, taken as benchmarks of teaching quality. Keywords: Predictive artificial intelligence. Managerialism. São Paulo educational policy.
Artificial intelligence, images, and ethics in educational research: a critical analysis from a critical pedagogy perspective
The growing use of generative artificial intelligence (AI) in Humanities research poses new ethical and epistemological challenges to knowledge production. In the field of Education, the automated generation of images, texts, and other symbolic artifacts challenges established notions of authorship, neutrality, representation, and research integrity. This article analyzes the critical reading of an AI-generated image based on the syllabus of the course Research in Education, examining it as an epistemological device in researcher education. Grounded in critical pedagogy and visual studies, the study adopts a qualitative, interpretive approach guided by a framework for critical image analysis. The analysis shows that the image does not represent knowledge itself but rather projects idealized imaginaries of academic research, obscuring the contradictions, conflicts, and inequalities that shape knowledge production. The article argues that the critical reading of AI-generated images constitutes a fundamental ethical practice in educational research by making visible the regimes of truth, underlying intentionalities, and risks of misinformation involved in the algorithmic mediation of knowledge. It concludes that addressing the ethical challenges posed by AI in the Humanities requires not only regulatory frameworks but also critical educational practices that reaffirm research integrity, reflexivity, and epistemological responsibility. Keywords: Research ethics. Artificial intelligence. Critical pedagogy.
Student narratives about English language in Western Pará: between neoliberal discourses and situated cultural practices
This article analyzes narratives produced by High School students about their experiences with English language, seeking to understand the meanings of this language in their life trajectories. The study results from Doctoral research theoretically grounded in Cultural Studies in Education and in studies on youth cultures. Data were produced through five discussion groups conducted with students from a public school in the state of Pará, Brazil. The analysis identified that youth narratives articulate different meanings attributed to English over time: during childhood, contact with the language appears mediated by families, courses, and digital technologies; in the present, it is predominantly associated with cultural practices such as playing games, interacting on social media, and engaging with entertainment platforms; and in projections of the future, it emerges linked to employability and competitiveness in the labor market. Keywords: Youth. English language. Neoliberalism.
Work, education, and precarization: the experience of working female Law students in contemporary capitalism
This article analyzes the experiences of working female Law students who combine university education with early entry into the labor market, situating their trajectories within the context of contemporary transformations in work and education under neoliberal governance. Drawing on the framework of historical-dialectical materialism and on contributions from the critical sociology of work and gender relations, the research investigates how these young women construct narratives about their educational, work-related, and subjective experiences. Methodologically, the study is based on semi-structured interviews conducted with students from a Brazilian federal university between 2023 and 2024, articulated with a theoretical analysis of the metamorphoses of work in contemporary capitalism. The results reveal processes of precarization, work intensification, and tensions among study, work, and personal life, while also showing narrative forms of elaborating experience and resisting the technocratic and productivist demands that permeate educational and professional contexts. Keywords: Work. Education. Gender. Precarization.
Teaching cases in the education of prospective mathematics teachers in Brazil: a systematic literature review
This article aims to present what has been investigated regarding the use of teaching cases in initial mathematics teacher education, based on Brazilian doctoral theses and master’s dissertations, as well as articles published in Brazilian journals. To this end, a systematic literature review was conducted and, following the procedures adopted, nine studies were selected: two doctoral theses, one master’s dissertation, and six journal articles. Analysis of these studies identified their main areas of focus concerning teaching cases, which were then grouped into thematic categories. Based on the selected studies, the article highlights the potential of teaching cases for initial mathematics teacher education and points to possibilities for future research addressing their use in this context. Keywords: Teaching cases. Mathematics education. Initial Mathematics teacher education.
Where creation finds its place: the artist-teacher in narratives and struggles over meaning in Portuguese art schools
This article investigates how teachers at the Soares dos Reis Art School and the António Arroio Art School understand the implications of their artistic practice for their teaching, taking the debate surrounding the concept of the artist-teacher as its point of reference. Adopting a qualitative approach, the study combines institutional contextualization with the analysis of data collected through questionnaires and interviews conducted with Visual Arts teachers. The theoretical framework draws on Dennis Atkinson’s (2022) reflections on neoliberal rationality and subjectivation in education, as well as Portelli’s (1996) oral history perspective, according to which orality constitutes a situated form of knowledge production. The results indicate that, despite favorable material conditions, the integration of artistic practice and teaching is permeated by institutional and symbolic tensions. Keywords: Artist-teacher. Specialized arts education. Oral history. Teacher narratives.
Narrated School Trajectories from Lived Physical Education: Configuring Teacher Agency
This study examines how teacher agency is configured through school trajectories narrated by students enrolled in Physical Education teacher education programs in Chile. Using a qualitative narrative approach, twelve life stories were interpreted to analyze the pedagogical and formative meanings that school experiences mobilize in the construction of teacher subjectivity. The findings show that teacher agency begins to develop prior to university training, within school memories marked by reproductive practices, gender stereotypes, and meaningful pedagogical experiences that project critical dispositions toward teaching. It is concluded that narrating these trajectories allows school experience to be understood as a process of subjectivation from which new possibilities for agency and the projection of pedagogical action emerge. Keywords: Teacher agency. Initial teacher education. School trajectories.
A teacher between the educational and literary fields: Elvira Meireles and the school institutionalization of Paraná literature
This article analyzes how Elvira Meireles’s work across the educational and literary fields contributed to the institutionalization of Paraná literature within schools, highlighting tensions and disputes over intellectual authority at the boundary between these social fields. The documentary survey was conducted in the Brazilian National Library’s Digital Newspaper and Periodicals Library [Hemeroteca Digital da Biblioteca Nacional] and included every reference to the teacher by name published in the newspaper Diário do Paraná between 1962 and 1972. The sources were interpreted in dialogue with Gomes and Hansen’s (2016) discussions of intellectual mediators and with Pierre Bourdieu’s sociology. The findings indicate that the institutionalization of Paraná literature in schools resulted not only from the work of writers and literary institutions, but also from the efforts of an agent in the educational field who mobilized her various forms of capital in support of this process. The study also highlights the limits faced by women intellectual mediators in converting the recognition gained through teaching into full legitimacy in other fields of symbolic production. Keywords: History of Education. Elvira Meireles. Women intellectuals.
Preceptorship as an experience of professional reframing: “a mental jolt”
This article presents an (auto)biographical study involving preceptors from Multiprofessional Health Residency Programs. It aims to understand, through their narratives, the meanings healthcare professionals attribute to the practice of preceptorship in these programs. Such programs provide powerful learning environments by integrating theory and practice across different settings of Brazil’s Unified Health System (SUS). Nine female preceptors affiliated with a residency program at a large hospital participated in the study. Narrative interviews were conducted and analyzed in light of the methodological principles of (auto)biographical research. The narratives indicate that, although the preceptors acknowledge and reflect on the difficulties they face, they reveal that the shifts brought about by their engagement with the residency program have a transformative effect on their professional lives. The study therefore concludes that, by reflecting on their trajectories within the residency program, the preceptors reframe their professional lives by attributing new meanings to their practice Keywords: Health residency. Preceptor. (Auto)biography.
The Pé-de-Meia Program: between tackling school dropout and the financialization of education
This article analyzes the Pé-de-Meia [Nest egg] Program as a public policy aimed at tackling school dropout, situating it within the context of the capitalist system and examining its social dimension, possibilities, and limits in the face of the financialization of public education in Brazil. Established by Law no. 14,818/2024 and regulated by Decree no. 11,901/2024, the Program provides an education-linked financial incentive designed to support students’ school retention and completion. Drawing on Marx (2013), Marx and Engels (2021), Frigotto (2010), Arroyo (2004), Mészáros (2008), and Tonet (2005), the article argues that, under capitalism, education is oriented toward serving market interests and that the working class’s right to education is the result of ongoing struggles. It points out that the Program helps students remain in school; however, it is permeated by financialization, which transforms education from a social right into a commodity and a financial asset. Tackling school dropout requires an omnilateral education project aimed at social transformation and human emancipation. Keywords: Pé-de-Meia Program. Public policy. School dropout. Financialization of education.
Technique and the body: reflections on generative artificial intelligence in contemporaneity
This article reflects on technique and technologies, with particular attention to generative artificial intelligence (GenAI), and their impacts on life in contemporaneity. The guiding axis of the debate developed here is ethics, conceived not as a procedure for the use of available technologies, but as an alternative path to the power that underpins contemporary technique and is, at the same time, sustained by it. The theoretical position adopted here is situated within the epistemological field of studies on the interweaving of theology, law, and politics, known as political theology. The method employed is bibliographic and involves, in addition to the reading of key authors, a preliminary investigation into the state of the art of GenAI research in Brazil. Keywords: Technique. GenAI. Political theology.
Toward a knowledge ecosystem grounded in critical ethics: reflections from ANPEPP’s Standing Forum on Ethics and Research Integrity
The publication of Law no. 14,874/2024, which establishes the National System for Ethics in Research with Human Beings, marks a new and challenging chapter in the long-standing struggles led by Brazilian researchers and scientific associations in the Humanities and Social Sciences in the field of research ethics. Since the early 2000s, these struggles have focused on questioning biomedical ethics as the paradigm for all research with human beings and on affirming the particularities and specificities of ethical debate in research conducted in these fields of knowledge. In the humanities, research is conducted with, rather than on, human beings. This distinction has numerous ethical-political and epistemic implications, calling for critical scrutiny of the ethical review procedures consolidated in Brazil and for the development of a knowledge ecosystem grounded in critical ethics. Accordingly, this article aims to present the fundamental principles of what is referred to as critical ethics and to provide a historical overview of the contribution of the field of Psychology, through the Brazilian National Association for Research and Graduate Studies in Psychology (Associação Nacional de Pesquisa e Pós-Graduação em Psicologia – ANPEPP), to the debate on research ethics in the Humanities and Social Sciences. It also examines issues related to Law no. 14,874/2024 and Decree no. 12,651/2025, which regulates the Law, and presents considerations for the future in support of a knowledge ecosystem grounded in critical ethics. Keywords: ANPEPP. Critical ethics. National Research Ethics Authority – INAEP. Psychology. Law no. 14,874/2024.
The relationship between ENEM, Higher Education, and cultural capital: from abstract concepts to concrete reality
The Brazilian National High School Exam (ENEM) is one of the main assessments in the Brazilian educational field. Since 2009, ENEM has been at the center of educational debate, as examination results have become the primary means of admission to Higher Education, making performance on the exam an indicator of the quality of education. Accordingly, this study aimed to compare the ENEM results of two types of schools: Military Schools within the Brazilian Military School System (SCMB) and Civic-Military Schools, seeking to identify the factor that accounts for the success or failure of these educational institutions in terms of academic performance. To this end, the study draws on Pierre Bourdieu’s concept of cultural capital as its theoretical framework. For the ten schools analyzed, the mean scores in the four ENEM subject areas were considered: Languages, codes, and related technologies; Human Sciences and related technologies; Natural Sciences and related technologies; and Mathematics and related technologies. The data were extracted from ENEM microdata files made available and accessed through the Protected Data Access Service (SEDAP) of the Anísio Teixeira National Institute for Educational Studies and Research (INEP). The findings reinforce Bourdieu’s (1998) thesis regarding the impact of cultural capital in its three forms—embodied, objectified, and institutionalized—as a phenomenon that begins in the abstract, that is, in the realm of ideas, and permeates school practices. The study indicates that limited exposure to valued concepts and forms of conduct, command of the standard language, lack of access to cultural goods, and the absence of family members with Higher Education qualifications or of economic capital within the family influence students’ academic trajectories. Keywords: ENEM. Cultural capital. Bourdieu.
Calligram, visual poetry and creative writing in primary education: a didactic proposal
Abstract: This study analyses the didactic potential of the calligram as a form of visual poetry and multimodal writing in primary education. The theoretical framework brings together literary education, multimodal literacy, and creative writing. The qualitative study, conducted within an action research framework, focused on a classroom intervention involving 40 second-grade students at a Portuguese public school. The analysis drew on classroom observations, written and visual productions, assessment rubrics, and reflective records. The findings indicate greater engagement in writing, increased visibility of the planning and revision processes, and a more deliberate relationship between verbal content and graphic configuration. The study concludes that calligrams can foster creative writing and literary education when visual exploration is supported by teacher mediation and explicit procedures for composition and revision. Keywords: Calligram. Visual poetry. Creative writing.
The precarity of the social and the grammars of existence of transgressive adolescence
This article examines the precarity of the social as a historical, political, and subjective matrix shaping the trajectories of adolescents in conflict with the law in Brazil. Drawing on a genealogical reading of child and adolescent welfare policies, from the Minors Code to the Statute of the Child and Adolescent, it highlights the persistence of punitive practices beneath the rhetoric of protection. It problematizes the social, racial, and economic conditions that shape the early criminalization of poor and Black adolescents. Focusing on Rio de Janeiro’s socio-educational system, it examines the gap between legal frameworks and the lived experience of institutional confinement. The methodological approach is grounded in a psychoanalytic and interdisciplinary perspective and draws on listening circles with adolescents deprived of liberty. The findings point to experiences of helplessness, subjective depletion, intense psychological distress, and a diminished capacity for symbolization. The article argues that transgression constitutes a subjective response embedded in contexts of structural exclusion and underscores the central role of clinical and ethical listening. Keywords: Social precarity. Transgressive adolescence. Socio-education.
Grandparenting and Mental Health in Childhood: Relational Dynamics During School Life
This study examines the experiences, contributions, and challenges of grandmothers involved in the schooling of their grandchildren aged 6 to 10 years at an educational institution in Medellín, Colombia. Methodology: an applied qualitative study was conducted using a phenomenological-interpretive approach with the participation of nine grandmothers. Results: grandmothers foster emotional bonds with their grandchildren through emotional support, caregiving, teaching, and shared time. Their motivation to provide academic support stems from both positive life experiences and adverse experiences they seek to avoid repeating. Within the educational context, they face challenges related to schoolwork, emotional regulation, boundary setting, and assuming caregiving responsibilities despite their own health conditions. Conclusions: grandmothers play a fundamental role in raising their grandchildren by providing affection and comprehensive support. However, they also face challenges associated with academic limitations, emotional demands, and physical exhaustion, all of which affect their well-being. Despite these difficulties, they find meaning in this intergenerational relationship, highlighting the need for greater institutional support to strengthen their role in promoting their grandchildren's academic and personal development. Keywords: Grandparenting. Emotional bond. Caregiving. Education. School context.