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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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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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.
Dossiê: Estudos narrativos: sujeitos e contextos educativos
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.
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.
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.
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.
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.
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.
Technology and teaching work: reflections on human emancipation in the light of Marx, Vieira Pinto, and Marcuse
This literature- and document-based study provides a critical and reflective analysis of the development of technique and technology. It adopts a qualitative and exploratory approach, with its analytical procedures informed by Ricoeur’s (1989) hermeneutics. The study examines the origin of the term “tekhnê”; the notion of technique as human mastery over nature; the impact of technology on the expansion of capital and its consequences for teachers’ work; and, finally, the utopian vision of emancipation through work. Given the complexity of the history of technology and the social and economic changes that have shaped it, the theoretical framework draws primarily on the contributions of Vieira Pinto (2005a), Marx (2010), Pasquinelli (2023), and Marcuse (2019b). The documentary analysis relies primarily on the Summary of the Global Education Monitoring Report, published by the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2023), and the Brazilian Artificial Intelligence Plan, issued by the Ministry of Science, Technology and Innovation (MCTI) (Brazil, 2025). The findings indicate that, as a dimension of human existence, technology is ambivalently both an instrument of domination and a potential vehicle for emancipation. This study seeks to contribute to the academic debate regarding the historical role of technology and its implications for teachers’ work in contemporary society. Keywords: Technology. Teachers’ work. Emancipation.
Stories from School: teachers, professional knowledge, and decentralization policy in Chile
The article focuses on teachers’ narratives, components of professional knowledge, within which a distinction can be made between their school stories, reflecting the experiences teachers hope to have within them, and stories about the school, which carry normative implications stemming from external sources such as educational policy. Consequently, using a narrative methodology, this study analyzes the stories of two teachers from a school affiliated with a Local Education Service in Chile. Based on these narratives, this study examines the discrepancy between how these teachers experience school and their connection to their educational community, and the understandings they identify in the decentralization policy currently being implemented. It also explores how they seek to bridge this gap by implementing a curriculum that is grounded in students’ experiences and attuned to the social context in which the school is located. Keywords: Teachers. Schools. Educational policy.
The Sociological Studies of the Classroom (ESSA) Group and Basil Bernstein’s legacy: an interview with Sílvia Ferreira
Interview with Sílvia Ferreira.
Contribuições da teoria de Basil Bernstein para a pesquisa e reflexão sobre a Educação
Accounts of oneself: potentialities and expressions of the future among young women graduates of Vocational and Technological Education
This article analyzes accounts of oneself and future expectations among young women graduates of the Integrated Upper Secondary Technical Program in Vocational and Technological Education (EPT, acronym in Portuguese), with regard to the future of their personal lives, education, and work. The narratives of 62 graduates, aged between 18 and 26, were collected through a semi-structured questionnaire. The study drew on a literature review, documentary analysis, and reflections based on Butlerian and Foucauldian writings on practices of the self and processes of subjectivation, making it possible to interpret how these narratives are constructed through institutional languages and social norms. The results indicate that, in developing their self-presentations, the participants outlined dreams and projections for their careers and families, such as holding management and rectorship positions, continuing their academic education, and forming a family. The narratives mobilized discourses that simultaneously delimit and open possibilities for shifts and self-reinventions. Keywords: Women graduates. Accounts of oneself. EPT.
Decolonial pedagogy and relational didactics: foundations, convergences, and insurgent practices in teacher education
This article analyzes the relationship between decolonial pedagogy and relational didactics in the field of teacher education, arguing that both perspectives converge in the construction of critical, situated, and socially grounded didactic-pedagogical practices. It aims to understand how decoloniality can provide a foundation for a didactic approach committed to reshaping pedagogical relationships. This is a theoretical essay, in dialogue with empirical data from the studies conducted by Russell (2023, 2025) and Russell and Marcondes (2024), as well as by Mesquita’s (2020) research on teaching practices and the relational dimensions of teaching. The article is structured around five interconnected areas: the foundations of decolonial pedagogy; the principles of relational didactics; the Freirean foundations underpinning these perspectives; the convergences between decolonial pedagogy and relational didactics; and, finally, the implications of their articulation for teacher education. The findings indicate that decolonial pedagogy goes beyond thematic inclusion and requires epistemological, curricular, and didactic transformations, while relational didactics offers concrete conditions for its materialization in everyday school life, especially through the centrality of interactions, listening, and the recognition of subjects. It further demonstrates that bringing these perspectives together contributes to the development of more horizontal, critical, and context-sensitive teaching practices. Keywords: Decolonial pedagogy. Relational didactics. Everyday school life. Paulo Freire. Teacher education.
The paralysis of teacher knowledge: how artificial intelligence reinforces primary experience and constrains creativity in the context of datafication
Drawing on Gaston Bachelard’s epistemology, this work analyzes the use of Generative Artificial Intelligence (GenAI) in education. Rather than regarding this technology as a neutral tool, it understands it as a probabilistic algorithmic rationality that operates through implicit reasoning and statistical prediction, thereby automating epistemological obstacles. It argues that, in the educational field, the challenge lies in the interaction with this technology, often undertaken uncritically, because it tends to reinforce primary experiences, such as personal opinions, as well as aspects related to animism and substantialism. Such obstacles end up being internalized and hinder pedagogical innovation, even bringing new initiatives to a standstill. Furthermore, this dynamic contributes to a logic of datafication, in which social interactions and teaching and learning processes are converted into numerical data for analysis and management. This scenario undermines teachers’ work, restricts their pedagogical autonomy, and reduces educational activities to technical execution. Keywords: Generative Artificial Intelligence. Epistemological and didactic obstacles. Algorithmic rationality.
Narrating inclusion/exclusion through everyday life: scene analysis as a methodological proposal
Contemporary educational policies promote school inclusion while simultaneously intensifying mechanisms of regulation, evaluation, and accountability, giving rise to hybrid institutional rationalities. These tensions do not operate in the abstract; rather, they are translated and contested within the local setting of the school. This article proposes a dramaturgical analysis of scenes narrated by five Chilean students with complex educational trajectories affected by exclusionary disciplinary practices. The findings show that inclusion and exclusion do not constitute opposing positions or stable states, but rather relational processes produced simultaneously through dynamics of recognition, care, discipline, belonging, and sanction. The article discusses how scenes constitute privileged analytical windows for understanding how individuals marked by trajectories of marginalization contest definitions of the situation, social positions, and narratives of self and others, through which simultaneous forms of inclusion and exclusion are produced. Keywords: School inclusion/exclusion. Small stories. Situated narratives. Everyday school life. Performativity.
Teachers accused of indoctrination in Chile: a narrative study
Across democratic contexts, accusations of indoctrination directed at teachers who address politically controversial issues have gained increasing visibility as a mechanism for regulating pedagogical practice. In Chile, this trend has been reinforced by an institutional framework that enables citizens to file complaints regarding the treatment of political issues in schools. Although the literature has examined the implications of teaching controversial issues and debates surrounding indoctrination, less is known about how such accusations are experienced by teachers themselves. Drawing on a narrative study involving six Chilean teachers, this article examines the subjective consequences of these experiences. The findings reveal that these accusations constitute traumatic narratives mediated by discourses of suspicion, reconfiguring pedagogical work through dynamics of judgment and surveillance. The article concludes by discussing how this climate of distrust reshapes pedagogical praxis when addressing controversial issues in the classroom. Keywords: Indoctrination. Teacher narratives. Teacher autonomy. Citizenship education. Controversial issues. Chile.
Care and pedagogical visions in Early Childhood Education: competing teacher narratives
This study analyzes the place that care occupies in early childhood education teaching practices through the biographical narratives of seven teachers from Chile and Spain, seeking to understand how different perspectives on care shape their pedagogical views. From a narrative perspective, and through in-depth interviews, the participants recounted their experiences as teachers in relation to their professional trajectories. This study engages with care studies, feminist ethics of care, and critical perspectives on neoliberalism and education. The findings show that care operates as a contested field, expressed through assistential, affective, relational, familial, and community-based practices that produce different ways of understanding childhood, pedagogical relationships, learning, and teachers’ responsibility; revealing both their limitations and their political and counter-hegemonic potential for education within a neoliberalized context. Keywords: Care pedagogy. Life narratives. Collective care.
(Im)Possible children: LGBTI narratives and memories of childhood and schooling
This study aims to make visible and critically examine colonialities of being and knowledge related to gender, sexuality, their operations, and their intersectionalities in autobiographical narratives and memories of childhood and schooling among Lesbian, Gay, Bisexual, Trans, Travesti, and Intersex (LGBTI) people. It problematizes: How did children remembered by LGBTI adults resist colonialities imposed on (their) bodies, affects, and dissident childhood and school-based (r)existences? To this end, the study engages in dialogue with six participants – Giorgia Prates, Toni Reis, Nick Nagari, Pedro Jorge, Alícia Kruger, and Amiel Vieira – who share (super)powerful memories analyzed from an intersectional perspective within the (po)ethical-theoretical-methodological movement of Baitolagem. Grounded in (de)colonial, (trans)feminist, ethnic-racial, and Childhood Sociology theories, the study highlights experiences marked by processes of racialization, gendering, sexualization, and (a)normalization of bodies and affects, anchored in adultcentrism, as well as the ways in which participants challenged presumed (colonial) norms through verbal, symbolic, and disobedient queer flamboyances. Keywords: Childhood. Gender. Intersectionality.
The press as a research source: Brazil and Mozambique
The aim of this article is to discuss the use of the press as a documentary source in Brazil and Mozambique and examines its contribution to understanding educational phenomena. The relevance of the study lies in its emphasis on the researcher’s critical stance and its rejection of the assumption that the press acts as a neutral observer or conveys absolute truths. The study draws on historical-dialectical materialism and employs bibliographic and documentary research procedures. The findings indicate that, in distinct historical contexts such as those of Brazil and Mozambique, the analysis of the press as a methodological strategy for the comparative study of two different realities reveals, through its written accounts, how the same mode of production gives rise to similar forms of ideological production. Keywords: Press and education. School and non-school education. Ideology. Brazil and Mozambique.