Práxis Educativa
type: channel
description: 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
publisher: Universidade Estadual de Ponta Grossa
language: en
publication name: Práxis Educativa
issn: 1809-4031
copyright: Authors who publish in this journal agree with the following terms: a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine. b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine. c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper. d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources. e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes. This work is licensed under a Creative Commons Attribution 4.0 International License.
items: The Dataist Turn and the Authorship Crisis: An Ethical Reconstruction of Epistemic Agency Confronting Generative Artificial Intelligence
items: Queer studies, curriculum, and education: an (im)possible dialogue
items: Can artificial intelligence educate? Ethical challenges in Artificial Intelligence for a technopaideia
items: Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity
items: Between guiding and prescribing: the institutionalization of generative AI in Brazilian public universities
items: Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives
items: Beyond linear implementation: the theory of policy enactment
items: Burnout Syndrome in Basic Education teachers in the Federal District: sociodemographic, work, and family predictors
items: Apresentação - Dossiê: Zygmunt Bauman e a educação
items: Municipal intervention in education in Portugal (2000–2024): a critical analysis based on the mapping of theses and dissertations
items: FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
items: Apresentação da Seção Temática: Ética, Integridade e Inteligência Artificial
items: The capture of Integral Education by neoliberal perspectives in local contexts: the case of the Municipal Education Network of Florianópolis
items: The social impact of the Brazilian Stock Exchange: free education, private investment, and fictitious capital
items: Tensions between Mixophobia and Mixophilia for the Act of Hoping: Urgent Challenges in Teaching in liquid times
items: Towards a liberating teaching practice
items: Zygmunt Bauman’s sociology as a foundation for research on Higher Education
items: Teachers are made: Critical moments and connections in initial teacher education trajectories
items: Apresentação - Dossiê: Autoavaliação nos Programas de Pós-graduação em Educação: possibilidades, desafios e tensionamentos
items: Educational inequalities in academic performance in secondary education in Peru: a multilevel analysis
items: Times and experiences of a child in the context of Early Childhood Education
items: Professional identity and journalism education in the postmodern context
items: The Brazilian public university between rupture and continuity: recovering Álvaro Vieira Pinto’s historical critique as a horizon of sovereignty (1961-2026)
items: Education, tradition, and liquid modernity: ambivalences of the Gaúcho Traditionalist Movement
items: Apresentação da Seção Temática Ética e Integridade na investigação nas Ciências Humanas e Sociais na era da IA
items: Relationships between attitudes toward money and materialism in the consumer society: a study with preadolescents
items: Between books and articles: an analysis of citation practices in the field of Education
items: When sociologists put children to the test
items: Dialogical practices of pedagogues in Basic Education: constitution and organizing principles
items: Between lived experience and history: toward an interpretive-dialectical reason in qualitative educational research

The Dataist Turn and the Authorship Crisis: An Ethical Reconstruction of Epistemic Agency Confronting Generative Artificial Intelligence
type: item
description: Considering the advancement of Generative Artificial Intelligence (GAI), this article addresses the crisis of authorship and intellectual honesty in humanities research. The aim is to reflect on how the dataist turn and the functionalities of GAI strain traditional concepts of authorship and investigative individuality. Through a conceptual and ethical analysis, the study highlights the displacement of the author as a sovereign subject towards a probabilistic logic, grounded in pre-existing documentary and cultural resources. By exploring the tension between interpretive and algorithmic truth, the work warns of the risk of cognitive disqualification. As a result, it proposes the reconstruction of epistemic agency under the inactivist paradigm and an anthropocentric approach to decision-making. It concludes that technology should function as a technical scaffolding and tool that, under a Socratic approach, enhances critical reflection, ethical judgment, and the moral responsibility of the researcher. Keywords: Artificial intelligence ethics. Humanities research. Intellectual production.
subject: Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
  topic: section
creator: Alex Estrada-García
creator: Edwin Peñafiel-Arévalo
creator: Raquel Mendoza-Ureta
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-05
publication date: 2026-05-05
starting page: 1
ending page: 16
doi: 10.5212/PraxEduc.v.21.26178.011

Queer studies, curriculum, and education: an (im)possible dialogue
type: item
description: This article aims to analyze how the Bahia Curricular Reference Document (DCRB, acronym in Portuguese) addresses, or silences, the categories of diversity, difference, gender, and sexuality. It examines how curricular discourse contributes to the maintenance or problematization of cisheteronormative patterns in the context of Basic Education. This is a qualitative documentary study grounded in the content analysis proposed by Laurence Bardin (2016), applied to the aforementioned curricular document. The theoretical framework draws on contributions from queer studies, with emphasis on discussions of discourse, normativity, and gender performativity, articulated with reflections on curriculum and education. The results indicate the presence of generic formulations about diversity, accompanied by silences and limitations in the treatment of gender and sexuality, which have direct effects on the processes of inclusion and retention of LGBTQIAPN+ students in school spaces. Keywords: Curriculum. Queer studies. Education.
subject: Artigos
  topic: section
creator: William Vieira de Souza
creator: Ana Luiza Salgado Cunha
creator: Yan Caique de Souza Barros
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-14
publication date: 2026-05-14
starting page: 1
ending page: 18
doi: 10.5212/PraxEduc.v.21.26224.015

Can artificial intelligence educate? Ethical challenges in Artificial Intelligence for a technopaideia
type: item
description: This article addresses technical and ethical aspects of Cognitive Computing, which simulates human cognitive abilities, known by the codename “Artificial Intelligence” (AI), pointing out semantic inconsistencies generated by the anthropomorphization of machine architectures, which reinforces the belief in the intellectual superiority of these purely stochastic computer programs. With a propositional approach, it’s argued that it is possible to shape this praxis in favor of a technologised education that makes use of Machine Learning (ML) to achieve high performance in the education of digital natives, with practices that update the classical notion of Greek paideia. A descriptive and deductive methodology is adopted, critically analysing authoritative scientific sources on the subject, with contributions from the Philosophy of Technology. The research presents relevant results regarding the characterology of AI, eliminating misconceptions and mythifications about its real potential, as well as bringing to the pedagogical debate the possibility of its adoption to implement a technopaideia appropriate to the demands of the digital age. Keywords: Artificial intelligence. Ethics. Technopaideia.
subject: Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
  topic: section
creator: Mariah Brochado
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-20
publication date: 2026-05-20
starting page: 1
ending page: 17
doi: 10.5212/PraxEduc.v.19.26153.017

Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity
type: item
description: 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.
subject: Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
  topic: section
creator: Shqipe Avdiu-Kryeziu
creator: Veli Kryeziu
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-04-21
publication date: 2026-04-21
starting page: 1
ending page: 18
doi: 10.5212/PraxEduc.v.21.24164.010

Between guiding and prescribing: the institutionalization of generative AI in Brazilian public universities
type: item
description: Institutional documents on generative artificial intelligence (GenAI) have proliferated, mobilizing apparently consensual formulas such as “responsible use” and “best practices”, yet how these expressions are translated into concrete rules in Brazilian Higher Education remains an open question. This study compares normative texts from six public universities: the Federal University of Minas Gerais (UFMG), São Paulo State University “Júlio de Mesquita Filho” (UNESP), the State University of Campinas (UNICAMP), the Federal University of Bahia (UFBA), the Federal University of Goiás (UFG), and the Federal University of Ceará (UFC), approaching them not as mere repositories of information, but as governance instruments that organize conduct and allocate responsibilities within the historical context of the growing datafication of intellectual work. The qualitative documentary analysis identified four components in each text — general principles, practical requirements, control mechanisms, and formative guidance — and also assigned an index of normative explicitness. The findings point to divergences on three fronts: the extent to which each document formalizes obligations, the extent to which it makes prohibitions explicit, and who decides on the use — the central administration or the faculty member in the classroom. The study concludes that, beneath a shared lexicon, universities sustain distinct regulatory architectures, outlining a discreet dispute over the regime of academic accountability in relation to GenAI. Keywords: Generative artificial intelligence. Academic governance. Public universities.
subject: Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
  topic: section
creator: João Vitor Moreira
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 1
ending page: 16
doi: 10.5212/PraxEduc.v.21.26177.014

Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives
type: item
description: This article aims to investigate and problematize the implications of the constitutive trajectories of beginning literacy teachers for the ways in which they conduct practices for teaching reading and writing. This is a qualitative study grounded in Cultural History and in the sociocultural perspective of literacy. Data were produced through written narratives by 16 teachers from the Serviço Social da Indústria de São Paulo (SESI-SP) network [São Paulo Industrial Social Service], collected during teacher education encounters and analyzed in light of the Evidential Paradigm. The results indicate that memories of learning to read and write, educational pathways, and everyday experiences directly influence teaching practices, and that teachers reinterpret institutional prescriptions, develop their own tactics, and build meaningful literacy environments, revealing the inventive dimension of teaching. Keywords: Beginning literacy teaching. Teacher education. Cultural History.
subject: Dossiê: Estudos narrativos: sujeitos e contextos educativos
  topic: section
creator: Nathália Cristina Amorim Tamaio de Souza
creator: Ana Clara Bortoleto Nery
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-15
publication date: 2026-05-15
starting page: 1
ending page: 17
doi: 10.5212/PraxEduc.v.21.26267.016

Beyond linear implementation: the theory of policy enactment
type: item
description: This theoretical essay analyzes the transition from linear implementation to Policy nactment Theory in public policy, with an emphasis on education. The challenge lies in overcoming the dichotomy between formulation and execution, recognizing policy as a dynamic field. The objective is to reveal how norms are interpreted, translated, and recreated by social actors in everyday practice. Methodologically, it is based on an in-depth review of the literature, linking Stephen J. Ball’s Policy Cycle with analytical models of implementation. The results show that policy is not an automatic process, but one of constant disputes and recontextualizations. It is concluded that the agency of professionals, especially teachers as creators of meaning, is fundamental to the effectiveness of policies, requiring a non-linear, contextualized, and creative understanding of educational and governmental processes. Keywords: Public Policies. Theory of Performance. Implementation.
subject: Artigos
  topic: section
creator: Ronualdo Marques
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-11
publication date: 2026-05-11
starting page: 1
ending page: 19
doi: 10.5212/PraxEduc.v.21.26281.013

Burnout Syndrome in Basic Education teachers in the Federal District: sociodemographic, work, and family predictors
type: item
description: This study aimed to examine the predictive power of sociodemographic, work-related, and family variables in explaining the dimensions of Burnout Syndrome among Basic Education teachers in the Federal District, Brazil. This is a quantitative, observational, cross-sectional study with a non-probability sample of 279 teachers. A sociodemographic, work, and family questionnaire, the Spanish Burnout Inventory, and the Survey Work–Home Interaction Nijmegen were used. Data were analyzed using descriptive statistics, internal consistency estimates, and multiple linear regression analyses with a stepwise procedure. The results showed that negative work–family interactions were the most consistent predictors of burnout. Negative work-to-family interference was associated with lower levels of enthusiasm for work and higher levels of psychological exhaustion, indolence, and guilt. Positive interactions showed a protective effect, promoting higher enthusiasm for work and lower psychological exhaustion. It was concluded that teacher burnout is a multidetermined phenomenon and requires institutional interventions and public policies focused on mental health. Keywords: Burnout Syndrome. Teachers. Basic Education. Work–family. Occupational health.
subject: Artigos
  topic: section
creator: Alice Lopes Medeiros
creator: Mary Sandra Carlotto
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-05-06
publication date: 2026-05-06
starting page: 1
ending page: 17
doi: 10.5212/PraxEduc.v.21.26328.012

Apresentação - Dossiê: Zygmunt Bauman e a educação
type: item
description: Apresentação - Dossiê: Zygmunt Bauman e a educação
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: Anderson Luiz Tedesco
creator: Sidinei Pithan da Silva
creator: Maria Teresa Ceron Trevisol
creator: Maya Aguiluz-Ibargüen
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 10
doi: 10.5212/PraxEduc.v.20.26141.108

Municipal intervention in education in Portugal (2000–2024): a critical analysis based on the mapping of theses and dissertations
type: item
description: 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.
subject: Artigos
  topic: section
creator: Catarina de Ascensão Nascimento Rodrigues
creator: Andreia Gouveia
creator: António Augusto Neto-Mendes
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-03-24
publication date: 2026-03-24
starting page: 1
ending page: 40
doi: 10.5212/PraxEduc.v.21.25780.009

FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
type: item
description: Resenha: FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
subject: Resenhas
  topic: section
creator: Priscila Gabriele da Luz Kailer
creator: Franciele Carneiro Stefanello
creator: Cristiane Ferreira do Nascimento de Andrade
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-02-04
publication date: 2026-02-04
starting page: 1
ending page: 5
doi: 10.5212/PraxEduc.v.21.26021.006

Apresentação da Seção Temática: Ética, Integridade e Inteligência Artificial
type: item
description: Apresentação
subject: Seção Temática: Ética, Integridade e Inteligência Artificial
  topic: section
creator: Jefferson Mainardes
creator: Rubén Comas-Forgas
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 4
doi: 10.5212/PraxEduc.v.20.26015.107

The capture of Integral Education by neoliberal perspectives in local contexts: the case of the Municipal Education Network of Florianópolis
type: item
description: 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.
subject: Artigos
  topic: section
creator: Lurdes Regina Borges Lima
creator: Vânio César Seemann
creator: Geovana Mendonça Lunardi Mendes
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-03-21
publication date: 2026-03-21
starting page: 1
ending page: 30
doi: 10.5212/PraxEduc.v.21.25892.008

The social impact of the Brazilian Stock Exchange: free education, private investment, and fictitious capital
type: item
description: 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).
subject: Artigos
  topic: section
creator: Carolina Catini
creator: Gustavo M. C. Mello
creator: Eneida Shiroma
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 1
ending page: 21
doi: 10.5212/PraxEduc.v.21.25899.005

Tensions between Mixophobia and Mixophilia for the Act of Hoping: Urgent Challenges in Teaching in liquid times
type: item
description: 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.
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: José Gregorio Lemus Maestre
creator: Juan Carlos Yáñez Velazco
creator: Ivan Fortunato
creator: Anderson Luiz Tedesco
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-12
publication date: 2025-12-12
starting page: 1
ending page: 18
doi: 10.5212/PraxEduc.v.20.25835.104

Towards a liberating teaching practice
type: item
description: 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.
subject: Tradução
  topic: section
creator: Ignácio Martín-Baró
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-01-02
publication date: 2026-01-02
starting page: 1
ending page: 14
doi: 10.5212/PraxEduc.v.21.25822.003

Zygmunt Bauman’s sociology as a foundation for research on Higher Education
type: item
description: 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.
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: Roberto Araújo da Silva Vasques Rabelo
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-01
publication date: 2025-12-01
starting page: 1
ending page: 18
doi: 10.5212/PraxEduc.v.20.24551.102

Teachers are made: Critical moments and connections in initial teacher education trajectories
type: item
description: 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.
subject: Artigos
  topic: section
creator: Mariano Alu
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-11-25
publication date: 2025-11-25
starting page: 1
ending page: 19
doi: 10.5212/PraxEduc.v.20.24560.100

Apresentação - Dossiê: Autoavaliação nos Programas de Pós-graduação em Educação: possibilidades, desafios e tensionamentos
type: item
description: Apresentação
subject: Dossiê: Autoavaliação nos Programas de Pós-Graduação em Educação: possibilidades, desafios e tensionamentos
  topic: section
creator: Altair Alberto Fávero
creator: Cristina Zukowsky-Tavares
creator: Martha Prata-Linhares
creator: Mary Ângela Teixeira Brandalise
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-11-14
publication date: 2025-11-14
starting page: 1
ending page: 10
doi: 10.5212/PraxEduc.v.20.25777.097

Educational inequalities in academic performance in secondary education in Peru: a multilevel analysis
type: item
description: 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.
subject: Artigos
  topic: section
creator: Myrian Luz Ricaldi Echevarria
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-01-02
publication date: 2026-01-02
starting page: 1
ending page: 21
doi: 10.5212/PraxEduc.v.21.24571.001

Times and experiences of a child in the context of Early Childhood Education
type: item
description: 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.
subject: Seção Temática: Crianças, infâncias e processos socializadores: perspectivas de investigação
  topic: section
creator: Virgínia Souza Oliveira
creator: Vanessa Ferraz Almeida Neves
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-11-17
publication date: 2025-11-17
starting page: 1
ending page: 21
doi: 10.5212/PraxEduc.v.20.24792.098

Professional identity and journalism education in the postmodern context
type: item
description: 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.
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: Aline Louize Deliberali Rosso
creator: Ademir José Rosso
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 20
doi: 10.5212/PraxEduc.v.20.25700.105

The Brazilian public university between rupture and continuity: recovering Álvaro Vieira Pinto’s historical critique as a horizon of sovereignty (1961-2026)
type: item
description: 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.
subject: Artigos
  topic: section
creator: Elaine Constant Pereira de Souza
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-02-20
publication date: 2026-02-20
starting page: 1
ending page: 20
doi: 10.5212/PraxEduc.v.21.25650.007

Education, tradition, and liquid modernity: ambivalences of the Gaúcho Traditionalist Movement
type: item
description: 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.
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: Thiago Ellert Pilz
creator: Mateus Silva Skolaude
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-09
publication date: 2025-12-09
starting page: 1
ending page: 20
doi: 10.5212/PraxEduc.v.20.24613.103

Apresentação da Seção Temática Ética e Integridade na investigação nas Ciências Humanas e Sociais na era da IA
type: item
description: Apresentação da Seção Temática Ética e Integridade na investigação nas Ciências Humanas e Sociais na era da IA.
subject: Seção Temática: Ética e Integridade na Investigação nas Ciências Humanas e Sociais na era da IA
  topic: section
creator: Ana Paula da Silveira Simões Pedro
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-09-27
publication date: 2025-09-27
starting page: 1
ending page: 3
doi: 10.5212/PraxEduc.v.20.25601.084

Relationships between attitudes toward money and materialism in the consumer society: a study with preadolescents
type: item
description: 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.
subject: Dossiê: Zygmunt Bauman e a Educação
  topic: section
creator: Sonia Bessa
creator: Elton Anderson Santos de Castro
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-12-31
publication date: 2025-12-31
starting page: 1
ending page: 23
doi: 10.5212/PraxEduc.v.20.24581.106

Between books and articles: an analysis of citation practices in the field of Education
type: item
description: 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.
subject: Artigos
  topic: section
creator: Anderson Teixeira Renzcherchen
creator: Alboni Marisa Dudeque Pianovski Vieira
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-10-21
publication date: 2025-10-21
starting page: 1
ending page: 22
doi: 10.5212/PraxEduc.v.20.24542.092

When sociologists put children to the test
type: item
description: 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.
subject: Seção Temática: Crianças, infâncias e processos socializadores: perspectivas de investigação
  topic: section
creator: Pascale Garnier
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-09-23
publication date: 2025-09-23
starting page: 1
ending page: 17
doi: 10.5212/PraxEduc.v.20.25581.082

Dialogical practices of pedagogues in Basic Education: constitution and organizing principles
type: item
description: 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.
subject: Artigos
  topic: section
creator: Victoria Mottim Gaio
creator: Simone Regina Manosso Cartaxo
rights: Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2026-01-06
publication date: 2026-01-06
starting page: 1
ending page: 19
doi: 10.5212/PraxEduc.v.21.25577.004

Between lived experience and history: toward an interpretive-dialectical reason in qualitative educational research
type: item
description: 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.
subject: Artigos
  topic: section
creator: Amarildo Luiz Trevisan
rights: Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
date: 2025-10-02
publication date: 2025-10-02
starting page: 1
ending page: 16
doi: 10.5212/PraxEduc.v.20.25104.090