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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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.
Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
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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.
Dossiê: Estudos narrativos: sujeitos e contextos educativos
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.
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.
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.
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.
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.
(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.
Toward an ethics of care: narrative research in Maria Passeggi
This paper highlights the contributions of Brazilian professor and researcher Maria Passeggi to the field of narrative research in Education, within the broader context of the international biographical movement. It discusses how her studies make it possible to (re)think teacher education in ethical and humanizing terms by foregrounding listening, welcoming, narrative reflexivity, and the capacity for agency of research participants, even in contexts of vulnerability. Based on an interview with the researcher, the text discusses three central dimensions of her trajectory and work: teacher authorship as a formative and emancipatory element; respect for the dignity of participants, especially in research with children; and the ethics of care as a principle for valuing life. The studies indicate coherence among Maria Passeggi’s life, education, and academic-scientific production, especially in her understanding of narrative as an ethical, aesthetic, and political practice capable of (trans)forming both those who narrate and those who listen. Keywords: Narrative research. Ethics of care. Narrative writing.
Racism does not change sides: racialized subjects, discourses, and everyday practices in the university context
This article presents the results of a research project examining how racist discourses and practices operate from the perspective of students, faculty, and service staff at an Ecuadorian university. The methodology is mixed, combining social cartography and a Likert scale administered to 939 members of the university community. The findings reveal that racism is not limited to explicit acts but functions as a structural and everyday framework embedded in racialized bodies, particularly Afro-descendant bodies, which in this study are associated with service and subordinate roles. Stereotypes, prejudices, and symbolic hierarchies were identified as affecting dignity, recognition, and academic trajectories. The findings reveal tensions between institutional discourses of inclusion and practices that reproduce inequality, placing at the center of the analysis racialized bodies of support staff, historically made invisible in research on university racism. Keywords: Racialized subjects. Discrimination. Symbolic disputes. Higher education.
Educational contexts and the deaf social movement: “escrevivências” of a Black-deaf-woman in the Tocantins Amazon Region
This article analyzes the escrevivências [writing-lived experiences] of a Black-deaf-woman within educational contexts and the deaf social movement, highlighting how these experiences constitute a process of identity construction, resistance, and agency. The methodology is grounded in the life narrative method, with a qualitative approach informed by an ethnosociological perspective. The research followed the trajectory of Marina, a 21-year-old Black-deaf- woman living in the municipality of Igarapé-Miri, in the state of Pará, Brazil, whose accounts were collected through a narrative interview conducted in Brazilian Sign Language (LIBRAS). The findings indicate that access to Higher Education and political activism produce subjective and social transformations, enabling the overcoming of intersectional oppressions resulting from sexism, racism, and ableism. The analysis shows that the university and the Deaf social movement function as spaces for strengthening self-esteem and fostering identity recognition. Keywords: Escrevivências. Black-deaf-woman. Deaf Movement.
The Dataist Turn and the Authorship Crisis: An Ethical Reconstruction of Epistemic Agency Confronting Generative Artificial Intelligence
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.
Feminism, Narrativity and Pedagogical Experimentation: Reconfiguring Care in Teacher Subjectivity
This article analyzes how feminism, which emerged in Chile following the 2018 Feminist May, reconfigures teacher subjectivity in a public school in Santiago that has adopted a gender perspective as its core pedagogical experimentation framework. Drawing on a narrative and inductive approach, the study examines biographical interviews and accounts of pedagogical practices from three teachers and their school leadership team. Findings show that feminism operates as an event that destabilizes sedimented professional narratives, activates processes of biographical sensitization, and produces a reconfiguration of teacher subjectivity grounded in care: toward students and toward themselves and their professional collective. The practice of photo-embroidery illustrates how this care translates into forms of thinking-with that interweave knowledge, affect, and ethical responsibility. It is concluded that feminist-oriented experimentation produces a profound narrative renewal of teachers’ professional identity. Keywords: Teacher subjectivity. Feminism. Pedagogical experimentation.
Images, glances and stories. A polyphony of life stories
This paper has its origins in the life story of Electra and its context in the Spanish Civil War and post-war period, which is the central axis of a doctoral thesis story and converges in the autoethnography of one of the authors. In this article we focus on how our lives are marked by images that survive in our memory. Each accounted story takes shape in the frame of a mind and emerges as an image of what is told. And the connecting thread from the outer event with that inner, built-up image is the narrated word. We also find that there are other dialogues which are based on materialized images and tell us multiple stories in the context of an autoethnographic investigation. We show how the image conjures itself up in a dialogical form within an autoethnographic methodological reflection, which requires contemplative attention to listen to its discourse. It is not only about the visual and aesthetic pleasure, but also about the artistic, sociological and epistemological experience that shapes the development from one's own perception, critical and reflexive analysis, the discussion of observed points of view and dialogues (both our personal ones and those of others) as a source of knowledge. This is how the image gradually makes sense concerning the dialogue. By showing black and white photographs of the civil war and post-war period in the village of Alameda, a town in the province of Málaga, we engage in a dialogue which transcends the individual story of Electra and provides a space for reflection between the researcher, the villager who keeps the photos and other people outside the investigation itself. The image is seen as a meeting point between past and present, rebuilding a very particular and anonymous experience of the history of civil war that still holds its mark to this very day and emerges in the reflective process of autoethnographic research. Keywords: Autoethnography. Historical memory. Life stories.
Development of the dialogical self of a young homosexual man targeted by homophobic bullying
This study analyzed the development of the dialogical self of a young Black homosexual man subjected to homophobic bullying at school. The research was guided by Semiotic Cultural Psychology and Dialogical Self Theory, adopting a qualitative, longitudinal, and retrospective methodology. It sought to identify and analyze, in the young man’s narrative discourse, self-meanings, lived experiences, expectations for the future, as well as personal, symbolic, and cultural resources used as mechanisms of resilience and overcoming bullying. Based on an intersectional analysis, the results showed that the 25-year-old young man, who was homosexual, Black, poor, and from an urban periphery, faced a lack of opportunities, but his investment in education and persistent dedication to his studies were the main resources for resilience and for overcoming the homophobic aggression he experienced at different stages of his development. Keywords: Homophobic bullying. Dialogical self. Prejudice at school.
Queer studies, curriculum, and education: an (im)possible dialogue
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.
Can artificial intelligence educate? Ethical challenges in Artificial Intelligence for a technopaideia
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.
A decade of teaching in curricular internship in initial teacher education: educating and self-formation in constant movement
Grounded in the perspective of autobiographical narrative inquiry in education, this article develops a theoretical-reflective exercise on ten years of experience as a supervising professor in the curricular internship component of initial teacher education. It discusses challenges, learning processes, and meanings attributed to practice within the continuous movement of educating and self-formation, in view of the responsibilities and social role of teaching. The text is organized around the presentation of narrative inquiry in education and its methodological procedures, the discussion of curricular internship and teacher education, and the account of the teacher educator’s experience over the course of a decade. Reflections are presented on the challenges, learning processes, and meanings constructed in the relationship with students and schools. Finally, the analytical path is synthesized, highlighting the internship as a privileged space for education and for the construction of meanings about being a teacher. Keywords: Autobiographical narrative research in education. Curricular internship. Teacher education. Reflective teaching.
Are we reading the researchers or the artificial intelligence? Transformations in academic writing after the expansion of generative AI
The rapid expansion of generative artificial intelligence (AI) has intensified debates on authorship and authenticity in academic discourse, yet empirical evidence remains limited. This ex post facto study examines how AI has transformed textual quality in education research. A corpus of 1,000 open access articles indexed in Google Scholar was analysed, comparing papers published up to 2021 (pre-AI) with those from 2024 onwards (AI era). Textual quality was assessed using a validated 25‑item instrument covering five dimensions: orthographic and grammatical accuracy, cohesion and coherence, adequacy to academic register, style and readability, and formal conventions. Results reveal significant differences. Pre‑2021 articles scored higher in accuracy, cohesion, register adequacy, and formal conventions, while post‑2024 articles excelled in style and readability. Findings indicate a discursive shift: AI enhances accessibility and fluency but may compromise rigour and authorial distinctiveness. These results highlight the need to reassess academic writing standards in digitalised contexts. Keywords: Generative artificial intelligence. Academic integrity. Academic writing.
Students’ Use of Artificial Intelligence in academic research: benefits, challenges, and academic integrity
This research aims to capture the experiences of students of the Faculty of Education regarding the use of artificial intelligence (AI) in the academic research process, focusing on the ways and stages where AI is used, such as in writing, analysis or working with scientific literature, as well as analyzing the benefits and challenges they encounter during its use, with a focus on academic integrity and ethical issues related to the use of AI. The research uses a qualitative approach conducted through semi-structured interviews with 20 master's students from the Faculty of Education at the University of Prishtina and the Public University "Kadri Zeka" in Kosovo. The research questions aim to identify: how students use AI in research, the benefits and challenges they encounter while using it, and their thoughts on academic integrity and ethical issues of using AI. The results provide good insights into the use of AI in research, maintaining integrity and ethical issues of AI by students, contributing to the development of guidelines and practices that support the effective and ethical use of artificial intelligence in academic research. Keywords: AI. Education. Academic research. Students. University.
Learning to teach in undergraduate teacher education: biographical narratives of a preservice teacher
This article aims to reflect, based on the narratives of a young undergraduate student, on his lifelong learning process and to highlight his contributions to teacher education. The research was developed using an interpretive approach, combining bibliographic exploration with autobiographical narratives and using multimodal methods, such as learning cartography, a diary, and problematizations concerning both the student’s learning and the researcher’s own learning. Drawing on historical-critical frameworks, the article establishes a dialogue with the narratives, recognizing their value as a methodological instrument for research. It concludes that the process of learning, in addition to its situated nature, integrates fundamental dimensions, such as biography, university contexts, the marks of the Human Sciences, and the practical application of knowledge. Keywords: Teacher learning. Teacher education. Narratives.