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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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.
Dossiê: Estudos narrativos: sujeitos e contextos educativos
Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
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.
Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
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.
(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.
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.
Between guiding and prescribing: the institutionalization of generative AI in Brazilian public universities
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.
Constitutive trajectories and beginning literacy practices of teachers from the SESI-SP network: an analysis based on teacher narratives
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.
Nathália Cristina Amorim Tamaio de Souza
Teaching narratives as an epistemology of resistance in Early Childhood Education within a context of neoliberal governance
This article aims to analyze narratives produced by Early Childhood Education teachers in the context of the COVID-19 pandemic, understanding them as an epistemology of resistance within a scenario of neoliberal governance. Grounded in Walter Benjamin’s contributions on experience and Mark Fisher’s reflections on capitalist realism, the study is situated within the field of qualitative research with a narrative orientation, taking as its analytical material interviews conducted with Early Childhood Education teachers from the municipal public school system. It argues that contemporary education policies, shaped by technocratic rationalities, tend to capture teaching practice through processes of standardization. The results show that teachers’ narratives create fissures in this logic by reinscribing educational experience in its historical and collective dimension, affirming bonds, affection, and play as everyday forms of resistance. Keywords: Teaching narratives. Neoliberal governance. Early Childhood Education.
University extension and teacher education in Physical Education: an (auto)biographical narrative at the intersection of circus and school
This study aims to narrate the first author’s formative experience in the university extension project “Circus in Contexts” and to analyze its implications for teacher identity formation and pedagogical practice in school Physical Education. It is grounded in the perspective of narrative (auto)biographical research, articulating memories of initial teacher education, experiences within the university triad of teaching, research, and extension, and work in Basic Education, as well as letters written by students as complementary narrative material. The theoretical framework draws on authors from the field of narrative research and on Paulo Freire’s critical pedagogy. The results indicate that circus practices produced shifts in the understanding of body, teaching, and teacher education, broadening the pedagogical repertoire and challenging conceptions centered on technique. The students’ narratives reveal learning experiences related to experimentation, cooperation, emotions, and overcoming challenges. Keywords: Physical Education. Teacher education. Circus practices.
Beyond linear implementation: the theory of policy enactment
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.
Burnout Syndrome in Basic Education teachers in the Federal District: sociodemographic, work, and family predictors
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.
Apresentação - Dossiê: Zygmunt Bauman e a educação
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Municipal intervention in education in Portugal (2000–2024): a critical analysis based on the mapping of theses and dissertations
This article examines grey literature produced in Portuguese Higher Education Institutions on municipal intervention in education, consisting of 172 Doctoral theses and Master’s dissertations defended between 2000 and 2024, with the aim of mapping, characterizing, and interpreting the meanings constructed around local educational governance. In a context marked by advances and setbacks in decentralization processes, the study seeks to understand not only the topics addressed but also the discursive frameworks and forms of legitimacy attributed to municipal action. The study adopts a descriptive, longitudinal, and interpretive design, combining descriptive statistical analysis of institutional and disciplinary variables with thematic and discourse analysis of abstracts as scientific artefacts. The results reveal an increase in academic production over the period analyzed, as well as institutional and territorial concentration in specific universities, a predominance of qualitative approaches, and the centrality of Education Sciences. In the discursive realm, an ambivalent representation of the municipality emerges, simultaneously conceived as a space of innovation and political agency and as an entity constrained by mechanisms of centralized regulation. It is concluded that, in addition to identifying thematic and methodological gaps, the selected literature exposes a field characterized by tensions between local autonomy and central control, indicating the need for analytical diversification and deepening studies on impacts and intermediate scales of educational governance. Keywords: Educational governance. Municipal intervention. Grey literature.
Catarina de Ascensão Nascimento Rodrigues
FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
Resenha: FARIAS, Isabel Maria Sabino de; COSTA, Sandy Lima (org.). Mentoria na Formação de Professores(as): pesquisas e experiências. Fortaleza: Imprece, 2025. 208 p.
Cristiane Ferreira do Nascimento de Andrade
Apresentação da Seção Temática: Ética, Integridade e Inteligência Artificial
Seção Temática: Ética, Integridade e Inteligência Artificial
The capture of Integral Education by neoliberal perspectives in local contexts: the case of the Municipal Education Network of Florianópolis
This article critically analyzes how the concept of Integral Education has been interpreted and translated within the Municipal Education Network of Florianópolis, Santa Catarina, Brazil, by comparing national legal frameworks (Federal Law no. 14,640/2023 and Ordinances of the Ministry of Education – MEC no. 1,495/2023 and no. 2,036/2023) with local regulatory documents (Ordinance of the Municipal Department of Education of Florianópolis – SMEF no. 222/2025, Floripa Tempo Integral and Escola em Tempo Integral, Official Letter GS/SME/PMF no. 166/2025, and Official Letter DEF/SME no. 11/2025). This is a qualitative and exploratory study based on documentary analysis guided by the Policy Cycle Approach and Policy Enactment framework, aiming to identify processes of policy recontextualization in Full-Time Integral Education. The findings show that, while national policy prioritizes holistic human development, democratic governance, and an integrated curriculum, municipal policy reveals curricular narrowing, centralized decision-making, and an emphasis on measurable performance, associated with managerialist rationalities. It is concluded that local recontextualization leads to the capture of the emancipatory meaning of Integral Education, limiting its transformative potential and potentially exacerbating educational inequalities, thus indicating the need to revise the policy based on democratic participation and curricular justice. Keywords: Integral education. Education policies. Neoliberalism.
The social impact of the Brazilian Stock Exchange: free education, private investment, and fictitious capital
This article discusses corporate social and environmental impact strategies through the analysis of documents produced by business organizations, with an emphasis on Environmental, Social and Governance (ESG) frameworks aimed at social management. It presents a study of reports published by B3 – Brasil, Bolsa, Balcão [Brazil, Stock Exchange, OTC] – the Brazilian Stock Exchange. Grounded in historical-dialectical materialism, the article develops a critical perspective on the bourgeois initiative to expand social impact investments, reorganizing the spheres of social reproduction through mechanisms internal to capital market practices. The Brazilian Stock Exchange creates sustainability indices, regulates and classifies social action, builds special asset portfolios involving social and environmental issues to attract investors, and plays an active and direct role in social impact investments. The articulations within this chain of social reproduction contribute to understanding the financialization of social services, particularly education. Keywords: Labor and education. Social impact investments. Environmental, Social and Governance (ESG).