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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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.
Dossiê: Estudos narrativos: sujeitos e contextos educativos
Copyright (c) 2026 Práxis Educativa https://creativecommons.org/licenses/by/4.0
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.
Dossiê: Ética e Integridade, Inteligência Artificial, Tecnologias de Informação e Comunicação (TICs) e desinformação nas pesquisas em Humanidades
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.
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
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
Copyright (c) 2025 Práxis Educativa https://creativecommons.org/licenses/by/4.0
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).
Tensions between Mixophobia and Mixophilia for the Act of Hoping: Urgent Challenges in Teaching in liquid times
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.
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.
Zygmunt Bauman’s sociology as a foundation for research on Higher Education
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.
Teachers are made: Critical moments and connections in initial teacher education trajectories
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.
Apresentação - Dossiê: Autoavaliação nos Programas de Pós-graduação em Educação: possibilidades, desafios e tensionamentos
Dossiê: Autoavaliação nos Programas de Pós-Graduação em Educação: possibilidades, desafios e tensionamentos
Educational inequalities in academic performance in secondary education in Peru: a multilevel analysis
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.
Times and experiences of a child in the context of Early Childhood Education
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.
Seção Temática: Crianças, infâncias e processos socializadores: perspectivas de investigação
Professional identity and journalism education in the postmodern context
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.
The Brazilian public university between rupture and continuity: recovering Álvaro Vieira Pinto’s historical critique as a horizon of sovereignty (1961-2026)
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.
Education, tradition, and liquid modernity: ambivalences of the Gaúcho Traditionalist Movement
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.