Revista Contexto & Educação is published every four months by the Graduate Program in Education in Sciences of UNIJUÍ. It aims to establish an interlocution with the national and foreign academic community in order to disseminate researches, production of knowledge, and reflexions on issues that affect the field of education. Working since 1986, it has been created by a group of professors/researchers with the objective of publishing ideas, researches and analysis of educators’ practices committed to Popular Education in Brazil and Latin America. It was consolidated as a journal intended to contribute to the diffusion of theoretical and practical knowledge developed through the interactions of the university with broader social sectors. Since 2004, under the responsibility of PPGEC, it has been articulating research lines and groups keeping the tradition and commitment to the free circulation of ideas and opinions theoretically founded on current issues and interest in the education field, contributing to the discussions and the production of knowledge that seek the qualification of education and social emancipation. ISSN: 2179-1309
By publishing in Revista Contexto & Educação, authors agree to the following terms: All works are published under the Creative Commons Attribution 4.0 International License (CC BY 4.0), which allows: Sharing — to copy and redistribute the material in any medium or format; Adaptation — to remix, transform, and build upon the material for any purpose, even commercially. These permissions are irrevocable, provided that the following terms are respected: Attribution — authors must be properly credited, a link to the license must be provided, and any changes made must be indicated. No additional restrictions — no legal or technological measures may be applied that legally restrict others from doing anything the license permits. Notices: The license does not apply to elements that are in the public domain or covered by legal exceptions. The license does not grant all necessary rights for specific uses (e.g., image rights, privacy, or moral rights). The journal is not responsible for the opinions expressed in the articles, which are the sole responsibility of the authors. The Editor, with the support of the Editorial Board, reserves the right to suggest or request modifications when necessary. Only original scientific articles presenting research results of interest that have not been previously published or simultaneously submitted to another journal with the same purpose will be accepted. Mentions of trademarks or specific products are intended solely for identification purposes and do not imply any promotional relationship by the authors or the journal. License Agreement (for articles published from October 2025): Authors retain the copyright to their article and grant Revista Contexto & Educação the right of first publication.
Urban and educational challenges: School reorganization and population expansion in the outskirts
A large city, referred to in this article as Cidade Modelo, with a population growth of 14.1% (2010-2020), faces a shortage of school places in its outskirts, aggravated by the closure of schools in central areas. This study analyzed the impacts of this closure, considering the unequal distribution of educational infrastructure, especially in regions with popular multi-residential areas. The qualitative and exploratory research reveals that, while central schools were closed due to the drop in enrollment, the outskirts, such as neighborhoods with popular multi-residential areas, face overcrowding and a shortage of educational infrastructure. Closing without redistribution of resources increases inequalities, as in the case of School B, integrated with another school unit without adequate planning. The municipalization of institutions such as School D and School G also eliminated high school in these areas. It was observed that closed schools were reused as community or cultural centers to meet local demands. The study concludes that the integration between educational and urban policies is crucial to guarantee equitable access to education and sustainable development, emphasizing the importance of coordinated actions between education and urban planning to guarantee the provision of quality education in all regions of Cidade Modelo.
Fernanda Gabriela Ferracini Silveira Duarte
Copyright (c) 2026 Fernanda Gabriela Ferracini Silveira Duarte, Ademir Kleber Morbeck de Oliveira https://creativecommons.org/licenses/by/4.0/
Genealogical writing of the self: Notes on experimenting with legal research below legal decidability
The essay problematizes the dominant paradigm of legal research oriented by a dogmatic technology, understood as an epistemic arrangement that organizes legal science around decidability. Within this horizon, collage—in dialogue with Deleuze—was mobilized to produce a defamiliarization of “legal language” and to become, within it, a “foreign native”. From this perspective, the text criticizes the capillarization of experiential technicism in legal research together with its symptoms: manualism, reverentialism, the logic of legal advisory opinions, and epistemological confusion. Drawing also on Pierre Bourdieu, it analyzes the linguistic operators that sustain the legal field’s monopoly on “pronouncing what is just,” observing the effects of neutralization, universalization, and apriorization that are inevitably reflected in knowledge production. Finally, the text outlines non-prescriptive tactics allied to the procedure of a genealogy of the self, in order to deactivate the sacrality of legal discourse and open epistemological possibilities in the field.
Copyright (c) 2026 Antônio Lopes de Almeida Neto, Fernando da Silva Cardoso https://creativecommons.org/licenses/by/4.0/
BioQueer: Challenges and possibilities of science communication on gender and differences of sex development in higher education
This study examines the BioQueer project as a strategy for critical science education in higher education, integrating digital science communication initiatives with in-person educational activities focused on discussing Differences of Sex Development (DSD), biological sex, and gender. The research adopts a qualitative and descriptive case study design, supported by descriptive quantitative data, drawing on the analysis of engagement metrics from the @bioqueer Instagram profile, the systematization of produced content, and the documentation of in-person activities developed within the project. The findings indicate the broad reach of the digital content, with a predominance of views by non-followers, highlighting the potential of science communication to extend beyond academic audiences. Short-form videos emerged as the primary strategy for audience engagement, while printed and digital educational materials, combined with in-person activities, facilitated deeper conceptual understanding. The study concludes that integrating digital media, pedagogical materials, and extension-based practices enhances science communication as a form of critical pedagogy. This approach contributes to civic education, challenges biologically reductionist and normative discourses, and supports the democratization of scientific knowledge within higher education contexts in Latin America.
Copyright (c) 2026 Êfeh Victório Monteiro Crempe, Ricardo Murilo Pereira Emídio, Josimary Morais Vasconcelos Oliveira, Caio César Souza Coelho, Roseli Soncini https://creativecommons.org/licenses/by/4.0/
Hermenêutica e formação: Um diálogo com Hans-Georg Gadamer
Quando visitamos um lugar e ficamos muito bem impressionados, ou quando temos uma experiência que consideramos ter sido importante para nós, costumamos contar isso a outros, sugerindo que, se possível, também visitem esse lugar ou façam também a experiência que tivemos. Aqui não queremos falar de um lugar que visitamos, mas de um livro que nos chegou às mãos e cuja experiência de leitura gostaríamos de compartilhar, sugerindo, por óbvio, que muitos outros venham a fazê-la. Assim, mais do que dizer do que trata o livro, o que no todo seria tarefa impossível, ou apresentar todos os seus qualificados ensaios, queremos falar da importância de vir a ter um exemplar desta obra na biblioteca particular da casa, especialmente em se tratando de alguém que se ocupa com educação, com a formação humana ou, simplesmente, de alguém que queira pensar sobre sua condição de “homem singularizado entre os homens”, para nos valermos de uma expressão de Mario Osorio Marques (1995, p. 10).
Copyright (c) 2026 José Pedro Boufleuer https://creativecommons.org/licenses/by/4.0/
Editorial: Vozes do Sul Educador - Ensino de Biologia e Ciências Naturais
O Ensino de Biologia instiga reflexões e debates acerca da diversidade de temáticas que emergem nos diferentes espaços da sociedade, ensejando a formação crítica, a participação social e a tomada de decisão consciente. Sob essa perspectiva, a área requer uma fundamentação ancorada no compromisso ético e na consciência política – o que exige a articulação ativa das vozes emergentes dos sujeitos históricos, cujos saberes e vivências são moldados por contextos socioambientais e temporais específicos - que a ciência não pode mais negligenciar. Nesse sentido, a interação sociocultural, promovida pelos eventos científicos e acadêmicos da área, consolida-se como um canal indispensável para amplificar diálogos plurais, ao potencializar as premissas de um profícuo intercâmbio de saberes e da coprodução do conhecimento.
Vozes do Sul Educador - Ensino de Biologia e Ciências Naturais
Copyright (c) 2026 Patrícia Barbosa Pereira , Leonir Lorenzetti, Dieison Prestes da Silveira, Francele de Abreu Carlan, Sandra Maria Wirzbicki https://creativecommons.org/licenses/by/4.0/
Potential of adventure body practices as content for school physical education in a remaining quilombo community
The adventure body practices are part of the Physical Education curriculum component and should be applied in classes from the later years of Elementary School to the third year of High School, according to the National Common Curricular Base document. In light of this, the main objective of the study is to analyze the possibility of using adventure body practices as content for school Physical Education. The research is of an applied nature, with an exploratory and descriptive objective, employing a qualitative approach. The study was conducted through a questionnaire with students from 6th to 9th grade of elementary school. Based on the information obtained from the questionnaire, it was observed that there is a lack of knowledge and use of adventure body practices in the school environment. The research also indicates as a result that adventure body practices can and should be taught as school content in Physical Education classes, as the school is located in an easily accessible environment for students, with an extensive area of forest and streams that allow the use of various activities in this category. Furthermore, there is a noticeable interest among students in gaining knowledge and experience in innovative activities.
Copyright (c) 2025 Revista Contexto & Educação https://creativecommons.org/licenses/by/4.0/
Healthcare professionals' adhesion to covid-19 vaccination: Challenges in the pandemic context
The COVID-19 pandemic highlighted the central role of healthcare professionals as strategic agents in mitigating health crises. Exposed to a high risk of infection, intense emotional overload, and increased responsibilities in promoting public health, they require adequate protection, with vaccination being a fundamental measure to ensure the safety and continuity of health services. Vaccine hesitancy, although a minority, is associated with factors such as misinformation, doubts about the vaccine development process, apprehension regarding vaccine safety, and barriers to access. This study, conducted with 276 professionals from the SES/DF (Health Secretariat of the Federal District), identified a high rate of vaccine adherence (99.3%), despite persistent mistrust related to the speed of vaccine development. A predominance of females was observed in the sample (78.3%), reflecting the composition of the healthcare workforce. The qualitative and quantitative analysis showed that 79.7% of participants reported previous SARS-CoV-2 infection, reinforcing the importance of protective measures, such as the use of personal protective equipment. Furthermore, 47.5% of professionals reported experiencing bereavement during the pandemic. Although vaccine hesitancy was reduced, its presence reinforces the need for continuous health education strategies based on transparency and scientific evidence. Therefore, consistent institutional policies and targeted educational actions are essential to strengthen confidence in vaccination and ensure collective protection within the context of health services.
Copyright (c) 2026 Silvana Ferreira da Silva, André Ribeiro da Silva, Jônatas de França Barros https://creativecommons.org/licenses/by/4.0/
Chemistry students' conceptions of school: A study in the context of social representations theory
School is widely understood as a space for learning, social interaction, and identity formation, and has been the focus of studies examining how it is represented by different social groups. This study explores the social representations of “school” among 50 undergraduate chemistry students from the Institute of Chemistry at the University of São Paulo (IQ-USP), enrolled between 2020 and 2021. A multi-method approach was employed, combining prototypical analysis, similarity analysis, and content analysis. Findings indicate that the core of these representations is structured around the notions of “learning” and “teacher,” highlighting the central role of cognitive processes and pedagogical mediation. Peripheral elements, particularly “friendship” and “social interaction,” point to the social dimension of schooling and appear to be shaped by the broader context of the COVID-19 pandemic. Additionally, references to personal development suggest a more comprehensive understanding of school as a space for holistic formation. These results partially diverge from previous literature and reveal a predominantly positive view of school, integrating cognitive, pedagogical, and socio-emotional dimensions. The study contributes to research on teacher education by shedding light on how prospective teachers conceptualize school and how these representations may inform their professional identity development.
Copyright (c) 2026 Caian Cremasco Receputi, Guilherme Nicolas Amorim, Kauê Gonçalves dos Santos Lira, Daisy de Brito Rezende https://creativecommons.org/licenses/by/4.0/
Interdisciplinary game in english language with digital RPG
The general objective of this study was to propose an interdisciplinary game with digital RPG (Role-Playing Game) in English. This is an exploratory descriptive research, which describes how the game was built and its components aligned with the BNCC. One of the authors of this study teaches English and Portuguese at the School called Escola da Floresta Olho da Coruja (EFOC), located in Chapada - RS, which works with the project methodology in an interdisciplinary way. Thus, we chose a plot that not only met the theme of the annual project, but was also capable of encompassing knowledge inherent to all curricular components of elementary school. Following the theme listed for 2024, “Living with insects”, the digital RPG game for classroom use , named “Insect Forest”, was created. The RPG Maker MZ software was purchased through the Steam platform, where it is possible to purchase games and computer software. Avatars representing the school's teachers and students were created, and a map of the school was developed, representing its environments. All dialogues are in English, except in one phase, which requires knowledge of the Portuguese language. In each phase, the student/player will face puzzles and, upon solving them, will advance to the next phase and receive “special powers”. It is believed that the game's proposed challenges contribute to the protagonism of the students, who must make decisions at each phase and enable the review of the curricular content included in the game.
Práticas Educativas: metodologias e saberes
Copyright (c) 2026 Franciele Finck, Bernadete Lema Mazzafera https://creativecommons.org/licenses/by/4.0/
The body the uniform cannot stitch: Signs, silences, and pluralities in amazonian education
This study analyzes the meanings attributed to school uniforms in a state in the southwestern Brazilian Amazon. Through qualitative and documentary analysis, a public school uniform is examined, highlighting visual and textual elements that naturalize bodies and silence local identities. The methodology articulates three movements: visual analysis of the artifact, critique of educational legislation, and a decolonial proposal for aesthetic reconfiguration. Grounded in theorists such as Foucault, Bourdieu, and Bakhtin, whose dialogical approach guided the analysis of findings, the study reveals that the uniform functions as a technology of control by reproducing symbolic violence, excluding Indigenous languages and Amazonian epistemologies. The results indicate that standardization, though justified by discourses of equality, reinforces exclusion by imposing aristocratic symbols. As an alternative, the study proposes replacing colonial mottos with Indigenous expressions, incorporating local graphic elements, and adopting colors inspired by biodiversity, thereby transforming the uniform into an instrument of cultural resistance. The conclusion asserts that the school uniform is far from neutral; it is a political document whose redesign can reconfigure the school as a plural space, where the student body ceases to be a mere support for power and becomes a territory for dialogue between ways of knowing.
Copyright (c) 2026 Angela Maria dos Santos Rufino, Luiz Antonio Gomes Senna, Simone Cordeiro Oliveira-Pinheiro https://creativecommons.org/licenses/by/4.0/
Pedagogical experiences of an autistic teacher: Inclusion education during the covid-19 pandemic in the Federal District, Brazil
This article analyzes the pedagogical challenges faced by an autistic teacher who worked with students with disabilities during the COVID-19 pandemic in the Federal District, Brazil. The study is situated within the context of school closures and the transition to remote education, which affected millions of Brazilian students, with more severe impacts on socially vulnerable families and on special education. Among the factors identified are limited access to digital technologies, the absence of unified guidelines to support remote teaching, and the intensification of socioeconomic inequalities. The article also discusses the effects of public policies implemented during this period which, by prioritizing austerity measures and individualizing responsibilities, weakened support for public education and increased the burden on teachers and families. Adopting a qualitative approach grounded in Cultural-Historical Theory, the study is based on a semi-structured interview, emphasizing the meanings produced by the teacher in response to pedagogical challenges. The analysis considers both the broader historical and social context and the teacher’s condition as an autistic individual, guided by a semantic-dialectical methodological framework. The central analytical axis is the pedagogical dimension, highlighting the resources used, strategies developed, and difficulties encountered, particularly regarding access to technology. By foregrounding the perspective of a subject who experienced the pandemic simultaneously as an educator and as a person with a disability, the article seeks to understand the modes of mediation constructed and the pedagogical obstacles faced. It ultimately contributes to deepening reflections on school inclusion in times of crisis, recognizing it as a historical and social process that requires sustained investment, consistent public policies, and pedagogical practices that promote the effective participation of all students.
Sandra Ferraz de Castillo Dourado Freire
Copyright (c) 2026 Pedro Lucas Costa e Lopes de Lima, Daniele Nunes Henrique Silva Silva, Flávia Fazion, Sandra Ferraz de Castillo Dourado Freire https://creativecommons.org/licenses/by/4.0/
Social positioning patterns and bullying practices: An analysis with male adolescents in Brazil
Bullying is widely recognized as a serious psychosocial issue that affects students' health and development. Two studies were conducted with the following objectives: 1) integrating available evidence in the literature on how sociometric status related to boys' perpetration of school bullying, and 2) identifying sociometric positions of a group of boys identified as aggressors in classrooms. The cross-sectional study involved 165 male adolescents aged 11 to 19. Data was collected using the Sociometric Scale and analyzed descriptively and exploratively. The results revealed various factors influencing the relationship between sociometric status and bullying. Despite both aggressors and victims facing similar levels of rejection, perceptions varied, with victims seen as more vulnerable and aggressors as stronger. The complexity of popularity dynamics and associated contradictions highlighted the interconnectedness of sociometric status, rejection, and popularity in the context of bullying. The findings also suggested that aggressors were perceived as disruptive by peers, showing prevalence in behaviors associated with rejection and disorder. Both studies provided significant insights into bullying dynamics among boys, its link with sociometric status, and the complexities of social interactions in classrooms. The theoretical and practical implications are extensive. It highlighted the intricate nature of social interactions and sociometric status, emphasizing their influence on bullying dynamics. This underscores the need to further understand how rejection, popularity, and perceptions impact students' aggressive behaviors. Moreover, identifying aggressors as disruptive by peers indicates the importance of intervention strategies focusing on this behavior.
Copyright (c) 2026 Victoria Maria Ribeiro Lembo, José Eugenio Rodríguez-Fernández, Wanderlei Abadio de Oliveira https://creativecommons.org/licenses/by/4.0/
Wounded bodies and words: The #NÃOSECALE campaign in the fight against children’s bodily and sexual violence
This article is driven by the commitment of confronting the physical and sexual violence that arise on some Brazilian children's bodies. In contemporary times, a set of digital campaigns related to the protection of children have emerged, which produce a certain recognition of children as subjects of physical and sexual rights. Thus, we ask: How does the #NÃOSECALE campaign by the Liberta Institute operate in confronting the physical and sexual violence experienced in childhood? The analytical corpus is limited to a set of images produced by the #NÃOSECALE campaign, which are elaborated from stories of adult women, who publicly state that they were physically and sexually abused in childhood. The methodological choice is based on Schwengber (2012), considering the use of images as a methodological resource for post-critical research in education, and also, on the Foucauldian perspective (2004, 2015) about the discourse and statements conveyed in the images. The analyses allow us to recognize that the #NÃOSECALE campaign plays an educational and political role (of the word) in face of violence, which is implied in the enunciative process, that is, of exposing, producing and sharing the pain and suffering experienced in their life stories. The act of narrating oneself, telling oneself, their voices moving through this dynamic of fragility, denunciation, but of holding everyone accountable in this form of sharing. In addition, the #NÃOSECALE campaign helps many subjects to be inspired and to have the courage to talk about the violence they experience, since the stories help to break the unspeakable, making these acts of violence perceived, recognized and discussed publicly.
Copyright (c) 2026 Joice Andressa Fritz Drefs, Maria Simone Vione Schwengber, Maria Regina Johann https://creativecommons.org/licenses/by/4.0/
Perspectives on the curriculum of teachers in a public school system and its relations with science education
This study analyzes the perceptions of Science teachers in the municipal school system of Florianópolis regarding curriculum and pedagogical practice, considering the relationship between theoretical formulations and everyday school challenges. The investigation, with a qualitative approach, involved 36 participants who responded to questionnaires aimed at identifying their curricular conceptions. Results indicate that teachers have qualified educational backgrounds, with significant participation in graduate programs, predominantly in the field of Science Education. A prevalence of critical and post-critical conceptions of curriculum was observed, with emphasis on its political and social dimensions, as well as rejection of exclusively technical or traditional models. In the scope of Science Education, teachers demonstrate alignment with constructivist assumptions, valuing the problematization of prior knowledge and the social implications of scientific activity. Although work overload, intensification of labor, and structural limitations are verified, teachers report exercising autonomy to resignify curricular prescriptions according to school realities. The research evidences tensions between the guidelines of the National Common Curricular Base (BNCC) and teachers' conceptions, as well as the perception of different agents and instances of action in curricular construction. It is concluded that there is a need to recognize teacher protagonism in curricular re-elaboration processes and to ensure that educational policies incorporate the specificities of pedagogical work and the knowledge produced by teachers in the daily school routine.
Copyright (c) 2026 Larissa Zancan Rodrigues, Adriana Mohr https://creativecommons.org/licenses/by/4.0/
Between voices and ideas: "Vinte mil léguas" podcast as a teaching device and scientific dissemination
This research article discusses the educational potential of the podcast “Vinte Mil Léguas,” which, in its first season, explores Charles Darwin’s work On the Origin of Species and themes such as biodiversity and pandemics, connecting science, poetry, and literature. With a reflective narrative and accessible language, the podcast promotes science communication and critical thinking, encouraging attentive listening. The study highlights the importance of podcasts as educational resources, analyzing their capacity to engage students and teachers in knowledge production. The main objective was to investigate the educational potential of the podcast “Vinte Mil Léguas” as a formative device in science education. As methodological and analytical frameworks, documentary research and French Discourse Analysis were adopted, aiming to discuss these resources in formal and non-formal education as formative devices, emphasizing their role in democratizing knowledge and combating scientific misinformation. The analysis of the podcast “Vinte Mil Léguas” reveals the association between freedom, knowledge construction, and the expansion of Darwin’s perspective, highlighting the role of science and natural evidence in the theory of evolution. Finally, it is argued that the podcast, as a formative device, integrates scientific and media literacy, multiliteracies, and teacher reflection within digital culture. As a discursive object, it fosters interaction and the production of meaning. Its planned use strengthens teacher education and practice, the democratization of science, and critical education, reaching a broad audience and helping to bring science and society closer together.
Copyright (c) 2026 Pedro Henrik Collodel Gouvea, Leandro Siqueira Palcha https://creativecommons.org/licenses/by/4.0/
Perceptions of educators about science teaching in the early years in Pelotas/RS - Brazil
The teaching of Science plays an important role in the development of Scientific Literacy, being able to promote, from the early years of schooling, not only the acquisition of new knowledge but also the development of citizens with investigative thinking, awakening curiosity. This process goes beyond the simple reproduction of scientific concepts, preparing the individual to act critically in a scientific and technological society. Therefore, this work aims to investigate the perceptions and experiences of three teachers of the Early Years of Elementary Education in public schools in the municipality of Pelotas/RS regarding the teaching of Science and their understandings about the aspects necessary for the effective implementation of scientific concepts in pedagogical practice. The research presents a qualitative approach and for data collection, a semi-structured interview was used. The results were analyzed through Content Analysis, a process in which three a priori categories emerged. For this work, one of the analysis categories called 'Science Teaching in the Early Years' and its respective subcategories will be presented and analyzed. The results indicated that, despite the difficulties experienced by the teachers, all recognize the importance of Science teaching in stimulating curiosity and critical thinking. The teachers also reported using different teaching strategies to work on Science. One of the teachers, in addition to having a degree in Pedagogy, also has a degree in Biological Sciences, a fact that may influence her preference for experimental activities, while the other teachers indicated diversifying their practices more through the use of a greater number of teaching resources.
Copyright (c) 2026 Ênya Caroline Jacobsen, Francele de Abreu Carlan, Caroline Terra de Oliveira https://creativecommons.org/licenses/by/4.0/
Epistemology and history of science in the initial teacher education curriculum (science/biology) at Universidade Federal da Fronteira Sul - UFFS
The curricular components aim to allow the proper appropriation of concepts so that knowledge can be established in an integrated way and become meaningful during the students' learning process. To facilitate and strengthen the learning of Science, Epistemology and the History of Science have been added to the curricula of courses in the field of Natural Sciences, among others. The objective of this research was to investigate whether Epistemology and the History of Science are addressed in the curriculum of the Bachelor's degree in Biological Sciences at the Universidade Federal da Fronteira Sul (UFFS), Cerro Largo campus, Rio Grande do Sul. The study, of a qualitative nature, of the documentary type, had, as an empirical field, the Course Pedagogical Projects (PPC) since their first offering. All PPC included the topics as compulsory curricular components, in addition to electives. They were gradually modified, updated, and improved as there were revisions in the course's PPC over the years. This highlighted the importance the course places on the presence of Epistemology and History of Science in the initial training of teachers in the field.
Copyright (c) 2026 Erica do Espirito Santo Hermel Hermel, Neusa Maria John Scheid https://creativecommons.org/licenses/by/4.0/
Science club and school laboratory: Teachers’ perceptions in science teaching in the early years of elementary education
In the face of the growth of anti-scientific discourses and misinformation on social networks, it is essential to strengthen educational strategies that promote Scientific Literacy (CA). The idea of implementing a Science Club aims to create opportunities for investigative learning, arouse students' interest in Science and encourage the development of a critical attitude. To validate this proposal, the perceptions of teachers in the early years about the use of the laboratory and the Science Club were investigated. Through the analysis of the questionnaire applied, the main obstacles faced and the interest of teachers in the adoption of investigative methodologies were identified. The results reveal that, despite the recognition of the importance of experimentation, factors such as lack of time, specific training and physical structure limit its realization. On the other hand, there is broad acceptance of the proposal as a strategy to promote CA. It is concluded that initiatives like this are essential to qualify the teaching of Science in the early years.
Copyright (c) 2026 Carla Adelina Inácio de Oliveira https://creativecommons.org/licenses/by/4.0/
Inquiry-based science education in the early years as produced by EnECI
Inquiry-based science teaching has proven to be a relevant approach for promoting meaningful learning, especially in the early years of elementary school. This study aimed to analyze the volume and characteristics of national scientific production on this approach, focusing on this school segment, based on works presented at the 2020 and 2024 editions of the Meeting of Science Teaching by Investigation (EnECI). This is a qualitative, bibliographical research, whose data analysis was carried out using the Content Analysis technique. The results indicate progress in overcoming memorization-centered practices, highlighting the potential of Inquiry-Based Teaching Sequences to promote Scientific and Technological Literacy by integrating theory and practice and bringing scientific knowledge closer to students' daily lives. However, challenges related to articulation with curricular guidelines and teacher training persist, fundamental aspects for the consolidation of inquiry-based teaching in the early years. The analysis reaffirms the potential of this approach for a science education aligned with contemporary demands.
Camila Renata Teixeira de Souza da Silva
Copyright (c) 2026 Vanessa Cristina da Cruz de Brito, Iône Inês Pinsson Slongo, Leonir Lorenzetti, Camila Renata Teixeira de Souza da Silva , Adriano Lopes Romero https://creativecommons.org/licenses/by/4.0/
Meanings of transformative environmental education in continuing education from a freirean perspective
In the face of the current environmental and civilizational crisis, it is urgent to rethink teacher education processes by overcoming conservative and fragmented approaches. In this context, critical Environmental Education (EE), grounded in the thought of Paulo Freire, proposes dialogical, emancipatory practices committed to social transformation. This study analyzed the meanings attributed to transformative EE by participants in a training process guided by Freirean pedagogy. The research has a qualitative and exploratory nature and was conducted with participants of the First Continuing Education Course in Environmental Education in the surroundings of Iguaçu National Park, Brazil. The course took place in 2025 and was offered in hybrid and virtual modalities. In the hybrid format, the target audience consisted of teachers and students from municipalities surrounding Iguaçu National Park, while the virtual modality allowed the participation of individuals from different regions of the country. Data were collected through a questionnaire administered after one of the training meetings, including an open-ended question on how EE can overcome isolated awareness-raising practices and promote transformative action. The questionnaire received 36 responses, which were analyzed according to the principles of Content Analysis. The meanings attributed to transformative EE indicate an understanding of its critical, dialogical, and emancipatory principles. Transformative action was associated with the formation of critical subjects capable of understanding the structural causes of the socio-environmental crisis, participating in collective decision-making processes, and acting toward the promotion of socio-environmental justice. These results indicate the formative potential of the course to foster critical reflection on educational practice.
Copyright (c) 2026 Karlen Rodrigues, Marieli Zamprogna, Diesse Aparecida de Oliveira Sereia, Ana Tiyomi Obara https://creativecommons.org/licenses/by/4.0/
Environmental issues in official documents: Reflections on the relationship between biocoloniality of power and meanings of the environment in environmental education
Originating from an ongoing doctoral study, this article seeks to understand the meanings attributed to the environment and Environmental Education within the discourse of official Brazilian documents: the National Common Curricular Base (BNCC), the National Environmental Education Program (ProNEA), the National Environmental Education Policy (PNEA), and the National Curricular Guidelines for Environmental Education (DCNEA). The theoretical and methodological framework adopted was French-Brazilian Discourse Analysis (Orlandi), articulated with the concept of biocoloniality of power (Cajigas-Rotundo). The analysis focused on the conditions of production of the documents, the discursive formations to which they belong, the imaginary formations materialized within them, and the tension between paraphrase and polysemy in the key terms. The results reveal profound discursive contradictions: while the PNEA, DCNEA, and ProNEA are affiliated with a critical discursive formation, understanding the environment as an interconnected living space and Environmental Education as a political and transformative practice, the BNCC is inscribed in a pragmatic discursive formation that reduces nature to a resource to be managed and silences Environmental Education, replacing it with terms such as sustainability within a market logic. It is concluded that these contradictions express, in the educational field, the functioning of biocoloniality, which commodifies life and imposes fragmented views of nature, deepening the identity crisis of Brazilian Environmental Education and hindering effective transformative pedagogical practices.
Copyright (c) 2026 Thais Guedes Guida, Patrícia Barbosa Pereira https://creativecommons.org/licenses/by/4.0/
Assessment of students’ critical and creative thinking in activities on the earth’s interior
This article presents the findings of a study that integrated Mediated Learning Experience (MLE) and Excellent Thinking as theoretical-methodological frameworks for analyzing critical and creative thinking in Science Education. Conducted with sixth-grade students, the investigation developed qualitative parameters to identify manifestations of this type of thinking in written productions about the Earth’s interior. The results indicate that the articulation between MLE and Excellent Thinking proved consistent in characterizing evidence of criticality and creativity in students’ interpretations. It is concluded that this integration expands the possibilities for the qualitative analysis of excellent thinking within the context of science education.
Copyright (c) 2026 Renan Santos Miranda, Álvaro Lorencini Júnior https://creativecommons.org/licenses/by/4.0/
Reflections on the specific knowledge of a teacher education program in biological sciences
Conventionally, specific training is defined as that which is strictly composed of biological content. However, considering the nature and purpose – teacher education – the following question is fundamental: what other knowledge, besides that strictly linked to biological knowledge, can be considered specific in a teacher education program in Biological Sciences? To this end, we aimed to analyze the presence and curricular organization of teaching knowledge in teacher education program in Biological Sciences at a federal public university: the “Universidade Federal da Fronteira Sul (UFFS), Campus Cerro Largo”. We identified and analyzed the institutional curricular organization based on the existence of a specific domain and the classification of the nature of the curricular components, as well as their workload in relation to the teaching knowledge present therein. This allowed us to perceive a broadening of what is considered, in the analyzed curriculum, as specific knowledge, in addition to conceptual knowledge to be taught from Biological Sciences: pedagogical knowledge to teach the respective area of ​​knowledge, as well as knowledge derived from the situated professional context. These combined areas of knowledge form a synthesis of specific expertise that we call professional teaching knowledge in Biological Sciences.
Copyright (c) 2026 Adriana Mohr, Leonardo Priamo Tonello https://creativecommons.org/licenses/by/4.0/
Digital information and communication technologies in science and biology education: Perceptions, uses, and limitations
This article analyzes Science and Biology teachers’ perceptions regarding the use of Digital Information and Communication Technologies (DICT) in the school context, based on the recognition of the challenges and possibilities of their integration into pedagogical practice. This qualitative study was based on semi-structured interviews conducted with ten teachers from public schools and a federal educational institution in southern Brazil. The data were subjected to content analysis following Bardin (2016), resulting in categories related to teachers’ conceptions, frequency and purposes of use, planning and professional development, audiovisual resources, and structural constraints. The findings indicate that DICT are recognized as tools that enhance teaching mediation, expanding visualization and access to scientific knowledge. However, instrumental uses predominate and are conditioned by institutional demands, infrastructure limitations, and gaps in continuing professional development. The study also indicates that the integration of DICT into Science and Biology education requires greater pedagogical intentionality, planning time, and material conditions that foster more reflective practices.
Copyright (c) 2026 Vanderleia Luiza Padilha, Sandra Maria Wirzbicki, Bárbara Grace Tobaldini de Lima https://creativecommons.org/licenses/by/4.0/
Prior conceptions of biological sciences undergraduates regarding assessment
Prior conceptions refer to the understandings that students hold before receiving formal education on a given topic. Thus, this qualitative study sought to investigate the prior conceptions of students enrolled in a Biological Sciences undergraduate program regarding assessment. The research was conducted with 19 second-year students from a university located in the northwest region of Paraná, Brazil. As a data collection instrument, a questionnaire containing two open-ended questions was administered and answered individually. The content analysis aimed to understand the meanings attributed by the students to the assessment process, contributing to teacher education and the improvement of pedagogical practices. The results indicated that the preservice teachers hold diverse prior conceptions about assessment. Furthermore, studies such as this may assist higher education instructors in planning more effective teaching strategies, since the responses highlighted the importance of fostering more engaging and meaningful learning experiences aligned with students’ own perceptions and experiences, which should be valued.
Copyright (c) 2026 Mikaélly Sakakima Barreto Rodrigues, Joici de Carvalho Leite https://creativecommons.org/licenses/by/4.0/
The female scientist in natural science textbooks: A look through bachelardian epistemological lenses
The female scientist figure has contributed and continues to contribute significantly to the development of Science and Technology (ST), yet they remain invisible in many educational tools, including Textbooks, which persist in reproducing stereotypes, especially regarding ST students. From this perspective, we aimed to verify whether the epistemological obstacle of unitary and pragmatic knowledge was present in the way images of scientists are presented in High School Natural Sciences and Technology. To this end, we aimed to corpus the seven collections approved by the 2021 National Book and Teaching Material Program were analyzed using Discursive Textual Analysis as the analytical methodology, divided into three stages: unitarization, categorization, and communication. This investigation yielded two categories: i) Alone or accompanied? Focusing on a ST from the last century, white, gray, and in laboratories; and ii) Weaving together future possibilities and challenges: the female figure in modernity. The lack of female representation in ST may allude to an obstacle to unitary and pragmatic knowledge due to the fact that it generalizes science as masculine and/or performed by an elderly, white person with gray hair and beard, in a laboratory next to their glassware, thus neglecting and rendering other groups invisible. That said, the textbooks continue to reproduce a certain standard of scientist or even suggest that this is not practiced in modernity, due to the lack of examples presented. Therefore, these representations require careful consideration so that we do not continue to block any insertions in the scientific-technological environment.
Copyright (c) 2026 Alessandra Nilles Konzen, Rosemar Ayres dos Santos Müller https://creativecommons.org/licenses/by/4.0/
From form to content: The use of art in the teaching and learning of biology
This study aims to analyze the contributions and gaps in the use of art as a pedagogical methodology in Biology teaching, based on the didactic triad categories: content, form, and recipient. It is an exploratory qualitative research study grounded in a systematic literature review conducted in Google Scholar, covering publications from 2023 to 2025. After applying inclusion and exclusion criteria, 19 studies were selected for analysis. The results indicate that the dimension of form is the most recurrent in the investigated productions, highlighting art as a methodological strategy to make classes more dynamic and to foster student engagement through games, comics, audiovisual productions, music, didactic models, and digital resources. The content dimension appears less frequently in a deeply articulated manner, being explicitly connected to artistic language in only part of the studies, while the recipient dimension is the least explored, especially regarding the systematic consideration of students' voices and perceptions. It is concluded that, although there have been significant advances in incorporating art into Biology teaching, there remains a need for greater balance among the three dimensions of the didactic triad, strengthening the articulation between artistic mediation, conceptual development, and formative effects, thus contributing to a more critical, integrated, and humanized learning process.
Copyright (c) 2026 Giovana Emanuele Gregorio de Almeida, Elisangela Andrade Angelo https://creativecommons.org/licenses/by/4.0/
Biology classes and science communication: Shared experiences in pre service teacher education
Digital culture has transformed scientific culture, particularly Science Communication (SC) and its potential for Science Education. This participatory study investigates how Biology undergraduates perceive the inclusion of SC videos in their teaching practices. Evidence was collected through interviews and reveals that future teachers consider SC to be accessible, engaging, and reliable, although they report that its presence in schools is limited and often occurs indirectly or informally. SC videos are mainly used as a complement to curricular content and as classroom entertainment. Among the challenges reported are the lack of technological infrastructure in schools and the limited teaching hours assigned to the subject. The findings highlight the need to strategically integrate SC into teacher education, creating new opportunities to connect Science Education with digital culture.
Copyright (c) 2026 Camilo Silva Costa, Natália Huber da Silva, Júlia Jaques Leal, Luiz Caldeira Brant de Tolentino Neto https://creativecommons.org/licenses/by/4.0/
A look at profiles and contents of science on the Tiktok platform and network
Science communication is fundamental to bringing scientific knowledge closer to society, especially in a context of rapid information dissemination. Social networks, such as TikTok, have stood out as strategic spaces for this communication, mainly among young audiences. This study investigates the profiles with science communication videos that had the highest engagement between April 24 and May 6, 2025, through an exploratory analysis of content published with the hashtag #divulgaçaocientifica (scientific communication). The results indicate that the most popular profiles use strategies such as colloquial language, humor, dynamic audiovisual resources, and charismatic performance. However, profiles that disseminate false information were also identified, signaling challenges in science communication on social networks. The study highlights the importance of effective communication strategies to increase the visibility of science and strengthen scientific culture through digital platforms.
Copyright (c) 2026 Paloma Mendes Calhares, Marcelo Valério, Elisângela Karine Martins https://creativecommons.org/licenses/by/4.0/
Perspectives of graduates from a biological sciences course (teaching / bachelor's degree) on the teaching career
The Brazil is facing a reduction in Basic Education teachers, and research indicates a pessimistic scenario for the coming years. Thus, this study aimed to understand the perspectives of graduates from a Biological Sciences program regarding pursuing a teaching career. To this end, a questionnaire was used to collect data, which were analyzed based on the principles of Content Analysis. The results indicate that the prospects of working in Basic Education are more common among graduates who have no professional experience in the field; however, there is a tendency to leave the profession among those who have previously worked as teachers at this level of education. These data suggest a relationship between working conditions in the field and the graduates’ interest in remaining in the profession.
Copyright (c) 2026 Jéssica Silva dos Santos, Maycon Raul Hidalgo, Ana Lúcia Olivo Rosas Moreira https://creativecommons.org/licenses/by/4.0/