Vol. 21 No. 52 (2025): Fluxo contínuo

View Vol. 21 No. 52 (2025): Fluxo contínuo

2025 edition of continuous flow publication

Published: 2025-01-17

Artigos

  • ERER in the elementary school curriculum proposal, of the state of Amazonas

    Wilma de Nazaré Baía Coelho, Nicelma Josenila Costa de Brito
    e15826
    DOI: https://doi.org/10.22481/praxisedu.v21i52.15826

  • Pedagogical practices for students with autism: an analysis in light of evidence-based practices

    Mariele Finatto, Carlo Schmidt
    e13618
    DOI: https://doi.org/10.22481/praxisedu.v21i52.13618

  • Between the expected and the experienced in the education of young people and adults: annoying, anxiety and complaints

    Lilian Oliveira Daniel, Carla Regina Mariano da Silva
    e14172
    DOI: https://doi.org/10.22481/praxisedu.v21i52.14172

  • The work organization of the pedagogical support teacher to teaching the student with ASD

    Maria Lídia Sica Szymanski, Vanessa Fernandez Prause
    e13557
    DOI: https://doi.org/10.22481/praxisedu.v21i52.13557

  • Criteria of didactic suitability as an instrument of evaluation of medical courses

    Pedro Fonseca de Vasconcelos, Tânia Cristina Rocha Silva Gusmão, Ana Cristina Santos Duarte
    e12664
    DOI: https://doi.org/10.22481/praxisedu.v21i52.12664

  • Non-formal education and non-formal educational settings in natural sciences degree programs

    Manoel Augusto Polastreli, Pedro José Garcia Júnior, Antonio Donizetti Sgarbi
    e14483
    DOI: https://doi.org/10.22481/praxisedu.v21i52.14483

  • “When children's participation is a mirage”: obstáculos en contextos educativos

    Catarina Tomás, Carolina Gonçalves, Juliana Gazzinelli
    e13456
    DOI: https://doi.org/10.22481/praxisedu.v21i52.13456

  • Las diferencias entre las investigaciones tipo estado del arte y estado del conocimiento en educación

    Paulo Roberto Dalla Valle, Elisiane Krumenauer Amaral, Jacques de Lima Ferreira
    e14274
    DOI: https://doi.org/10.22481/praxisedu.v21i52.14274

  • Assistive technology in multifunctional resource rooms for mathematics teaching: teacher’s perceptions

    Larissa Leal Scapin Gubert, Marcos Lübeck
    e14601
    DOI: https://doi.org/10.22481/praxisedu.v21i52.14601

  • Teaching working conditions in special education in the state of Mato Grosso do Sul (2008-2024)

    Sandra Regina de Oliveira de Souza, Andréia Nunes Militão
    e15909
    DOI: https://doi.org/10.22481/praxisedu.v21i52.15909

  • The performance of private hegemonic apparatus to control education

    Ivânia Paula Freitas de Souza Sena, Valéria Prazeres dos Santos, Roseane Oliveira Rios
    e14891
    DOI: https://doi.org/10.22481/praxisedu.v21i52.14891

  • The school library in the law and beyond the law – an analisys

    Fabíola Ribeiro Farias, Luiz Percival Leme Britto
    e16021
    DOI: https://doi.org/10.22481/praxisedu.v21i52.16021

  • Education in the aftermath of the pandemic: a scoping review of the obstacles to be overcome

    Lia Machado Fiuza Fialho, Felipe Queiroz Siqueira, Vanusa Nascimento Sabino Neves
    e15869
    DOI: https://doi.org/10.22481/praxisedu.v21i52.15869

  • Play in elementary school and its resonances for teacher education

    Marilete Calegari Cardoso
    e17288
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17288

  • Bncc in pedagogical projects of quilombola school education units in the Amazon

    Rosimeire Costa de Andrade Cruz, Maria Lília Imbiriba Sousa Colares, Kátia Cristina Fernandes e Silva, Sinara Almeida da Costa
    e17304
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17304

  • Complaint, announcement and utopia in Paulo Freire: notes to think about the field of education

    Marciano Antonio da Silva, Allene Carvalho Lage
    e17335
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17335

  • The role of continuous training and innovation in the organizational performance of portuguese heis

    Pedro Ribeiro Mucharreira, Marina Godinho Antunes, Maria do Rosário Texeira Justino, Joaquín Texeira-Quirós
    e16641
    DOI: https://doi.org/10.22481/praxisedu.v21i52.16641

  • Frist formation and the teaching career: social representations of english teachers

    Germinio José da Silva Junior, Denise Aparecida Brito Barreto
    e17018
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17018

  • The sloyd import-export movement as a pedagogy for vocational education in Brazil

    Rafael Duarte Falcão, Olivia Morais de Medeiros Neta
    e17374
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17374

  • The national common curricular base and the academic debate: contributions and contradictions

    Maria Elinete Gonçalves Pereira, Lélia Cristina Silveira de Moraes
    e17376
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17376

  • Quota policy for admission of deaf students to the Universidade Federal do Rio de Janeiro

    Marcia Pereira Ribeiro, Jussara Marques de Macedo
    e17518
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17518

  • Return to school and the right to education: a study with Proeja/Ifma students

    Talita de Jesus da Silva Martins, Natália Cristina Goiabeira dos Santos
    e17530
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17530

  • Between axes and categories: paths and trends in education research through the state of the art

    Mariana Sousa de Oliveira Dias, Irlandia da Ponte Lima, Nereida Maria Santos Mafra De Benedictis
    e17531
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17531

  • Necessary knowledge for teacher training: discourses on inclusive education

    Wania Ribeiro Fernandes, Valdelúcia Alves da Costa
    e17532
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17532

  • Quality of life in school management in Bahia

    Ruthnelle de Oliveira Chagas, Claudia Cristiane Andrade Barros, Berta Leni Costa Cardoso
    e18152
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18152

  • Internationalization and management of higher education

    Henderson Carvalho Torres, Augusto Cesar Rios Leiro
    e18171
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18171

  • Historical-political context of literacy teacher training: setbacks and losses

    Lucimar Gracia Ferreira
    e18247
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18247

  • MEC/SEB notice 3/2025: attack on university autonomy and pragmatism in teaching degrees

    Sílvia Cristina Conde Nogueira, Luciana de Lima Pereira , Angela Maria Gonçalves de Oliveira
    e18302
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18302

  • Adventure body practices: benefits of climbing and rappelling for the physical fitness of students

    Luciana Chultes , Carolina Correia Selmo, Adroaldo Cezar Araujo Gaya
    e16778
    DOI: https://doi.org/10.22481/praxisedu.v21i52.16778

  • Acuirlombada pedagogy

    José Henrique de Jesus Silva, Alfrancio Ferreira Dias
    e17494
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17494

  • Continuing teacher education: epistemologies, best practices, and focus on learning

    Vicente Alexsander Silva Pereira , Rodrigo Follis
    e18248
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18248

  • International organizations and external evaluations in Brazil and Bahia

    Arlete Ramos dos Santos, Igor Tairone Ramos dos Santos , Cláudio Pinto Nunes
    e18436
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18436

  • Knowledge in university teaching: the mobilization of pedagogical action and experience in evaluation

    Mara A. Alves da Silva , Lúcia Gracia Ferreira
    e18458
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18458

  • Quilombola leadership formation process

    Kátia de Oliveira Lima , Fabiane Maia Garcia
    e18475
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18475

  • A brazilian peer support system among equals: care and support communities among students

    Luciene Regina Paulino Tognetta, Raul Alves de Souza
    e18478
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18478

  • (Dis)paths between teacher training and creativity: dialogues in different journeys

    Mário Jorge Oliveira Silva, Marilene Batista da Cruz Nascimento, Mateus Henrique Silva Santos
    e18484
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18484

  • Leadership and the external school evaluation program in the development of an inclusive school

    Jennifer Silva, Diana Oliveira, Alexandre Ventura
    e17603
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17603

  • Management, evaluation, and ai: possibilities and challenges for pedagogical mediation

    Sebastião de Souza Lemes
    e18509
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18509

  • Evidence of validity of the brazilian version of the multiple screen addiction scale (msas)

    Denison Silva Cavalcante, Helena Brandão Viana, Jeferson Ferro, Dayse Neri de Souza
    e18510
    DOI: https://doi.org/10.22481/praxisedu.v21i52.18510

Entrevistas

Seção Temática

  • Digital literacy in the age of artificial intelligence: exploring student engagement with automated writing evaluation (awe) feedback

    Zhe (Victor) Zhang
    e17102
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17102

  • Developing an open educational resource (oer) for generative ai in higher education

    Susan Brokensha, Katinka de Wet, Herkulaas Combrink, Nola Redelinghuys, Ketshepileone Matlhoko, Cornelle Scheltema-van Wyk
    e17103
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17103

  • Tensions between generative ai principles and practice in equity education

    John Pike, Tamra Ulpen
    e17104
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17104

  • Artificial intelligence regulation in Brazil, the EU, and the UK and its impacts on education

    Allyson Carvalho de Araujo, Marjory Da Costa Abreu, Everton Cavalcante
    e17105
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17105

  • Artificial intelligence in educational assessment: potentialities and limitations

    Leandro Araujo de Sousa, Allan Solano Souza, Daniel Ríos Mu`ñoz, José Airton de Freitas Pontes Junior
    e17106
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17106

  • AI and bilingual education framed within significant learning: a critical reflection

    Wilder Yesid Escobar Alméciga, Daniel Hernando Rojas Rodríguez, Fabián Benavides Jiménez
    e17107
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17107

  • Digital technologies for equitable quality education

    Gurumurthy Kasinathan, Susan Sreemala
    e17108
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17108

Seção temática - Protagonismo da Didática na formação de professores

  • Didactic in pedagogy course curricula – presence or invisibility?

    Cristina d’Ávila
    e17580
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17580

  • Interweavings of didactics in the pedagogy: projections in universities of northeastern Brazil

    José Leonardo Rolim de Lima Severo
    e17941
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17941

  • The relevance of didactics in pedagogy courses at federal universities in the southeast region

    Rosana Aparecida Ferreira Pontes, Selma Garrido Pimenta, Suzana dos Santos Gomes
    e17581
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17581

  • The teaching component in education courses at federal universities in southern brazil

    Lui Nörnberg, Julio Cesar Bresolin Marinho , Ana Cristina da Silva Rodrigues
    e17852
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17582

  • Teaching in pedagogy courses at federal universities in the central-west region

    Marilza Vanessa Rosa Suanno, José Carlos Libâneo, Sheila Santos de Oliveira
    e17585
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17585

  • Researcher-teacher partnership in social sciences education and teacher professional development

    Anderson Araújo-Oliveira
    e17942
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17942

  • A critical look at critical didactics in Brazil

    Alexsandro Conceição, Ivanildo Cajazeira
    e17584
    DOI: https://doi.org/10.22481/praxisedu.v21i52.17584