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In this paper, we intend to trace a brief articulation between psychoanalytical theory and the field of education, with the purpose of promoting reflections derived from this promising yet somewhat complex dialogue in our research area. To this end, the ideas developed by the British pediatrician and psychoanalyst D. W. Winnicott (1896-1971) are taken as a central reference; more specifically, his contributions concerning the concept of “democracy”. Moreover, the concept of the “Educating City” is used to rethink the role of society, and its implications for the construction of solid and transforming educational practices. [ABSTRACT FROM AUTHOR]

The goal of the actual paper is to discuss about the historical and social main on the black feminist pedagogy in schools, because we understand that a single feminism does not take care on all the women's schedule. From the understanding about the theme and its theoretical references, mainly black feminists intellectuals, such as Lélia Gonzales (2020); bell hooks (2015); Angela Davis (2011-2017); Kimberlé Crenshaw (2002); Sueli Carneiro (2002); Sojouner Truth (1851). Furthermore, we use the decolonial viewpoint, problematizing the eurocentric patterns imposed by the colonizers have produced the sets of intersectional oppressions, as the sexual, races and gender ones, and so on. In this way, we consider that writing about black feminism pedagogy is already subvert oppressive curricula that keep reproducing ethnic racial on the eurocentric point of view, making invisible the knowledge production made by black woman. [ABSTRACT FROM AUTHOR]

The present article is built as a cut-off from the research project "Robotics, Computational Thinking and Digital Technologies in Basic Schooling: Strengthening Learnings and Competences in the Resignification of Science Teaching", which is being developed since November 2019, with funding from Conselho Nacional de Desenvolvimento Científico e Tecnológico - CNPq and the Brazilian Ministry of Science, Technology, Innovations and Communications - MCTI, based on the Universal Call for Projects - MCTIC/CNPq - Public Notice n° 05/2019 - Science in School Program - Science Education in Basic Schooling, with support from Nove de Julho University-Uninove/SP-Brazil. Presented in this article are examples from gathered experiences and obtained results, from the perspective of the young participants of this project in the second half of 2021, aiming at clarifying the possible contributions of an "Interschool Science Club" for campaigns of internationalization, stemming from the partnership between universities and school institutions from multiple countries (Brasil y Ecuador) involved in this research. This paper is developed based on qualitative methodology, via intervention-research. [ABSTRACT FROM AUTHOR]

This paper has the goal to contribute to critical reflections around the educational processes developed in Brazil. Therefore, this research conducts analysis that lead to the understanding that the brazilian educational system legitimates students' selectivity and failure by a meritocratic and excluding evaluation system, which relates to the capitalist society. Furthermore, we propose a favoring to the comprehension of the relations between structural problems involving poverty, racism, and job market segmentation and the country's educational disparity increase, making an articulation with the Covid-19 pandemic impacts to the brazilian population's scholarity. Finally, an eye is directed to the brazilian youths, with the intent of understanding the current pandemic context impacts to the scholar and professional paths of this population's segment. [ABSTRACT FROM AUTHOR]

This paper is a doctoral dissertation cut and aims to understand the Brazilian educational context, under the literary and historical bias,from 1930 to 1940. In this period, the processes of female social engagement are reflected in the educational and political figuration of the country, particularly described in the journalistic and literary production of Cecilia Meireles. This author published pedagogical materials such as booklets and children's books and wrote daily in the Diário de Notícias newspaper in the section Education Page, column Comment, from 1930 to 1933, and later in 1941. Our sources were based on these publications since they present discussions and guidance to educators in the defense of children's rights. As our final result, we aim to understand the ways in which literature has permeated the written production of this author and its implications, starting from the balance of power existing in the figuration of Brazilian educational policy. [ABSTRACT FROM AUTHOR]

In this paper we reflect on the process of decoloniality of colonial power structures, still dominant in educational institutions, as an evident reflection of the coloniality of the power, of knowledge, of gender, of sexuality and of hierarchical social relations of domination. The theoretical references that guide us are framed in the postcolonial epistemological model, with a specific focus on intercultural studies, for its critical, insurgent and resistant dimension in relation to the epistemological and axiological paradigms of western modernity and its propositional and defiant potential in the which refers to the construction of new paradigms that can configure decolonial pedagogical models, inclusive and dissolving the conflicting tension between equality and difference. We consider that the concepts of pedagogy, interculturality and decoloniality are inseparable and that it is in the social, political and educational practices that weave the paths of decoloniality. [ABSTRACT FROM AUTHOR]

The so-called fantasy literature has a considerable presence in Brazilian schools and represents an attractive theme for young readers. Although supported by terminologies such as “folklore" and “wonderful tale", it resists to the outdated efforts to become the teaching of literature closer to the preference for the “realism". The contemporary cultural panorama makes the printed book assume a place of fetishised object, on the one hand, or an object replaced and left to oblivion, on the other. As if the precarious historical links of Brazilians with books were not enough, there are still difficulties of several orders and gradations for a literary work could reach its probable reader. In this paper, I write as a researcher but also as a writer of books for children and young people, and present some points of reflection on the particularities of schools with respect to reading and writing, in a broad spectrum. [ABSTRACT FROM AUTHOR]