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Este texto apresenta reflexões sobre as narrativas científicas veiculadas nos resumos socializados no GT 20 – Psicologia da Educação das cinco últimas reuniões da Associação Nacional de Pós-Graduação e Pesquisa em Educação – ANPEd Centro-Oeste. Orienta-se pelo diálogo com a Teoria das representações sociais, destacando a relação dos processos comunicacionais e os themata de base como modos de se pensar a circulação e a produção do pensamento social. O eixo interpretativo privilegiou a antinomia individual-coletivo e seu potencial gerador de ambientes de pensamento no âmbito da psicologia escolar e educacional. A metodologia consistiu na análise de conteúdo de 75 títulos, seguido da análise lexical dos 45 resumos das comunicações orais, com apoio do software Iramuteq. As narrativas científicas difundidas ancoraram-se na perspectiva psicossocial, orientada pela oposição dialética do thema individual-coletivo. Destacaram-se os debates propostos pelas Teoria histórico-cultural, Teoria das representações sociais e Teoria crítica, em diálogo com a sociologia, a antropologia e a filosofia. Observou-se a interdependência entre diferentes instâncias da realidade, privilegiando investigações sobre cultura, ideologia e produção de subjetividades; aprendizagens e práticas pedagógicas; formação de professores, condições concretas de trabalho e adoecimento docente e processos comunicacionais e significações por diferentes atores sociais envolvidos na cena educacional. Além disso, foram identificados outros lócus de pesquisa, como a família, o hospital, a cidade e as mídias sociais

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This paper aims to analyze the impact of lockdown on education in the context of social acceleration. In this paper, we address the necessary (re)construction required to enhance the education of adolescents. From this perspective, it examines the potential of the adolescent brain, as advocated by Daniel Siegel. The present study employs a bibliographical research methodology to investigate the impact of social acceleration on education in the aftermath of the lockdown. We emphasize that the adolescent phase is crucial for the development of potentials in the educational context. In this vein, a philosophical analysis of the school is conducted, highlighting it as a space for (re)constructing practices that encourage adolescents to listen to the world around them. Therefore, the school must illuminate the potential of adolescence, such as creativity and openness to novelty, as a space for (re)creating subjects in times of acceleration. [ABSTRACT FROM AUTHOR]

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This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

This article aims to analyze the transdimensional theme of the dignity of people who menstruate, which has a double facet: on the one hand it brings a universal aspect of dignity, being innate to human beings, with rational content, which distances them from reification or invisibility of people and on the other hand it brings a sense of citizenship to be achieved, with a clear provisional nature to be conferred by the State and other members of organized society. Based on these two pillars of understanding dignity, using the hypothetical-deductive method, the article develops to find out whether not valuing menstrual dignity, in addition to causing harm to health, can have repercussions in the school environment, causing a state of inequalities between vulnerable people who menstruate and others. The article seeks to verticalize the theme by pointing out that, once the state of educational inequalities is proven, the loss of these people is inevitable from the beginning of the competition of life, ceasing to be effective the equality of resources professed by Ronald Dworkin, in his work Sovereign Virtue (2000). The work also presents the initial efforts that have been carried out at the legislative level in Brazil, concluding with the hypothesis of a broader approach to the valorization of menstrual dignity with a bias towards educational and human development that goes far beyond the free delivery of sanitary pads and scarves [ABSTRACT FROM AUTHOR]

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