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This paper is a poetic self-study based on a community education project in which the author was involved and in which poetry was a process of social transformation. There is a poetic process of weaving between writings produced during the project, occurred years ago, and writings created for this self-study. Its main purpose is to reflect on this poetic process, questioning how it can continue to illuminate our understandings, develop dialogue and transcend contradictions and ambivalences. A few meaningful events are selected where poetry played a relevant part and where poetic writing, combinins sounds and silence to create a singular musicality, is assumed as a way of deepening and transforming understanding and practice. It is a poetic organisation of rhizomatic relations that facilitates the flow of reflexivity and evocation of the movements experienced during the project and identified as important. They are in accordance with the principles of the project, where dialogical and critical approaches are emphasised. In the final sections the author discuss her positionalities and conflicts as researcher, educator and poet assumed along the process, and conclude by reflecting on some of the main contributions of this paper to the poetic self-study field and poetic inquiry.

Human capital theory (HCT) has moved from a core tenet of neoclassical economic theory to a normative and prescriptive policy position that guides our understanding of economic growth across multiple scales, from the individual to the national. In this paper, a diverse group of graduate students interrogate their experiences of accumulating and realising ‘human capital.’ They argue that HCT holds at its centre an abstract and falsely universal subject that obscures how transnational relations of patriarchy, race, and coloniality constitute class relations and thus create a reality in which investments in human capital cannot be realised by all. This paper further elaborates how this group of adult learners developed an understanding of class as a socially constituted relation within capital and thus foregrounds the need for adult educators to work from a more nuanced articulation of class that recognizes relationality with other forms of oppression.

Civic is study looks at civic education's potential as a panacea for moral decay among secondary school students in Ede community of Osun State, Nigeria. It looks at how civic education may give students the moral principles and direction they need to navigate daily life and make moral decisions. The study adopts a qualitative research methodology and gather b s its data from secondary sources like books, academic journals, theses, and newspapers, among others. The results emphasise how common moral degeneration is among students in secondary schools and how important it is to implement successful interventions in civic education. The paper also reveals that students who receive civic education are equipped with the knowledge and abilities needed to make ethical decisions because it instills values, virtues, and ethical concepts. The study concludes that effective civic education that would counteract moral decay needs the involvement of relevant stakeholders, such as schools, parents, teachers, and the community at large, to work together in an integrated manner.his study looks at civic education's potential as a panacea for moral decay among secondary school students in Ede community of Osun State, Nigeria. It looks at how civic education may give students the moral principles and direction they need to navigate daily life and make moral decisions. The study adopts a qualitative research methodology and gather b s its data from secondary sources like books, academic journals, theses, and newspapers, among others. The results emphasise how common moral degeneration is among students in secondary schools and how important it is to implement successful interventions in civic education. The paper also reveals that students who receive civic education are equipped with the knowledge and abilities needed to make ethical decisions because it instills values, virtues, and ethical concepts. The study concludes that effective civic education that would counteract moral decay needs the involvement of relevant stakeholders, such as schools, parents, teachers, and the community at large, to work together in an integrated manner.

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Copyright of Configurações is the property of Centro de Investigacao em Ciencias Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early childhood education corresponds to the first stage of the basic education system, whose purpose permeates the integral development of the child, which requires, among other things, the establishment of a broader and more effective academic debate about this stage. Thus, this study emerges with the objective of mapping the Course Completion Papers (TCCs) of the Federal University of Tocantins (UFT) that addressed this theme in the scope of their work. For this, a documentary research was carried out, analyzing the TCCs elaborated by the graduates of the courses offered by the campus of Tocantinópolis. The results indicate that in a universe of 159 papers available in the institution's Repository, only 12 addressed aspects related to Early Childhood Education, including from normative aspects to the pedagogical challenges of daily day care centers and preschools. It is concluded that the academic interest of these graduates is still configured from an incipient character, requiring a greater incentive on the part of the respective courses.

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The post-digital era is characterised by the vast presence of platforms that impose their digital affordances and algorithmic control on our behaviour. This environment is challenging education and training, with implications for digital and transmedial literacy. Investigating instructional methodologies is crucial to fostering critical comprehension of such novel informational environments. Argument maps (AMs), which were first created and evaluated in static information contexts (analogical/old web), could be useful in the emergence of dynamic (post-digital) textual forms. The current paper describes a comprehensive literature review based on the above assumptions. We looked into state-of-the-art research on using AMs to handle dynamic information. We found 150 papers using a PRISMA procedure and then examined 19 of them. Our review produced pertinent data about the current state of AMs, including the types of texts on which they are used and the tools (especially digital and artificial intelligence [AI]-based) that have been employed. Our research lays the groundwork for teaching the literacies needed in new informational settings, such as multimodal, dynamic, algorithmic and data-driven contexts, with a specific focus on AMs as effective mediational tools.

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Ibero-Americana de Estudos em Educação is the property of Jose Luis Bizelli, editor of Revista Ibero-Americana de Estudos em Educacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixo: Revista de Arquitetura Cidade e Contemporaneidade is the property of Pixo Revista de Arquitetura Cidade e Contemporaneidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Nowadays, it is commonly recognized that educational researchers are challenged to address the cumulatively interwoven pathways where critical theories must become complementary and responsive to developing complex research design (e.g., Critical Race Theory). Postcolonial theories, in this sense, have longed enriched a criticality committed to the deconstruction of Western ways of knowing by interrogating and dislocating mainstream notions of science, modernity, and identity. Still, it seems necessary to engage in a discussion about how it would be possible to carry out research with a post-colonial perspective on current identity formation scenarios strongly marked by new pathways of social mobility in the Global South. This paper focuses on two contributions to postcolonial thought: 1) multiplicity, 2) and concrete study analysis. In it, the authors seek to share their experience designing a complementary qualitative framework underpinned by these terms that serve to translate and contextualize the model of Community Cultural Wealth (Yosso, 2005) as applied to developing global education research about immigrant students and their emerging educational pathways in relatively new pathways of social mobility in South America. By drawing on lessons learned from the ongoing research built on the testimonios of Latin American students and their mothers in the northern region of Chile, the authors share analytical strategies that deploy post-colonial perspectives to complement the content and narrative analysis normally deployed in ethnographic educational methods. Finally, this paper contributes to the ongoing discussion about fractures, expansions, and openings within post-critical educational investigations regarding methodological aspects; postcolonial thought contributes to the reinvention of new ways of thinking about cultural diversity in education.

Ivan Illich published Deschooling Society in 1971. In this paper we examine educational projects and movements grounded either in a countercultural vision or in Indigenous pedagogical proposals. Central questions in our paper are: How do these projects read Illich within the specific context in which they were inserted? What were the intentions of those who drew on Illich’s ideas? In the first part of the paper we examine two spaces that worked with notions of counterculture: the CIDOC in Cuernavaca (Mexico) and The Learning Exchange, located in Evanston (Chicago, United States). We then focus on Illich’s influence on John Holt, who led the long-standing homeschooling movement from 1977, and on the work of Lee Felsenstein, who introduced Illich’s ideas to the Homebrew Computer Club in 1975. Finally, we study the theoretical foundations underlying “La Universidad de la Tierra”.