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With the aim of investigating the relationship between the funding of public basic education and the educational results achieved, this study analyzed a pre-selected set of foreign academic works and identified elements that can be used to encourage debate about the Brazilian model of educational financing. The study used the scoping review technique expanded by elements of the systematic literature of review to analyze the selected foreign studies. The study demonstrated that the availability of financial resources capable of providing an adequate set of inputs, accompanied by an efficient, responsible management process and subject to social control methods, is a crucial requirement for improving educational results and reducing the negative effects generated by low socioeconomic status (SES). It was also observed that although socioeconomic status is an important predictor of educational results, it can be mediated by actions carried out inside and outside school. Additionally, this study demonstrates that educational results need to be measured using indicators other than those obtained through standardized tests, such as: access; school performance; frequency; school dropout; student involvement; completion; progress between stages; improvement in social indicators/social mobility; compliance with the rights provided for in legislation, among others.

As part of a validation study of the Exercise Planning and Scheduling (EPS), and Goal-Setting (EGS) Scales, which were translated from English to Brazilian Portuguese, we aim to: present evidence of reliability and validity for the translated scale; and, explore the effects of non-labeled response categories of rating scales. The sample comprised 446 Brazilians, 82.5% female with a mean age of 32.89 (±12.21) years. The McDonald's [omega] was 0.883 and 0.899 for EPS and EGS, respectively. Descriptive data and the Rasch Models confirmed that participants tended to endorse labeled categories on 5-point Likert-type scales. The model tested with the revised response scale presented better fit indices and lower values of residual statistics than the original one. These findings contribute psychometric evidence on a translated scale that could be used in future health promotion initiatives, and suggest a psychometric characteristic -- response category labeling -- that warrants future attention in measurement development.

Purpose: This study aims to identify how the sustainability of Brazilian Federal Institutes of Education, Science and Technology is implemented. Design/methodology/approach: The research is descriptive and quantitative, and questionnaires were used to collect data, which were applied to the campuses and deans of the 38 IFs. The sample selection resulted from a sampling calculation for a finite population, which considered the five Brazilian regions, reaching 248 respondents. To analyze the collected data, descriptive statistics were used to demonstrate the mean, standard deviation ([sigma]) and coefficient of variation of each of the seven axes of the questionnaire and also of the axes and regions jointly; and the sustainability indicator was defined. Findings: A majority of the analyzed FIs were considered to be medium or highly sustainable. The classifications achieved by the FIs demonstrate that sustainability practices are reasonably present in a significant number of campi and Principals' Offices. Practical implications: This study contributes by creating a data collection instrument to measure the sustainability practice, not only in educational institutions but also in any type of institution; and the sustainability indicators created, which make it possible to classify organs and entities in accordance with sustainable initiatives implemented by them. Originality/value: This study's authors can highlight the mapping of sustainability implementation in the Brazilian Federal Institutes analyzed, which, owing to the sample used, allows for the verification of similarities and differences in these practices between the five Brazilian regions, in addition to making comparisons possible.

This work is a segment of an ongoing doctoral research in Brazil. The Leonardo numbers and the Leonardo sequence have gained attention from mathematicians and the academic community. Despite being a relatively new sequence within mathematical literature, its discussion has intensified over the past five years, giving rise to other branches, with contributions and associations to other topics in mathematics. Thus, the aim of this study was to construct and present the state of the art of the Leonardo sequence, considering its historical aspects and highlighting works on its evolutionary process in the epistemic-mathematical field, regarding its generalization, complexification, hyper complexification, and combinatorial model during the last five years (2019-2023). The methodology used was a bibliographic study, where the state of the art was carried out through the mapping of publications on the subject. Twenty-four research works related to the key descriptors "Leonardo sequence", "Leonardo numbers", "complexification", "generalization", "hybrids", and "combinatorial model" were found, cataloged, and discussed. From the analysis of these studies, it is noted that its development in pure mathematics has advanced to other branches and discoveries, and that, albeit timidly, research on the subject has emerged directed towards the field of education, especially in the initial teacher training and, particularly, in Brazil.

Access to education for peasants in the history of Brazilian society has always been denied, with the absence of public policies for peasants, as the result of a political and social process of denial of minority groups. The text address the issue of closure of schools in the countryside as a growing social phenomenon that has been expanding in the countryside of Brazil. Thus, the general objective of this text is to analyze the issue of the right to education for peasants, focusing on the high number of school closures in the countryside, seeking to understand the consequences for the peasantry. The closure of this institutions has become a problem that effects the importance of the countryside in Brazil, given that access to education is a right for everyone, including those who live and are from the countryside. However, public management has closed activities in schools in the countryside, making it difficult the access to education for peasants. The research has a qualitative character, where initially a survey and bibliographic review was carried out supported by Magalhães (2017), Ribeiro (2012), Brasil (2010), Diniz (2010), Nogueira (2019), Silva (2018) and other authors. In a second segment, data was collected on the number of schools closed in Brazil between the years of 1997 to 2022, and finally, data and information processing and analysis thereof. The results indicate that the closure of schools in the countryside violates the right to human development of the peasantry, as it is understood that the uprooting of peasant culture, the lack of educational policies for the countryside and the cutting of spending on education are linked to the closure of these institutions.

This work is the result of a master's investigation in Brazil, which discusses the teaching of the parabola in the initial training of mathematics teachers. Our theoretical framework addresses the relationship between intuition and the dialectics of the theory of didactic situations, which supports the analysis of the results of this study Its objective was to identify and register categories of intuitive reasoning manifested by the subjects when solving a didactic situation involving the parabola with GeoGebra software contribution. The methodology adopted was didactic engineering, experimented with eight students in initial training at a Brazilian public university, among 6th and 9th undergraduate semesters. The posterior analysis and validation allowed us to verify the need to discuss the parabola, articulating its geometric, algebraic, and analytical views, as well as to reinforce the importance of its teaching with the use of technology.

Geographic education in recent years has undergone major transformations in school curricula, moving from a memorization practice to a critical reflection based on the students' local reality. This is included in official teaching documents. On the other hand, the application of this new approach to applicability problems, largely due to the lack of elements focused on teaching resources that facilitate this process or the training of professionalized teachers before this conceptual change. This is present in the Brazilian semi-arid region, with the insertion of coexistence contextualized with the semi-arid region in the quest to work on education along the lines of applicability of the student's knowledge. That said, we have such an objective here, providing some reflections to reach such a path, an active and participatory teaching.

Background: Speech and language therapists (SLTs) play an important role in assessing and rehabilitating communication disorders in people with dementia, but there is evidence to suggest that they do not receive appropriate training to provide management and support during their training. Aim: To investigate the level of awareness and knowledge that practising SLTs from Brazil have about dementia and their role in the care of dementia through an online survey. Methods & Procedures: An online survey tool was developed to collect information from practising Brazilian SLTs regarding their knowledge about dementia, awareness about their role in the care of people with dementia, and opinions on how SLTs may be better prepared to work in the dementia field. The survey was disseminated via social media, websites, and e-mail lists of researchers and stakeholders. Outcomes & Results: A total of 227 SLTs completed the survey. Participants showed good knowledge of dementia in general, while their answers were less accurate on primary progressive aphasia. Regarding the awareness by SLTs of their role in the care of people with dementia, most agreed or strongly agreed that SLTs could help people in the diagnosis, treatment and prevention of dementia (> 80%). However, fewer participants agreed or strongly agreed that they felt confident in contributing to the treatment and diagnosis process of dementia (about 50%). To improve the training of SLTs in Brazil, most participants believed that it would be necessary to improve the teaching of dementia at the undergraduate speech and language therapy curriculum level and to develop recommendations or guidelines about speech and language therapy practice in dementia. Conclusions & Implications: The results of this survey point to a need for improvement in the knowledge and confidence of Brazilian SLTs about dementia. To reach this goal, targeted training courses and applied practice opportunities should be embedded within university curricula and training programmes.

Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for improving phonological skills in children and adolescents with speech and language disorder. Aims: The aim of this systematic literature review and meta-analysis was to systematically examine the effects of different intervention approaches on speech production accuracy and phonological representation skills in children with speech and language disorders. Methods: A preregistered systematic review (International Prospective Register of Systematic Reviews ID: CRD42017076075) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was completed. Seven electronic databases (PubMed, Web of Science, ERIC, PsychINFO, Cochrane Library, SCOPUS and Linguistics & Language Behavior Abstracts) were searched for studies related to oral language interventions with children with developmental speech and/or language disorder (mean age ranging from 3-18 years) published between January 2006 and August 2022. The included articles reported intervention studies with a group design in which speech production accuracy was the outcome measure. Studies were appraised using the Cochrane risk of bias tool, and individual effect sizes were calculated using standardised means differences when enough data was available. A meta-analysis was conducted obtaining the average standardised mean difference d. Heterogeneity, influence of possible moderator variables and publication bias were explored. Results: The 23 studies that met the inclusion criteria presented low-medium risk of bias. Nine effect sizes were obtained from seven of these studies that presented a pre-post-test with a control group design. Medium-high average effect sizes were found in phonological accuracy. Heterogeneity was found between individual effect sizes. Significant moderator variables and publication bias were not detected. Conclusions: The results of this meta-analysis indicate positive effects on speech production accuracy. Based on this review, further improvements in the quality of reporting for intervention research are required in developing the evidence base for practice.

Vaccines are an essential public health resource for disease containment and reduction of associated mortality rates. With the emergence of COVID-19, public debates on the themes of vaccines and vaccination processes became important topics on diverse media and social networking platforms. In this article, our objective was to identify and reflect on the emotions evoked in the Brazilian public with respect to the COVID-19 vaccine during 2020 and 2021 on Facebook. To achieve this, we used the Crowdtangle graphical interface to extract complete copies of posts made by public Facebook profiles during this timeframe, from which a random sample of 1,067 posts was selected for analysis. Identification of emotions was performed using the Human-Machine Interaction Network on Emotion (HUMAINE) descriptors as a baseline reference. Emotions were then grouped into categories following Core Affect Model guidelines. Data analysis and interpretation indicated a prevalence of positive emotions such as trust, interest, and hope directed toward vaccines in the Brazilian domestic scenario. Negative emotions such as worry and disapproval were also expressed, albeit in reference to contextual issues (for example, the spread of COVID-19, delays in vaccine access, and the emergence of new variants) and public figures, such as the President of Brazil.

We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents' psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents' PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents' mental health. Our findings can support interventions that enable more effective teaching-learning processes, which are associated with higher levels of mental health for the adolescent population.

This article presents an immediate evaluation of a professional development course in community health literacy for Brazilian nurses. An evaluation based on an applied thematic analysis of the accounts of 63 attendees in three Brazilian cities (January 2020) was guided by the following themes: (a) expansion of understanding about community health literacy as a pillar for planning and providing health care; (b) encouragement of innovation in research and/or practice; and (c) plans to incorporate the information shared in the course into professional projects. The evaluation disclosed the complexity of social contexts for health literacy, which is intertwined with ethnocultural diversity and deep socioeconomic disparities, such as restricted access to essential public health services for socially deprived and vulnerable individuals. Expanded understanding about community health literacy is a pillar for care planning and delivery, as well as innovation in research and practice projects. Participants' evaluations revealed ideas to improve nurses' practice in promoting community health literacy and empowerment, as well as quality of life and social well-being. Future knowledge dissemination may impact nurses' clinical practice and management actions, bringing changes in various areas of practice to redesign more socially inclusive actions for clientele.

The teaching of physiology plays a crucial role in the education of health care professionals. However, traditional approaches to physiology classes in undergraduate health courses in Brazil often result in passive student participation. Research has shown that active methodologies are more effective in the learning process. In this study, we introduce the game "Who Am I?--Cellular Signal Transduction Edition" as an educational tool. This game follows a popular format with well-known rules and aims to enhance understanding of basic concepts related to hormones, cell signaling, and the functioning of the endocrine system. Our findings demonstrate that the game improves student knowledge and fosters enthusiasm and active engagement among participants. Additionally, student feedback has indicated a high level of appreciation for the game. By incorporating active learning strategies and a gamified approach, "Who Am I?--Cellular Signal Transduction Edition" provides a practical and enjoyable way of teaching physiology. This innovative educational tool has the potential to revolutionize physiology instruction. Demonstrating significant improvement in students' understanding, the game underscores its efficacy in enhancing knowledge acquisition and comprehension of cellular signaling and endocrine physiology topics.

We describe the use of tablet computers with ESRI Survey123 for data collection in sociodemographic surveys applied to land use and cover change studies. Based on the administration of 716 questionnaires during the expedition carried out in 2022 in 64 rural communities along the Rio Negro River, in the Brazilian Amazon, we evaluate the advantages of computer-aided personal interviewing (CAPI) instead of paper-and-pencil interviewing (PAPI). The results point to reduced research time and costs, including for training, fieldwork supervision, and data processing. The unit cost of the questionnaire was reduced by an estimated 10%. We observed positive impacts on data quality, contact with communities, and dissemination of geocoded results. We conclude that the approach adopted by us was sufficient for the success of the survey, which indicates that CAPI can be used under unfavorable field conditions (lack of electricity and poor internet connection).

This paper aims to relate how university educators act with leisure and analyze the relationship between the context of education and manifestations of leisure in the studied Programme. The research investigated university students who actuate in schools through the Programme "Escola da Família" on the weekends. They carry out workshops, practices of body culture, courses, among other actions, with peripheral communities in a city in the countryside of the State of São Paulo/Brazil. We identify that the Programme has two curriculums: one is formal, following the directions and guidelines of the Education Department, and one is the curriculum of resistance, which is spontaneous, casual, powerful, translated by the practical choices of the educators and the community. As a result, we understand that college students are students who feel and stand as educators. They are individuals who bring experience from the sports, artistic, religious fields; they learn about organization, playfulness when acting the PEF; they defend the importance that leisure occupies in people's lives, also standing in the way that having more spaces and equipment for leisure in the cities is needed, as the educational processes for leisure manifestations is essential regarding personal formation, social and affective conviviality of the individuals.

School physical education (PE) has been presented as a privilege for socially dominant groups recognized by their non-disabled bodies. This study aims to investigate the introduction of a 5-week Paralympic sports unit into the PE curriculum as an educational right for disabled students through its recognition as official knowledge representative of their physical abilities and educational right in PE classes. With a poststructuralist perspective, we reflect on dominant discourses on disability in the school PE field and highlight traditional practices and beliefs that pertain to disabled students. Accordingly, we conducted interviews and focus group discussions with one disabled student, his peers and their PE teacher, allowing for the exploration of values, beliefs and practices associated with disability before and after the Paralympic sports unit. Participants' comments were subjected to interpretative thematic analysis. Paralympic sports enabled the disabled student to recognize and express their identity by critically questioning PE normative practices. Furthermore, Paralympic sports in the PE curriculum was presented as a strategy to raise non-disabled students' disability awareness rather than as disabled students' educational right. Paralympic sports constitutes a crucial aspect of the path towards inclusive education grounded in the values of equity and disability identity recognition.

We aimed to investigate the impact of smartphone use during intertrial intervals within a distributed practice regime on mental fatigue, performance, and learning of a balance motor skill. One hundred and thirty-six participants were randomly divided into two groups: the smartphone use group (SMARTPHONE) and the control group (CONTROL). The SMARTPHONE accessed social media during the rest periods within a distributed practice of a balance task, whereas the CONTROL rested passively during the rest periods. The participants practiced the toe-touch task. The participants underwent a pretest consisting of one trial. Subsequently, the participants were engaged in practice, completing six trials interspersed with 2-min intervals of either rest or smartphone use. Following the practice phase, a posttest was conducted, and after 24 hr, we administered a retention test and a transfer test. The number of touches and the number of errors (contacting the ground with the free leg to regain balance) were performance measures. We evaluated the participants' mental fatigue after the practice session using a visual analog scale. The groups demonstrated similar mental fatigue after practice. Our results suggest that using social media on smartphones during rest periods within a distributed practice impairs performance but not motor learning.

Purpose: This study aims to analyze the platforming scenario at a Brazilian university as well as the data security process for students and professors. Design/methodology/approach: This research brings an analysis through a qualitative approach of the platformization process in a Brazilian teaching institution. Findings: The results point to a lack of knowledge on the part of teachers regarding data security in the platforming scenario, as well as the lack of effectiveness of institutions in protecting student data. Originality/value: Within the Brazilian scenario, this research seeks to contribute to the discussion on platformization in view of the gaps and existing demands on this process in the country.

Prior research has shown that social-emotional learning (SEL) interventions offer promise for supporting young children's outcomes, but implementation problems are frequent, especially in low-resource contexts. This study describes the adaptation and efficacy of a new, classroom-based SEL intervention for children aged 3 to 6 years in early childhood education programs in Brazil. SEL Kernels are simple, brief, targeted SEL activities that can be flexibly implemented by teachers. Research Findings: Results of a quasi-experimental study using teacher reports with 314 Brazilian children (164 male, 150 female) who did (n = 205) and did not (n = 109) receive SEL Kernels suggested intervention-related improvements in teachers' reports of child behavior problems (d = 0.65) and emotion regulation (d = 1.12) in this setting. Practice or Policy: Implications of this work -- including the importance of teacher buy-in and implementation -- are discussed.

Teacher immediacy and classroom communication apprehension have been well researched in the United States. Instructional communication research in Brazil is limited, and several topics still demand investigation among the population of Brazil. This study extends current research on teacher immediacy and classroom communication apprehension to the Brazilian population. We should extend the analysis to the Brazilian context instead of relying on previous investigations from other regions as the basis for cross-cultural theorizing. A total of 221 students participated in the survey. This study reports four significant findings: (1) Brazilian students' perceptions of teacher immediacy are greater than American students' perceptions of teacher immediacy; (2) American students have higher levels of Classroom Communication Apprehension than Brazilian students; (3) Classroom communication apprehension is negatively correlated with American students' perceptions of teacher immediacy; and (4) Classroom communication apprehension is not significantly correlated with Brazilian students' perceptions of teacher immediacy. Highly immediate teachers will have less apprehensive students.

Students with disabilities have described issues related to participating in activities during physical education (PE) classes with feelings of being excluded. This study investigates the inclusive process of the Deaf or hard of hearing students in school from the specific context of PE class. Qualitative research using semi-structured face to face interviews were utilised with a convenience sample of seven Deaf or Hard of hearing students. All interviews were conducted on a dialogue with assistance of a professional sign language interpreter. The results were analysed through Delucca's theoretical framework on inclusion. Thematic analysis revealed two major categories: (1) I don't understand; and (2) Feeling invisible. These categories exposed the difficulties of the inclusive PE class environment on Deaf and hard of hearing students. Students expressed difficulties understanding the PE activities and sports proposed during classes. Sign language or other strategies to communicate were not part of teachers support system for instruction, nor did the teachers interact with the Deaf students or their interpreters. All social interactions of the Deaf children were limited to the sign language interpreter. PE classes were recognised by Deaf and hard of hearing students as a place of non-acceptance and indifference.

The journey of Brazilian female Paralympians transcends mere statistical increases in women's participation. Behind the modest athlete growth lies the reality of women who are doubly marginalized by the intersection of gender and disability in an arena tailored for able-bodied men. Our study aimed to catalyze critical discourses surrounding the historical trajectory of Paralympic women's sports. Through a comprehensive documentary analysis based on the Brazilian Paralympic Committee's official documents from 1976 to 2021, we sought to shed light on this complex scenario. Numerically, Brazil's representation comprised 229 women who, predominantly, had physical impairments and engaged in individual sports. In addition to a sporting legacy deeply entrenched in physical rehabilitation with limited opportunities for team-based sports, we observed negative influences stemming from ableist and sexist narratives. A thorough investigation into Paralympic milestones revealed a multitude of social barriers and highlighted the significant impact of societal changes in reshaping athletic opportunities and challenging traditional stereotypes. [ABSTRACT FROM AUTHOR]

The ubiquity of multitasking has led researchers to investigate its potential costs for reading and learning (Clinton-Lisell, 2021). While some studies have not shown detrimental effects of multitasking for reading comprehension (Bowman et al., 2010; Cho et al., 2015; Pashler et al., 2013), one particular study has found a benefit of multitasking (Tran et al., 2013). These results, nevertheless, do not converge with the findings of recent meta-analyses, which have suggested both a negative effect of multitasking for reading comprehension (Clinton-Lisell, 2021), as well as the disruptive effects of listening to lyrical music while reading for comprehension (Vasilev et al., 2018). Previous research seems to converge with the theories of how working memory copes with the complexity of reading as a process, since several subprocesses must be orchestrated so that the ultimate goal of reading -- the construction of a mental representation -- is fully achieved (Tomitch, 2020). In addition to that, no previous study has investigated reading as a multilevel construct in which both literal and inferential comprehension (Alptekin & Erçetin, 2010; Kintsch, 1998) is assessed in a multitasking setting. With that in mind, we investigated whether working memory capacity, measured by the Self-Administrable Reading Span Test (Oliveira et al., 2021), predicts proficient bilinguals' performance in literal and inferential comprehension, by means of comprehension questions (Pearson & Johnson, 1978) and reading times, under a multitasking setting in two conditions -- listening to lyrical music (experimental) as opposed to listening to non-lyrical music (control). Multiple linear regression analyses revealed that working memory capacity significantly predicted inferential, but not literal comprehension nor reading times, and only when participants were listening to lyrical music. Results are discussed both in terms of the effects of multitasking on reading comprehension as well as the role of working memory in language comprehension.

This article presents a didactic situation focused on geometric reasoning using 3D GeoGebra, using the concepts Theory of Didactical Situations (TDS). The objective of this work is to bring a didactic proposal for the teaching of Spatial Geometry, working with the students' geometric perception, oriented and elaborated based on the dialectic of TDS -- action, formulation, validation, and institutionalization. For its construction, a question from the National High School Examination (ENEM) was used about polyhedra, worked in an intuitive way. Finally, it is pointed out that TDS associated with technology has great potential to leverage the student's geometric reasoning, satisfying what is sought to develop in school curricula.

By ethnic-racial relations one understands the relations established between ethnic groups whose base is guided by race category, seen on a social perspective. Schools should be an environment propitious to the promotion of Education for Ethnic-racial Relations, the teacher being an indispensable agent in this process. The present study is characterized as documentary research with a qualitative approach that sought to analyze, in a comparative perspective, evidence of a proposal for Education for Ethnic-racial Relations present and/or absent in the Curriculum Guidelines and in the Common National Base for Initial Teacher Training (Resolution 2/2019), as well as the possible implications for the teaching of anti-racist Science and Biology in Brazil. The study leads us to conclude that the new Curricular Guidelines and the Common National Base for the Initial Teacher Training do not bring concrete evidence of an effective proposal for Education for Ethnic-Racial Relations as proposed by Resolution 2/2015, which was hastily revoked by Resolution 2/2019. The absence of these indications tends to result in negative implications for the teaching of anti-racist Science and Biology, since it was previously supported, we had found in the guidelines for teacher training an alternative to insert the study of ethnic-racial relations in undergraduate courses in the area. We hope that this study will collaborate for research in the area of teacher training and ethnic-racial relations in the teaching of science and biology, especially for educational policies aimed at training teachers.

This paper aims to present two potential instruments that will address the lack of knowledge in regard to the context of students' reality from teaching professionals in a specific school, these being: a local historiography (record of "yesterday"), based on oral history; and a reality inventory (record of "today"), elaborated from the assumptions of action research. Moreover, the objective is to argue the potential they have so as to avoid, on the part of school professionals, the mistake of not knowing the reality of the context of students. To achieve this, we present a brief description of the experiences we have had with these instruments in an area of ??agrarian reform with the Landless Workers Movement (MST), in southern Brazil. The study concludes with certain characteristics that are involved in the process of creating these instruments in order to achieve their potential, that is the support of local leaders, collaboration with the community, and the connection with the research.

Currently, the inclusion of disabled students in school still faces significant obstacles to its implementation. In Physical Education (PE) classes, these obstacles are mainly associated with failures in the pre-service training offered in undergraduate courses. This study aimed to investigate pre-service training on the inclusion of disabled students from the perspective of PE teachers. Four teachers, aged 27 to 32, participated in the study. The PE teachers took part in interviews, guided by open questions, which were later transcribed and analyzed using the technique of content analysis. The results section discusses the role of pre-service training concerning the inclusion of disabled students in PE classes, and identifies the gaps in this training. The PE teachers indicated the need for a change in perspective with regard to inclusion in PE classes.

The purpose of this article is to uncover what makes learning enjoyable for Generation Z college students (born 1995-2010) in the United States (U.S.) and Brazil. Qualitative data from 1,282 participants in the U.S. and 775 participants in Brazil were analyzed independently and for comparison using content analysis and thematic coding. The results of this study show both similarities and differences between these two populations. Both groups enjoy learning that is interesting, inspiring, relevant, and engaging. U.S. students enjoy knowledge acquisition, learning for societal impact, and having instructors who are competent and relatable. Brazil students, on the other hand, enjoy peer learning. While these results align with previous research findings on preferences for learning and cultural nuances, it is important to note that studies on Generation Z college students and learning are sparse. Thus, understanding this generational cohort in higher education is paramount for both informing and supporting individual pedagogical practices and shaping training initiatives on teaching and learning in higher education. In addition, given the impact of globalization on technology, commerce, entertainment, and information, uncovering the similarities in how young people from different cultures perceive learning may have global implications on research, training, and individual instruction in a more macro and universal way.

This work presents a discussion about the Didactic Training Engineering (EDF) methodology, of French origin, emphasizing the role of the teacher, during his initial or continuous training, through the conception and structuring of a didactic situation, organized by such methodology and based on the Theory of Didactic Situations (TSD). Therefore, the objective of this work is to present a didactic situation, based on the research methodology of (EDF) and focused on the analysis of the teacher's role, through the application of the dialectical phases (action, formulation, validation and institutionalization) provided by the TSD. The mathematical problem chosen to compose such a situation, through preliminary and a priori analyzes by EDF, will be focused on Flat Geometry directed to the Permanent Evaluation System of Basic Education in Ceará (SPAECE). SPAECE (Brazil) is a large-scale assessment, held annually in the state of Ceará, Brazil, involving all elementary and high school students in public schools. In addition, the use of the GeoGebra software as a technological resource for carrying out a didactic transposition of the content covered in the proposed didactic situation stands out. For a better conduct of this teaching and learning process, it is suggested the adoption of a didactic contract between the characters involved and the consideration of possible epistemological obstacles and obstacles that may arise during this process.

This paper presents a study based on didactic engineering and the theory of didactical situations on the complexification of the Leonardo sequence, addressing its numbers in a two-dimensional way, with the insertion of the imaginary unit "i". This study is an excerpt from a masters' thesis research done in the postgraduate programme in science and mathematics teaching of the Federal Institute of Ceará. It was conducted via Google Meet in an initial teacher education class in History of Mathematics. We will present a problem situation based on the research and the teaching methodologies assumed in it to evaluate the students' investigative and intuitive side faced with the situation presented. We assessed the results according to the methodologies used and carried out an internal validation. Thus, we concluded that the students could build their knowledge themselves, becoming protagonists of this construction and obtaining an evolutionary understanding of the Leonardo sequence.

This work presents the result of the application of a didactic sequence designed to understand the concept of the Cavalieri's Principle, supported by the GeoGebra application in its version for mobile phones -- 3D Calculator. For this study, the Theory of Categories of Intuitive Reasoning, by Efraim Fischbein, was used as a conceptual basis. The objective of this work was to elaborate and develop a didactic sequence aiming to subsidize the learning of the Cavalieri's Principle from GeoGebra, as a way to help the student in the construction of geometric reasoning, through visualization, perception and intuition. The methodology of this work is qualitative research, exploratory type, being carried out from a didactic sequence developed in two meetings remotely, due to the scenario of the COVID-19 pandemic. The target audience of this research is a group of students aged 15-17 years from a public school in Fortaleza -- CE, Brazil. In summary, it is pointed out that the intuitive reasoning categories mobilized from the use of GeoGebra have great potential to stimulate the evolution of the student's geometric thinking, through the development of perception, intuition and geometric visualization.

Background: Preschool is a crucial period for developing motor skills. Objective: This study evaluated factors associated with motor competence in preschoolers from a Brazilian urban area. Methods: A total of 211 preschoolers (51.2% girls and 48.8% boys) were evaluated. Body mass index was calculated; the Brazilian Economic Research Criterion, the Mini-Mental Scale (MMC) and the Early Childhood Environment Rating Scale®, Revised (ECERS-R™) were applied; the Habitual Physical Activity time was recorded; the Test of Gross Motor Development (TGMD-2) was performed. Univariate analysis was performed using simple linear regression for the independent variables, considering the motor test subscales as dependent variables. Variables with p < 0.20 in the univariate analysis were considered for the multiple linear regression model and were entered into the stepwise method. Results: The independent variables remaining in the Standard Score Locomotor model were BMI, presence of park at school, and MMC (R[superscript 2] = 0.16). The independent variables remaining in the Standard Object Control score were MMC and gender (R[superscript 2] = 0.03). The variables associated with the highest scores of Gross Motor Quotient were MMC, body mass index, and presence of a park at school, respectively (R[superscript 2] = 0.11). Conclusions: Male eutrophic preschoolers who are physically active and attend schools with parks or courtyards in a Brazilian urban area have the highest scores for global cognitive function and motor competence.