Jul 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3332· 0 citations
Abstract
This article aims to analyze the implications of Brazilian educational policies on teacher education, highlighting the tension between regulatory frameworks of a managerial nature and the critical perspective of professional development. This is a qualitative bibliographic and documentary study, grounded in historical-dialectical materialism. The theoretical framework draws on authors such as Frey, Libâneo, Frigotto, Gatti, and particularly Purificação, regarding studies on professional development and emancipatory praxis. The analysis focuses on the legais frameworks of undergraduate teacher education programs, the interference of international organizations, and the imposition of the Common National Curriculum Base (BNCC) through philanthropic consensus. The main findings reveal that current policies operate towards the conformation of teachers to the interests of capital, reducing their education to a technical and instrumental dimension. However, within the entanglements of policy implementation, possibilities for resistance and the reconstruction of a praxis aimed at human emancipation can be identified.
This study aimed to investigate the dialogue between contemporary French philosophy and Paulo Freire's critical pedagogy, articulated with contributions from other authors, to ground a proposal for culturally emancipated education. The analysis reveals a profound complementarity that overcomes the limitations of each t...
Haroldo Wilson da Silva, Herica Maria Castro dos Santos Paixão, Gilfran Melo Nascimento· Revista de Estudos Interdisc...· 0 citations
This article analyses the evolution of attention to diversity and inclusion in the Spanish education system through a critical study of organic education laws from 1970 to the present. Using a qualitative‐descriptive and interpretative approach, it examines the conceptualisation and terminology used, the underlying t...
Pablo Gayo-Pérez, Ana Rodríguez-Guimeráns, M. M. Castro-Rodríguez et al.· Journal of Research in Speci...· 0 citations
This article constitutes an exercise in critical reflection on comprehensive education within the conceptual framework of the integrality of human development and is supported by a brief documentary analysis of public policies, taking as references the 1988 Federal Constitution, the LDB (Law No. 9,394/1996), among othe...
Adelmo Pradeiczuk, Solange Maria Alves· Poiésis - Revista do Program...· 0 citations
The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Bas...
Torres Pérez-María, D. Carmen· Journal of Intelligent Decis...· 0 citations
This article analyzes the centrality of African philosophy in teacher education within Pedagogy and Education of and in the Countryside. Aligned with the Epistemologies of the Global South and counter-hegemonic studies, the text proposes a fracture in the conventional conception of philosophy to overcome eurocentric ge...
Miguel Melo Ifadireó, Belijane Marques Feitosa, Camila Silva Alves Aquino et al.· Revista de Estudos Interdisc...· 0 citations
ABSTRACT: This article analyzes the contributions of Pierre Bourdieu’s praxiological thought to higher education research. It conceives of higher education as a multifaceted social space whose dynamics are shaped by the struggles, strategies, and interests of different actors and institutions. The text reflects on the...
José Vieira de Sousa, J. F. D. de Oliveira· Educação em revista· 0 citations
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