About the Journal

Debates em Educação é uma revista do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Alagoas, publicada exclusivamente online e de acesso aberto. A revista publica trabalhos inéditos de autores brasileiros e estrangeiros que tratem da educação, podendo ser ensaios teóricos, resultados de pesquisas, debates e revisões críticas (teórico-metodológicas) da literatura científica educacional, relatos de experiências e reflexões sobre a realidade da educação local, nacional e internacional. A revista tem como principal objetivo proporcionar um espaço rico de debates entre pesquisadores e a comunidade, contemplando a pluralidade de pensamentos, temáticas, metodologias e estilos presentes no cenário educacional atual. 

Google Schoolar - Citações

Qualis Capes 2017-2020: A2 Educação

Announcements

Dossiê temático: Professores(as) iniciantes: políticas, experiências e narrativas em múltiplos contextos

2024-09-13

Organizadores(as): Prof. Dr. Joelson de Sousa Morais (UFMA), Profa. Dra. Isabel Maria Sabino de Farias (UECE) e Profa. Dra. María Mercedes Jiménez Narváez/Universidad de Antioquia (UdeA)/Colômbia

Período de submissão 01 a 20 de dezembro de 2024

Read more about Dossiê temático: Professores(as) iniciantes: políticas, experiências e narrativas em múltiplos contextos

Current Issue

Vol. 16 No. 38 (2024)

Revista Debates em Educação | v. 16, n. 38 

Published: 2024-01-22

Dossiê: Alfabetização no pós-pandemia: políticas, discursos e práticas

Dossiê: Avaliação na e da Educação Superior: tópicos sobre inclusão e acessibilidade

Dossiê: As políticas educacionais na América Latina e as disputas pelo direito à educação

  • Apresentação: Dossiê Políticas educativas na América Latina e disputas pelo direito à educação

    Cibele Maria Lima Rodrigues, Givanildo da Silva, Nora Gluz
    e18097
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe18097

  • The rise of the new right and the undermining of the commons in Argentine educational policies of the 21st century

    Nora Beatriz Gluz, Axel Kesler
    e17876
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17876

  • Higher education in Mexico, neoliberalism and transition process

    María Guadalupe Olivier Téllez
    e17879
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17879

  • The plan is to have no plan an analysis of the relevance of educational plans in Paraguay

    Gabriela Walder, Rodolfo Elías, Ana Gabriela Portillo Martínez, Angeles Ferreira Ferreiro
    e17880
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17880

  • The Lemann Foundation's Acting in the Processes of Privatizing Education

    Ingrid Klebyane Farias de Luna Barbosa, Gleyce Kelly dos Santos Leão, Cibele Maria Lima Rodrigues
    e17882
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17882

  • Convergences and divergences in comprehensive education policies and programs in Brazil and Latin America a historical narrative

    Sarah Porto da Paixão Barbosa Pereira, Edilange Batista Galvão, Rachel Costa de Azevedo Mello
    e17881
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17881

  • Challenges in implementing full-time education policy in the state of Alagoas

    Alex Vieira da Silva, Inalda Maria dos Santos
    e17878
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17878

  • Educational responsibility in the Federal Chamber of Deputies and the Federal Senate what's at stake?

    Francisco Hélio de Oliveira Rodrigues, Allan Solano Souza
    e17874
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17874

  • The conditions of teachinng work in context of disputes

    Givanildo da Silva, Eva Pauliana da Silva Gomes, Vânia Silva de Oliveira Cordeiro
    e17877
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17877

  • The right to education and inequalities structural and school effects during the COVID-19 pandemic in Brazil

    Alexandre William Barbosa Duarte, Dalila Andrade Oliveira
    e17886
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17886

Dossiê: 40º aniversário do livro Escola e Democracia: contribuição e novos desafios

Debates

  • Science and scientific knowledge in contemporary education

    Verônica Alves dos Santos Conceição, Cristiane de Magalhães Porto
    e16688
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16688

Dossiê: Formação de professores que ensinam Matemática: contextos e práticas

  • Apresentação - Dossiê Formação de professores que ensinam Matemática contextos e práticas

    Carloney Alves Oliveira, Edvonete Souza de Alencar
    e17168
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17168

  • Technologies in the initial training of teachers who teach Mathematics Brazil and Portugal

    Carloney Alves de Oliveira, Sónia Matilde Pinto Correia Martins
    e16652
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16652

  • CHATGPT, Metaverse, Web3 and other technologies challenges to the education of the future

    Renato Ribeiro Guimarães, Vilmar Malacarne, Fábio Lopes Alves
    e16114
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16114

  • Escape Room in the function teaching a gamification experience

    Luis Fabián Gutiérrez-Fallas
    e16081
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16081

  • Mathematics teaching through Youtube tessituras that make up teacher training

    Filipe Antônio Araújo Moura, Andrea Karla Ferreira Nunes, Carlos Alberto Vasconcelos
    e16003
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16003

  • Proposal for teaching Geometry solids in Geogebra

    Paulo Vitor da Silva Santiago, José Rogério Santana
    e15862
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15862

  • The specialized knowledge of the mathematics teacher in a book by the early education teacher

    Ana Paula Bolsan Sagrilo Silveira, Edvonete Souza de Alencar, Danilo Diaz-Levicoy
    e16047
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16047

  • The teacher trainer in continuing training contexts in modeling of mathematical education

    Adan Santos Martens, Tiago Emanuel Klüber
    e16027
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16027

  • Prospective Kindergarten and Primary teachers’ interpretative knowledge in giving meaning to students non-usual approach to the “usual” subtraction algorithm

    Miguel Ribeiro
    e16020
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16020

  • Professional vision of Mathematics teachers from countryside schools in the design of exploratory tasks

    Camila Benites Bieleski Moré, Renata Viviane Raffa Rodrigues
    e15996
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15996

  • Mathematics teacher educators contexts and practices

    Leticia Sosa Guerrero, Wendy Jhoana Jiménez Ávila
    e15961
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15961

  • Teacher narratives on Mathematics evaluation practices in Elementary Education

    Francisca Eudeilane da Silva Pereira, Joelson de Sousa Morais
    e15950
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15950

  • Education and (self)formation in revisiting educational memories an autobiographical journey from the experiences of a brazilian student (1985-1998)

    José Cicero Pinto dos Santos, Margarida Louro Felgueiras, Elisabete Ferreira
    e16055
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16055

  • Monitoring and evaluation of education in Itapetininga/SP between guidelines and results

    Elidia Vicentina de Jesus Ribeiro, Daniele Xavier Ferreira Giordano, Paulo Gomes Lima
    e16011
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16011

  • Creative thinking from the perspective of Mathematics graduate students

    José Elyton Batista dos Santos, Mário Jorge Oliveira Silva, Marilene Batista da Cruz Nascimento
    e16010
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16010

  • Scientific Initiation and Teacher Training knowledge mathematics manifested in collaborative context

    Gabriel Linhares de Sousa, Marcilia Chagas Barreto
    e15980
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15980

  • Importance of financial education in the citizen training of Basic Education students

    Anderson Lima de Araújo, Raquel Alves Sobrinho
    e15968
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15968

  • Formative actions in a Mathematics teaching practice subject

    André Lima Rodrigues, Bruno Rodrigo Teixeira
    e15949
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15949

  • Teacher decision making in teaching statistics and probability

    Teresa Carrasco, Eugenio Chandia, Claudia Vásquez
    e15810
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15810

Entrevistas

  • Symbiosis between artificial intelligence and cameras in educational assessments

    Roberto Ribeiro Faria, Gutemberg Silva Gomes , Odonírio Abrahão Júnior
    e16694
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16694

Artigos

  • Socioscientific Issues from a Problem Situation a case in Remote Education

    Bruna Kélvia Alves de Oliveira, Miyuki Yamashita
    e17533
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17533

  • Teacher Training and the Challenge of Inclusive Education

    Andreia Viana da Silva Diniz, Eda Maria de Oliveira Henriques
    e17537
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17537

  • Early Childhood Education, teaching and the pandemic attempts to make connections, excess demands, great challenges

    Leandra Souza Machado, Aliandra Cristina Mesomo Lira
    e16610
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16610

  • The teaching internship in stricto sensu postgraduate degree observation and use of TDIC in the course of extensive learning

    Cícera Gomes da Silva, Maria Aparecida Pereira Viana
    e17817
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17817

  • Reflections on teaching Anthropology in Basic Education

    Fernanda Valli Nummer, Luana Rosa da Silva, Adriany Souza da Silva de Lima
    e16052
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16052

  • Afro-Brazilian culture discussed in non-formal educational contexts notes on @uma_intelectual_diferentona

    Maria Eduarda Duca Milano, Daniela Nery Bracchi
    e17992
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17992

  • Teachers’ participation in High School reform

    Ramon de Oliveira
    e16478
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16478

  • The historical-critical conception of curriculum an interview with Dermeval Saviani

    Carolina Nozella Gama, Cláudio de Lira Santos Júnior
    e17823
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17823

  • Specialized Educational Assistance in daycare centers and preschools analysis of guiding documents in the practice of a special education teacher

    Eleusa Maria Passos Tenório, Elisangela Leal de Oliveira Mercado
    e17600
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17600

  • The bricolage methodology a possibility in post-critical research in education

    Anderson Luiz Gonzalez, Kamila Lockmann
    e16909
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16909

  • Autobiographical narratives in research and teacher training revealing multiple experiences

    Francisco Marcos Pereira Soares, Antonia Edna Brito
    e17308
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17308

  • The choice of the pedagogy course in the context of emptying education and the teaching career between belongings, (im)possibilities and recognitions

    Luciana Ponce Bellido, Maria Izabel Machado, Marta Maria Valeriano
    e16156
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16156

  • The choice of the chemistry textbook in the light of the theory of subjectivity

    Rafael Silva de Araujo, Bruno Silva Leite
    e15843
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15843

  • Sensitive listening of adolescents through a teacher's perspective in the can speak program (UNICEF)

    José Arthur da Silva Santos, Hugo Monteiro Ferreira
    e16574
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16574

  • Main difficulties described in the teaching-learning of chemistry for High School systematic review

    Wladimyr Mattos Albano, Cristina Maria Carvalho Delou
    e16890
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16890

  • Paradigms of teacher training in licentiate courses in chemistry in the state of Mato Grosso

    Marcel Thiago Damasceno Ribeiro, Nyuara Araújo da Silva Mesquita
    e16029
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16029

  • Letter to Naomar de Almeida-Filho and Luis Eugenio de Souza presentation of UFCA as a protopical model for Brazilian universities

    Ives Romero Tavares do Nascimento, Luiz Felipe de Sousa Fideles
    e17602
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17602

  • Perceptions of primary education teachers about the Science, Technology, and Language triad from the perspective of the digital cultural space

    Alba Valeria de Sant Anna de Freitas Loiola, Raquel Salcedo Gomes, Andresa Silva da Costa Mutz, Andreia Santos Sachete
    e17328
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17328

  • The fluidity of School Space (Home) in times of pandemic in Amazonas .

    Ivan Souza, Maria Olívia
    e17539
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17539

  • Public teaching competition in Bahia a critical analysis of the chemistry examinations

    Jayne Santos Leal, Mara Aparecida Alves da Silva, Geronimo Lopes Lima
    e16626
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16626

  • The BNCC regulatory discourse for Indigenous School Education neoliberal ethnophagy and biopolitics/necropolitics as synonyms

    Adrião da Silva Mendes, Sandro Guimarães de Salles
    e17652
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17652

  • Analyzing the curriculum of graduation courses at the Federal University of Maranhão in terms of thematic gender

    Lana Lisiêr de Lima Palmeira, Erica Bianco de Souza Queiroz
    e17609
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe17609

  • The reading in portuguese language as L2 by the deaf resignifying the discourse about “difficulty”

    Aline Olin Goulart Darde, Ana Paula Santana
    e16092
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16092

  • “My teaching has improved” formative processes in the self-efficacy of university teachers in the post-pandemic period

    Caren Rossi, Valesca Irala
    e16873
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16873

  • Learning by research and Chemistry teaching

    Everton Bedin, José Claudio Del Pino
    e16016
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16016

  • Women in natural sciences challenges in building a scientific career

    Evelym Chaves Meireles, Carmem Lucia Artioli Rolim
    e16533
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16533

  • E-dialogicity as a perspective of open scientific communication in Education journals

    Júlio Cesar Correia da Silva, Luis Paulo Leopoldo Mercado
    e16216
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16216

  • Family and school important bridge in the schooling process of a child with intellectual disability

    Rozeli de Farias, Tícia Cassiany Ferro Cavalcante
    e15931
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15931

  • Strategies of co-creation for adequate planning in Basic Education

    Marlene Zwierewicz, Andressa de Fatima Rodrigues dos Santos Lima, Lilian Patricia Vetterlein Weiss, Verónica Violant Holz
    e15954
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15954

  • Designs and experiences of school accountability policies in Brazil

    Luisa Xavier de Oliveira, Anderson Gonçalves Costa, Wirla Risany Lima Carvalho
    e16037
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16037

  • The Pedagogy course in Brazil and the pedagogue’s training in a historical perspective

    João Francisco Lopes de Lima, Juscineia dos Santos Delfino de Carvalho
    e16165
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16165

  • Training, practices and knowledge constitution of teaching identity in the chemistry course at UNILAB/Ceará

    Elisangela André da Silva Costa, Bruno Miranda de Freitas, Maria do Socorro Lopes da Silva
    e14146
    DOI: https://doi.org/10.28998/2175-6600.2023v16n38pe14146

  • An analysis of school initiatives in Environmental Education in the west of Paraná

    Maria Victoria Castanha Bedin, Valéria Iared
    e14905
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe14905

  • Social Representations of the pandemic and their implications for the schooling process of High School students

    Laeda Bezerra Machado
    e15827
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15827

  • Religion, context, sacred and belonging Xukuru-Kariri indigenous people

    Marcondes Silva da Rocha, José Bezerra
    e15876
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15876

  • Regional aproach to education in soil science for Santa Catarina

    Schayanne Matos Henrique, Letícia Sequinatto-Rossi, Gustavo Eduardo Pereira
    e15793
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15793

  • Symbolic violence the vision of gender and sexual identity in an Education Institute

    Evelyn Correia de Oliveira Cavalcante, Luciano Bairros da Silva, Sonia Maria Soares Ferreira, Lupicinio Íñiguez-Rueda
    e15195
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15195

  • Indigenous Education what has been researched?

    Arliene Stephanie Menezes Pereira, Karla Angélica Silva do Nascimento, Maria Aparecida Alves da Costa, Lia Machado Fiuza Fialho
    e15850
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15850

  • Teaching authority and school indiscipline the teachers` voice

    Suele Aparecida Leite de Sousa, Maria do Horto Salles Tiellet
    e14298
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe14298

  • Inclusive pedagogical strategies

    Elaine Alves Leite, Ruth Maria Mariani Braz, Sérgio Coelho Crespo da Silva Pinto
    e15868
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15868

  • Education policies (im)posed in Brazil a discussion based on teacher’s narratives

    Renata Helena Pin Pucci, Thaigo Antunes-Souza, Luciana Haddad Ferreira
    e15211
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15211

  • EJA and the ideals of the CONFINTEAS

    Paulo Henrique Freire Bourdette Ferreira , Janaina Silva de Souza, Ruth Maria Mariani Braz
    e15857
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe15857

Resenhas

  • Research in educational policy methodological perspectives

    Diego Bechi, Ana Luiza Fochesatto
    e16485
    DOI: https://doi.org/10.28998/2175-6600.2024v16n38pe16485
View All Issues