Discussing the importance of an intersectional approach to the concepts of race, gender and sexual diversity in articulation with economic and social inequalities in education has become a contemporary agenda. This theoretical orientation has contributed to the deepening of the dialog between educational research and other areas of human sciences and social sciences. … Read More →
The concept of inclusion presents practical contradictions and reveals the need to transform spaces
The concept of inclusive education aims to highlight the existing gaps in its idea and conception, which had been signified as an organic principle of modernity in terms of the construction of an egalitarian society. Therefore, it denounces the thoughtless acceptance of this contradictory compound through robust historical analysis, pointing to the need for dialectical overcoming of this idea. … Read More →
A shattered organisational culture or the effects of temporality within the school context
Within the context of the culture of school organizations in Portugal, the effects of the New Public Management and the digitalization of education on the development of fragmented forms of culture were enhanced by the increased individualism, adherence to instrumental logics of action, and a diminished sense of belonging to the organization. … Read More →
The unsaid about “eadization” in Higher Education
It is understood that the Brazilian Higher Education concept of “eadization” is recent and must be monitored so that its identity and function are not lost. It is possible to observe that the flexibility given by the insertion of a percentage (up to 40%) in the workload of face-to-face higher education courses dedicated to Distance Education supports a process of reconfiguration from the symbiosis. … Read More →
“NÓIS É*”: childhoods and feminisms in social practices of peripheral collectives on the pandemic
Due to the covid-19 pandemic, collectives contributed to maintaining the life of the peripheric population. The performance of women and their relationship with children allowed us to think about the possible construction of a collective pedagogy that approaches the Common, a principle based on collaboration and self-management, opposing hierarchies and patriarchy. … Read More →
No to the militarization of management in public school
The Nacional Program of Civic-Military Schools implemented by the Bolsonaro government in 2019, prescribes an authoritarian proposal for education and threatens our democracy. This study analyzed the conservative demands articulated in this Program and the reasons why the molds of the military schools have been praised as a solution to educational problems. … Read More →
Children and the use of social media in the fight against COVID-19: Is it possible to talk about child activism?
The presence of children in social media has been the subject of several researches and also of concern of parents and specialists about the risks related to this practice. For this reason, a new possibility for understanding this phenomenon is presented, called children’s digital activism, with a focus on coping with the COVID-19 pandemic. … Read More →
Perception of professors regarding the transition to emergency remote teaching in a large public university in Mexico during the pandemic
We present the results of a follow up questionnaire to a non-random sample of 513 teachers from the largest public university in Mexico. The purpose was to delve on issues identified in a questionnaire applied at the start of the pandemic, to identify and describe the opinions, experiences, characteristics and conditions in which higher education teachers transitioned to remote teaching. … Read More →
The lack of solidarity and human helplessness in the perverse neoliberal logic
It is supported by the philosophy of education and psychoanalysis the hypothesis that neoliberal rationality needs somebody’s deletion to carry out its perverse project and install a system of relationships based on indifference. As a counterpoint, Freud’s ethics is demanded, and supported by the other’s inclusion, a central experience in human development. … Read More →
Where there is urban violence, is there also school violence?
Different social classes don’t experience violence in urban spaces the same way – the wealthier tend to feel fewer effects of it. Discussions about school violence in teacher-education courses can contribute to improving conditions of socially vulnerable students. … Read More →
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