Cadernos de Pesquisa

Studies on policies, pedagogical practices and social thought in pandemic and post-pandemic contexts

Arlete Ramos dos Santos — 2025-09-18

This article presents two studies, the first developed by the Group of Studies and Research in Social Movements, Diversity, Education in the Countryside and City (Gepemdecc) of the Southwest Bahia University; and the second, by the Interdisciplinary Research Group in Education, Representations and Sustainability (Gipres) of the State University of Bahia, during the pandemic context and post-pandemic context, with emphasis on policies, pedagogical practices and social thought. The first problematizes Rural Education in Bahia and through the Marxist theory approach aims to investigate educational policies and practices in rural schools in Bahia that occurred during the COVID-19 pandemic period and post-pandemic. The second starts from the social reality that presents, in its complexity, the subjectivation of peripheral youth who recognize and identify themselves through the potential of their experiences and socio-educational practices. It seeks to apprehend the social thought of these young people about COVID-19, in order to contribute to the
guidance of pedagogical practices in schools in urban peripheries. They use qualitative research with documentary and empirical approaches that investigated, on one hand, teachers, managers, coordinators of rural schools, and on the other hand, young people from the peripheries of Salvador-
Bahia. The results of the first point out concerns regarding public educational policies for the training of rural teachers; and the second points out how the social representations constructed by peripheral
youth allowed exploring possibilities of interinstitutional and intersubjective articulations in the relationship of emerging knowledge from practices and experiences for the training of teachers in urban peripheries.

Schools from/in countryside during and after the Covid-19 pandemic in the State of Paraná

Maria Antônia de Souza — 2025-09-18

This paper aims to characterize education in/of countryside schools during the Covid-19 pandemic in Paraná, through a documentary study. It takes two research reports as references, one produced by the Paraná Articulation for Rural Education (APECPR) and published by the Association of Studies, Orientation and Rural Assistance (Assesoar, 2022) and the other produced by the Center for Research in Rural Education, Social Movements and Pedagogical Practices (Nupecamp, 2020). These surveys investigated the 10 geographical regions of the state and pointed out the inequalities, contradictions, and challenges of pedagogical practice and educational policies. They are constituted of teachers' oral reports of teaching practice and an analysis of state documents produced during the pandemic. The analysis of the documentary content was anchored in the categories of the historical-dialectical materialist method: totality, mediation, and contradiction. The conclusion is that education in rural schools, during the pandemic, faced pedagogical, political, social and infrastructural challenges and revealed unequal processes that mark Brazilian education. After the pandemic, there has been the consolidation of the platformization of teaching, the precariousness and overload of teachers' work, and the weakening of pedagogical practice. From a historical perspective, the logic of rural education is reproduced and called rural education in the government's political discourse. Schools in the countryside are moving towards building their political-pedagogical identity and the effort has been made by communities and education professionals who understand the political-pedagogical meaning of the concept of Countryside Education.

The effects of the Pandemic on Early Childhood Education in the State of Paraíba/PB

Joedson Brito dos Santos — 2025-09-18

This article analyzes the possible effects of the pandemic on educational service indicators for children aged 0 to 5 years and the achievement of Goal 1 of the National Education Plan (PNE/2014/2024) considering the years 2019 to 2022 as a time frame, between 2019 and 2022, a critical period of the health crisis. This is a research, with a quantitative-qualitative approach, using documentary analysis as both its methodological strategy and investigation technique. The School Census reports from INEP/MEC and the IBGE Census, as well as the National Education Plan, the State Education Plan (PEE/2015–2025), and the Municipal Education Plans (PMEs) of Paraíba were considered as research sources. The results indicate that the pandemic significantly affected enrollment in Early Childhood Education (EI), especially among non-white children, those living in rural areas, those on low incomes and in vulnerable situations. This impact led to setbacks in the universalization of preschool and the expansion of daycare services, compromising the achievement of Goal 1 of the Municipal, State, and National Education Plans. The critical analysis of the data reveals the need for more robust and equitable public policies to ensure the right to Early Childhood Education, particularly for children living in rural areas.

Being a Basic Education teacher, black woman, a single mother, atypical and peripheral in the context of the covid-19 pandemic in Brazil

Álida Angélica Alves Leal — 2025-09-18

This article aims to recognize challenges experienced and faced by a black Basic Education teacher, a black female, solo mother, atypical and peripheral in the context of the Covid-19 pandemic in Brazil, with a focus on Emergency Remote Education (ERE). The study is justified by the urgent need to expand and deepen research on work and teaching conditions, especially in conjunction with discussions on the living conditions of poor black women in our society. We configured the methodology from the perspective of a case study, in dialogue with narrative research, by conducting a semi-structured interview, applying a questionnaire and recording netnography of a teacher from the initial years of a small private school located in a peripheral region from Belo Horizonte, Minas Gerais. The data was treated through content analysis, from the perspective of intersectionality. The study highlights historical cultural baggage of exclusions that encompass ethnicity, gender, class, generation and many other intersecting variants; aspect that must be taken into consideration when studying and reflecting on the topic investigated. Challenges faced by women whose characteristics resemble those of our interviewee present obstacles rooted in a historical and structural context marked by racism, and it is essential to recognize that these challenges are not individual, but rather the result of social systems and power structures that perpetuate inequalities.

Assessment of the efficiency of graduate Programs (strictosensu) in Brazilian public universities in the context of the COVID-19 pandemic

Elisangela Hoffmann — 2025-09-18

The COVID-19 pandemic imposed significant challenges to the management, pedagogical organization, and mental health of the academic community in Brazilian universities, affecting all educational spheres. Among the main obstacles were limited access to technology and the internet, faculty overload, and difficulties in adapting to remote education. This study analyzes how master's
programs at the State University of Mato Grosso (UNEMAT) and the Federal University of Santa
Catarina (UFSC) adapted to the pandemic context, using Data Envelopment Analysis (DEA) to assess
relative efficiency from 2017 to 2022. The results showed that, of the 15 UNEMAT programs analyzed,
6 (40%) maintained or improved their efficiency in the first year of the pandemic (2020). At UFSC, 26
out of 71 programs (36.6%) achieved more than 80% efficiency in 2020. Although not all students had
full access to digital resources, the data suggest that factors such as rapid institutional reorganization,
the use of digital tools, and, in some cases, the maturity and autonomy of graduate students
contributed to maintaining efficiency. The findings demonstrate that the programs that best adapted to
the pandemic scenario were able to optimize the management of available inputs and maximize
outputs, even in the face of adversity.

Pandemic and trauma among public school teachers: a discussion in the light of Sándor Ferenczi’s psychoanalysis

Elizangela Felipi — 2025-09-18

For psychoanalyst Sandór Ferenczi, trauma results are not from a violent event in itself, but from the failure to recognize a situation suffered, in which a “strong” belies a vulnerable one. This concept can be related to the denialism and violence that occurred during the pandemic and its consequences in the school context. This research had the general objective of understanding how public-school teachers have dealt with the traumatic dimension caused by the Covid-19 pandemic. Qualitative research was carried out, in which 10 teachers who worked in elementary education in public schools in the west of Santa Catarina were interviewed. The results indicate the lack of recognition of vulnerability, or of all the effort made by teachers to ensure that the imposed schooling model occurred, and of the exhaustion that this generated. The effect produced was one of
submission, in which the teachers lost the ability to act, think, resist, therefore, to defend themselves in
front of others, which characterizes the traumatic dimension of this experience in the Ferenczian
sense. It was observed that one of the destinations for the pandemic trauma was the suffering and illness of teachers. In view of this, the expressions that were witnessed were understood as social symptoms, and not individual symptoms, which requires political actions to combat them. It is concluded that the pandemic accentuated educational inequalities and made teachers even more vulnerable, requiring institutional recognition policies and collective actions based on an ethical position of care.

Between educational precariousness and teaching reinventions: the pandemic (ex)posed the clean face of public education

Edison Aran Nunes Krusser — 2025-09-18

This article analyzes the teaching profession, taking as its locus a Public Basic Education School, during the Covid-19 Pandemic period, from an empirical corpus consisting of a set of narratives of experiences of eight teachers of the early years of Elementary School. An exploratory intercession for the multiplicity of teaching in the face-to-face mode, on the school floor, sometimes of its immateriality, in the remote mode. The objective of this analysis is to understand to what extent this change in everyday life affected the teaching singularity, in order to allow the expansion of an exercise of understanding about teaching, inspired by a cartographic thought, which accompanies the course of this writing and moves like a dance with Tango steps. The problematization was developed from a conversation about experience, teachers, unrestricted defense of the school, and the love for the world that all this contains. It brings writings of procedures to think and resignify the territory of the
educational field. It remains possible to affirm that the teaching in question, in this cut of time and space, becomes resistant and demonstrates the ability to give dynamics and appreciation to its profession, whatever the technical or structural situation to which it is submitted. We enunciate the importance of the existence of a cooperation network that provides conditions of possibility for permanent coformation of teachers.

The closure of rural schools in Rondônia and the pandemic: impacts on local communities

Maria Aparecida Antero Correia — 2025-09-18

In recent decades, Brazilian education has undergone major reforms to favor a market and privatist vision to the detriment of valuing public education with social quality. In this context, the mass closure of Rural Schools affected historically excluded communities such as indigenous people, caboclas, riverside dwellers, extractivists, quilombolas, increasing educational and social inequalities. An example of this process is the state of Rondônia, in the Western Amazon, which has expanded agribusiness, while at the same time having a high number of schools closed, including during the pandemic period. Based on the analysis of documentary data collected from the Basic Education Census, from 2012 to 2023, with a bibliographical review and an approach to historical-dialectical materialism, the objective of this work was to analyze the policy of closing schools in rural areas in the state of Rondônia and how local communities are being impacted. The results point to the existence of a consolidated trend of school closures with an increasing onslaught of agribusiness, which has impacts on the economic production and social dynamics of rural, water and forest communities. The Elementary School stage has been the most affected, with the highest percentages of school closures.

Rural education and public policies: analysis of national programs in the valorization of rural identity

Esther Marciano Barbosa — 2025-09-18

This research aims to investigate how public educational policies focused on rural areas, specifically the Programa Nacional de Educação na Reforma Agrária (PRONERA), the Programa de Apoio à Formação Superior em Licenciatura em Educação do Campo (PROCAMPO), and the Programa Nacional de Educação do Campo (PRONACAMPO), effectively contribute to the valorization of local knowledge and the strengthening of rural cultural identities. Based on their proposals and educational projects, it becomes relevant to examine how these initiatives impact rural communities. The study draws on the legislation that implemented and regulated these programs, as well as complementary documents such as ordinances and resolutions. Additionally, a literature review was conducted, from the perspective of historical-dialectical materialism, grounded in authors such as Caldart (2002, 2012), Molina (2010, 2012, 2014), and Ribeiro (2012), who supported the critical analysis of the public policies discussed. It is argued that the discussion of these public policies is
essential, given their direct impact on the educational project for rural populations and their promotion
of actions that seek recognition of rural people as subjects of rights, across all educational levels.
However, the results indicate that challenges persist, hindering the full implementation of these policies, whether due to objective or subjective obstacles. Therefore, the importance of expanding the debate and deepening discussions about these programs is emphasized, considering the advances made their limitations. The study points to the need for an education that addresses rural reality and, above all, meets the specific demands of rural communities.

School and social exclusion in the critical regressive continuum of public policies

Samuel H. Carvajal Ruíz — 2025-09-18

The essay discusses the lessons that emerged from the historical moment known as ”The pandemic due to the effects of Covid–19" and in the time after it. Although it reflexively focuses on public policies in education and their expression in educational and school praxis, it contextualizes and discusses within the main issues that signify an aspirational time, of attempts to reconstruct “hope”, more as a speculative exercise than a real one. In times of chiaroscuro glimpses of "monsters” and "demons”, to paraphrase Gramsci. This framework serves to reflect on the impacts on “social rights”, including education, in times of evident social and economic setbacks of historically excluded sectors. And even, this theoretical–documentary recreation proposes a critical perspective on the enunciation and concretization in the exercise of fundamental rights and conquests in a country like Venezuela, subjected to a systematic siege for more than a decade.

Public policies for university financing in Argentina

Marcelo Fabián Vitarelli — 2025-09-18

The main objective of this article is to analyze public policies on university financing in Argentina over the last decade, focusing on their impact on access, retention, and quality in higher education. The research adopts a historical-descriptive methodology that combines a comparative analysis of primary enrollment and scholarship data from two public universities in the Nuevo Cuyo region with a qualitative review of national programs and policies aimed at quality assurance and strengthening teaching staff. The findings reveal a steady increase in university enrollment, driven by the creation of new institutions and programs that expanded territorial coverage and enabled access for first-generation university students. Student scholarships, both national and institutional, emerge as key mechanisms to support students from vulnerable contexts, although their budgetary weight remains limited compared to actual needs. Additionally, special funding programs for teaching positions have strengthened academic supply and responded to the challenges of the first years of study. In conclusion, the decade under review can be regarded as a period of significant progress towards inclusion and educational equity. Public financing reaffirmed the Argentine university’s role as a social right and as a driver of regional and cultural development.

Contemporary challenges in education: xenophobia and its impacts on immigrant faculty in Brazilian higher education

Antonio Andretti Albuquerque da Costa — 2025-09-18

Today, the world witnesses a broad spectrum of movements and displacements of people across various global geographies, driven by numerous factors and reasons. This mobility fosters interactions between different peoples and cultures, which can lead to both positive and negative impacts. This study focuses on one such impact: xenophobia within the brazilian educational environment. Xenophobia in educational settings poses a significant challenge to the internationalization of education and the integration of immigrant faculty and students. This research aims to analyze foreign faculty's perceptions of xenophobic manifestations in Brazilian federal higher education, identifying the main forms of occurrence, their impact on well-being, and whether institutions have policies/programs to promote respect and cultural diversity. The methodology employed a survey as the technical procedure for data collection. The research is based on the perceptions of 205 non-native Brazilian faculty members in the federal higher education network, with data analysis conducted through content analysis. The results indicate that xenophobia indeed occurs among faculty in the Brazilian federal higher education environment, manifesting in various forms and directly affecting the well-being and professional performance of the respondents. Furthermore, most
participants believe that university administrations do not adequately address xenophobic acts.

From official narratives about PISA to the conceptions of basic education teachers in the North of RS

Marina Fátima Onyszko — 2025-09-18

The article presents and discusses the results of a research that investigated the following question: what are the conceptions of teachers working with 15-year-old students in a municipality in the Northern region of Rio Grande do Sul (RS) about the Programme for International Student Assessment (PISA)? PISA, coordinated by the Organisation for Economic Co-operation and Development (OECD), is an international large-scale assessment program that has become a powerful tool for transnational regulation. Its impact on Brazilian educational policies also resonates in teachers' performance. Therefore, this text aims to analyze the conceptions of teachers working with 15-year-old students in a municipality in the Northern region of RS regarding PISA. This is a qualitative, exploratory, and descriptive study. The methodological strategies adopted were bibliographic, documentary, and field research. Field data collection was conducted through the application of a questionnaire to the teaching staff (12 teachers) working in the ninth year of Elementary School and the first and second years of High School in the aforementioned municipality. The strategy used for data analysis was Content Analysis. The results highlighted a lack of knowledge among the participants regarding PISA and its influences, as well as a certain self-responsibility for students' performance. These results point to the emphasis placed on the technical aspect of training, which reverberates in the reduction of criticality and the loss of the political dimension of teaching performance.

Teacher and student affective bond in the sixth year of elementary school

Dirlei Salete do Amaral Brancher — 2025-09-18

In the light of Henri Wallon's (1975, 1979) discussions on affectivity, this study aimed to understand how the affective bond is built in the relationship between teachers and students of the
sixth year of Elementary School who enter a new school. For this, qualitative research was designed,
carried out in a state public school in the municipality of Caxambu do Sul, Santa Catarina. As instruments and techniques to produce information, participant observation recorded in a field diary, conversation circles with ten students of the sixth year of Elementary School and semi-structured interviews with five teachers of these students were used. The information was analyzed through Thematic Content Analysis. The results indicate that the transition to a new school and the change in the school routine generate insecurities and challenges for students, accentuated by the transition from the development phase of the categorical stage to the stage of puberty and adolescence. It is concluded that the affective bond between teachers and students plays an important role in the school transition period and the development phase of the latter. The formation of positive affective bonds between teachers and students is essential for a welcoming educational environment that is conducive to learning. It is suggested that schools develop pedagogical strategies and practices that value and strengthen these affective relationships, contributing to the inclusion and integral development of students.

Indigenous Knowledge and Cultures in The Master’s Degree in Letters of UEMASUL: teaching practices and applicability of laws 10.639/2003 and 11.645/2008

Lilian Castelo Branco de Lima — 2025-11-13

This paper examines how the Master's degree in Letters at UEMASUL complies with Laws 10.639/2003 and 11.645/2008 through its work with Indigenous knowledge and cultures. To achieve this, documentary research with a qualitative approach was conducted. Thus, the objective of this study is to analyze the actions taken to promote ethnic-racial literacy in this postgraduate program. It is noteworthy that after seeking answers to the guiding question, it was identified that Indigenous themes are addressed in the course in the disciplines and in the researches developed by students, from both linguistic and literary perspectives. However, the theme is addressed with greater emphasis in two disciplines: Memory and Regionality and Orality, Writing, and Indigenous Cultural Identities. Thus, we delimited the focus of this work to both. The discussion of the data was based, in particular, on the works on Indigenous literatures from the perspective of Graúna (2013) and Thiél (2016) and on literary literacy by Street (2014). The results indicate that this master ́s program has contributed to literacy for ethnic diversity, working with works with elements of indigenous identities and knowledge, which points to the relevance of this study, considering that the reading and study of indigenous literature can contribute to the valorization of cultural diversity and the decolonization of knowledge, being an important pedagogical tool for the formation of critical and engaged readers.

Narratives of Indigenous Elders from Novo Funil Village/ MA, on the History, Culture, and Strengthening of the Guajajara Cultural Identity

Ilma Maria de Oliveira Silva — 2025-11-13

The narratives of Indigenous elders are essential for transmitting traditional knowledge to the new generations of each people, in every village. It is through orality that stories, culture, myths, rituals,
languages, healing practices, and concepts of good living are handed down, thereby strengthening cultural identity. However, most Indigenous youth—who have access to other cultures, which is important—do not seem to value what is specific to their own cultures, nor the narratives of those who carry within their memories the knowledge necessary to preserve each people’s distinctiveness. Moreover, most of the formal schools in the villages do not emphasize the importance of Indigenous cultures as specific educational content. In this regard, this paper analyzes the contributions of the elders’ narratives from the Novo Funil village to the strengthening of the Guajajara people's cultural identity. What makes this work relevant is the transformation of its findings into pedagogical material for the local school and those in neighboring villages. This qualitative study employed the Oral History methodology, as it enables the description of everyday aspects of a culture or group. Participants included elders, youth, and teachers from the Kwarahy Indigenous School. The research indicated that, today, the culture of the Guajajara people is being re-signified by younger Indigenous generations.

Research practice, counter-colonial epistemology and the production of indigenous knowledge on Human Rights Education

Maria do Socorro Borges da Silva — 2025-11-13

This article aims to analyze research practices in graduate studies, focusing on a counter-colonial epistemological perspective and the production of knowledge by Indigenous educators on Human Rights Education. Through narratives of experiences within the Graduate Program in Education (PPGEd), at the Federal University of Piauí (UFPI), both in epistemological studies and in research conducted in the territory of the Guajajara people in Maranhão. We highlight as methodological approaches the Cartography use and the cultural circles for data production by indigenous teachers, which incorporate Guajajara cultural elements such as singing, maraca (rattle), body painting, the bow and arrow, and the Indigenous storytelling as epistemic tools for reimagining Human Rights Education. Like a rhizome, this knowledge engages in dialogue with Indigenous authors among others who contribute to discussions on Human Rights Education. The research process itself reveals traces of Human Rights Education, shaped by an Indigenous perspective that is decolonizing and counter-colonial. It affirms the strength of knowledge and power circularity among Indigenous peoples, the communal and collective dimensions of knowledge construction, and a nomadic, inter-, pluri-, and transversal perspective in research pathways.

Decolonial methodologies: Indigenous literatures in knowledge production

Fernanda Vieira de Sant' Anna — 2025-11-13

This essay aims to discuss how decolonial methodologies and ancestral epistemologies can contribute to the decolonization of knowledge production, to the representation of Indigenous voices in contemporary literature, and to the expansion of the field of Literary Theory. Collaborating in the elaboration of knowledge for the construction of possible plural worlds. Unlike a sterile multiculturalism, we focus on contemporary ancestral epistemologies for the analysis and understanding of contemporary issues. We propose how decolonial methodologies and Indigenous literatures act in the creation of new systems of knowledge production, in order to discuss a theoretical basis for the decolonization of research practices, as an epistemological alternative to the monocultures of Western thought, with a focus on the appreciation and recognition of the multiplicity of scientific understanding and practice.

Dossier - Pedagogical policies and practices in pandemic and post-pandemic contexts: impacts on school spaces

Arlete Ramos dos Santos — 2025-09-18