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O letramento em língua materna e sua relação com a leitura de mundo dos estudantes dos anos iniciais do ensino fundamental
(Universidade Federal de São Carlos, 2025-06-19) Silva, Flavio Medeiros da; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This paper addresses the importance of literacy in the mother tongue in the early years of elementary school, highlighting its essential role in the formation of critical and conscious individuals. It is based on the premise that teaching and learning processes must be constantly studied and improved, especially in view of current challenges, such as expanding access to school and guaranteeing the right to learning. While literacy is related to the technical mastery of the alphabetic system, literacy involves the social use of written language, with meaning and context, enabling a critical reading of the world. This concept is aligned with the ideas of Freire (1989), who advocates literacy focused on awareness and social transformation. In view of contemporary social changes, it is urgent to redefine such practices, promoting more meaningful learning experiences, focused on the autonomy of students and their ability to critically interpret reality. The purpose of the study is precisely to reflect on how literacy in the mother tongue can contribute to the construction of students' reading of the world in the early years of basic education. To this end, the research adopts a qualitative and bibliographical approach, aligned with the state of the art, based on renowned authors such as Soares (2018), Ferreiro (2017), Freire (1987) and Kleiman (2005). Soares (2018) differentiates literacy from literacy and advocates pedagogical practices that integrate both processes. Ferreiro (2017) emphasizes the constructive nature of literacy, highlighting the different levels of understanding of the writing system. Freire (1987) proposes a critical literacy, based on dialogue and reflection. Kleiman (2005) contributes to the concept of literacy as a social and contextualized practice. The study argues that literacy and literacy should go hand in hand from the early school years, promoting the meaningful appropriation of written language and contributing to the development of students' critical awareness. Literacy, understood as the ability to use written language in different social contexts, is essential for the formation of readers of the world — individuals capable of interpreting, questioning and acting on reality. Thus, the work proposes pedagogical paths that integrate the learning of written language with citizenship formation, valuing the role of the school in the construction of a more just, critical and transformative education.
Os lugares em que vivemos: múltiplos olhares sobre as paisagens e culturas brasileiras a partir do cinema
(Universidade Federal de São Carlos, 2025-06-19) Veríssimo e Silva, Luiz Gustavo; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This study analyzes the use of Brazilian national cinema as a didactic resource in Geography teaching, aiming to explore how short films can contribute to understanding the different ways of inhabiting Brazilian landscapes. The research, qualitative in nature, was carried out with 4th-grade elementary school students in a municipal school in the interior of Minas Gerais. The pedagogical approach included the screening of the short films Naiá and the Moon, Waters of Romanza, and The Things That Live in Things, followed by discussion circles and the production of drawings. The analysis of the graphic records, in light of Peircean semiotics, made it possible to identify conceptual, procedural, and attitudinal learning related to cultural diversity, the human-nature relationship, and the forms of organization of geographic space. The results indicate that national cinema, by integrating artistic language with curricular content, fosters the construction of more sensitive, critical, and reality-connected geographic knowledge
Movimento negro educador: contribuições para uma prática pedagógica antirracista
(Universidade Federal de São Carlos, 2025-06-19) Silva Souza, Eula Paula da; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This work aims to reflect on the contributions of the Black Educator Movement (Movimento Negro Educador) to pedagogical practices and the school curriculum, especially in the context of basic education. It is based on the understanding that school curricula, historically marked by a Eurocentric perspective, tend to silence or marginalize the knowledge and experiences of the Black population. The research, qualitative in nature and with a theoretical approach, is grounded in the works of authors such as Nilma Lino Gomes (2017), Kabengele Munanga (2004), Eliane Cavalleiro (2001), Petronilha Beatriz Gonçalves e Silva (2003), and Beatriz Nascimento (1985), who discuss education on ethnic-racial relations, Black epistemologies, and quilombismo as a form of resistance and knowledge production. The legal framework adopted is Law 10.639/03, which amended the Brazilian Law of Guidelines and Bases (LDB) to include the teaching of Afro-Brazilian and African history and culture in the school curriculum. The effectiveness of this law depends on anti-racist pedagogical practices and the valorization of Black voices within educational spaces. The Black Educator Movement, a concept primarily developed by Nilma Lino Gomes, is understood as a set of actions, individuals, memories, and struggles that, throughout history, have challenged the Brazilian educational system and formulated strategies to confront structural racism.By recognizing this movement as a producer of pedagogical knowledge, this work seeks to highlight how its practices influence teacher education, curriculum organization, and the construction of a school that values diversity and combats racial inequalities. This study shows that the Black Educator Movement is a political, pedagogical, and epistemic force capable of transforming school practices and inspiring the development of an anti-racist, plural education committed to social justice. In this sense, the study contributes to strengthening the struggle for a school that not only includes Afro-Brazilian content, but also reconfigures itself based on Black epistemologies and attentive listening to those historically silenced by the hegemonic curriculum
A escola e o conhecimento na perspectiva freireana
(Universidade Federal de São Carlos, 2025-06-19) Silva, Cristiane Mello de Miranda; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This study was conducted based on a literature search based on the Freirean conceptual framework, in compliance with the requirements for the award of a degree in Education at the Federal University of São Carlos. The research topic is school knowledge from the perspective of Freire. Its goal is to reveal and clarify the theoretical principles for the creation of a curriculum that promotes quality education in society. The central question of this study was: which principles, guided by Paulo Freire's pedagogy, can guide the creation of a curriculum aimed at providing students with a humanistic education? Based on this question, we established the central objective: to explore the conceptual and principled elements of providing students with a humanistic education in basic education, divided into the following stages: the first stage explores the social function of the school from the perspective of Paulo Freire; the second stage constructs a conceptual framework to systematize Freire's classification method and thus a proposal for an emancipatory critical curriculum. The theoretical framework is based on the teachings of Paulo Freire (2021), Ana Maria Saul (2019), Valter Giovedi (2019), Saul and Voltas (2021), Silva and Weide (2014), and Gil (2002). The research method adopts a qualitative approach and is guided by historical materialism. A systematic literature search was conducted within Freire's conceptual framework. It is concluded that curriculum must be understood as a political and social tool based on the principles of dialogue, creativity, curiosity and utopia. It is hoped that this study will shed light on the contribution of a critical humanistic and emancipatory education to the comprehensive development of students.
Educação antirracista e os direitos humanos: desafios na implementação da lei 10.639/2003 nos anos iniciais
(Universidade Federal de São Carlos, 2025-06-19) Silva, Nayara Cristina Freitas; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This study investigates human rights education and anti-racist education. Although anti-racist education is provided for in legislation such as Law No. 10.639/2003, it still faces several challenges regarding its effective implementation in the school environment, especially in the early years of elementary education. Currently, there is a concerning gap between legal discourse and pedagogical practice, which is marked by the lack of adequate teacher training and social resistance to topics considered sensitive to be addressed in schools. In light of this scenario, the research question emerges: how can we expect the construction of an anti-racist society when the teaching of human rights and the implementation of anti-racist education in schools are systematically neglected? This concern, experienced in practice as a teacher, motivated this investigation into the obstacles faced by other educators when addressing these topics effectively. Therefore, the study has the following specific objectives: (i) to analyze, in light of Law No. 10.639/2003, the teaching of human rights and anti-racist education in the early years of elementary school; (ii) to examine the pedagogical practices adopted by teachers in addressing racial issues and the principles of human rights. The methodology used was qualitative, based on bibliographic review and document analysis, considering authors such as Freire, Candau, Munanga, and Mogilka. As a result, it is understood that a critical teacher education, aligned with school realities and diversity, is essential to transform the school into a space for combating racism and social inequalities.
Estilos e ritmos de aprendizagem na perspectiva da neuroeducação: uma revisão bibliográfica com foco no ensino médio
(Universidade Federal de São Carlos, 2025-06-19) Souza, Letícia da Silva Martinez; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
This study aims to analyze, from the perspective of neuroeducation, how recognizing individual learning styles and paces can contribute to the development of more personalized pedagogical practices grounded in neuroscientific evidence, with a focus on high school students. Through a literature review, the main foundations of neuroeducation related to the construction of knowledge are explored. Drawing on the contributions of authors such as António Damásio and Stanislas Dehaene, the discussion highlights how emotional factors and core brain functions—such as active engagement and consolidation—directly influence the learning process. The analysis reveals that while neuroscience does not provide ready-made answers or fixed models for education, it offers valuable insights for more effective teaching practices that are responsive to students' individual differences. The study also discusses the challenges teachers face in integrating neuroeducational knowledge into everyday school life, considering institutional constraints, gaps in teacher training, and the persistence of misconceptions about the brain, known as neuromyths. As a contribution, the research encourages critical reflection on the need to bridge science and educational practice, advocating for public policies that support ongoing teacher training and foster interdisciplinary dialogue between educators and researchers. By emphasizing the relevance of neuroeducation in promoting more humanized and inclusive teaching, this work contributes to expanding learning opportunities in high school and highlights the essential role of teachers in driving social transformation. Keywords: neuroeducation; learning; high
Formação de professores para educação infantil: desafios e perspectivas na contemporaneidade
(Universidade Federal de São Carlos, 2025-06-19) Mello, Marcelo Augusto de; Fernandes dos Santos, Elizângela; https://lattes.cnpq.br/9569199993950407
The training of teachers for Early Childhood Education in Brazil is an increasingly relevant field of study, given the fundamental importance of this stage of basic education for the integral development of children. This final undergraduate paper aims to analyze the contemporary challenges and perspectives surrounding both the initial and continuing education of teachers working with children aged zero to five. This study will address the historical transformations and legal frameworks that have shaped Early Childhood Education in Brazil, as well as discuss the current demands for constructing a high-quality, inclusive pedagogical practice aligned with 21st-century educational needs. The research, of a qualitative and exploratory nature, is based on bibliographic review and document analysis. In addition, the potential of continuing education, reflective practice, and the use of technologies as tools for professional development will be explored. It is expected that this study will contribute to the debate on the appreciation of teaching in Early Childhood Education and to the proposal of more effective training policies and practices that promote the full development of children and the construction of equitable and transformative education. The discussion will be deepened based on authors such as Perrenoud (2000), Imbernón (2009), Kishimoto (1999), and Cruz (2010), who offer important contributions on teacher education and early childhood education