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A Didática Magna e as transformações pedagógicas que deram origem a pedagogia moderna
(Universidade Federal de São Carlos, 2025-06-28) Ornelas, Ana Beatriz de Carvalho; Sirino, Marcio Bernardino; https://lattes.cnpq.br/7948350545918651; https://orcid.org/0000-0001-5874-6225
This paper aims to analyze the trajectory and pedagogical legacy of Jan Amos Comenius, highlighting how his personal experiences and the challenges of his time inspired and shaped an innovative vision that contributed to the development of a transformative educational system. His thinking has been revisited by many researchers, and we will observe where the didactics that still inspire educators today began. The specific objective of this article is to structure and point out Comenius’s pedagogical thinking: how it developed, what resources led him to his conclusions, what inspired him from childhood, and how these life experiences enabled him to become one of the pioneers in defending the democratization and universalization of education, regardless of social class. John Amos Comenius is a classical author in the field of education and didactics. Born on March 28, 1592, in Nivnice, Moravia (present-day Czech Republic), he became an orphan at the age of 12 after losing his parents and two sisters to the plague that devastated Europe. He lived with an aunt and was later sent to Prerov to study. He entered the University of Herborn between 1613 and 1614, where he was strongly influenced by Calvinism and Scholasticism—elements that directly shaped his theological and pedagogical thought. This research will be conducted through historical and bibliographic study, based on Comenius’s works and biographies, especially the book The Concept of Theology and Pedagogy in Comenius’s Didactica Magna, by Edson Pereira Lopes. Throughout the text, we will explore the author’s ideas that anticipated modern educational practices, such as teaching in the mother tongue, respecting each child's learning pace, and using images in the teaching-learning process. I conclude by emphasizing that the importance of this research lies in recovering a pedagogical thought that, although born in past centuries, remains essential for reflecting on the quality, access, and equity of education today.
Educação inclusiva no ensino fundamental: desafios e possibilidades
(Universidade Federal de São Carlos, 2025-06-28) Gonçales, Valdineia de Fatima Roventini; Sirino, Marcio Bernardino; https://lattes.cnpq.br/7948350545918651; https://orcid.org/0000-0001-5874-6225
This paper addresses the topic of Inclusive Education in Elementary School, highlighting the challenges and possibilities for developing pedagogical practices that respect diversity and ensure the right to learning for all students. Based on a literature review, the study seeks to understand the foundations of school inclusion and reflect on the role of the school, teachers, and the school community in the inclusion process. The article presents concepts, legislation, and proposals for inclusive actions, focusing on ensuring meaningful learning for students with disabilities, pervasive developmental disorders, and giftedness/high abilities. It is based on the premise that Inclusive Education is a fundamental principle for building a democratic and equitable society. In the context of Elementary Education, the inclusion of students who are the target audience of Special Education poses challenges to educational institutions and professionals, requiring didactic, pedagogical, and structural adaptations.
Qualidade das informações contábeis e práticas ESG: o papel do índice ISE B3 na transparência e governança corporativa
(Universidade Federal de São Carlos, 2025-06-28) Barbosa, Isabela Almeida Dias; Lopes, Samantha das Graças; Carvalho, Flávio Leonel de; https://lattes.cnpq.br/9615144436796386; https://orcid.org/0000-0002-8488-9382
This study investigates the relationship between corporate sustainability practices—measured by participation in the Corporate Sustainability Index (ISE B3)—and the quality of financial information disclosed by publicly traded Brazilian companies. Based on a sample of 166 companies and 836 observations from 2021 to 2023, the study applies the Modified Jones Model to estimate discretionary accruals as a proxy for accounting quality. The results indicate that overall participation in the ISE is not statistically significant in improving information quality. However, when analyzing individual index dimensions, climate change-related practices were positively associated with accounting quality, while corporate governance showed a negative and statistically significant effect. These findings suggest that the effectiveness of ESG practices on financial transparency depends on real organizational commitment to sustainability rather than mere formal compliance.