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Prática docente e competência digital no ensino fundamental: a integração das Tecnologias Digitais de Informação e Comunicação (TDIC) no contexto escolar da perspectiva CTS
(Universidade Federal de São Carlos, 2025-08-18) Paula, Rita de Cássia de Souza; Furnival, Ariadne Chloe Mary; https://lattes.cnpq.br/1291482506649810; https://orcid.org/0000-0002-2344-4400; https://lattes.cnpq.br/0577381905919329; https://orcid.org/0009-0004-7153-9705; Gracioso, Luciana de Souza; Casarin, Helen de Castro Silva; https://lattes.cnpq.br/4898201916360294; https://lattes.cnpq.br/0592809928580900; https://orcid.org/0000-0002-6320-4946; https://orcid.org/0000-0002-3997-9207
Society has undergone significant transformations and currently, a notable change is observed in communication among individuals and in the way information is disseminated, increasingly mediated by Digital Information and Communication Technologies (DICT). The use of these technologies has impacted various social sectors, such as education. The incorporation of DICT in public education has the potential to contribute to improving the quality of teaching, promoting meaningful learning. In this context, a theoretical review was conducted, comprising discussions on DICT, reference frameworks, with emphasis on the European Framework for the Digital Competence of Educators (DigCompEdu). A literature review was also performed to identify studies covering DigCompEdu and teachers’ digital competencies. Furthermore, document research was carried out on the Connected Education Innovation Program – one of the criteria for participant teachers was to teach at schools that already have received resources from this program – as well as data provided by the Regional Center for Studies on the Development of the Information Society (Cetic.br). This exploratory-descriptive research with a qualitative-quantitative approach aimed to investigate the digital competencies of basic education teachers from public schools in the states of São Paulo and Minas Gerais, participants in the Connected Education Innovation Program – a federal public policy aimed at expanding access to and pedagogical use of DICT in schools. Specifically, it sought to investigate whether teachers participate in continuing education in an online environment; which DICT they most frequently use in the school setting for learning and communication; and whether they are aware of the Connected Education Innovation Program. Data were collected through a survey, with a questionnaire based on the DigCompEdu. The snowball sampling technique was used to select participants. The technique allowed diagnosing how teachers use DICT in their pedagogical practices, whether for communication, continuing education, or other purposes. Results showed that most of the teachers use computers and smart TVs connected to the internet. However, some of them reported challenges as inadequate infrastructure, malfunctioning equipment, lack of technical support, and difficulties in handling DICT. These challenges may be related to a lack of digital competencies to integrate these tools into their pedagogical practices, as indicated by one of the reports, showing that there may be teachers who prefer not to learn how to handle the technologies, staying in their comfort zone even when DICT is available in their institutions. Therefore, the relevance of developing digital competencies in the current educational scenario is evident, as well as the continuous need for investments in teacher training, infrastructure, and digital resources for an effective integration of technologies into teaching methodologies.
Nem a dor, nem o sofrimento, escrevo para que eu continue sendo refeita: escrevivência, educação e memória
(Universidade Federal de São Carlos, 2025-08-18) Santos, Daiane; Dinis, Nilson Fernandes; https://lattes.cnpq.br/9901790534758296; https://orcid.org/0000-0002-8596-1577; https://lattes.cnpq.br/0833748060639678; https://orcid.org/0000-0001-6135-7431
En esta escrevivência (escribir-viviendo), tejí estrategias de supervivencia y resistencia que elaboré como niña y mujer negra en mi tránsito por los espacios educativos. Fundamentada en el concepto de escrevivência de Conceição Evaristo (2016; 2020) y el principio de encruzilhada (encrucijada) de Leda Maria Martins (2003), reúno fragmentos y registros crudos de los manuscritos de mis diarios desde la secundaria hasta la maestría (2012-2021), y del doctorado (2022-2025). Desde ahí, narro cómo mi cuerpo experimentó tránsitos y desplazamientos en espacios formativos familiares, religiosos y académicos. A continuación, expongo las contradicciones y potencialidades de cada espacio, denunciando las desigualdades étnico-raciales ante estructuras vigentes. Doy cuenta de cómo la escritura actuó como fuerza de reinvención y cómo redes de cuidado (afectivas, familiares, institucionales) sustentaron mi existencia. Afirmo que esta escrevivência es en sí misma una tecnología de resistencia negra: las vivencias encarnadas revelan que mediante la escritura, el cuerpo disidente, operando en la encrucijada de tiempos y memorias, produce conocimiento-vida.
Direito, faticidade e validade: a influência de Habermas na compreensão da democracia e da justiça no século XXI
(Universidade Federal de São Carlos, 2025-08-18) Roiz, Fellipe; Moraes, Renato Almeida de; https://lattes.cnpq.br/7510744968129427; https://orcid.org/0000-0001-8674-5799; https://lattes.cnpq.br/5546771915417796; https://orcid.org/0009-0006-5905-2990
Jürgen Habermas' Theory of Communicative Action argues that the legitimacy of democracy and law is closely linked to the ability for genuine dialogue among citizens. Habermas asserts that the legitimacy of legal norms and democratic institutions cannot be imposed authoritatively but must emerge from a deliberative process in which citizens, through rational communication, actively participate in the formation of the norms that govern their lives. In this sense, law is seen as a social mediation, justified when it stems from a consensus achieved through transparent and inclusive public debate. By emphasizing the importance of communicative action and the public sphere, Habermas provides a critique of the growing instrumentalization of social relations and proposes a modernity where practical reason and mutual understanding are fundamental to building a more democratic and just society.