Educação em Análise

About the Journal

The journal Educação em Análise is an electronic, continuous flow, and Open Access periodical. It is a joint initiative of the Department of Education and the Postgraduate Program in Education at the State University of Londrina. It publishes, after a peer-review process, original scientific articles, essays, and reviews on educationalthemes, in Portuguese, Spanish, and English.

Announcements

A Revista Educação em Análise obtém a classificação Qualis A4

2026-01-13

Read more about A Revista Educação em Análise obtém a classificação Qualis A4

CALL FOR THEMATIC DOSSIERS - EDUCAÇÃO EM ANÁLISE JOURNAL

2025-03-14

Divulgação das publicações do períodico Educação em Análise

2024-02-22

Current Issue

Vol. 10 (2025): Continuous Publication

View Vol. 10 (2025): Continuous Publication

Published: 2025-01-25

Artigos

Artificial intelligence used in auditting public resources intended for school food

Renata Salles Silva, Wilson de Souza Melo Junior, Ana Gleice da Silva Santos, Charles Bezerra do Prado

1-18
DOI: https://doi.org/10.5433/1984-7939.2025.v10.49741
Bioethics and the teaching-learning process in Constructivist Pedagogy

Jucicleia Santos Silva, Carlos Alexandre Molina Nociolli

1-22
DOI: https://doi.org/10.5433/1984-7939.2025.v10.50599
The textbook from a historical perspective: dialogues with the cultural industry

Viviane de Oliveira Berloffa Caraçato, Maria Cristina Gomes Machado, Silvana Rodrigues Malheiro Huss

1-17
DOI: https://doi.org/10.5433/1984-7939.2025.v10.50994
Teaching attribution and control of the work of rural primary teachers from the Foucault's perspective (Londrina, PR, 1961-1969)

Thais Bento Faria, Jéssica Mayara Ariza Mariano

1-19
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51055
The role of the support professional in the inclusion of students with THEA: a study in a school in Rondônia

Leandra Regina Lima Vieira dos Reis, Jacqueline Lidiane de Souza Prais, Flaviane Pelloso Molina Freitas

1-21
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51463
A STUDY ON THE CONCEPT OF SOCIALIZATION FROM CLASSICAL AUTHORS IN SOCIOLOGY

Luana Lopes

1-16
DOI: https://doi.org/10.5433/1984-7939.2025.v10.50533
Formation for teaching and knowledge experienced in the Pedagogical Residency Program

Joselma Silva, Ilsa do Carmo Vieira Goulart

1-23
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51814
Performance of the Pedagogical Coordination of the Porto Nacional Campus, of IFTO, under the teacher's perspective: challenges and possibilities

Wesley Vieira da Silva, Mary Lúcia Gomes Silveira de Senna , Kenya Maria Vieira Lopes

1-17
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51817
Residential Care and the Integrated Education and Training Program (PIEF) - education as a response to young people at risk of exclusion

Marília Favinha, Cláudia Chambel

1-17
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51914
Research in the humanities in Paraná and the support of the Fundação Araucária over two decades

Cláudia Chueire de Oliveira

1-18
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52018
Chile "in" the Amazon of Rondoniense: arpilleras and arpilleros, stories, plots and experiences in the context of the Teaching Initiation Program - PIBID

Adriane Pesovento

1-24
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51766
PABAEE in brazilian educational historiography (1997-2024)

Luzineide de Oliveira Campos, Juarez José Tuchinski dos Anjos

1-19
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51906
Under what circumstances do high school students justify the use of violence in conflict resolution?

Francieli Oliveira Carvalho de Souza, Cezar Bueno de Lima, Vitória Harue Nakayama Fernandes

1-19
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52057
Approach of the Historical-cultural Theory to play in early childhood education

Frans Robert Lima Melo, Adão

1-14
DOI: https://doi.org/10.5433/1984-7939.2025.v10.50744
Teacher training and teacher identity: a relationship of inclusion

Pedro Antonio Gomes de Melo

1-18
DOI: https://doi.org/10.5433/1984-7939.2025.v10.50733
Vegetable gardens as a teaching resource in early Childhood Education

Sandra Regina Mantovani Leite, Beatriz Larissa de Souza

1-24
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52347
Education in times of pandemic in a portuguese school group: challenges, adaptations and lessons for the future

Susana Isabel Peixeiro Pereira

1-15
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53260
Reflections on teaching Psychology in Higher Education in Brazil

Ezevaldo Aquino dos Santos, Bernadete Lema Mazzafera, Cassio Santos

1-20
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53231
Different generations: students and teachers in the development of digital competencies and educational policy guidelines (1996 a 2023)

Vânia Rodrigues Nicolau, Simone Aparecida dos Santos, Luciane Guimarães Batistella Bianchini, Karina Luciane Silva Deolindo, Shirley Cristiane Cintra

1-24
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52606
The organization of teaching promoting the development of theoretical thinking: possibilities for elementary school students in the Early Grades

Rosane Aparecida Brandalise Corrêa, Janaina Damasco

1-21
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52194
Role play as a pedagogical tool in the construction of knowledge: a historical-cultural view

Cassiana Magalhães, Clarissa Nascimento de Almeida
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52232
Feelings of injustice and suicide: the ethical and political dimension of mourning among young students

Darío Hernán Arevalos

1-25
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53514
The political-normative organization of Indigenous School Education from a Special and Inclusive perspective in the state of Pernambuco

Alexandre Evangelista da Silva, Antonio Lisboa Santos Silva Júnior, Alan Ricardo Costa

1-34
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53257
The orthographic writing of students in the literacy process

Fatima Aparecida de Souza Francioli, Vanessa de Souza da Silva

1-28
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52890
The use of feedback in the teaching and learning process in Youth and Adult Education

Bruna Lourenção Zocaratto, Emily Christine Neves Maciel

1-30
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53259

Dossiê

Academic training and political action: NEIAB in the production of Affirmative Policies at the State University of Maringá-PR

Delton Aparecido Felipe, Ana Paula Herrera de Souza, Catarina Messias Alves, Lílian Amorim Carvalho

1-19
DOI: https://doi.org/10.5433/1984-7939.2025.v10.51720
Racial quotas and black identity in the university

Maria Valéria Barbosa, Selma de Fátima Vanderley, Daniela Almeida Lira

1-21
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52083
Black women on quotas at the State University of Paraná: lived experiences and educational pathways

Ingrit Yasmin Oliveira da Silva Batista, Fabiane Freire França

1-23
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52452
Popular preparatory courses for entrance exams, High School, and the issue of restricted access to Higher Education

Aryanne Barros, Renata Teixeira Nascimento, Ana Lara Casagrande

1-25
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52555
For a transgressive education: on racism, mental health and Academic Environment

Laisla Suelen Miranda Rocha, José Francisco dos Santos

1-20
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52601
The trajectory of the quota policy at UFBA: implementation, acess, and academic performance

Caio Vinicius dos Santos Silva, Gabriel Swahili Sales de Almeida, Jéssica Caroline Gouveia Santos

1-21
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52662
Racial identity and identification of black students at UFMG: from the experience as evaluated to the role of evaluators in heteroidentification procedures

Aline Oliveira Ramos, Rodrigo Ednilson de Jesus

1-27
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52801
Racial quotas, NEABs and affirmative actions: implementation and impacts at UEL

Gabriela Paula Santos, Simone Burioli

1-21
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52665
Perceptions of guinean students on student assistance policy at UNILAB

Andréa Pires Rocha, Sandra Trícia Baticam

1-28
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52663
Affirmative action public policies at the Federal Technological University of Paraná: reflections on the quota policy and hetero-identification boards

Amanda Crispim Ferreira, Jussara Marques de Medeiros

1-24
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52670

Entrevista

Interview with professor José Carlos Libâneo - Education in the 21st century: what are schools for?

José Carlos Libâneo, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-30
DOI: https://doi.org/10.5433/1984-7939.2025.v10.52203
Interview with professor Carlos Roberto Jamil Cury: the right to education and education as a right

Carlos Roberto Jamil Cury, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-16
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53001
Interview with professor Victoria Kandel: Human Rights Education in latin america - gender, democracy, and curriculum disputes

Victoria Kandel, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53279
Entrevista com o professor Henry Giroux: esperança em meio à crise do neoliberalismo e à ascensão do neofascismo - perspectivas contra-hegemônicas para a educação democrática

Henry Giroux, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-15
DOI: https://doi.org/10.5433/1984-7939.2025.v10.53291

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Educação em Análise is an electronic journal with continuous flow and Open Access. It is a joint initiative of the Department of Education and the Graduate Program in Education of the State University of Londrina. It publishes, after a peer-review process, original scientific articles, essays and reviews on educational issues, in Portuguese, Spanish and English.