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

Chamada Dossiê Temático: A Formação e o Trabalho Docente Mediados por Tecnologias Digitais: Discussões sobre as Práticas e a Didática no Contexto Contemporâneo

2026-10-30

A Revista Educação em Análise (ISSN - 2448-0320), publicação científica do Departamento de Educação da Universidade Estadual de Londrina (UEL-Paraná), convida pesquisadores, docentes e profissionais da educação a submeterem trabalhos para o dossiê temático “A Formação e o Trabalho Docente Mediados por Tecnologias Digitais: Discussões sobre as Práticas e a Didática no Contexto Contemporâneo”.

Chamada Dossiê Temático: Multilingual Repertoires and Pedagogical Engagements: Rethiking Language Education in Diverse Contexts

2026-09-18

Chamada Dossiê Temático: A Convergência entre Recursos Educacionais Digitais e Tecnologias Emergentes: Paradigmas de Inovação, Curadoria e Sustentabilidade Pedagógica

2026-08-03

Chamada Dossiê: A formação de professores na cibercultura e sua articulação com os movimentos sóciotécnicos, éticos, estéticos, políticos e culturais

2026-07-10

Current Issue

Vol. 11 (2026)

Published: 2026-02-02

Artigos

Challenges and contributions of the non-mandatory internship in the training of pedagogy students

Alexandre Luiz Polizel, Hemilli Vitória Vieira

1-24
DOI: https://doi.org/10.5433/1984-7939.2026.v11.52319
Teachers’ role in the socio-educational context: integrative review of brazilian literature

Gustavo Fernandes Scalvi, Camila Domeniconi

1-33
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54213
Evaluation of a digital game for sexual education for children and adolescents

Lilian Cerri Mazza, Silvia Regina de Souza

1-34
DOI: https://doi.org/10.5433/1984-7939.2026.v11.52955
The use of Design Thinking in the library of the Institute of Psychology of UFRGS: an innovation proposal for users benefiting from Indigenous Affirmative Action policies

Thais Batista Zaninelli, Ana Paula Sehn , Camila Martineli Costa, Eliane Carniel Dias , Leonardo Porto de Bittencourt Pereira

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53223
Research Groups in Educational Policies: a mapping in the Paraná context

Monica Grutka, Marisa Schneckenberg

1-28
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54098
Teacher identity in times of exhaustion: between pedagogical practice and the burnout society

Vitória de Valöis Veloso Beneli, Lorena Mota Catabriga, Vânia de Fátima Matias

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54507
Literacy: the potential of reading and writing as tools for developing the maximum human capabilities

Geovana Pereira Trindade, Beatriz Carmo Lima de Aguiar

1-33
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53359
The education of ethnic-racial relations: dialogues and tensions at the State University of Londrina

João Vinícius Ceballos Vasques, Eloá Soares Dutra Kastelic

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53656
Contributions of the 2022 literary PNLD to the human and cultural development of young children1

Ademir Henrique Manfré, Iuli Carla Rozzi

1-28
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54430
The contribution of the second class teacher in inclusive education: an analysis of the teaching-learning process in the State School System of Santa Catarina

Sawana Araújo Lopes de Souza, Camila da Silva Mendes

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53328
Multiple languages and curriculum in early childhood education

Ana Maura Tavares dos Anjos

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54591
Graduating students’ perceptions of a technical course in production planning and control: factors of satisfaction and challenges

Adeliane Marques Soares, Jéssica Maria Damião de Arruda Câmara, Antônio Karlos Araújo Valença, Cristiano Júlio Moreira Dourado

1-36
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54505
Poetic thought as art and recognizing its importance in teaching and research

Quitéria Paiva Villela Santos, Adão Aparecido Molina

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54511
Pedagogical architecture and higher education in distance learning: the State of the Art of research in Brazil

Marcia Souza Mazza, Emanuel do Rosário Santos Nonato, Ana Conceição Alves Santiago

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54607
Early childhood education in focus: what official curriculum documents say about reading and writing experiences

Aline Juliana Oja-Persicheto

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54664
Libras as a bridge for relationships: the friendship between a hearing person and a deaf person in the academic environment

Jônatas Santos Galdino, Dinair Iolanada da Silva Natal

1-20
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54533
Teaching in public schools: illness and the search for quality of life amidst precarious working conditions

Janaina Aparecida de Andrade, Sílvia Alves dos Santos

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54676
Artificial Intelligence and academic writing in higher education: a comparative analysis of linguistic indicators in student texts (2023–2025)

Gabriela Pereira da Silva, Rhuan Guilherme Tardo Ribeiro

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54790
The first Comparative Education manual in Brazil

Eduardo Perioli Jr.

1-37
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54515
Artificial Intelligence and education: a bibliographic review on the possibilities and risks in the use of digital tools by beginning teachers

Behael Nilo Ferreira Linhares, Edson David de Castro Brandão, Haroldo Reis Alves de Macedo

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54455
Who comes to AI already oriented? Sociotechnical belonging and curricular justice in Higher Education

Juliano Bentes Nascimento

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54939
Historical-Critical Pedagogy in teacher education programs through artistic problematization: a theoretical-methodological proposal for contemporary training challenges

Bruna Donato Reche

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54960
Integrative project in Professional and Technological Education: students’ perceptions of learning process

Pablo Dias Paiva, Joselma Ferreira Lima e Silva

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54460
Teaching philosophical thinking in early Childhood Education

Mariane Aparecida Ribeiro, Leoni Maria Padilha Henning

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54681
Between Recognition And Practice: Signs Of A Digital Teaching Culture In The Early Years Of Paranaíba-MS

Lorena Pereira da Silva Xavier , Andrieli Dal Pizzol, Renata Melissa Boschetti Cabrini

1-23
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54530
Between freedom and control: technology, education, and subjectivities in the dialogue between Loveluck and Morozov

Daniella Gualberto Neves, Wilker Rodrigues de Almeida, Braian Veloso

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54764
Speaking and eating: cultural stereotypes and the undervaluation of ancestral experiences in Southern Mozambique

Percina António Djamba, Vitória Estêvão Tovela, Marinalva Vieira Barbosa, Luciana de Almeida Silva Teixeira , Júlio Magido Velho Muara

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55183
Race as an amplifier of educational inequalities in High School: na analysis of the 2022 demographic census and the 2023 IDEB

Margarida Cassia Campos, Marcelo Augusto Barbosa da Costa

1-25
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55482
Beginning of teaching, reception and induction in Technological Professional Education: approximations with the Technical course in Gastronomy

Michele Cristina Voelker, Maria de Fátima Ramos de Andrade, Karina Nonato Fonseca

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54979
Decolonial curriculum practices in multigrade rural classes: freirean dialogues based on Professora, sim; tia, não: cartas a quem ousa ensinar

Isaias da Silva

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55698
Building worlds: Critical Theory and complexity in inclusive English language teaching

Débora Regina Mattiello, Leonel Piovezana

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55080
Self-efficacy beliefs for the self-regulation of academic and scientific writing in Pedagogy students

Andreza Schiavoni

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54989
World-class universities or socially necessary universities? Rankings, teacher preparation and public purpose in dependent capitalism

Everton Henrique Eleutério Fargoni

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55871
Teacher education in western Santa Catarina, Brazil: convergences and divergences between National Curriculum Guidelines and syllabuses

Ricardo Tavares Camargo Martins, Lidiane Fatima Grützmann, Elis Regina Mazzurana, Edna Liz Prigol

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54990
In the intertwining of practices and challenges: the professional identity of the pedagogical coordinator in the school environment

Priscila Lopes do Prado, Roselane Duarte Ferraz

1-33
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55032
Digital literacy in the context of PROEJA

Thais Barreto de Souza Santos, Camila Lima Santana e Santana

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54724
Cognitive development in Piaget’s theory: from genetic epistemology to pedagogical practice

Lilian Alves Pereira Peres, Alice Silva Cardoso

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55678

Dossier: Contemporary Educational Challenges in Latin America: Research, Teacher Education, and Social Justice in Diverse Contexts

Between curricular promise and school experience: assessment practices and motivation in physical education and health

Fernando Muñoz-Sepúlveda

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54888
Teacher continuing education policies in Latin America: between global regulation, performativity, and national mediations

Adriana Regina de Jesus Santos, Matilde Duarte de Krummel, Larissa Hernández , Maria Isabel Trybalski Eichholz

1-23
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55229
Lived curriculum and emotions in an education based on social justice

Felipe Mujica Johnson

1-17
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54880
Pedagogical strategies implemented by early Childhood Education teachers for emotional education in early Childhood Education classrooms in the city of Talca, Chile

Moacyr de Paula Portes Júnior, Francismara Neves de Oliveira, Valentina Vicuña-Olate, Silvia Flores-Yañez, Alexandra Ibáñez-Silva

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55292
The social quality of education and teacher education in Latin America: state of knowledge (2012–2025)

Julian Silveira Diogo de Ávila Fontoura, Julia Pereira da Silva

1-34
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55551
Science literacy in the initial education of Science and Biology teachers and its contribution to social justice

Stephani Gonçalves Fagundes, Julio Cesar Bresolin Marinho

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55862
Learning equity in contexts of social vulnerability: challenges for teacher education

Juliana Aparecida Bohn, Fabiane Miranda, Rosemari Lorenz Martins, Lovani Volmer

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55892
Between screens and books: multiliteracies and student protagonism in the formation of literary readers

Tatiana Homem Feitoza, Flávia Vieira da Silva do Amparo

1-28
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55367
Epistemologies of the South and epistemic justice: challenges for research and teacher education in Latin America

Eva Diana Chaparro Sanabria, Matheus Nunes dos Santos, Lucilene Batista Ribeiro, Andrezza Karla Neves de Moura , Eliana Aparecida da Silva

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55864
“I don’t want to colonise, but where to draw the line?”: a professional identity transformation in teaching english to indigenous students while co-teaching

Bruna Oliveira Braz, Pedro Américo Rodrigues Santana, Vera Lúcia Lopes Cristovão

1-32
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55249
Neoliberalism, commercialization, and Higher Education in Latin America: a comparative study of Brazil and Chile

Andreia Gomes da Cruz, Julia Verlí Teixeira

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55942

Dossiê: O papel de educadores para a mediação de conflitos em prol da cultura dos direitos humanos

Democratic governance and school community participation: tensions between the normative framework and participatory implementation in brazilian public schools

Douglas Manoel Antonio de Abreu Pestana dos Santos

1-25
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55653
Police training: a pathway to the recognition of the other

Leila Lima Santos, Edwiges Conceição Carvalho Correa

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55303
Citizenship and development as a school subject in the portuguese educational context: a reflection based on TALIS 2024 and RASI 2025 contributions

Sonia Isabel Nunes de Castro, Marília Evangelina Sota Favinha

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55668

Entrevista

Interview with Professor Dermeval Saviani: Curricular Policies for Teacher Education – Is There a Future for Teaching in Brazil?

Dermeval Saviani, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-25
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54573
Interview with professor Ângelo Ricardo de Souza: the evaluation of graduate education in education in the 2025 – 2028 four-year period – What challenges lie ahead?

Ângelo Ricardo de Souza, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55858
Fewer readers, more screens: the paths of reading in Brazil according to Zoara Failla

Gilberto Prado Silvano, Sandra Aparecida Pires Franco, Edgar de Campos Neto

1-16
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54761

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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.

About the Journal

Announcements

Current Issue

Artigos

Dossier: Contemporary Educational Challenges in Latin America: Research, Teacher Education, and Social Justice in Diverse Contexts

Dossiê: O papel de educadores para a mediação de conflitos em prol da cultura dos direitos humanos

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