Vol. 31 (2026)

DOI: https://doi.org/10.24220/2318-0870v31a2026

Published: 2026-05-20

Editorial

The flip sides of public educational policies in the context of teacher training

Joelson de Sousa Morais, Márcia de Souza Hobold, Kátia Augusta Curado Pinheiro Cordeiro da Silva
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DOI: https://doi.org/10.24220/2318-0870v31a2026e19558

Dossiê: Políticas de formação de professores(as) e valorização docente em contextos neoliberais

Curricular Guidelines for Teacher Training (2015-2024) a scenario of influences and competing concepts

Ana, Maria, José Rubens Lima Jardilino
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16344
Interventional research and teacher training contexts and methodological (Im)possibilities)

Marcia Torres Neri Soares, Leilany Marry Brizolara Silva, Thaiana Ferreira dos Santos, Patrícia de Sena Araújo, Izabel Cristina Lima Dias Alves
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16370
The new High School under discussion impacts on the curriculum and teaching work

John Mateus Barbosa, Jefferson Cândido de Carvalho
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DOI: https://doi.org/10.24220/2318-0870v31a2026e15879
From local teachers to global citizens an international account of teacher training

Jamylle Rebouças Ouverney
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16163
Reconfiguring the national commitment to literate children dialogues on manifestations/ expressions of the good practices axis

Érica Raiane de Santana Galvão, Adriana Cavalcanti dos Santos
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16308
Collective and Inventive Training in the Extension Course with Class Director Teachers from the City of Fortaleza, Ceará

Marília Albuquerque de Sousa, Luciana Lobo Miranda
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16380
Meditations on the initial training of teachers in the amazonian context the Parfor of the Amazonas State University

Neylanne Aracelli de Almeida Pimenta, Cecilia Creuza Melo Lisboa Holanda, Leonardo Dias da Fonseca, Leni Rodrigues Coelho
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16369
Theoretical-epistemological conceptions and assessment policies in the main curriculum document for elementary education

Lisandra Maria Lima Marques da Silva, Heldina Pereira Pinto, Paulo Vinícius Santos Suli Luduvice
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16358
Platformization of public education algorithmic governance, teacher education and management models

Tiago Negrão Andrade, Maria Cristina Gobbi
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DOI: https://doi.org/10.24220/2318-0870v31a2026e15977
Teacher training in the context of the New High School curriculum implementation

Jacqueline Aparecida Mendonça, Astrogildo Fernandes da Silva Júnior
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16361
School management and beginning teachers teaching partnership and signs of professional induction

Elana Cristiana dos Santos Costa, Giseli Barreto da Cruz
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16383
Teaching and curricula that escape effects of the “Educar pra Valer” Program in the municipality of Vila Velha/ES

Priscilla Costa Meireles, Sandra Kretli da Silva
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16384
The national curriculum guidelines for teacher training the anesthetic in teacher training

Leandro De Bona Dias
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16139
Teacher education in dispute articulations between problem solving and STSE education in the Physics Teaching Residency

Luciano Matheus Dalmollin, Noemi Sutil
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16375

Original

Vivências educacionais de pessoas Surdas durante a Pandemia da COVID-19 reflexões e (im)possibilidades a partir de narrativas (auto)biográficas

Cássia Sígolo, Regina Maria de Souza
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16426
Communities of practice in academia a scientific production perspective

Patrícia Silvério da Silva Celedonio, Ricardo Sousa Santos, Getúlio Pereira da Silva Júnior, Elisangela Aparecida Pereira de Melo, Raimundo Ribeiro dos Santos
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16410
Neoliberalism and Education in the Conception of Teachers with Disabilities in Higher Education

Mariana Pinkoski de Souza, Paulo Fossatti, Hildegard Susana Jung
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16409
Educação ambiental climática: uma leitura crítica das políticas brasileiras a partir do Relatório UNESCO e do ciclo de políticas

Juliana Mara Antonio, Taiani Vicentini, Bruna Carolina de Lima Siqueira dos Santos, Verônica Gesser
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16389
Pedagogical rationality and continuing teachers training: a case study

Ivair Fernandes de Amorim, Luiz Roberto Gomes
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16386
The (de)valuation of teaching in basic education based on goals 17 and 18 of the National Education Plan (2014-2025): compensation and career plans

Tamara de Lima, Amanda Stephanni da Costa, Yoshie Ussami Ferrari Leite
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16385
Teacher education in/of rural education: narratives of elementary school teachers

Shirlane Maria Batista da Silva Miranda, Aline Borba Alves
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16377
The movements to (de)value the work of teachers in educational policies from 1996 to 2024

Luiza da Silva Braido, Liliana Soares Ferreira
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16365
Your work is not the punishment you pay for being a man, but a way of loving a study on Youth and Adult Education Integrated with Vocational and Technological Education in Santa Maria/RS

Cristiane Garcez Noronha Duttel, Joze Medianeira dos Santos de Andrade
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16312
Us and then me universal fraternity as a criterion of validity for liberating pedagogical praxis

Rebeca Molieri Barbosa, Allan da Silva Coelho
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DOI: https://doi.org/10.24220/2318-0870v31a2026e15423
School coordinators in the Ceará State Education System perspectives on their own responsibilities

Daniel Martins Braga, Elcimar Simão Martins, Osmar Hélio Alves Araújo
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16272
Controversies surrounding literacy in the first decades of the 21st century conceptual and methodological issues

Nayara Santos Perovano, Cláudia Maria Mendes Gontijo, Martinho Guilherme Fonseca Soares
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16171
The ProfHistória and its place histories, trajectories, and teacher training in History Education

Pedro Vitor Coutinho dos Santos
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16144

Artigo de Revisão

“Era digital” e a precarização do trabalho docente na educação infantil

Simone Aparecida dos Santos, Vânia Rodrigues Nicolau, Karina Luciane Silva Deolindo, Luciane Guimarães Batistella Bianchini, Shirley Cristiane Cintra
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DOI: https://doi.org/10.24220/2318-0870v31a2026e15503
Systematic review on teacher training for special education in professional and technological education schools

Áulus Fialho de Carvalho, Maura Aparecida Soares Senno, Fernando Silveira Melo Plentz Miranda
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DOI: https://doi.org/10.24220/2318-0870v31a2026e16341

Ensaios

Education for adaptation or emancipation? Autonomy as the primary purpose of Education in the light of Socrates, Diderot, Montessori, Piaget, and Freire

Priscila Ferreira Beni, Fernando Becker, Daniela Duarte da Silva Bagatini, Dante Augusto Couto Barone, Renato Ventura Bayan Henriques
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DOI: https://doi.org/10.24220/2318-0870v31a2026e18356