Calidoscópio

Apresentação

Cátia de Azevedo Fronza; Laura Habckost Dalla Zen (Author) — Sat, 20 Dec 2025 00:00:00 -0300

Integração curricular bilíngue na promoção da cidadania global: um estudo sobre práticas curriculares na educação bilíngue

Artur Jacobus, Emily Marins (Author) — Sat, 20 Dec 2025 00:00:00 -0300

A educação bilíngue tem se tornado cada vez mais presente em escolas privadas de educação básica brasileiras. Em algumas instituições, essa prática tem sido associada à perspectiva da formação de cidadãos globais. Faltam, porém, estudos que explorem os processos e os resultados dessas experiências educacionais. O presente estudo buscou analisar a implantação da educação bilíngue numa escola privada que tem na cidadania global um de seus propósitos formativos. Por meio da pesquisa-ação, contando com a participação ativa de gestores pedagógicos e professores da escola, a análise crítica conduziu a uma proposta de intervenção visando ao aperfeiçoamento das práticas de educação bilíngue da escola sob a perspectiva da educação para a cidadania global. O estudo sustentou-se num referencial teórico que explorou temas como a educação bilíngue, a educação para a cidadania global, a abordagem Content and Language Integrated Learning (CLIL) e o uso pedagógico da translinguagem. A proposta de intervenção elaborada pelo grupo participante da pesquisa-ação sugeriu, entre outros pontos, o desenvolvimento de espaços de formação e de trocas de experiências que qualifiquem o exercício da codocência e explorem as possibilidades de avaliação integrada e de uso da translinguagem, bem como uma efetiva curricularização da educação para a cidadania global.

O Programa Ganhando o Mundo Professor e a formação continuada: percepções de participantes

Marlene Neri Sabadin, Telma Nunes Gimenez (Author) — Sat, 20 Dec 2025 00:00:00 -0300

The “Ganhando o Mundo Professor” Program, launched by the Paraná State government in 2023, aimed to promote short-term continuing education abroad for state school teachers. This exploratory study is based on references on internationalization through mobility and the development of interculturality in a “cascading” teacher training model. It seeks to understand whether mobility abroad enabled some teachers and pedagogues participating in the program to achieve their objectives. The methodology involved the application of an electronic questionnaire and a virtual focus group with a small group of teachers. In general, participants evaluated the experience positively, highlighting cultural and educational differences, while also mentioning difficulties that revealed inadequate planning both in preparation and upon return. Stereotypical perceptions about the foreign country were characterized as functional, without deepening the reasons for those differences.

Do normativo à pluralidade: percepções de professores sobre o ensino de inglês como língua franca no contexto do Novo Ensino Médio

Gilmara Hanemann Gorges, Cyntia Bailer (Author) — Sat, 20 Dec 2025 00:00:00 -0300

In face of globalization and the increasing use of the English language (EL) by speakers all over the world, the EL has been increasingly consolidating itself as a lingua franca (LF). These dynamic challenges traditional concepts of linguistic belonging and shifts the centrality of native varieties, favoring an approach focused on intelligibility and interaction in diverse contexts, especially in social practices mediated by digital technologies. This article presents an excerpt from a master’s thesis, whose specific objective, at this moment, is to analyze perceptions of EL teachers about the teaching of EL in the perspective of LF, in the context of pilot schools of the New High School, located in the state network of Jaraguá do Sul, Santa Catarina, Brazil. The study, of qualitative, interpretative and exploratory nature, uses semi-structured interviews and discussion groups as data generation instruments. Results indicate that, although the term English as a lingua franca (ELF) is recognized by teachers, the comprehension of its meaning and pedagogical implications is still incipient, revealing a gap in teacher education. Thus, it is necessary to broaden the debate and education on ELF within the scope of public education, aiming at pedagogical practices that are more in line with contemporary communicative contexts.

Gamificación y TDIC en el aula de ELE: el escape room en la Literatura Española Contemporánea

Jorge Torrellas Alonso, Odair Luiz Nadin, Milagros Alonso Perdiguero (Author) — Sat, 20 Dec 2025 00:00:00 -0300

En el presente Relato de Experiencia reflexionamos sobre el uso de la gamificación y las Tecnologías Digitales de Información y Comunicación (TDIC) como herramientas pedagógicas en la educación superior, concretamente mediante la implementación de un escape room en una actividad de extensión universitaria centrada en la literatura española, abarcando el periodo de 1975 hasta la actualidad. En primer lugar presentamos una breve introducción al concepto de escape room y lo vinculamos con las TDIC/TIC[1] (Barroso, 2005; Espinar Ruiz, 2023). A continuación, describimos la estructura de la secuencia didáctica propuesta y ejemplificamos las fases realizadas. Gracias al enfoque metodológico empleado, fue posible fomentar la participación colaborativa de los estudiantes mediante el uso de códigos QR y desafíos grupales, estimulando el pensamiento crítico y la interacción con contenidos literarios complejos. La experiencia demostró cómo la integración de estrategias lúdicas y tecnológicas puede facilitar la comprensión de temas académicos, mejorar la motivación y propiciar un aprendizaje significativo y dinámico.

[1] Las TDIC son caracterizadas como la evolución de las TIC y son integradas a una cultura digital, en que es posible procesar y acceder a información con facilidad, además de establecer interacciones comunicativas multidireccionales, realizadas, principalmente, por las redes sociales (Firmino, 2024, p. 44. Traducción propia.). Por ello, en este artículo hemos optado por usar el término Tecnologías Digitales de Información y Comunicación (TDIC).

Reflection the Disability concept in university institutional policies in American Latina

Sat, 20 Dec 2025 00:00:00 -0300

This text aims to describe the understanding of the concept of disability status in university policies and how these policies enable the academic training of students this in Latin American countries, as well as how they guide institutional policies at two public universities - in Brazil and Uruguay. In order to construct a narrative line of the construction of the term disability status and how this perspective is seen in university practices, we clarify that the main sources of information included refer to documents that discuss disability in higher education, located on the websites of both universities, namely: official documents, such as the Brazilian Inclusion Law (LBI) and the institutional policy of the State University of São Paulo (Unesp). We will also analyze Law 18651, the Comprehensive Law for Persons with Disabilities in Uruguay, and the proposal of the Rector of the University of the Republic (Udelar). An analysis of institutional policies supporting the education of students with disabilities at the two universities reveals significant progress in building a more inclusive university model, albeit one that is plagued by structural and cultural challenges.

Etnomatemática insurgente: epistemologias do sul e práticas decoloniais no ensino da matemática

Raimundo Santos de Castro (Author) — Thu, 25 Dec 2025 00:00:00 -0300

This article proposes a theoretical-epistemological reflection on insurgent ethnomathematics as a paradigm of rupture with the hegemonic modern rationality in mathematics education. Based on a critical bibliographic approach and decolonial hermeneutics, it investigates Indigenous and Afro-Brazilian epistemologies as legitimate expressions of rationality. By rejecting the subalternization of non-Western knowledges, it advocates for a curriculum that reinserts body, myth, rhythm, and ancestry as epistemic categories. It argues that these practices not only coexist with modern mathematics but also challenge it. Insurgency, in this context, affirms other worlds—lived geometries and knowledges that resist erasure.

Uma leitura dialógica com enunciados outros: a orientação acadêmica em foco

Yasmim Pereira de Oliveira, Jéssica do Nascimento Rodrigues (Author) — Thu, 25 Dec 2025 00:00:00 -0300

This study is anchored in one of the research projects developed by SIGLA, entitled Dialogical relations between supervisors and students: the teaching-learning process of research and teaching through the production of the monograph discursive genre in SIGLA's undergraduate courses. We intend to present a bibliographical survey on academic supervision in its relationship with authorship, comparing it with statements produced in an interview situation by the subjects participating in the research: students from the Pedagogy, History, Physical Education and Philosophy courses who were in the process of preparing their monographs. The theoretical-methodological support used was Dialogical Discourse Analysis, whose basis is comparison as a possibility of understanding the multiple meanings of a text in contact with others. This symphony of voices in dialogue pointed to authorship as a phenomenon resulting from the supervisor's intervention process in the student's text so that, in the dialogue, he/she finds support for writing the final work and matures his/her authorial and scientific work in carrying out an academic study. In the comparison, we observed the role of the advisor to be someone else who, although in a different position from the student, is ethically committed to that written production, as a surplus of vision, and to the training of the future professional, researcher, teacher.

Coloniality in school discourse relations: a critical analysis of language between Brazilian and Venezuelan students:

Sandrielle Pessôa, João Paulino da Silva Neto (Author) — Thu, 25 Dec 2025 00:00:00 -0300

This article analyzes the discursive relations between Brazilian and Venezuelan students in a public school in Boa Vista, Roraima, from a decolonial and critical language perspective. Set in a border context marked by intense migratory flows, the school environment becomes a privileged space for observing how the coloniality of being, knowledge, and power manifests itself in everyday interactions, especially through language. The research has a qualitative approach, based on participant observation, interviews with students and teachers, and classroom records. The analysis follows the fundamentals of Critical Discourse Analysis, drawing on authors such as Orlandi (2010), Reguera (2008), and Pêcheux (2016), articulated with contributions from Latin American decolonial thought. The results point to the reproduction of racialized and xenophobic discursive practices, often naturalized as jokes, which reinforce identity hierarchies and the denial of otherness. It is concluded that there is an urgent need for a pedagogical praxis committed to listening, dialogue, and the recognition of differences, in order to promote more horizontal relationships in the school environment.

Dialogism, axiological position and identity: an analysis of attitudinal evaluations/valuations in memorials of indigenous candidates for an entrance exam selection

Thu, 25 Dec 2025 00:00:00 -0300

This work analyzes the construction of discursive identity in memorials produced by two indigenous teachers participating in the Selection Process for admission to the Indigenous Intercultural Degree course at IFPE – Campus Pesqueira-PE. The investigation is based on the thinking of the Bakhtin Circle (Volóchinov, 1976; 1993; 2017; Bakhtin, 2003[1979]), especially on the concepts of dialogism, enunciation and axiological position, articulated with the Appraisal theory (Martin and White, 2005), focusing on the Attitude subsystem. This is qualitative research, of an exploratory nature, which seeks to understand how the axiological positions identified through evaluations/valuations attitudes expressed in the memorials signal the construction of identity in the discourse. The results show that the enunciators' identity emerges as a dialogical activity that tensions ideologies, community values, cultural practices and institutional demands. The study reinforces the relevance of language as a scope of socio-ideological extension and identities as discursive instances constructed dialogically in interactions.