Educação Unisinos

Editorial

Roberto Rafael Dias da Silva — 2026-01-03

(In)visibilidades da Educação Antirracista em Projetos Político-Pedagógicos: evidências da rede municipal de São Paulo

Alexsandro do Nascimento Santos — 2026-03-24

This article examines the Political-Pedagogical Project (PPP) as a public policy instrument for implementing anti-racist education in 168 municipal elementary schools in São Paulo, Brazil. Grounded in debates on the coloniality of power and the dispositif of raciality, the study applies the MAP³-EAEF framework to identify documentary evidence of institutional commitment to racial equity. Findings indicate a predominance of low to intermediate levels of adequacy across the analyzed dimensions, with higher levels associated with greater proportions of Black students and with schools meeting IDEB performance targets. The results suggest uneven institutional incorporation of the anti-racist agenda in school planning.

Questões éticas e metodológicas em pesquisas sobre scripts de gênero com crianças pequenas

Jéssica Tairâne de Moraes — 2026-03-24

The article problematizes the ethical and methodological issues involved in research on gender scripts with young children, highlighting the importance of expanding the understanding of children's participation in investigative processes. Grounded in Gender Studies and the Sociology of Childhood from a post-structuralist perspective, the study's main objective was to analyze the strategies children employ to circumvent and reinterpret gender scripts, which are often naturalized in everyday school life. Methodologically, this is an ethnographic study conducted with a group of 17 four-year-old children in a public school in the Metropolitan Region of Porto Alegre. The investigation highlights the need to broaden understandings of participatory research with children. Furthermore, it offers reflections on research ethics involving children, structuring it around what we refer to as the before, during, and after of the investigation.

Educação Especial e o Atendimento Educacional Especializado nos Institutos Federais da região Sul do Brasil: análise de documentos institucionais (2014-2024)

Deise Andreia Enzweiler — 2026-03-24

This study aims to map and analyze the prevailing conceptions of Specialized Educational Service (SES) and Special Education in the institutional documentation of the Federal Institutes located in the southern region of Brazil. We examined sixteen institutional documents from the six Federal Institutes in this region; selected because they explicitly addressed policies regulating Accessibility Centers and detailed the organization of Special Education and SES modalities. The analyses conducted, articulated with studies on disability and Special Education, reveal different perspectives, emphasizing the reduction of inequalities and the promotion of diversity. Findings indicate distinct, sometimes antagonistic and contradictory, conceptions concerning the Special Education modality within Professional and Technological Education (PTE). However, beyond the polysemic recurrences identified in the documents, development of collaborative instruments and engaged practices from a co-teaching perspective reveals not only the contradictions and ambiguities present in this field, but also its political and pedagogical potential.