Avances de investigación
type: channel
description: La revista Avances de Investigación es una revista electrónica que publica artículos sobre investigaciones en progreso realizadas por los estudiantes de la Facultad de Ciencias de la Educación de nuestra Universidad, sobre las diferentes líneas de investigación bajo la estricta supervisión del docente de la asignatura de competencia. Avances de investigación; estudiantes de Maestría FCEDU/UDE; publicación
publisher: Universidad de la Empresa
language: en
publication name: Avances de investigación
issn: 2393-6517
copyright: Política para revistas de acceso abierto Los autores/as que publiquen en esta revista aceptan las siguientes condiciones: a. Los autores/as conservan los derechos de autor y ceden a la revista el derecho de la primera publicación, con el trabajo registrado con la licencia de atribución de Creative Commons (CC-BY), que permite a terceros utilizar lo publicado siempre que mencionen la autoría del trabajo y a la primera publicación en esta revista. b. Los autores/as pueden realizar otros acuerdos contractuales independientes y adicionales para la distribución no exclusiva de la versión del artículo publicado en esta revista (p. ej., incluirlo en un repositorio institucional o publicarlo en un libro) siempre que indiquen claramente que el trabajo se publicó por primera vez en esta revista.
items: ICT in Bilingual Intercultural Education in the Kichwa Otavalo Community
items: Pedagogical Transformation
items: The Concept of Educational and Technological Communication
items: Neuroeducation in practice
items: Students with Disabilities in the Classroom: intersecting relationships?
items: Video Games as Educational Tools
items: Promoting interculturality and inclusion for black students in elementary school: a case study on pedagogical practices
items: Bringing Unfinished Questions to the Present: Rereading Freire, Perrenoud, and Morin on Pedagogical Practices
items: Analysis of the strengthening of the management of an educational center in Manaus/AM, during the year 2023
items: National History Olympiad of Brazil: A Perspective with Apoena on the Narrative of the Pillars of Brazilian Education
items: The gender relationship in the identification of High Abilities/Giftedness in the school context
items: Active methodologies from everyday school life
items: Initial studies on the curricularization of university extension in Circus
items: Use of augmented reality in teaching spati geometry in elementary school
items: Mapping of homeschooling (current) in Brazil: questions that arise
items: Trajectory and Challenges: The Evolution of Mercosur in the Regional Integration of Latin America
items: Investigar en educación: un deber de los y las educadoras
items: Evidence-based practice: an analysis of experiences with students with ASD in universities.
items: The modern Foreign Language: The Subject's Social Formation and the Teacher's Role in Teaching
items: Child Involvement in School Management: A Literature Review
items: The Internationalization of University Education in Latin America: Perspectives without Political Borders and the Challenges of Reforms
items: Child development in homeschooling: a longitudinal study on the impacts of homeschooling on children's learning and emotional well-being
items: Inclusive Processes in Education: Current Reflections on Pedagogical Practices and Students with Autism Spectrum Disorder –ASD
items: Considerações sobre os problemas do ensino superior: avaliação da aprendizagem e formação de professores
items: Saber la respuesta correcta, ¿Es suficiente?
items: Publicar sin morir, para compartir
items: Education, Democracy and Art Teaching in the context of a pandemic
items: Liberdade e autonomia no pensamento freiriano:
items: Assessment of innovation capabilities:
items: Los programas de alfabetización en Brasil: breve análisis basado en el enfoque del ciclo de políticas

ICT in Bilingual Intercultural Education in the Kichwa Otavalo Community
type: item
description: This article examines the integration of Information and Communication Technologies (ICT) into Bilingual Intercultural Education (EIB) within the Otavalo community and the Kichwa culture. The objective is to assess how ICT strengthens cultural and linguistic identity through accessible digital educational resources in both Kichwa and Spanish. Using an exploratory qualitative approach, semi-structured interviews, focus groups, and participant observation were employed to capture the perceptions and experiences of 20 teachers, 50 students, and 20 community members. The findings revealed that 85% of Kichwa schools have adopted digital educational resources, enhancing student motivation and performance. Additionally, 70% of teachers received ICT training, which supported a more dynamic and culturally adapted pedagogical approach. These findings highlight the importance of collaboration between communities, governments, and NGOs in overcoming the digital divide and ensuring inclusive and culturally relevant education. Despite challenges such as limited infrastructure, the research concludes that ICT is crucial for equitable education and the preservation of cultural and linguistic diversity in indigenous contexts.
subject: Artículos
  topic: section
subject: cultural identity
  topic: keywords
subject: digital educational resources
  topic: keywords
subject: educational technology
  topic: keywords
creator: Chess Emmanuel Briceño Nuñez
rights: Copyright (c) 2025 Chess Emmanuel Briceño Nuñez http://creativecommons.org/licenses/by/4.0
date: 2025-10-20
publication date: 2025-10-20
starting page: 71
ending page: 89
doi: 10.47966/avan-inv.2025.12171-89

Pedagogical Transformation
type: item
description: Abstract This research focuses on pedagogical transformation through the integration of Maker Culture and digital technologies within the Brazilian educational context, under the perspective of current laws and regulations. It is justified by the urgent need to understand how these innovative practices can be incorporated into the educational system in a legal, effective, and inclusive manner, in light of the constant social, cultural, and technological changes of contemporary society. The relevance of this study lies in its contribution to improving educational quality, aligning pedagogical practice with the demands of the 21st century and existing legal guidelines, such as the National Education Guidelines and Framework Law (LDB) and the National Education Plan (PNE). The research question guiding this investigation is: How can the integration of Maker Culture and digital technologies promote effective pedagogical transformation, considering the legal and normative frameworks governing Brazilian education? The general objective is to analyze this integration, identifying challenges and opportunities within the context of schools and universities. The methodology is qualitative and descriptive, based on bibliographic and documentary review, drawing from contemporary authors and educational legislation. This study adopts the sociopolitical paradigm, understanding education as a social and political practice committed to equity, inclusion, and the formation of critical and participatory citizens. It is expected that the results will provide a foundation for the implementation of more innovative, fair, and effective public education policies.
subject: Artículos
  topic: section
subject: BNCC
  topic: keywords
subject: Maker culture
  topic: keywords
subject: Digital Technologies
  topic: keywords
subject: education
  topic: keywords
subject: education transformation
  topic: keywords
creator: ROSEMAR ALEXANDRINA MEYER
rights: Copyright (c) 2025 ROSEMAR ALEXANDRINA MEYER http://creativecommons.org/licenses/by/4.0
date: 2025-11-24
publication date: 2025-11-24
starting page: 90
ending page: 109
doi: 10.47966/avan-inv.2025.12190-109

The Concept of Educational and Technological Communication
type: item
description: The teaching of digital literacy and the use of Artificial Intelligence (AI) require a critical and updated approach, considering the advancement of technologies and their democratization. Continuous reflection by teachers on digital tools is essential for success in the teaching-learning process. The aim of this study is to analyze educational and technological communication, promoting reflections on the impact of digital culture on teaching. From a theoretical approach, concepts related to pedagogical mediation are explored, with an emphasis on the teacher's role as a mediator, in addition to the use of Digital Information and Communication Technologies (DICT) in teaching digital literacy. The research also discusses the challenges faced in introducing effective pedagogical and technological practices, recognizing the obstacles that arise in the educational context. The methodology used was qualitative and descriptive, with a bibliographic review grounded in the sociocultural paradigm, which allowed for a thorough analysis of issues involving the use of technologies in education. The study reveals that, despite the challenges, the critical and reflective use of DICT can promote significant advances in digital literacy, preparing students for the challenges of the digital age and providing a more dynamic and interactive learning experience. The study also highlights the need for continuous training of educators to ensure that technologies are used effectively in the school environment.
subject: Artículos
  topic: section
subject: digital culture
  topic: keywords
subject: literacy
  topic: keywords
subject: digital technologies
  topic: keywords
creator: SUZY GOMES
rights: Copyright (c) 2025 SUZY GOMES http://creativecommons.org/licenses/by/4.0
date: 2025-08-29
publication date: 2025-08-29
starting page: 25
ending page: 44
doi: 10.47966/avan-inv.2025.12125-44

Neuroeducation in practice
type: item
description: Abstract As contribuições da neurociência para a educação revolucionaram a maneira como entendemos e aplicamos os métodos de ensino em sala de aula. Este artigo aborda a integração dos achados neurocientíficos com as práticas pedagógicas, enfatizando a necessidade de desenvolver estratégias de ensino que se alinhem com as funções cerebrais dos alunos. Exploramos como a neuroeducação pode melhorar o aprendizado, adaptando técnicas que respeitam e utilizam a neuroplasticidade e os processos cognitivos. A literatura consultada inclui autores renomados como Jensen (2020) e Tokuhama-Espinosa (2018), cujos trabalhos discutem a aplicação da neurociência ao ambiente educacional, propondo uma abordagem de ensino que não apenas transmite conhecimento, mas também promove maior retenção e compreensão. Além disso, abordamos as implicações práticas dessas teorias em cenários educacionais reais, sugerindo maneiras pelas quais os educadores podem implementar essas descobertas para melhorar significativamente o envolvimento e o desempenho dos alunos. Ao fazê-lo, este artigo visa não apenas informar os educadores sobre as pesquisas mais recentes em neurociência educacional, mas também equipá-los com ferramentas concretas para transformar suas práticas de ensino, tornando a aprendizagem mais eficaz e inclusiva. Palavras-chave: Neurociência na Educação, Neuroeducação, Neuroplasticidade, Estratégias Pedagógicas, Cognição e Aprendizagem.
subject: Artículos
  topic: section
subject: Neuroscience in Education, Neuroeducation, Neuroplasticity, Pedagogical Strategies, Cognition and Learning.
  topic: keywords
creator: Alan Moreira
rights: Copyright (c) 2026 Alan Moreira http://creativecommons.org/licenses/by/4.0
date: 2026-04-23
publication date: 2026-04-23
starting page: 32
ending page: 61
doi: 10.47966/ava-inv.2026-13132-61

Students with Disabilities in the Classroom: intersecting relationships?
type: item
description: This article integrates the conceptual framework and the methodological chapter of the thesis "Students with Disabilities in the Classroom: intersecting relationships?", developed at Centro de Estudios Multirreferenciales Biográficos de Educación (CEMBE) under the supervision of Prof. Dr. Charlie Palomo. The research focuses pedagogical practices for students with disabilities in basic education, analyzing the discrepancy between inclusive educational policies and their implementation in everyday school life. The main objective is understanding how inclusive pedagogical practices are structured to address the diverse learning needs of students. A qualitative approach with an ethnographic perspective is adopted, utilizing in-depth interviews, analysis of official and non-official documents, as well as textual and photographic records of analog and digital observations. The research is based on concepts such as pedagogical practices, special education, educational policies, continuing education, assessment, methodologies, and research instruments, drawing on the theoretical contributions of Freire, Imbernón, Mantoan, Morin, Nóvoa, Perrenoud, Oliveira, Saviani. The methodological framework will be grounded in the work of Flick, Taylor, Bodgan, Vasilachis, Barthes, Lacan, Lévi-Strauss, and Saussure . As a result of this analysis, the following guiding questions for the thesis emerged: How are pedagogical practices structured to promote inclusion and meet the diverse learning needs of students? How do the adopted methodologies engage with the diversity of learning styles and contribute to the creation of inclusive spaces? This research highlights the importance of understanding diversity, and the interactions established between students with disabilities and teachers analyzing teaching practices to identify barriers and promote equity in the educational process
subject: Artículos
  topic: section
subject: pedagogical practices, special education, inclusive education, educational policies
  topic: keywords
creator: Sandra Francisco
rights: Copyright (c) 2026 Sandra Francisco http://creativecommons.org/licenses/by/4.0
date: 2026-01-29
publication date: 2026-01-29
starting page: 8
ending page: 31
doi: 10.47966/avan-inv.2026.1318-31

Video Games as Educational Tools
type: item
description: In light of rapid technological transformations and the increasing digitization of society, traditional teaching methods, based on the one-way transmission of knowledge, have proven to be less effective in meeting new educational demands. In this context, video games emerge as a pedagogical alternative capable of engaging students, making learning more relatable to their experiences and stimulating essential skills such as critical thinking, problem-solving, and collaboration. Thus, the use of video games as educational tools has become an innovative and effective approach in higher education, promoting more interactive, dynamic, and meaningful learning. This study aims to identify video games and their respective pedagogical potentials, investigating their application in higher education and highlighting their contributions to learning. The research is based on a literature review of recent studies on game-based learning, interactivity, interdisciplinarity, and the cultural relevance of games in academic formation. Analyzed data indicate that video games, when used strategically, can transform the teaching-learning process, providing immersive environments that favor experimentation and student autonomy. Research results indicate that most students recognize video games as effective tools for learning. It is concluded that video games, when planned and applied pedagogically, transcend entertainment and establish themselves as educational tools of great potential. Their ability to create immersive, interactive, and contextualized experiences contributes to innovation in higher education, promoting more meaningful learning aligned with contemporary demands.
subject: Artículos
  topic: section
subject: video games
  topic: keywords
subject: learning
  topic: keywords
subject: higher education
  topic: keywords
subject: interactivity
  topic: keywords
subject: pedagogical innovation
  topic: keywords
creator: José Fernando Lima de Oliveira
rights: Copyright (c) 2025 José Fernando Lima de Oliveira http://creativecommons.org/licenses/by/4.0
date: 2025-09-01
publication date: 2025-09-01
starting page: 45
ending page: 70
doi: 10.47966/avan-inv.2025.12145-70

Promoting interculturality and inclusion for black students in elementary school: a case study on pedagogical practices
type: item
description: Abstract This study analyzes the effectiveness of inclusive pedagogical practices and valuing cultural diversity in black students in the 5th year of Elementary School at Escola Municipal Mota Junior, in São Bento, Maranhão, during 2024 to 2025. The objective is to investigate the impact of these practices on promotion of an equitable society, with an emphasis on the effects on students' identity, self-esteem and academic performance. The qualitative methodology adopted comprises semi-structured interviews with educators, didactic content analysis, classroom observations and focus groups with students to explore their perceptions about intercultural initiatives. The results reveal a notable increase in black students\' self-esteem and greater appreciation of cultural diversity. There was also an improvement in interpersonal relationships between students from different backgrounds and significant advances in the academic performance of black students, indicating that practices focused on interculturality and inclusion enhance learning and foster a more inclusive and fair educational environment. It is concluded that implementing pedagogical strategies that emphasize interculturality and inclusion is crucial to encourage respect for diversity and promote racial equality. This study highlights the need for educational policies that support such practices, aiming to provide an education that not only empowers all students, but also prepares them as active citizens in a fair and supportive society. Keywords: Interculturality, Inclusion, Basic Education, Black Students, Pedagogical Practices
subject: Artículos
  topic: section
subject: interculturality
  topic: keywords
subject: inclusion
  topic: keywords
subject: basic education
  topic: keywords
subject: black students
  topic: keywords
subject: pedagogical practices
  topic: keywords
creator: Alan Durans Moreira Moreira
rights: Copyright (c) 2025 Alan Moreira http://creativecommons.org/licenses/by/4.0
date: 2025-03-19
publication date: 2025-03-19
starting page: 08
ending page: 24
doi: 10.47966/avan-inv.2025.12108-24

Bringing Unfinished Questions to the Present: Rereading Freire, Perrenoud, and Morin on Pedagogical Practices
type: item
description: This article represents an excerpt from the master's dissertation entitled "What the Pandemic Left Us: Manifestations of Educational Actors on Teaching Practices During and After the Planetary Health Crisis," supervised by Prof. Dr. Charlie Palomo, from the Universidad de la Empresa (UDE) in Montevideo. The same article is linked to the Center for Multireferential Biographical Studies in Education (CEMBE/UDE-YU), which explores pedagogical practices through a deep analysis of the contributions of three renowned educators: Freire, Morin, and Perrenoud. The research methodology was based on the appreciation and bibliographic review of the aforementioned renowned authors, with a qualitative approach allowing a deep understanding of these authors' pedagogical practices, highlighting their impact on individual formation and knowledge construction. Freire portrays dialogical and critical practices, stimulating awareness and social transformation. Edgar Morin describes complexity as a guide for the global understanding of knowledge, while Perrenoud emphasized the development of adaptive competencies, premises that are intrinsically embedded in pedagogical practices. Despite their distinct approaches, the pedagogical practices of these educators are shown as an integration of education and individual development, being seen as a complex action demanding many analyses; therefore, a vis-à-vis reading of these authors becomes valuable and essential, deriving new questions for future research, presented at the end of the article. The results highlight the relevance of integrating the authors' contributions to promote pedagogical practices more aligned with educational needs.
subject: Artículos
  topic: section
subject: pedagogical practices
  topic: keywords
subject: education for autonomy
  topic: keywords
subject: teaching team
  topic: keywords
subject: knowledge construction
  topic: keywords
creator: Junior Aparecido Cardoso Peres
rights: Copyright (c) 2024 Junior Aparecido Cardoso Peres http://creativecommons.org/licenses/by/4.0
date: 2024-10-09
publication date: 2024-10-09
starting page: 202
ending page: 237
doi: 10.47966/avan-inv.2024.111202-237

Analysis of the strengthening of the management of an educational center in Manaus/AM, during the year 2023
type: item
description: The year 2023 marked a period of significant strengthening in the management of an educational center in Manaus, AM. This strengthening process is the result of a series of strategic initiatives and actions implemented throughout the year, with the aim of improving the quality of teaching, administrative management, and the participation of the school community. In this context, it is essential to analyze the main aspects that contributed to this progress. The research was based on a qualitative approach with a descriptive paradigm. Specific criteria were established for the selection of materials, including thematic relevance, academic rigor, and timeliness. Works that directly addressed educational management and its strengthening were included, selecting studies published in high-impact scientific journals and books by recognized authors in the field. Research published in the last ten years was prioritized, without excluding classic texts that remain fundamental for theoretical understanding. Regarding exclusion criteria, materials that did not focus on educational management or whose relevance to the specific context of Manaus was limited were discarded, as well as studies that did not meet minimum standards of methodological and academic rigor. The combination of these criteria ensured a robust and relevant theoretical basis for the analysis of educational management in the Manaus center. Aspects that contributed to the advancement of the educational center in Manaus in 2023 include the implementation of participatory management practices, investment in training and professional development programs for teachers and administrators, and the adoption of educational technologies and management tools.
subject: Artículos
  topic: section
subject: educational management
  topic: keywords
subject: pedagogical innovation
  topic: keywords
subject: professional development
  topic: keywords
creator: Simoneide Costa da Silva
rights: Copyright (c) 2024 Simoneide Costa da Silva http://creativecommons.org/licenses/by/4.0
date: 2024-08-13
publication date: 2024-08-13
starting page: 101
ending page: 124
doi: 10.47966/avan-inv.2024.111101-124

National History Olympiad of Brazil: A Perspective with Apoena on the Narrative of the Pillars of Brazilian Education
type: item
description: This study addresses the influence of the National History Olympiad of Brazil (ONHB) on the teaching of History in Middle School. Drawing on the four pillars of education - learning to know, to do, to live together, and to be - the study highlights the importance of ONHB as a significant experience of historical, reflective, and cultural learning. The indigenous concept apoena, meaning "one who sees further," is introduced to emphasize the role of the Olympiad in promoting active, protagonist, and collaborative teaching in the Humanities. We explore the guidelines of the National Common Curricular Base (BNCC), which are enhanced by the use of ONHB in History teaching, emphasizing the importance of the Olympiad's didactics. The study presents the relevance of ONHB in the ethical and civic formation of students, paving the way for discussions on social, political, economic, and environmental issues. The target audience is 8th and 9th-grade students in Middle School, considering the age group when ONHB begins. Finally, we highlight the contribution of ONHB to the development of critical, social, and historical thinking in students, strengthening humanized and protagonist education.
subject: Artículos
  topic: section
subject: education
  topic: keywords
subject: Brazil
  topic: keywords
subject: national history Olympiad
  topic: keywords
subject: significant learning
  topic: keywords
creator: Weber Campos de Souza
rights: Copyright (c) 2024 Weber Campos de Souza http://creativecommons.org/licenses/by/4.0
date: 2024-07-24
publication date: 2024-07-24
starting page: 76
ending page: 100
doi: 10.47966/avan-inv.2024.11176-100

The gender relationship in the identification of High Abilities/Giftedness in the school context
type: item
description: Aiming to understand the relationship between gender and the identification of students with High Ability/Giftedness (HA/G) indicators, this article brings some theoretical reflections on HA/G, gender culture and the identification of students with HA/G, in Education Fundamental, as well as the need for initial and/or continuing training for teachers. To carry out the research, we chose to carry out a bibliographic review on the research carried out in the area. The theme analyzes the works of Gardner (1995), Alencar and Fleith (2001), Renzulli (2004, 2014), Auad (2006), Muñoz and Guerreiro (2006), Freitas and Pérez (2012, 2016), seeking to understand the relationship between the identification of HA/SD and the issue of gender in the school context. The results found point to a stereotypical gender discourse, where boys and girls have well-defined roles and, consequently, girls with HA/G continue to be increasingly invisible in their potential and abilities. Teacher training in this area is urgent and more than necessary to create opportunities for girls with HA/G. Keywords: High abilities, Giftedness, Gender, Identification.
subject: Artículos
  topic: section
subject: altas habilidades
  topic: keywords
subject: superdotação
  topic: keywords
subject: gênero
  topic: keywords
subject: identificação
  topic: keywords
creator: Cleide Covacevich Giovannetti
rights: Copyright (c) 2024 Cleide Covacevich Giovannetti http://creativecommons.org/licenses/by/4.0
date: 2024-05-08
publication date: 2024-05-08
starting page: 62
ending page: 75
doi: 10.47966/avan-inv.2024.11162-75

Active methodologies from everyday school life
type: item
description: The aim of this article is to investigate the intermediary role of active methodologies in learning and teaching on the classroom floor, in the face of contemporary society. Attentive to didactic challenges, teaching and learning deserve special attention from all those involved in this process in which everything is open and under construction, in order to strengthen school education, committed to the school being a living space linked to the world without losing its identity. Active methodologies are understood as different opportunities that contribute to the teaching-learning process in the early years. Based on a qualitative referential analysis, we sought to delve deeper into this topic, above all to contribute to a school environment that develops effective learning. The theoretical references allow us to understand and realise the theoretical contributions that broaden the discussions on active methodologies, reinforcing how effective these methodologies are in the classroom environment.
subject: Artículos
  topic: section
subject: active methodologies, didactics, education.
  topic: keywords
creator: VANDA MOTA
rights: Copyright (c) 2024 VANDA MOTA http://creativecommons.org/licenses/by/4.0
date: 2024-10-29
publication date: 2024-10-29
starting page: 238
ending page: 263
doi: 10.47966/avan-inv.2024.111238-263

Initial studies on the curricularization of university extension in Circus
type: item
description: This article presents initial studies of the research project that will address the curricularization of university extension in Circus in the Performing Arts and Physical Education careers. For the research background, the following were considered: Regulations of the Circus profession in Brazil, Academic articles, Unified research platforms of the Ministry of Education. Regarding circus training, it was observed that: There are few occurrences at the technical and specialization levels, At the higher education level, it only occurs in university extension, Circus also appears in different areas of knowledge and between the Performing Arts and Physical Education careers, when located in university extension. The theoretical framework considers Paulo Freire, who problematizes popular knowledge and the academy, under the influence of authors such as: Humberto Tommasino (Uruguay), Simone Imperatore (Brazil), They research university extension and curricularization in Latin America. The research of Mário Fernando Bolognesi, which establishes the main characteristics of Circus as a language, is also considered. The findings of the article are: The impact of dictatorships on the development of critical university extension in South America, The diversity of spaces and areas of knowledge where Circus is found, It points to the ambivalence of the Sublime and the Grotesco of the Body as the matrix of the Circus, A possible justification for this diversity of occurrences. Keywords: University extension, Curricularization, Circus, Culture. Keywords: university extension 1, curricularization 2, circus 3, culture 4.
subject: Artículos
  topic: section
subject: university extension
  topic: keywords
subject: curricularization
  topic: keywords
subject: circus
  topic: keywords
subject: culture
  topic: keywords
subject: dictatorship
  topic: keywords
creator: Poliana Vieira
rights: Copyright (c) 2024 Poliana Vieira http://creativecommons.org/licenses/by/4.0
date: 2024-08-13
publication date: 2024-08-13
starting page: 125
ending page: 144
doi: 10.47966/avan-inv.2024.111125-144

Use of augmented reality in teaching spati geometry in elementary school
type: item
description: The objective of this present work is, through a literature review, to identify innovative practices in elementary school geometry teaching, highlighting experiences that have incorporated active methodologies. The results emphasize the relevance of integrating digital technologies in exploring spatial geometric concepts, particularly the use of applications that work with augmented reality, thus facilitating the understanding of three-dimensional concepts. Additionally, they highlight the effectiveness of practical approaches in comprehending geometric areas and shapes. However, the data reveal challenges faced by teachers in using digital information and communication technologies (DICT) in the classroom due to a lack of training. In the discussion, the importance of empowering teachers for the effective use of DICT (Digital Information and Communication Technologies) is emphasized, highlighting the need for investments in training and infrastructure. Furthermore, the positive receptivity of students to innovative methodologies is emphasized, indicating increased interest and participation during activities that incorporate technology. Therefore, this study underscores the urgent need to rethink traditional approaches in geometry teaching by incorporating active methodologies and technological resources. Teacher training and awareness of the educational potential of innovations are crucial to promoting education more aligned with contemporary demands, effectively preparing students for the challenges of the 21st century.
subject: Artículos
  topic: section
subject: Geometry
  topic: keywords
subject: mathematics
  topic: keywords
subject: primary education
  topic: keywords
subject: augmented reality
  topic: keywords
creator: Evelin Lima Albuquerque
rights: Copyright (c) 2024 Evelin Lima Albuquerque http://creativecommons.org/licenses/by/4.0
date: 2024-04-18
publication date: 2024-04-18
starting page: 44
ending page: 61
doi: 10.47966/avan-inv.2024.11144-61

Mapping of homeschooling (current) in Brazil: questions that arise
type: item
description: Educating at home and under the responsibility of parents is an existing practice, in fact, but a multitude of prejudices surround it. It is preferable to deny something that, in itself, means a profound criticism of the official education system, rather than draft a law that supports families and protects students who undertake Home Education. This research seeks to present how Brazilian and educational legislation is deliberating on the practice of Home Education and that, although (yet) there is no Federal law enacted that guarantees its regulation by Brazilian parents, the number of students in this type of education is expansive. , because according to the National Association of Home Education (ANED, 2022), it is estimated that there are more than 35 thousand families and 70 thousand students aged between four and seventeen years old who are adept at Home Education. This essay article is part of the conceptual framework of a master's degree research, which will have a qualitative approach and is based on bibliographic and documentary studies of the collections of the National Chamber of Brazil. It is understood that, with the approval of a regulatory law, many questions can be answered through research in education, which will open up dialectical situations regarding the knowledge of new pedagogical aspects, as well as the reconstruction of Brazilian educational policy, inclusive way to the new educational and social demands that are becoming evident.
subject: Artículos
  topic: section
subject: homeschooling
  topic: keywords
subject: draft law 1.338/22
  topic: keywords
subject: Brasil
  topic: keywords
creator: Marcela Tais dos Santos Hungaro
rights: Copyright (c) 2024 Marcela Tais dos Santos Hungaro http://creativecommons.org/licenses/by/4.0
date: 2024-10-03
publication date: 2024-10-03
starting page: 145
ending page: 171
doi: 10.47966/avan-inv.2024.111145-171

Trajectory and Challenges: The Evolution of Mercosur in the Regional Integration of Latin America
type: item
description: This article addresses the evolution of Mercosur from the ALALC and ALADI to contemporary frameworks, with a focus on the Treaty of Asunción as the starting point for regional integration in Latin America. Using a historical-analytical approach, the study relies on primary sources such as Mercosur treaties and protocols, along with academic analyses. The analysis encompasses historical milestones and the impacts of policies and protocols, emphasizing the Ouro Preto Protocol (1994) as a watershed moment that granted international status to Mercosur. It examines the creation of the Common Market Council and the Common External Tariff, highlighting economic harmonization and external cohesion. The Ushuaia Protocol (1998) is explored as a response to the democratic crisis in Paraguay, emphasizing the democratic clause and discussing its practical application, notably in Paraguay in 2012, with a focus on challenges. The Olivos Protocol (2002) is explored as an advancement in dispute resolution, introducing the Permanent Review Tribunal. The effectiveness of the tribunal in consolidating legal security and resolving commercial disputes is assessed, considering changes in the system. The article investigates economic crises of the 1990s, analyzing coordinated strategies, institutional reforms, and cooperation among members. It highlights how these strategies not only overcame immediate challenges but also shaped the foundation for the bloc's future development. The article concludes by emphasizing the complex yet crucial trajectory of Mercosur in pursuing regional integration, with perseverance, dialogue, and continuous adaptation as fundamental pillars to address contemporary challenges.
subject: Artículos
  topic: section
subject: Mercosur
  topic: keywords
subject: regional integration
  topic: keywords
subject: protocols
  topic: keywords
subject: dispute resolution
  topic: keywords
subject: contemporary challenges
  topic: keywords
creator: MARAISA FRANCO FERREIRA
rights: Copyright (c) 2024 MARAISA FRANCO FERREIRA http://creativecommons.org/licenses/by/4.0
date: 2024-10-09
publication date: 2024-10-09
starting page: 172
ending page: 201
doi: 10.47966/avan-inv.2024.111172-201

Investigar en educación: un deber de los y las educadoras
type: item
description: There was a time when teachers were distinguished people in Latin American societies. The teachers and professors were the owners of knowledge and that is why they had a prominent place in the community. Little by little, this recognition was declining and they were no longer recognized as the knowledge trainers that they are, since all the professionals who later ascend to the social hierarchy pass through the school benches and are respected by all citizens.
subject: Editorial
  topic: section
subject: Education
  topic: keywords
subject: society
  topic: keywords
subject: University
  topic: keywords
creator: Susana Pérez Barrera
rights: Copyright (c) 2023 Susana Pérez Barrera http://creativecommons.org/licenses/by/4.0
date: 2023-12-29
publication date: 2023-12-29
starting page: 9
ending page: 10
doi: 10.47966/avan-inv.2023.1019-10

Evidence-based practice: an analysis of experiences with students with ASD in universities.
type: item
description: In the present reality, a variety of pedagogical strategies have been employed in classrooms, the outcomes of which have been subject to discussion. Some of these strategies are based on scientifically proven success, yielding measurable results, while others are not. In this sense, the theme of evidence-based educational practice stands out in the discussions about inclusive education, especially in the current context with students with Autism Spectrum Disorder (ASD). This article aims to explore the fundamental role of this approach, focusing on the effectiveness of educational practice and experiences in dealing with students with ASD, thus drawing parallels between the importance of these practices and the challenges faced in contemporary education. It also emphasizes the need for a critical analysis of how educators develop teaching strategies in the face of the complexities associated with ASD. The methodology employed in this study involves a literature review, providing a brief contextualization of contemporary thinkers committed to the study of evidence-based educational practice, correlating with studies discussing its effectiveness and the author's own experiences. As a result, the research reveals significant convergences between approaches, progress, and challenges related to evidence-based educational practice, highlighting its positive impact not only on the inclusion of students with ASD but on all students benefiting from these pedagogical resources.
subject: Artículos
  topic: section
subject: Inclusive education
  topic: keywords
subject: ASD
  topic: keywords
subject: evidence-based practice
  topic: keywords
creator: José Fernando Lima de Oliveira
rights: Copyright (c) 2024 José Fernando Lima de Oliveira http://creativecommons.org/licenses/by/4.0
date: 2024-01-31
publication date: 2024-01-31
starting page: 7
ending page: 43
doi: 10.47966/avan-inv.2024.1117-43

The modern Foreign Language: The Subject's Social Formation and the Teacher's Role in Teaching
type: item
description: The general objective of this discussion is to analyze how the conceptions of language, language, teaching and learning are presented in the academic grid and in the speeches of teachers. The methodology used has a qualitative approach with bibliographical and documentary research procedures. The results confirm that teaching English is very important for the school curriculum, especially in a globalized world, as it expands knowledge of other cultures, making it possible to develop a perception of one's own language. The theories made it clear that the acquisition of a foreign language, in this case, English, expands students' vision, behavior and engagement, participation in an increasingly globalized and plural social world. The process of linguistics in the teaching of L.I. in the classroom, it conjectures another interest that gives rise to teacher training, a contemporary need with globalized pretensions. Keywords: modern foreign language, English, teaching, teacher training.
subject: Artículos
  topic: section
creator: Cibele Diviani
rights: Copyright (c) 2023 Cibele Diviani http://creativecommons.org/licenses/by/4.0
date: 2023-11-30
publication date: 2023-11-30
starting page: 90
ending page: 108
doi: 10.47966/avan-inv.2023.10190-108

Child Involvement in School Management: A Literature Review
type: item
description: This article aimed to analyze the contribution of children aged 5 to 10 years in school management. This theme is often strange, as everyone already wonders if such a small child can have an opinion. But one should not forget that childhood with empowerment and rights is something modern that has not yet been incorporated. Although it is relevant and justified by the reasons found in the cultural evolution of the human being. The contemporary adult is different from an adult 30 years ago, so the child also has its childhood changed and schools need to modify and rethink the way they conduct and manage child education and the early year of elementary school. In addition to official documents on school councils and theoretical foundations on child development, six articles on child participation in school management were analyzed to answer some questions such: how, within the school routine, to listen to children in their demands without affecting the study and the functioning of the institution? How to get children to express themselves in a way that can make themselves understood and to participate in an agenda vote? How to apply the interspersed decisions of children’s reasoning, ethical,e functional needs of the school? One possible solution to this is an urgent need to rethink the institutional way of functioning, based on the logic of adults, in favor of the child’s vision.
subject: Artículos
  topic: section
creator: Maria de Lourdes da Silva Pinto
creator: Alcina Barros Ribeiro
rights: Copyright (c) 2023 MARIA DE LOURDES DA SILVA PINTO, ALCINA BARROS RIBEIRO ALCINA http://creativecommons.org/licenses/by/4.0
date: 2023-11-28
publication date: 2023-11-28
starting page: 65
ending page: 89
doi: 10.47966/avan-inv.2023.10165-89

The Internationalization of University Education in Latin America: Perspectives without Political Borders and the Challenges of Reforms
type: item
description: The present article addressed the internationalization of university education in Latin America and the challenges of political reforms, aiming to understand how internationalization has been promoted in the region's higher education institutions and the challenges faced in its implementation. The justification for this focused on the growing importance of university education as a strategy to promote academic quality, multicultural education, and global collaboration. The relevance of this study lay in its contribution to knowledge about the internationalization of university education in Latin America and its relationship with ongoing political reforms. Among the main findings, the need for investments in infrastructure and human resources, the establishment of clear and consistent policies, the promotion of student mobility, and the appreciation of cultural diversity were highlighted. Additionally, the study underscored the importance of institutional support and the engagement of governments and universities in implementing effective internationalization actions. The methodology used in this study was qualitative and descriptive, based on a literature review. In summary, this study contributed to the understanding of the internationalization of university education in Latin America and highlighted the challenges faced by higher education institutions. The results pointed to the importance of appropriate policies, strategic investments, and concrete actions to promote effective and quality internationalization. This will provide a more comprehensive education and prepare students for the challenges of the globalized world.
subject: Artículos
  topic: section
subject: Latin America
  topic: keywords
subject: higher education
  topic: keywords
subject: internationalization
  topic: keywords
subject: challenges
  topic: keywords
creator: Eliana RAMOS DA SILVA
rights: Copyright (c) 2023 eliana ramos da silva RAMOS DA SILVA http://creativecommons.org/licenses/by/4.0
date: 2023-12-05
publication date: 2023-12-05
starting page: 109
ending page: 127
doi: 10.47966/avan-inv.2023.101109-127

Child development in homeschooling: a longitudinal study on the impacts of homeschooling on children's learning and emotional well-being
type: item
description: This longitudinal study aims to take a deep look at the impact of homeschooling on education, incorporating the theories of Edgar Morin and Jack Delors, along with the research of authors identified through the "Publish or Parish" app. It is intended to provide information to parents and guardians to make decisions about their children's education, as homeschooling, also known as homeschooling, has gained popularity as a personalized educational option for parents who wish to meet the individual needs of their children. However, issues related to child development and the possible impacts on learning and emotional well-being are still a matter of debate. This longitudinal study sought to investigate the effects of homeschooling on child development, focusing on children's learning and emotional well-being. While homeschooling can provide a welcoming and safe environment, promoting self-esteem and reducing stress, a lack of social interactions and diversity of perspectives can lead to loneliness and isolation, limiting the development of empathy and compassion. The conclusions highlighted that homeschooling presents more harm than good for the children involved in this type of education since the education of children involves humanization, empathy and the formation of an empathetic citizen, autonomous and able to contribute to the improvement of society.
subject: Artículos
  topic: section
creator: Junior Aparecido Cardoso Peres
rights: Copyright (c) 2023 Junior Aparecido Cardoso Peres http://creativecommons.org/licenses/by/4.0
date: 2023-11-09
publication date: 2023-11-09
starting page: 38
ending page: 64
doi: 10.47966/avan-inv.2023.10138-64

Inclusive Processes in Education: Current Reflections on Pedagogical Practices and Students with Autism Spectrum Disorder –ASD
type: item
description: The field of education has been extensively discussed over time, yet its relevance remains significant, especially in the context of current education. This article addresses the role of inclusive education and pedagogical practices aimed at students with Autism Spectrum Disorder -ASD, by drawing a parallel with the importance of these inclusive educational practices in today's world. Within this context, inclusive education stands out for its reflections on how educators develop their teaching practices in the face of challenges regarding the inclusion of students with ASD. However, public inclusion policy and inclusive education do not address the issues of cultures, knowledge, and pedagogical practices, thus having profound implications for current education. In this sense, the main objective of this work is to critically and contextually reflect on key concepts related to inclusive education and current pedagogical practices. As a research methodology, a bibliographic survey was conducted, including a brief contextualization of contemporary thinkers dedicated to the study of inclusive education, developing a systematization of current and renowned themes and theorists in inclusive education. Therefore, at the end of the research, it was possible to find convergences between the approach, advancements, and challenges regarding inclusive education and the fundamental concepts related to the practices developed, thus significantly contributing to the reflection on the importance of inclusive pedagogy today, reaffirming its positive impact on the inclusion of students with ASD and all students who benefit from equal and welcoming education.
subject: Artículos
  topic: section
creator: José Fernando Lima de Oliveira
rights: Copyright (c) 2023 José Fernando Lima de Oliveira http://creativecommons.org/licenses/by/4.0
date: 2023-11-09
publication date: 2023-11-09
starting page: 11
ending page: 37
doi: 10.47966/avan-inv.2023.10111-37

Considerações sobre os problemas do ensino superior: avaliação da aprendizagem e formação de professores
type: item
description: This article is the result of research studies carried out in the Master's in Education course at the Facultad de Ciencias de la Educación - Universidad de la Empresa, and is part of the research line “Pedagogy, Curriculum and Assessment”, and whose field of study has as a central theme the assessment of learning in Higher Education in Brazil. The research base of this article aimed to verify the perceptions of teachers in relation to evaluation processes and their contributions to the professional training of higher education students.
subject: Artículos
  topic: section
creator: Leandro Marques Yoshizumi
rights: Copyright (c) 2021 Leandro Marques Yoshizumi http://creativecommons.org/licenses/by/4.0
date: 2021-12-21
publication date: 2021-12-21
starting page: 64
ending page: 78
doi: 10.47966/avan-inv.2021.8164-78

Saber la respuesta correcta, ¿Es suficiente?
type: item
description: Este texto coloca en cuestión si en este mundo de calificaciones y exámenes de alto impacto los ambientes educativos no acaban alentando a los estudiantes a complacer al profesor y al sistema, y sobre la importancia de crear un equilibrio saludable en la relación estudiante-profesor, que a su vez genere las condiciones para que los estudiantes tomen un rol activo en su proceso de aprendizaje, algo crucial para estos nuevos tiempos donde el enseñar a aprender es una nueva lógica que necesita instalarse. A partir de diversos autores se discute que el hacer por hacer no conduce intelectualmente a ninguna parte y que si ningún objetivo intelectual orientador o prioridades claras estructuran la experiencia de aprendizaje los estudiantes acaban intentando involucrarse y seguir la clase de la mejor manera posible, esperando que el significado emerja. Se plantea además que la adopción de un rol activo en el proceso de aprendizaje va a depender del deseo de aprender de los estudiantes, y de su percepción en relación con su capacidad de aprender, muchas veces condicionada por la mirada del profesor y de sus expectativas. Se sostiene que los estudiantes necesitan tomar un rol activo en su proceso de aprendizaje, a partir de propuestas educativas que les permitan ser protagonistas, mediante situaciones prácticas, producciones individuales y en grupo, y sistemizaciones progresivas, en una propuesta compartida de forma clara con los estudiantes, planteadas como un medio para un fin educativo.
subject: Artículos
  topic: section
creator: Carmen Sforza
rights: Copyright (c) 2021 Carmen Sforza http://creativecommons.org/licenses/by/4.0
date: 2021-12-21
publication date: 2021-12-21
starting page: 79
ending page: 88
doi: 10.47966/avan-inv.2021.8179-88

Publicar sin morir, para compartir
type: item
description: Investigar es una actividad fundamental en cualquier etapa educativa, pero mucho más en la Maestría y en el Doctorado. Evangelista (2012) nos compartía un artículo sobre el acto de escribir y publicar, un binomio que invariablemente ha definido la reputación académica de muchos investigadores latinoamericanos. Partía del parafraseo de una consigna (“progresar o desaparecer”) de Fernando de Azevedo, uno de los autores del Manifiesto de los Pioneros de la Educación Nueva de 1932 en Brasil. La autora analizaba como la “gratificación del estímulo a la docencia” que, en aquella época, era una forma de oposición de las elites dominantes a la universidad, pasó por diferentes etapas.
subject: Editorial
  topic: section
creator: Susana Graciela Perez Barrera
rights: Copyright (c) 2022 Susana Graciela Perez Barrera http://creativecommons.org/licenses/by/4.0
date: 2022-11-28
publication date: 2022-11-28
starting page: 5
ending page: 6
doi: 10.47966/avan-inv.2022.915-6

Education, Democracy and Art Teaching in the context of a pandemic
type: item
description: The present work is the result of studies carried out in the Ethics, Democracy and Education discipline of the Master's program in Education at the Universidad de la Empresa (UDE-Montevideo), from the analysis of the works School and Democracy and Educar na planetary era, by the authors Saviani (2012) and Morin (2003) respectively, as well as the dialogue between theorists Galeano (2020), Touraine (2011), Calligaris (2021), Barbosa (2005; 2011) and Sibilia (2012). To carry out this work, theoretical references in books and videos, available on Youtube, were used. This work aims to socialize some reflections on the teaching of art from the perspective of a discipline of resistance that problematizes contemporaneity, in the context of a pandemic. It also presents some challenges and concerns imposed by the pandemic, and the pandemic in this scenario may have provided a paradigm shift in relation to the use of technologies in educational planning, at the same time, in which it configures itself as an excluding proposal. Keywords: Education; Art education; Technologie; Pandemic
subject: Artículos
  topic: section
creator: Luciana Moraes Soares
rights: Copyright (c) 2022 Luciana Moraes Soares http://creativecommons.org/licenses/by/4.0
date: 2022-11-28
publication date: 2022-11-28
starting page: 96
ending page: 110
doi: 10.47966/avan-inv.2022.9196-110

Liberdade e autonomia no pensamento freiriano:
type: item
description: O pensamento de Paulo Freire traz reflexões profundas sobre o papel do educador atual. Embora seu trabalho tenha tido uma quantidade significativa de tempo até agora, ele ainda é valioso hoje, pois seu pensamento ainda é muito discutido. Traçando esse paralelo entre as duas vertentes de sua obra, a da militância política e a da pedagogia, podemos inferir pontos importantes. No que se refere aos aspectos de liberdade, autonomia e desenvolvimento do senso crítico, As reflexões sobre sua obra adquirem uma ênfase profunda. Quanto às questões das culturas, saberes e práticas pedagógicas, suas reflexões têm profundas implicações para a educação nos tempos atuais. O objetivo deste artigo é refletir sobre esses importantes conceitos, a saber: liberdade, autonomia e criticidade; no pensamento de Paulo Freire para a educação. Com base nisso, realizou-se um levantamento bibliográfico, fazendo um breve contextual
subject: Artículos
  topic: section
creator: José Fernando Lima de Oliveira
rights: Copyright (c) 2022 José Fernando Lima de Oliveira http://creativecommons.org/licenses/by/4.0
date: 2022-11-17
publication date: 2022-11-17
starting page: 73
ending page: 95
doi: 10.47966/avan-inv.2022.9173-95

Assessment of innovation capabilities:
type: item
description: Every company constitutes within itself several resources organized by and for the achievement of its objectives, to promote a competitive advantage based on innovation, the use and management of these resources define and differentiate one company from another. The objective of the study is: to investigate which elements generate intrinsic associativity in favor of innovation; the underlying methodology will be the reliability coefficient observed with Cronbach's Alpha, subsequently, a categorical associative assessment by means of Multiple Correspondence Analysis; as results we have that: teamwork, internal communication, knowledge and the insertion of new technologies, are the circumstantial elements in the innovation of this institution of higher education; it is pertinent to value such incidences with the purpose of improving and reaching an innovative point that promotes a competitive advantage in the future, it is necessary to emphasize that technology is not the key element, the key factor is to concatenate technology with the commitment of the members of the organization.
subject: Artículos
  topic: section
creator: Alexander Fernando Haro
creator: Camilo Vanegas
rights: Copyright (c) 2021 Alexander Fernando Haro http://creativecommons.org/licenses/by/4.0
date: 2021-11-11
publication date: 2021-11-11
starting page: 7
ending page: 27
doi: 10.47966/avan-inv.2021.817-27

Los programas de alfabetización en Brasil: breve análisis basado en el enfoque del ciclo de políticas
type: item
description: ABSTRACT In the last 30 (thirty) years, the Brazilian population has known five different literacy programs. These constant and controversial changes impact the advances in public educational policies. To understand these programs’ proposals from the perspective presented by the Policy Cycle Approach of Stephen Ball and his collaborators, this article presented their political contexts, the objectives/goals, and impacts/outcomes/effects generated. It was reviewed the implementation documents of the last five literacy programs (PNAC, PCN, PROFA, PNAIC, PNA). Thus, it was possible to conclude that they show the government’s intentions for the society and also the ideologies that underlie it. This way, the reasons for their failures and the motivations for the program’s replacement were highlighted. Key words: Programs; Brasil; Literacy; Policy Cycle.
subject: Artículos
  topic: section
creator: Heloisa Maria de Morais Giannichi
rights: Copyright (c) 2022 Heloisa Maria de Morais Giannichi http://creativecommons.org/licenses/by/4.0
date: 2022-04-04
publication date: 2022-04-04
starting page: 57
ending page: 72
doi: 10.47966/avan-inv.2022.9157-72