The journal Práxis Educativa, published under the responsibility of the Graduate Program in Education (Master's and Doctorate), Ponta Grossa State University, aims to publish works that contribute to its specific field of research and that can serve as a reference for other research. A Revista Práxis Educativa, editada sob a responsabilidade do Programa de Pós-Graduação em Educação (Mestrado e Doutorado), da Universidade Estadual de Ponta Grossa, tem como objetivo publicar trabalhos que contribuam para o seu campo específico de investigação e que possam servir de referência para outros trabalhos de pesquisa. A Revista Práxis Educativa tem como missão a publicação de trabalhos que apresentem rigor científico, solidez teórica e análise crítica. Os artigos devem resultar de pesquisas ou ensaios com reflexões originais, sobretudo que desenvolvam interlocuções entre os mais variados campos da ciência e do conhecimento. O nome da revista reflete a preocupação com uma perspectiva em que a teoria e a prática estejam integradas na tessitura da ação educacional, entendida não como prática banal ou reprodutiva, mas como atividade criativa e transformadora em que a teoria e a ação constituem um único movimento, o que se expressa no nome "práxis".


The library contains articles of Práxis Educativa as of 1(2006) to current.

Recent Submissions

  • Rethinking the concept of autonomy for the sociology of symbolic goods

    Gisèle Sapiro (Universidade Estadual de Ponta Grossa, 2020-05-01)
    What is meant by “autonomy” in the human and social sciences? The concept’s multiple meanings make it susceptible to mishandling. These meanings refer to distinct traditions, from the theme of political autonomy, which can be traced back to autonomy in Ancient Greek cities, to that of individual autonomy, a concern that grew along with the development of the Protestant ethic and humanist thought, as theorized in Kant’s ‘autonomy of reason.’ Autonomy also holds a place of choice in sociological reflections on the conditions of production and circulation of symbolic goods, which will be the focus of this paper: it is used to analyse the relationship between these goods and economic, social, and political conditions, without reducing goods to conditions. However, here too, meanings vary between the three strands of research that have systematically used and discussed it 2 since the 1950-1960s: the sociology of professions, Marxist reflection theory, and field theory (1). Despite these differentiated, partly incompatible uses, there are overlap areas and possible bridges to cross between these approaches (2). They suggest proposals for a reasoned synthesis of these uses in sociological analysis of the production and circulation of symbolic goods (3).
  • The immigrant in Brazilian education politics: an absent subject

    Dalila Andrade Oliveira (Universidade Estadual de Ponta Grossa, 2020-01-01)
    The article discusses the place of immigrants in Brazilian education policies. It seeks to understand, based on legislation that guides migration policy and education, how immigrants' rights are (or are not) respected. To do so, it uses the literature review on the subject, based on research conducted with groups of foreign students, sought to know to what extent the right to education of this public has been effective. The article is structured in three parts. In the first one, it was tried to understand the Brazilian migratory policy and its more recent development; in the second, we sought to discuss the educational policy of the last two decades that, focusing on diversity, should specifically address the foreign student; and finally, the third part, which presents some contributions as a conclusion, in which it is found that the foreign student or the immigrant has been a subject absent in the education policies in the country.
  • Basic Education called into question: Homeschooling and Religious Fundamentalism in Neoconservatism times

    Elcio Cecchetti; Anderson Luiz Tedesco (Universidade Estadual de Ponta Grossa, 2020-02-01)
    This article aims to understand how fundamentalist religious perspectives threaten the concept of Basic Education and, therefore, call into question the ideal of free, compulsory and secular public school, through the defense and regulation of homeschooling in Brazil. The qualitative study of bibliographic and documentary type is transversalized by contributions coming from the epistemological fields of the Sciences of Religion and Education, in order to highlight the ideological strategies undertaken by a religious-fundamentalist and neoconservative activism against rights-related themes, social rights, human rights and school secularity. The analysis indicates that home-based education is rooted in fundamentalist religious values, supported and strengthened by political parties, institutions and religious leaders aligned with the neoconservative movement that is now spreading internationally; and that a possible regulation of homeschooling will jeopardize the subjective public right to Basic Education, thisright is ensured after decades of collective struggle for a free, compulsory, equal, inclusive and secular school.
  • Storytelling and development of the adult storyteller

    Elizabete Aparecida Bragatto Abate; Tania Stoltz (Universidade Estadual de Ponta Grossa, 2019-12-01)
    This study seeks to understand how storytelling relates to the cognitive and affective development of adult storytellers.It is an exploratory qualitative study based on semi-structured interviews with 30 storytellers and a focus group. The data were analyzed considering the identification of categories according to the clinical method (DELVAL, 2002). The analysis allowed to establish the following categories: passion for reading, listening and telling stories; commitment to the activity; recognition of otherness; affectivity in the process;gratitude and personal transformation. There are indications of improvement in the cognitive and affective aspects of the storyteller. The participants observed a constant affective development from the practice, attributing to the storytelling the changes in the way they acted, behaved and saw the world, getting closer to the human “being” and all his/her fragilities.
  • Inclusive Education’s promises and trajectories: critical notes about future research on a venerable idea

    Alfredo J. Artiles; Elizabeth B. Kozleski (Universidade Estadual de Ponta Grossa, 2019-09-01)
    The purpose of this article is to offer critical notes on inclusive education research in the U.S. We discuss issues germane to conceptual clarity and the ways in which inclusive education interacts with reforms that share equity goals, noting disruptions and unintended consequences that arise at the nexus of these reforms. In addition, we identify enduring challenges and paradoxes in this research literature. These include sampling issues, an emphasis on where students are placed as a proxy for inclusive education vis-àvis inclusive education as the transformation of educational systems, the ways in which outcome measures have been examined in this research, and the need for and challenges of building strategic alliances that could advance an inclusive education agenda. We conclude with reflections and suggestions for a future research program that include sharpening inclusion’s identity, attending to the fluid nature of ability differences and students’ multiple identities, broadening the unit of analysis to systems of activities, and documenting processes and outcomes.
  • Special Issue: Passages between the writing and the biography in Michel Foucault and Walter Benjamin: ethical and methodological contributions

    Marcelo Santana Ferreira (Universidade Estadual de Ponta Grossa, 2018-09-01)
    This paper deals with the relationship between writing and biography, based on the importance of the methodological problematization of first person and autobiographical writings. It starts with Michel Foucault’s interview given in 1968 to Claude Bonnefoy, on the definition of writing in the itinerary of the thinker and texts of Walter Benjamin that thematize the relation between the ‘I’, the memory and the past. With the interpretation of the legacy of the thinkers, it is sought to defend that the relationship between writing and biography is transversal, which guarantees the definition of research methodologies based on first person as laboratories that dialogue with theoretical procedures, language practices and enunciation policies. This paper is structured as a defense of the circumstantial and fictional character of the ‘I’ that is assumed in academic writings, which also encounter literary experiments around the place of ‘I’ in textuality.
  • Laying roots in the world: about the dimensions of thinking through Arendt and its meaning for education today

    Angelo Vitorio Cenci (Universidade Estadual de Ponta Grossa, 2018-09-01)
    This work has a bibliographical character, being based on the analysis of Arendt’s works, and on the interpreters of the author. This paper explores three dimensions of the conception of thinking through Hannah Arendt with the aim of addressing the meaning of education nowadays. The starting point is the distinction between thinking and knowing, and the concept of sensus communis is reconsidered to explore the post-metaphysical and inter-subjective scope of Arendt’s thoughts. In the second step, the Arendtian dimension of thinking as self-examination and its formative character is addressed. Finally, the formative meaning of the dimension of knowing how to be guided by thought is explored. The ArendtKant dialogue, following the concept of sensus communis and the maxims of good thinking, shows how the formative dimension identified implies the capacity of putting oneself in the other’s shoes and, consequently, being responsible for one’s own actions, which imposes on education the fundamental ethical demand of taking responsibility towards the world.
  • Intellect, education and teacher education in the Summa Theologica by Thomas Aquinas

    Rafael Henrique Santin; Terezinha Oliveira (Universidade Estadual de Ponta Grossa, 2019-05-01)
    This paper is about the relation between intellect and education in the Summa Theologica by Thomas Aquinas. The main objective is to analyze how the Dominican theologian links the discussion about the intellect and teacher education in the context of Western Christianity of the thirteenth century. The source chosen for this study is Question 79 of the First Part of Summa Theologica, written between 1260 and 1274, when intellectuals discussed the problem of intellect, especially the Averroists and Mendicants masters in the university context. It was found that this debate was linked to the different projects of civilization that circulated in the Western world in the second half of the thirteenth century. A careful analysis of the Thomasian works does not disregard the social, cultural and political environment in which they are inserted.
  • The clarified despotism and the Brazilian colonial education from the Serro, from 1759 to 1807

    Danilo Arnaldo Briskievicz (Universidade Estadual de Ponta Grossa, 2019-01-01)
    In this paper, the Brazilian colonial education from Vila do Príncipe in the second half of the eighteenth century is investigated, especially the local dynamics in relation to the enlightened despotism exerted by the Marquis of Pombal. It is proposed a comparison between the advances of citizenship in Europe and its unfolding in mining lands, having as a marker the Conjuração Mineira of 1789. Education is analyzed in the context of a formal and daily submission of Vila do Príncipe to the Portuguese modernization project. It presents the baroque way of being serrano (a person from the city of Serro, Minas Gerais) as prepolitical, still submitted to the metropolis. From the microanalytical history and the political concepts of disciplinary power and biopower of Michel Foucault, a scenario of the education dynamics in colonial Brazil, based on spontaneous teaching and coexistence with the patron system, is outlined. The methodological procedure used was the bibliographic research in specialized books and public archives.
  • Evaluation of the Continuing Education Program of the public schools from the state of Paraná in the mode of Pedagogical Weeks

    Michélle Barreto Justus; Mary Ângela Teixeira Brandalise (Universidade Estadual de Ponta Grossa, 2018-09-01)
    This paper presents the results of a research that aimed to evaluate the Continuing Education Program of teachers of the state of Paraná, in the mode of Pedagogical Weeks, during the periods 2007- 2010 and 2011-2014, in relation to Roberto Requião and Beto Richa’s governments respectively. The theoretical framework is based on discussions about evaluation of educational programs (FERNANDES, 2011). The Pedagogical Weeks were evaluated by pedagogues of public schools in Paraná, Brazil. The results of the research showed significant differences in the conception of continuing education developed in the two evaluated periods, pointing out weaknesses in relation to the lack of effective concern for the professional development of the teacher and the school reality and, consequently, little effectiveness of improving pedagogical practices.
  • Physical Education in school and Inclusion: a systematic review of student production in Brazilian Postgraduate studies

    Patrícia Santos de Oliveira; João Paulo da Silva Nunes; Mey de Abreu van Munster (Universidade Estadual de Ponta Grossa, 2017-05-01)
    The objective of this study was to map out and analyze students’ production involving the Physical Education and Inclusion theme, from theses and dissertations coming from Postgraduate programs in Brazil. It is an exploratory research of the literature systematic review type. We found 73 studies in total – 60 masters theses and 13 doctorate dissertations, defended in 33 Brazilian universities from 2002 to 2015. The analyzed studies were organized into 10 thematic categories. We verified that the researches have concentrated on the educational process of the P.E teacher. Although the number of publications has been growing in recent years, it is necessary to decentralize the studied research themes, in order to adopt a systemic view and provide actions that give support to new ways of thinking about inclusion in the context of Physical Education in schools in Brazil.
  • Education Program of peer tutors: tutoring in the process of school inclusion in the Physical Education class

    Joslei Viana de Souza; Mey de Abreu van Munster; Lauren Leiberman; Maria da Piedade Resende da Costa (Universidade Estadual de Ponta Grossa, 2017-05-01)
    This research aimed to analyze the effect of peer tutoring for a student with disability in Physical Education classes. This study was supported by the qualitative methodological approach, characterized as a case study. The research was conducted in a Municipal public school located in the State of Bahia. The participants in this research were: a student with intellectual disability associated with autism spectrum disorder and five peer tutors. For data collection instrument, systematic or structured observation was employed, not participant, in a natural environment. The Physical Education classes were filmed, before and after the training of tutors. The results showed that the intervention of the peer tutors, with teaching strategies, culminated in increasing the participation level of the student with disabilities, contributing to the process of inclusion in Physical Education classes.
  • Physical Education: teacher training and inclusion

    David Rodrigues; Luzia Lima-Rodrigues (Universidade Estadual de Ponta Grossa, 2017-05-01)
    The teachers‘ training to dynamize and to act in inclusive educational contexts, is a matter of major relevance. Several authors have drawn attention to the importance of education in teachers‘ values and practices. In this paper, we seek to problematize this education taking into account the prevalent and dominant values of Physical Education. We discuss their specific difficulties that are related to na exacerbated meritocracy and rare practices of differentiation and curricular adaptation. This text also includes a testimony ‗in the first person‘ of a Physical Education teacher with a deficiency condition in which she emphasizes the influence of the education she received in the education she provides.
  • Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC)

    Carolina Figueiredo de Sá; Ana Cláudia Rodrigues Gonçalves Pessoa (Universidade Estadual de Ponta Grossa, 2016-01-01)
    This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002) content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences.
  • From the assigned to the played role: literacy teacher continuing education in municipalities of the state of Ceará

    Clotenir Damasceno Rabelo; Alda Maria Duarte Araújo Castro (Universidade Estadual de Ponta Grossa, 2016-01-01)
    The paper is about the role played by the municipalities in the literacy teacher continuing education policies. It is a research conducted in Ceará municipalities, Brazil, having the period between 2003 and 2006 as a contextual sample. The study brings the notion of intergovernmental relations and cooperative mechanisms as theoretical and central tools and, through interrelated stages of bibliographical and document analysis as well as fieldwork, it is carried out the analysis of the interrelation between the municipal policies and the policies developed by the Federal and/or State Government for literacy teacher continuing education. The research reveals that in the field of the realities examined taking care of the literacy teacher continuing education policies is not an exclusive municipal role, but it is a common competence of the federated entities within the Brazilian cooperative federalism.
  • Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/ PR: a dialogical-responsive analysis

    Sônia de Fátima Radvanskei; Regina Cely de Campos Hagemeyer (Universidade Estadual de Ponta Grossa, 2016-01-01)
    This paper presents a research conducted with five literacy teachers of the Municipal Education Network of Araucária/Paraná (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Araucária, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers’ discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers.
  • Formation of teachers for the Education of Young and Adults: an analysis of Curriculum Guidelines

    Romilda Teodora Ens; Marciele Stiegler Ribas (Universidade Estadual de Ponta Grossa, 2015-01-01)
    This article examines the curricular guidelines for the Education of Young
 and Adults (EJA) federal, statewide (Paraná) and municipal (Curitiba). Resumes the
 educational policies of the Governments Collor, FHC and Lula, seeking to identify
 whether these documents recognize, or indicate the need for specific training to
 teachers who work in teaching mode. From the epistemological basis of hermeneutics
 we performed a documentary analysis of the guidelines, guided by content analysis technique proposed by Bardin (2012). Among the authors that substantiate this
 reflection are: Haddad and Di Pierro (2000); Paiva (2003); Di Pierro (2010); Gadotti
 (2011); Arroyo (2011); Capucho (2012). The results indicate that the educational
 policies dealing with the training of teachers to the EJA superficially. In this context, it
 is necessary to re-evaluate these policies, with the aim of ensuring a quality education
 for all young, adults and seniors who return to school in search of a right denied.
  • Policies of teachers’ continuing education in the state of São Paulo: debating transformation perspectives from the Freirean progressive pedagogy

    Lucimara Cristina de Paula; Roseli Rodrigues de Mello (Universidade Estadual de Ponta Grossa, 2016-01-01)
    This text presents discussions on the continuing education of teachers of the early years of Elementary School, from a critical point of view on education policies, implemented by the government of the state of São Paulo, Brazil. These discussions are part of a doctoral research whose primary purpose was to verify the theoreticalmethodological potential of freirean praxis for the construction of knowledge oriented to the transformation of researches and proposals on the education of teachers and their educators. The methodology included biographical accounts, which were analyzed through the Critical-Communicative Methodology assumptions and Paulo Freire’s Progressive Pedagogy. The research results indicate contributions to the education of educators inside and outside of school spaces.
  • National Pact for Literacy in the Right Age - PNAIC: the continuing education in the practice of literacy teachers

    Andréa de Paula Pires; Marisa Schneckenberg (Universidade Estadual de Ponta Grossa, 2018-05-01)
    This article presents an analysis of the education policy of continuing education offered by the National Pact for Literacy in the Right Age (called PNAIC), in the practice of the literacy teachers of the municipal school network. For the analysis, we chose, as theoretical-methodological framework, Stephen Ball and his collaborators’ approach of policy cycle: Bowe, Ball e Gold (1992). We also contemplate Mainardes (2006), focusing in this text on the analysis of the third context, the context of practice. The analysis of the voices of the participants of this research allowed to infer that the continuing education of PNAIC is an innovative and necessary action, but not sufficient for an effective promotion of the quality of education. Thus, we argue that the improvement of such quality demands the referral of other practices, which go beyond the continuing teacher education.
  • Projetos de Educação Não-Formal na cidade de Ponta Grossa – PR: análise de currículos e práticas

    Ercília Maria Angeli Teixeira de Paula; Cristiane Aparecida Woytichoski de Santa Clara (Universidade Estadual de Ponta Grossa, 2008-12-01)
    This paper presents a study of non-formal education in Ponta Grossa City – Paraná State. The research aims at describing and analysing three projects of non-formal education. The data were collected through interviews and questionnaires completed by the coordinators and teachers involved in the projects. It was possible to establish that the projects had a flexible curriculum and applied innovative methodologies towards the construction of citizenship. It concludes that the function of non-formal education projects is not to reproduce the same activities as at formal school, but to develop the citizenship of the participants through access to culture, arts, leisure, and information.

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