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

  • 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.
  • Public policies and the reality of teachers: Youth and Adults Education in Ponta Grossa – PR

    Rita de Cássia da Silva Oliveira; Flávia da Silva Oliveira; Paola Andressa Scortegagna (Universidade Estadual de Ponta Grossa, 2010-12-01)
    The present article aims at identifying the public policies related to Youth and Adults Education - EJA and the profile of literacy teachers working with this type of education in Ponta Grossa – Paraná State (Brazil). The research was interpretative, as well as quantitative and qualitative. During the field research, a survey was used to collect data. Ten literacy teachers of EJA courses participated of the research, each of these teachers coming from a different school. The schools that had the largest number of students enrolled in EJA courses and that offered them for the longest time were the ones selected for the research. The analysis revealed that the EJA is a type of education which is increasingly socially recognized and regarded by teachers as a possible means of regaining citizenship and of social and professional climbing for the students.
  • Qualidade do ensino de graduação: culturas, valores e seleção de professores

    Maria Isabel da Cunha; Beatriz Boéssio Atrib Zanchet (Universidade Estadual de Ponta Grossa, 2013-06-01)
    The quality of undergraduate teaching, seen from the point of view of teacher selection, teaching and research is the discussion proposed by this study. Research was carried out with university teachers at the beginning of their teaching career. A historical survey was developed about the selection of teachers for higher education, emphasizing culture and values present in each period; and results of a study carried out with twenty-seven teachers from four Brazilian universities are presented. Data was collected through semi-structured interviews which allowed the teachers to reveal their views on quality from the work they develop. Results highlight that the comprehension of quality by the interviewees pointed to different understandings and in them it is possible to perceive the values they consider important in undergraduate teaching.
  • Profile and evaluation of participants in distance learning continuing education courses about inclusive practices in education

    Vera Lúcia Messias Fialho Capellini; Olga Maria Piazentin Rolim Rodrigues; Tania Gracy do Valle; Lígia Ebner Melchiori; Eliana Marques Zanata; Lucia Pereira Leite; Rita Melissa Lepre (Universidade Estadual de Ponta Grossa, 2011-06-01)
    This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty) groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty) hours workload. The research included the profile of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants’ limitations in terms of meeting deadlines, personal reasons and difficulties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.
  • Development of Higher Education teaching: visibility and professional performance

    Marilda Aparecida Behrens; Liandra Pereira (Universidade Estadual de Ponta Grossa, 2010-07-01)
    This text presents some reflections based on a thorough review of studies carried out by the PEFOP (Educational Paradigms and Teacher Education) group on teaching performance in higher education. The complex scenario of teaching activity and the challenges imposed by daily academic tasks were investigated in order to specify some indicators used by students to qualify teaching activity at university. It could be observed that such indicators interfere with the evaluation of the professors’ performance. The investigation also showed how professors deal with the required institutional evaluations, whose indicators and metric indices cause concern. Finally, a qualitative field research based on a semi-open-ended questionnaire was carried out with 89 students from a community university.
  • The research regulation and the biomedical field: considerations about an epistemic clash from the field of education

    Isabel Cristina de Moura Carvalho; Frederico Viana Machado (Universidade Estadual de Ponta Grossa, 2014-04-01)
    This article discusses the research ethics regulations in contemporary Brasil, advocated by 196/1996 and 466/2012 Resolutions, and the CEP/CONEP System. We take into account the theoretical discussions in the Humanities and Social Sciences fields, from the educational research perspective. We analyze the ethical guidelines on research in 84 Postgraduate institutions, affiliated to FORPRED (Fórum de Coordenadores de Programas de Pós-Graduação em Educação), who answered to an online questionnaire, specially prepared by this forum. We present arguments constructed by Humanities and Social Sciences, especially in the Anthropology field, over the last decade, and we consider fundamental for the consolidation of this debate. We argue that the regulation of research ethics should be taken as part of a broader process in demanding regulatory agencies, by Social Sciences researchers.

View more