Different social classes don’t experience violence in urban spaces the same way – the wealthier tend to feel fewer effects of it. Discussions about school violence in teacher-education courses can contribute to improving conditions of socially vulnerable students. … Read More →
Open Science: Sharing and transparency in research popularization
Although the concept of “open science” has been circulating a lot in the academic area, it has not always been well understood or accepted. Would it be open access to scientific articles? A democratic science, for all? On adhering to the procedures of open science, Bakhtiniana opens up new dialog possibilities between science and society. … Read More →
Affirmative Action decolonizes education and re-educates Brazil
Affirmative action to promote racial equality represents the greatest inflection in Brazilian society in the last 20 years. The subjects of affirmative action bring with them other knowledges, worldviews, and cultures, unveiling historical colonial patterns of knowledge and power. In this process, society, politics, and the State have been re-educated. … Read More →
Paulo Freire and the education of working people
In the centennial year of Paulo Freire, this research presents encounters and re-encounters with the Freirean referential, by reflecting on experiences of several educational practices with working people, initially experienced in popular movements and which reach the public school. As one of the results, the meanings produced by these practices, or rather, by taking them back as educational praxis, it was possible to perceive the path of re-signification of the struggle for youth and adult literacy, which was reconstituted as the defense of public schooling for workers. … Read More →
Language Sciences and Discourses about the Pandemic: the Question of Ethics
The difficult pandemic moment we have been facing demands an ethical posture from every citizen, a position defended by Bakhtiniana (16.4), in “Pandemic, Ethics and Discourses”. The search for and the recognition of these varied ethically responsible postures can be seen in this issue, which focusses on analyzing a variety of speeches in circulation in the period, and the social values they promote. … Read More →
What can teach racist and homophobic graffiti on a school wall?
What makes someone feel entitled to set a thought that distinguishes and separates subjects on a wall of a public school? Starting from racist and homophobic graffiti, the study discusses the plays of power and knowledge that define and separate the lives that are worthy of being lived from those that will not be taken as lives. … Read More →
Paulo Freire’s legacy for Brazilian education and his time at Unicamp and CEDES
Lately, Freire’s presence along the educational debate not only helps our way of understanding the social and political context in which we have been living, but mostly allows us to “esperançar”: hope and act out to and for a better world. Contextualized in Paulo Freire’s centenary and part of a celebratory session that deservedly honors our Brazilian education patron, two papers are highlighted that allow us to understand the author’s arrival in Brazil after his exile, his important and troubled stay at Unicamp, and his legacy that was registered in different researchers’ studies. … Read More →
Violence in Costa Rica: an eminently urban phenomenon
The degree of urban development in Costa Rica plays a key role in explaining homicide rates, once we have controlled for a wide range of explanatory variables. This effect is progressive. The relationship between violence and urban concentration is not observed in offenses other than homicide. … Read More →
Hyperbureaucratic impacts of digital education management machines
Given the promises of reducing bureaucracy in education, the relevance of rational and informational authority, served by information technologies and digital control instruments, is admitted. Machines for managing education will tend to produce education as much more irrational in substantive terms as more rational in formal terms, which may result in dehumanized education. … Read More →
How will the work of teachers be carried out after the COVID-19 pandemic?
The study draws attention to the need for profound changes in education and pedagogical work. After the COVID-19 pandemic, teachers will be more important than ever, but the teaching profession will face unprecedented challenges in its history. … Read More →
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