Educação em Análise

About the Journal

The journal Educação em Análise is an electronic, continuous flow, and Open Access periodical. It is a joint initiative of the Department of Education and the Postgraduate Program in Education at the State University of Londrina. It publishes, after a peer-review process, original scientific articles, essays, and reviews on educationalthemes, in Portuguese, Spanish, and English.

Announcements

Chamada Dossiê Temático: A Convergência entre Recursos Educacionais Digitais e Tecnologias Emergentes: Paradigmas de Inovação, Curadoria e Sustentabilidade Pedagógica

2026-08-03

Dossiê Temático: A Convergência entre Recursos Educacionais Digitais e Tecnologias Emergentes: Paradigmas de Inovação, Curadoria e Sustentabilidade Pedagógica.

Chamada Dossiê: A formação de professores na cibercultura e sua articulação com os movimentos sóciotécnicos, éticos, estéticos, políticos e culturais

2026-07-10

Thematic Dossier: Digital Culture, Education, and Teacher Education

2026-07-01

Chamada Dossiê: O papel de educadores para a mediação de conflitos em prol da cultura dos direitos humanos

2026-06-03

Current Issue

Vol. 11 (2026)

Published: 2026-02-02

Artigos

Challenges and contributions of the non-mandatory internship in the training of pedagogy students

Alexandre Luiz Polizel, Hemilli Vitória Vieira

1-24
DOI: https://doi.org/10.5433/1984-7939.2026.v11.52319
Teachers’ role in the socio-educational context: integrative review of brazilian literature

Gustavo Fernandes Scalvi, Camila Domeniconi

1-33
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54213
Evaluation of a digital game for sexual education for children and adolescents

Lilian Cerri Mazza, Silvia Regina de Souza

1-34
DOI: https://doi.org/10.5433/1984-7939.2026.v11.52955
The use of Design Thinking in the library of the Institute of Psychology of UFRGS: an innovation proposal for users benefiting from Indigenous Affirmative Action policies

Thais Batista Zaninelli, Ana Paula Sehn , Camila Martineli Costa, Eliane Carniel Dias , Leonardo Porto de Bittencourt Pereira

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53223
Research Groups in Educational Policies: a mapping in the Paraná context

Monica Grutka, Marisa Schneckenberg

1-28
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54098
Teacher identity in times of exhaustion: between pedagogical practice and the burnout society

Vitória de Valöis Veloso Beneli, Lorena Mota Catabriga, Vânia de Fátima Matias

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54507
Literacy: the potential of reading and writing as tools for developing the maximum human capabilities

Geovana Pereira Trindade, Beatriz Carmo Lima de Aguiar

1-33
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53359
The education of ethnic-racial relations: dialogues and tensions at the State University of Londrina

João Vinícius Ceballos Vasques, Eloá Soares Dutra Kastelic

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53656
Contributions of the 2022 literary PNLD to the human and cultural development of young children1

Ademir Henrique Manfré, Iuli Carla Rozzi

1-28
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54430
The contribution of the second class teacher in inclusive education: an analysis of the teaching-learning process in the State School System of Santa Catarina

Sawana Araújo Lopes de Souza, Camila da Silva Mendes

1-29
DOI: https://doi.org/10.5433/1984-7939.2026.v11.53328
Multiple languages and curriculum in early childhood education

Ana Maura Tavares dos Anjos

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54591
Graduating students’ perceptions of a technical course in production planning and control: factors of satisfaction and challenges

Adeliane Marques Soares, Jéssica Maria Damião de Arruda Câmara, Antônio Karlos Araújo Valença, Cristiano Júlio Moreira Dourado

1-36
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54505
Poetic thought as art and recognizing its importance in teaching and research

Quitéria Paiva Villela Santos, Adão Aparecido Molina

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54511
Pedagogical architecture and higher education in distance learning: the State of the Art of research in Brazil

Marcia Souza Mazza, Emanuel do Rosário Santos Nonato, Ana Conceição Alves Santiago

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54607
Early childhood education in focus: what official curriculum documents say about reading and writing experiences

Aline Juliana Oja-Persicheto

1-31
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54664
Libras as a bridge for relationships: the friendship between a hearing person and a deaf person in the academic environment

Jônatas Santos Galdino, Dinair Iolanada da Silva Natal

1-20
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54533
Teaching in public schools: illness and the search for quality of life amidst precarious working conditions

Janaina Aparecida de Andrade, Sílvia Alves dos Santos

1-30
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54676
Artificial Intelligence and academic writing in higher education: a comparative analysis of linguistic indicators in student texts (2023–2025)

Gabriela Pereira da Silva, Rhuan Guilherme Tardo Ribeiro

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54790
The first Comparative Education manual in Brazil

Eduardo Perioli Jr.

1-37
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54515
Artificial Intelligence and education: a bibliographic review on the possibilities and risks in the use of digital tools by beginning teachers

Behael Nilo Ferreira Linhares, Edson David de Castro Brandão, Haroldo Reis Alves de Macedo

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54455
Who comes to AI already oriented? Sociotechnical belonging and curricular justice in Higher Education

Juliano Bentes Nascimento

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54939
Historical-Critical Pedagogy in teacher education programs through artistic problematization: a theoretical-methodological proposal for contemporary training challenges

Bruna Donato Reche

1-27
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54960
Integrative project in Professional and Technological Education: students’ perceptions of learning process

Pablo Dias Paiva, Joselma Ferreira Lima e Silva

1-22
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54460
Teaching philosophical thinking in early Childhood Education

Mariane Aparecida Ribeiro, Leoni Maria Padilha Henning

1-26
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54681
Between Recognition And Practice: Signs Of A Digital Teaching Culture In The Early Years Of Paranaíba-MS

Lorena Pereira da Silva Xavier , Andrieli Dal Pizzol, Renata Melissa Boschetti Cabrini

1-23
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54530

Dossier: Contemporary Educational Challenges in Latin America: Research, Teacher Education, and Social Justice in Diverse Contexts

Between curricular promise and school experience: assessment practices and motivation in physical education and health

Fernando Muñoz-Sepúlveda

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54888
Teacher continuing education policies in Latin America: between global regulation, performativity, and national mediations

Adriana Regina de Jesus Santos, Matilde Duarte de Krummel, Larissa Hernández , Maria Isabel Trybalski Eichholz

1-23
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55229
Lived curriculum and emotions in an education based on social justice

Felipe Mujica Johnson

1-17
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54880

Entrevista

Interview with Professor Dermeval Saviani: Curricular Policies for Teacher Education – Is There a Future for Teaching in Brazil?

Dermeval Saviani, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-25
DOI: https://doi.org/10.5433/1984-7939.2026.v11.54573
Interview with professor Ângelo Ricardo de Souza: the evaluation of graduate education in education in the 2025 – 2028 four-year period – What challenges lie ahead?

Ângelo Ricardo de Souza, Luiz Gustavo Tiroli, Adriana Regina de Jesus Santos

1-21
DOI: https://doi.org/10.5433/1984-7939.2026.v11.55858

View All Issues

Educação em Análise is an electronic journal with continuous flow and Open Access. It is a joint initiative of the Department of Education and the Graduate Program in Education of the State University of Londrina. It publishes, after a peer-review process, original scientific articles, essays and reviews on educational issues, in Portuguese, Spanish and English.