Revista Com Censo: Estudos Educacionais do Distrito Federal

Regrouping, Counting and Enchanting

Joelma das Graças Santana Lima — 2025-09-12

The report describes the implementation of the 'Regrouping, Counting and Enchanting' project at Escola Classe 05 in Brazlândia, Federal Discrict. The focus is to use the pedagogical strategy of regrouping to meet the needs of each student, promoting continuous learning and respecting different learning rhythms. The project took place during the three months of 2023, covering from Kindergarten to 5th grade, with an emphasis on recovering learning and overcoming the age/year gap. The project had a theoretical basis, using the Federal District's Curriculum in Movement as a reference, and involved workshops, psychogenetic tests and interclass regroupings. Each two-month period had a book as its theme, followed by playful and interdisciplinary activities. In addition, the Cerrado Entrepreneurial project was carried out, exploring entrepreneurship in the classroom. Regroupings stand out as effective pedagogical strategies to promote advances in learning. The project was successful, involving the entire school community and providing visible results. The students were protagonists, strengthening the idea that an active subject is one who actively participates in the learning process.

Keywords: Regrouping; playfulness; reading and wrinting; literacy; success

Review: Research in Education – Methods and Epistemologies by Silvio Sánchez Gamboa

Sthefanie Bárbara Mendonca — 2025-09-12

In the book Research in Education: Methods and Epistemologies, Silvio Sánchez Gamboa explores the epistemological and methodological foundations of educational research. He criticizes investigations that lack reflection and presents research as an analytical, critical, and transformative practice. The initial chapters cover basic research methods and introduce the paradigmatic and epistemological matrices. The author offers theoretical and practical tools to structure consistent and socially responsible research, linking theory, practice, and context. The book also highlights researcher training, cognitive interests, and the philosophical foundations guiding educational inquiry.

"Vendo vozes: uma viagem ao mundo dos surdos", um ensaio de Oliver Sacks

Bárbara Carolina Vanderley Boaventura — 2025-09-12

Em seu ensaio Vendo vozes: uma viagem ao mundo dos surdos, Oliver Sacks, professor de neurologista britânico, promove uma verdadeira jornada, ao universo da comunidade surda, contemplando os aspectos linguísticos, sociais, culturais e humanos. Organizado em três capítulos, o livro constitui-se como um verdadeiro mergulho na história dos surdos, revelada por meio de relatos pessoais e experiências vivenciadas pelo autor com pessoas surdas que revelam, seus dramas, suas lutas mas também suas conquistas pela e na emancipação dos direitos à educação, como o episódio marcante de um reitor surdo na Gallaudet University, nos EUA. Nesse livro, Sacks reconhece que ganha um novo olhar sobre a surdez, deixando de vê-la como uma deficiência médica e compreendendo que ela se revela numa língua – a língua de sinais – que sistematiza e revela o pensamento e a cultura dessas pessoas. Trata-se de uma obra na qual o autor, com destreza e singularidade, dialoga não apenas com a Neurologia como também com a Psicologia e a Linguística, mostrando que os surdos têm muito a ensinar ao público ouvinte do que podemos imaginar.

Publish or Stagnate? Dynamics of Scientific Production on Ableism in Brazil (2000–2024) After the Brazilian Inclusion Law

Sacha Clael — 2025-09-12

The scientific production related to ableism in Brazil presents a trajectory marked by advances and periods of stagnation. Despite the growing relevance of the topic, driven by the Brazilian Inclusion Law, there is a lack of longitudinal analyses to elucidate the evolution of this field. This study investigated the dynamics of research on ableism in Brazil (2000-2024) through a bibliometric analysis of 50,027 articles from the SciELO database (descriptors: "ableism OR inclusive education OR school inclusion OR disability"). Descriptive statistics, the Chow test, and the Compound Annual Growth Rate (CAGR) were used. A biphasic pattern was identified: exponential growth until 2018 (CAGR +10.12%), coinciding with the consolidation of the Brazilian Inclusion Law, followed by a decline (CAGR -2.89%). This unexpected decline, after a cumulative increase of 304%, suggests a possible exhaustion of conventional approaches and the saturation of a research cycle initially stimulated by legislation. The findings indicate an urgent need to (1) reorient research agendas towards emerging aspects such as digital ableism and intersectionality; (2) subsidize evidence-based scientific and inclusion policies; and (3) foster new theoretical frameworks to overcome the apparent stagnation in the field. Understanding this uneven development over time is crucial for advancing disability studies and for the effective implementation of inclusive public policies in the country.

Inclusão escolar e capacitismo: representações sociais de professoras e professores da SEEDF

Divaneide Lira Lima Paixão — 2025-09-12

This study aimed to understand the social representations of teachers working in public schools in the Federal District of Brazil regarding the concept of school inclusion, analyzing them through the lens of ableism. The theoretical and methodological framework adopted was the Theory of Social Representations in its structural approach. The participants were 68 professionals enrolled in two special education training courses offered by the Unidade-Escola de Formação Continuada dos Profissionais da Educação do Distrito Federal (EAPE). Data were collected through a free word association questionnaire and a demographic survey. The responses were analyzed using the EVOC software, which showed that the terms rights, empathy, and respect form the central core of the teachers' representations of school inclusion. The analysis further revealed that, despite the strong presence of legal discourse and ethical and affective values associated with inclusion, ableist practices may still persist in everyday school life. It is therefore concluded that understanding these social representations can inform more effective professional development strategies, ultimately contributing to the consolidation of an anti-ableist educational culture.

FOR A SCHOOL THAT SEES ALL BODIES: REFLECTIONS ON ABLEISM, DIVERSITY AND RIGHTS

Josy Mara Lopes da Silva Landim — 2025-09-12

Abstract: The article proposes a critical reflection on ableism as a social construction and its implications for the inclusive education of children and adolescents with disabilities. Using authors such as Foucault, Diniz and Garcez and Ikeda, it links ableism to institutional control mechanisms such as biopolitics, adultocentrism and the normalization of bodies. Even with legal advances and inclusive public policies, such as the LBI (Brazil, 2015) and the PDE (Brazil, 2015), exclusionary school practices still persist, anchored in a biomedical model that pathologizes difference. The analysis highlights the presence of attitudinal barriers and pedagogical strategies that reinforce the symbolic and institutional exclusion of these students. It therefore advocates the need for a cultural transformation at school, with a focus on active listening, the ethics of care and the recognition of functional diversity as an educational value.

Deficiency and Atypical Motherhood: Capacitism as a social marker

Joanna de Paoli — 2025-09-12

Narrating one’s own existence constitutes an act of displacement and re-signification, fostering processes of awareness shaped by social, historical, and subjective dimensions. This article is based on the narrative of a woman, mother of a teenager with a deficiency, to discuss the implications of capacitism on motherhood and the modes of resistance that emerge in the discursive construction of these experiences. By recognizing the epistemic value of singular experiences in their social dimension, narrative is understood as a device for the production of knowledge, situated at the interface between the individual and the collective. The analysis is grounded in theoretical frameworks that articulate narrative, subjectivity, and social critique. The narratives were written specifically for this research, with the author’s identity preserved, and appear throughout the text in the form of epigraphs, followed by critical analysis. The discussion is organized into three axes: atypical motherhood as an experience marked by invisibility and resistance; deficiency as a social construct sustained by normative standards of body and mind; and the urgency of an ethics of care that acknowledges human interdependence and collectively distributes the responsibility of care. By valuing these narratives, we aim to contribute to the denaturalization of capacitism and to broaden the debate on care, atypical motherhood, and social justice.

Inclusive mathematics education: for an anti-ableist and anti-racist classroom

Weberson Campos Ferreira — 2025-09-12

Abstract: This article discusses how systems of oppression, especially racism and ableism, operate in an intersectional way in the context of Mathematics Education. It starts from the understanding that school mathematics, often presented as neutral, objective and universal, is also immersed in historical and socio-cultural processes that reproduce exclusions and inequalities. By analyzing how these systems manifest themselves in pedagogical practices, it is argued that the devaluation of non-hegemonic knowledge and the adoption of normative models of performance have a more intense impact on black students and students with disabilities. The theoretical framework of Critical Race and Disability Studies (DisCrit) is used to understand how race and disability are socially constructed and mutually constituted categories. Based on this framework, the assumptions of the concept of DisCrit noticing are discussed, which guides pedagogical practices that are more aware of the intersectional dynamics of oppression. Finally, the need to build a mathematics education that is committed to anti-racist and anti-capacity perspectives, that values the plurality of knowledge, recognizes different ways of learning and contributes to making educational processes more just, equitable and emancipatory.

Educating for Diversity: Initial Training for Volunteer Social Educators in the Context of Inclusive Education

Fabiola Gomide Baquero Carvalho — 2025-09-12

This article presents an experience report on the planning and hosting of the first training course for Volunteer Social Educators (ESVs) in the Federal District, promoted by EAPE in February 2025. The training was developed in response to the enactment of Law Number 7.621/2024 and Legislation Number 1.762/2024, which established the Volunteer Social Educator Program. The course, which lasted 30 hours and was offered in a self-instructional format, aimed to prepare volunteers to support students with disabilities, Autism Spectrum Disorder (ASD), Down's Syndrome, migrants and indigenous people, in the context of full-time and inclusive education. One of the central axes of the training action was tackling ableism, promoting empathy, respect for differences and valuing diversity. The evaluation was carried out by 4.575 course participants and revealed a high approval rate but also pointed out challenges such as limited access to technology, the demand for more in-depth study of topics and the contradictions of the voluntary nature of the program in relation to the participants’ sociodemographic profile. The study reinforces the importance of continuing training, pedagogical support and monitoring the conditions in which ESVs operate, with a view to building fairer, more inclusive and equitable public policies.

Autism and the construction of the subject: Paulo Freire and the school inclusion — a necessary dialogue

Joaquim de Souza Júnior — 2025-09-12

This article offers a theoretical-analytical reflection on the school inclusion of students with Autism Spectrum Disorder (ASD), grounded in Freirean pedagogy and the historical-cultural perspective of Vygotsky. It begins with the question: how should teaching practices be shaped to foster inclusive spaces of humanization, cultural appropriation, and the development of autonomy for students with autism? To address this, a critical and qualitative bibliographic review is conducted, following three interconnected axes: (1) the historical development of autism diagnosis and its educational implications; (2) the construction of Inclusive Education as a human right, based on international frameworks such as the Salamanca Statement; and (3) Paulo Freire’s contributions—especially from Pedagogy of autonomy and Pedagogy of the oppressed—regarding school, emancipation, and social practices. The analysis brings together the challenges of inclusion with Freirean concepts such as limit-situation, praxis, and viable unheard-of, highlighting ethical-political paths for an education that embraces singularity, promotes dialogue, and fosters emancipation. Thus, the text invites active hope and the collective construction of truly inclusive school spaces.

portugues

português — 2025-09-12

O artigo apresenta o projeto Diário de Ideias (MUNIZ, 2019, 2020, 2022, 2023), tal como vem sendo implementado em uma escola pública do DF que oferta a modalidade da Educação de Jovens e Adultos (EJA). Os princípios que embasam o Diário de Ideias se organizam a partir da Teoria da Subjetividade na perspectiva histórico-cultural de González Rey (1997, 2017, 2017b) e da aprendizagem criativa de Mitjáns Martínez (2008, 2012a, 2012b). Essa abordagem, favorecedora da produção de recursos subjetivos, contribui para o protagonismo dos estudantes nos seus processos de aprendizagem e dessa forma tem se mostrado estratégica no enfrentamento do capacitismo, conceito que diz respeito à crença de que as pessoas com deficiência não sejam capazes ou que sejam menos do que pessoas sem deficiência. Esse tipo de julgamento preconceituoso, está presente, também, nas relações sociais e culturais das pessoas que compõem o contexto escolar, e se traduz em práticas que desconsideram as singularidades dos estudantes, reforçando estereótipos e reduzindo as oportunidades de participação ativa. Assim, neste texto, reconhecemos que, mais do que uma questão estrutural, o capacitismo se manifesta na produção de sentidos subjetivos que limitam as possibilidades de desenvolvimento e protagonismo das pessoas com deficiência, pois se organizam como vivências que potencializam construções subjetivas de menos valia. Com base na teoria citada e na metodologia do Diário de Ideias, portanto, nosso objetivo nesse artigo é argumentar sobre transformações na forma de organização de práticas pedagógicas cotidianas que se constituam como enfrentamentos ao capacitismo.

Deaf Culture in Altamira: Narratives, Education and Resistance

Guidson Marinho da Silva — 2025-09-12

This article presents a life story that addresses the construction of deaf identity, deaf culture, and the resistance movement of the deaf community in Altamira, Pará, Brazil, over three decades (1994-2025). The study aims to narrate my personal experience as a deaf individual in Altamira (Pará - Brazil), intertwining my trajectory with the history of the local deaf community and the struggles for rights, inclusion, and linguistic-cultural recognition based on the anti-capitalist struggles of the deaf community in associations that ensure the empowerment of these deaf people. Seeking to problematize the following question: What elements of my personal and professional history connect with the collective history of the deaf community in Altamira? This is an ethnographic study based on memories, analysis of public documents, collection of images, and information collected by the local deaf association. The research also incorporates data from other sources, such as news reports and ongoing academic research. This article reveals the evolution of socio-educational rights of the deaf community in Altamira, which with each achievement becomes more complex and diverse. The study concludes that the deaf community of Altamira built territories, resistance and empowerment, driven by collective action and the fight for recognition together with my activism for the empowerment and emancipation of myself and the deaf community.

Ableism: a space for observing the subject and the social

Fabiola Gomide Baquero Carvalho — 2025-09-12

Inclusão como mudança de estruturas e paradigmas

Yury Moraes — 2025-09-12

Flowchart of the internship hiring process for interns within public administration entities affiliated with the SECEC - Secretaria de Cultura e de Economia Criativa do Distrito Federal (Secretariat of Culture and Creative Economy of the Federal District)

Wryel Lima — 2025-09-12

This paper aims to identify the hiring process for interns within public administration entities affiliated with the Secretaria de Cultura e de Economia Criativa do Distrito Federal - SECEC (Secretariat of Culture and Creative Economy of the Federal District). Additionally, it underscores the significance of supervised internships as outlined in the pedagogical plans of higher education programs, elucidating the parameters delineated in Federal Law No. 11,788, dated September 25, 2008. The selection of this specific topic emanated from diverse responses provided by cultural institutions in the Federal District during the initial phase of the research titled "The internship field in Visual Arts within non-formal education." Subsequently, a flowchart was devised to illustrate the identified process.

Who listens to the children of the Monjolo Rural Center?

Thaila Karoline Furtado Severo — 2025-09-12

This article aims to establish intersections between the Plenarinha Project proposed by the Diretoria da Educação Infantil (DIINF) of the Secretaria de Educação do Distrito Federal (SEEDF) and the reality of the children from the Monjolo Rural Area who attend preschool at a kidgarden in Recanto das Emas. These children rely on bus transportation to access their classes and, often express teir actual needs regarding school services. As Plenarinha is a departamental Project that seeks to maintain a sensitive listening approach to children in order to influence public policies for early childhood, this article reflects on what the school has been hearing from the children and what policies SEDF has offering to children living in rural areas.

rofile and motivation of students selected for the technical course in Nursing offered by the public education network of DF, at Escola Técnica do Guará, in the 2nd semester of 2023

Giovanny de Menezes Carlos — 2025-09-12

This research aims to define the profile of the students and the motivation to take the professional training course for nursing technicians, offered by the Centro de Educação Profissional Escola Técnica do Guará Professor Teresa Ondina Maltese (CEP-ETG), from the public education network. of the Federal District, in the modality following secondary education. Defining the profile and motivations of students can influence the improvement of public education policies and meet the growing demand in the job market in the health sector. This is a study with a qualitative approach. Data collection took place between November and December 2023, through the in-person application of a questionnaire to 39 students who were taking the first theoretical-practical module of the course at the time. Data analysis was carried out based on the rules of descriptive statistics. The result revealed that ETG students are, for the most part, female, aged between 21 and 25 years old, single, resident in Guará/DF, with an income of up to 1 minimum wage, having completed education middle school from 3 to 5 years ago, all in public school. However, each shift has its specific characteristics in relation to the course’s target audience. The main motivation for taking the course is the number of vacancies available in the job market for graduates to join.

LÍBER: laboratory of interdisciplinary educational methodologies as a possibility to address age-grade distortion

Marli Dias Ribeiro — 2025-09-12

The article deals with age-grade distortion in basic education, considered a recurring challenge that affects thousands of students in situations of age-grade mismatch. It presents a sample of the experience developed in a public institution, through the Projeto Líber- Interdisciplinary Laboratory of Educational Methodologies - which developed in an interdisciplinary way the training of teachers and dialogue circles with the purpose of contributing to the meaning of the subjects and processes involved in education, through the inspiration of innovative ideas and the flow of creative experiences, seeking to exercise methodological teaching and learning processes to minimize age-grade distortion in basic education. The work methodology was based on a qualitative approach, with action research and content analysis for data processing. The study found that, in relation to teacher training, there is the possibility of improving and implementing continuing education spaces for the entire education network, especially in institutional pedagogical coordination spaces. Regarding the suggestions from the dialogue circles, they consolidated axes with contributions from teacher training, projects, infrastructure, service and school management, revealing that the realities and experiences of school communities should be included in public policy proposals that are, for the most part, implemented vertically in education networks.

Environmental education for the alpha generation:

Whisley Durães Alceno — 2025-09-12

This article aims to report on six practical teaching activities that addressed environmental issues and discuss their contributions to the science teaching-learning process. In methodological terms, it corresponds to an action research, which was developed with classes of students belonging to the alpha generation, enrolled in the sixth grade of Elementary School in a public school in the northern region of Brazil that does not have a science laboratory. The aim was to work with content established by the National Common Curricular Base (BNCC) for the area of natural sciences and to emphasize chemistry concepts through experiments. The teaching methodology was designed to provide a more robust learning of environmental aspects. The planning of the activities included assessment integrated into the teaching-learning process. The formative assessment techniques, used to assess the learning and teaching of the chosen topics, showed a significant improvement in the students' understanding of environmental issues, in addition to helping teachers identify learning weaknesses and plan content retakes. The work demonstrated the viability of using practical activities that articulate relevant environmental themes and greater conceptual complexity with the basic curricular contents of Elementary Education.

português

Larissa Vargas Brandão — 2025-09-12

The following work is a brief story of my experience in the master’s degree, as a field researcher, that led me to the proposition of a workshop named “Oficina do Bem Viver na Escola de Meninos e Meninas do Parque - EMMP (Workshop of Bem Viver in the Escola de Meninos e Meninas do Parque), in the Distrito Federal. I explain, initially, the motivations to the research that I engaged with the school, characterized by attending people in street situation. I talk about the project’s structuring from my inicial formation in Artistic Educacion and later alignment of my teacher’s practices with Environment Education and the Education to and for the Human Rights, being these the workshop thematic axis. Yet , I explain the methodological construction of the experiences proposed by a decolonial eye, transdisciplinary, and lined with principles of the cosmology of Andean and Amazonian people, the Bem Viver. Finally, I share an abstract of the meetings, debates, beyond some findings and reflections that came with the workshop activities, in the perspective of understanding the schooling process of people in street situation in DF.

Socio-economic and educational inequalities in the Federal District: what do the PDAD and School Census data say?

Aline Perfeito de Sousa — 2025-09-12

O trabalho tem como objetivo investigar as desigualdades socioeconômicas e educacionais no Distrito Federal (DF), considerando as discrepâncias entre suas regiões administrativas. A pesquisa busca identificar como essas desigualdades impactam o acesso à educação de qualidade, concentrando-se em dados recentes da Pesquisa Distrital por Amostra de Domicílios (PDAD) - 2021 e do Censo Escolar de 2019. A metodologia envolve uma análise comparativa entre as regiões do DF, classificadas por níveis de renda e indicadores educacionais. Foram utilizados dados do Instituto de Pesquisa Econômica Aplicada do DF e do Instituto Nacional de Estudos e Pesquisas Educacionais (INEP), explorando fatores como distribuição de renda, número de matrículas e desempenho no Índice de Desenvolvimento da Educação Básica (IDEB). Os resultados revelam que o Distrito Federal apresenta uma acentuada segregação socioespacial, onde as regiões de alta renda, como o Plano Piloto, oferecem melhores condições de vida e infraestrutura educacional de qualidade, refletidas nos altos indicadores de desempenho escolar. Em contrapartida, áreas periféricas de baixa renda, como Sol Nascente/Pôr do Sol e Itapoã, enfrentam grandes desafios, caracterizados por baixos níveis de escolaridade e uma infraestrutura urbana deficiente.

Peripheral youth and political participation: which protagonist in social organizations in Distrito Federal

Railton Vanes de Sousa — 2025-09-12

The present research focused on the study of youth social protagonism in a peripheral context and the inquiries into the possibilities of contributing to the dialogue and perception of the effects of protagonism, political participation, and youth mobilization in society. The study was conducted in two youth social organizations (SOs) in the outskirts of Brasília, one of which was a non-religious institution and the other a religious one affiliated with the Catholic Church. This research analyzed the actions that these social organizations have undertaken to contribute to the development of youth protagonism in a peripheral context. Thus, it aimed to strengthen the discussion on youth participation and protagonism, and also to investigate how and if these social organizations have contributed to the development of youth protagonism and political participation in a peripheral context. A qualitative research approach was chosen, and in this sense, the model of bibliographic and exploratory research was applied with the objective of better understanding the theme of youth participation and protagonism carried out by SOs in the outskirts of Brasília. Additionally, the study aims to present proposals to these institutions in this regard.

Sobre o uso da Aprendizagem Linguística Ativa na educação de português escrito para estudantes surdos: relato de experiência na sala de recursos

Israel Ferreira Bezerra Sousa — 2025-09-12

O presente relato de experiência aborda a transposição didática da Aprendizagem Linguística Ativa para o ensino de português escrito para estudantes surdos em uma sala de recurso de escola pública do ensino fundamental de Brasília. O texto apresenta os pressupostos básicos da Aprendizagem Linguística Ativa (Pilati 2017, 2020, 2024) e os materiais manipuláveis desenvolvidos pelo professor com base nessa proposta e utilizados em suas aulas para abordar temas como formação da sentença e a ordem das palavras em português escrito. A experiência do uso da metodologia e de seus materiais foi considerada exitosa porque modificou a relação dos estudantes surdos com as aulas de português e promoveu maior interesse e engajamento dos estudantes, facilitando o processo de aprendizagem.

O capacitismo na Educação Física e suas implicações na realidade escolar: um relato de experiência

Janaina Araujo Teixeira Santos — 2025-09-12

This article explores ableism in physical education through an experience report from the experience of a physical education teacher in the public school system. The objective is to present the individual experience of an elementary school physical education teacher when faced with the difficulty of dealing with the limitations of students with disabilities and/or disorders. The experience allowed us to recognize that the anti-ableist struggle in physical education is an ongoing process that requires critical reflection, action and collaboration from the entire school community.

A fotografia como linguagem inclusiva: a experiência de um professor com baixa visão no percurso formativo

Daniel Fama de Freitas — 2025-09-12

This experience report explores photography as an inclusive language, presenting a teacher's experience with low vision during a training course. Grounded in Maurice Merleau-Ponty's phenomenology, the study investigates perception and the relationship between the subject and the world, challenging the normativity of sight and the ableist conceptions that permeate the school environment. Through the teacher's experience report, this work proposes a reflection on the tensions between the visible and the invisible in daily educational life, highlighting the creative potential of visually impaired individuals in the field of photography. The training course, titled "Photography as an Educational Resource," is offered by the School for the Training of Education Professionals of the Federal District, aiming to empower teachers in using photography as a pedagogical tool and educational resource. The research discusses how this training can deconstruct ableism, valuing different ways of perceiving, producing knowledge, and expressing oneself.

Os desafios do Fórum Distrital de Educação na construção do novo PDE

Júlio Barros — 2025-09-12

Soberania Educacional: mais que um conceito, uma necessidade de luta

André Almeida Cunha Arantes — 2025-09-12

Apresentação

André Almeida Cunha Arantes — 2025-09-12