Revista Cocar

Sobre a Revista Cocar

Ivanilde Apoluceno de Oliveira — 2025-12-12

Informações sobre a Revista Cocar

Information about the Revista Cocar

Presentation of the dossier “Reason, philosophy, art and culture: a debate on human formation”

Cláudio Pires Viana — 2025-12-12

The dossier “Reason, philosophy, art and culture: a debate on human formation” gathers studies that problematize the historical production of the philosophical and scientific knowledge in education and its implications for human formation on contemporary times. It encompasses theoretical, epistemological and empirical studies that problematize the contemporary challenges of rationality and of educational praxis, giving value to discussions that stem from different currents of thought, in a critical and interdisciplinary way. Counting on the participation of authors from different national and international institutions that take responsibility and the ethical and political commitment that form the conducted research, the dossier promotes a space for a critical dialogue about the possibilities of a formation that allies conceptual rigor and creative sensibility, affirming education’s ethical, political and emancipatory meaning.

Towards a decolonial pedagogy

Astrogildo Fernandes da Silva Júnior — 2025-12-12

This article proposes a critical reflection on research in education from a decolonial perspective. In the face of contemporary dehumanizing processes that perpetuate the coloniality of power, knowledge, being, and nature, the main objective is to question the role of research : who it serves and which epistemologies it aligns with. It is argued that transformative research must actively problematize the power structures that shape knowledge and identities. The text differentiates colonialism (territorial domination) from coloniality (the continuity of domination structures) and critiques the Eurocentric "ego-politics of knowledge," grounded in the Cartesian "point zero”, which has historically marginalized knowledge from the Global South. Conversely, it advocates for the perspective of border epistemology and critical interculturality as subaltern epistemic responses to Eurocentric modernity. This decolonial approach aims to re-signify concepts such as citizenship and human formation, promoting a "socialization of power" and contributing to the construction of "other possible worlds.

A Pesquisa Acadêmica: Por uma escrita [que] co[m]vida e liberta para a formação humana

Valdineia Rodrigues Lima — 2025-12-12

Esta pesquisa tem por objetivo refletir sobre a escrita acadêmica, não como uma simples tarefa de escrever, reproduzir, mas como um desafio do pesquisador para além das bordas padronizadas, naturalizadas na e pela academia. A escrita é um desafio na pesquisa acadêmica; por vezes, torna-se um ato tão banal, bem mais reprodutor do que inovador e pode provocar o apagamento das subjetividades; busca-se, assim, romper com essa perspectiva. Em uma conversação, por meio da pesquisa indisciplinada, apresenta-se propostas decoloniais e o relato de uma pesquisa de doutorado em andamento, em um movimento de insu(Agir) escritas “Outras”, por uma virada epistemológica na escrita acadêmica, inclusive na Educação Matemática. O texto tece fios de vozes que ecoam na pele da escrita acadêmica para tornar visível o que, por vezes, torna-se invisível pela academia.

Palavras-chave: Escrita Acadêmica; Decolonialidade; Educação Matemática.

Resumen

Esta investigación pretende reflexionar sobre la escritura académica, no como una simple tarea de escribir, reproducir, sino como un desafío para el investigador más allá de las fronteras estandarizadas, naturalizadas en la academia. Escribir es un desafío en la investigación académica, a veces se convierte en un acto banal, mucho más reproductivo que innovador y puede llevar al borrado de subjetividades, se busca, de esa manera, romper con esa perspectiva. En una conversación, a través de una investigación indisciplinada, presentamos propuestas decoloniais y el informe de una investigación doctoral en curso, en un movimiento de insu(Agir) “Otros” escritos, por uno giro epistemológico en la escritura académica, incluyendo en Educación Matemática. El texto teje hilos de voces que resuenan en la piel de la escritura académica, para hacer visible lo que, a veces, se vuelve invisible en la academia.

Palabras clave: Escritura Académica; Decolonialidad; Educación Matemática.

Panecastic Philosophy and Paulo Freire:

Dayanna Pereira dos Santos — 2025-12-12

The article aims to present the definition of Jacotot's Panecastic Philosophy (1770-1840), as
well as the circulation of his intellectual emancipation project in Brazilian sources from the 19th
century. The connection of his experience in the field of education to a project of human
formation, guided by the maxim "Everything is in everything" (Jacotot, 1829), refers us to
Freirean philosophy (Kohan, 2019) concerning the horizontality in the relationships between
teacher and student, contrary to a hierarchy of knowledge and brutality, in the words of
Rancière (2015). To support the discussion, we engage with authors such as Jacotot (1829),
Rancière (2015), Albuquerque (2023), Freire (1974), Kohan (2019), and documentary sources
like the journal A Sciencia (1848). The connections between the authors, given the differences
in their historical contexts, temporality, life, and academic production, are woven in this article
based on the premise of intellectual emancipation in human formation.

The social role of the art in the human development contributions to a critical-emancipatory education

Weliton Peres da Silva — 2025-12-12

This article investigates how art education contributes to human development, drawing on the theoretical foundations of historical-dialectical materialism, historical-critical pedagogy, and cultural-historical psychology. Its objectives are to analyze the meaning and significance of art in society and to identify and reflect on its contributions to human formation from an emancipatory perspective. It is argued that art, as a human objectification, contributes decisively to the development of critical consciousness while mediating the relationship between the individual and social reality. This bibliographic research is based on authors such as Marx, Vygotsky, Leontiev, Fischer and Saviani, and defends that art education, when mediated by a critical and committed praxis, can foster human development in its multiple dimensions, breaking with the logic of alienation.

The problematization of modern culture and rationality:

José Licinio Backes — 2025-12-12

This article, inspired by a group of authors who criticize the universalist and exclusivist pretensions of modern/Western epistemology, aims to show how Indigenous people, upon entering top-ranked graduate programs, affirm their knowledge and culture and systematically question the alleged universality of Western culture and knowledge. Based on a qualitative analysis of dissertations and theses written by Indigenous students in top-ranked graduate programs, the results have shown that Indigenous people rely on their own epistemic perspectives, bringing their knowledge to the university context while simultaneously integrating Western knowledge to strengthen themselves in different dimensions. In this way, they have taught us, among other things, that modern/Western logic is neither universal nor epistemologically and culturally superior.

Um olhar sobre o conceito de democracia e educação

Marcela Rodrigues Santos — 2025-12-12

Abstract: Thispaperaimstodiscusstheconceptofdemocracy as a formofcriticalvisualitytobeexploredwithintheschoolenvironment, understanding it as anexerciseofreflectionand dialogue amongthedifferentagentsoftheeducationalcommunity. Basedon a documentaryanalysisofstudiesfocusedonunderstandingtheschool as a social institution, theworkseekstoreflectonhowthedemocratizationofrelationshipsandpedagogicalpracticescanpromote a more critical, autonomous, andhumanisticformation. In thiscontext, thestudyisguidedbythefollowingresearchquestion, whichseekstoexposeepistemologicalpossibilities: Is it possibletocreate a school in whichthecommunityandstudentsactivelyparticipateandhaveautonomyto decide howcontentisdelivered, withoutdisregardingtheimportanceandpedagogicalauthorityoftheteacher?The researchadopts a qualitative approach, grounded in theoretical frameworks thatarticulateideology, education, anddemocracy. Initially, it seekstodemonstratehowconservative policies andprojects, byreshapingthe role ofschoolsandeducationalinstitutions, havelimitedthetransformativepotentialofeducation, reducingcriticalityto a superficial readingofideologiesandweakeningthepolitical role ofpubliceducation. Subsequently, thetextengageswithauthorswhoanalyzeeducation as a liberatingpractice, particularlyhighlightingthecontributionsof Paulo Freire (1967), Marilena Chauí (2016), and Ildeu Coelho (2011), whosereflectionsemphasizetheemancipatorynatureofeducationalpracticeandtheneedtovalueteaching as a fundamental mediationofknowledge.Freirean perspectives andCoelho’sconceptionsofdemocraticeducationpermeatethestudy, reinforcingtheunderstandingofeducation as a processofhumanand social emancipation, orientedtowardtheconstructionofcitizenshipandtherecognitionofindividuals’ subjectivecomplexity. Thus, thepaperadvocates for theappreciationofpublicschools as plural, dialogicalspacesofresistancetomarket-drivenandtechnicistlogics, reaffirmingtheteacher’s role as a transformativeagentandmediatorofknowledge. Finally, it ishopedthatthereflectionspresentedheremaysignificantlycontributetostrengthening more inclusive, critical, anddemocraticallycommittededucationalpracticeswithintheBrazilianeducationalcontext.

Pedagogical practice of Physical Education in the literacy cycle: a critical study at the public school

Made Júnior Miranda — 2025-12-12

This article analyses Physical Education classes of the first year of elementary school on a public school of Goiânia-GO, in the light of the critical-surpassing approach. It starts from the problem: how can the factors that limit educational work and jeopardize the full development of students on PE classes of the literacy cycle in public schools be faced? The study was based upon systematic observations of ten classes, with a qualitative approach and dialectical-materialistic analysis. The results show objectification of students, absence of pedagogical intentionality and content/subject mediation flaws. The conclusion was that all this stems from broader social issues, and that qualitative transformation requires a critical reorganization of pedagogical work. The study contributes to teachers’ practices on the literacy cycle and their effects on the whole formation of the children.

Uma análise socioantropológica das raízes e práticas do autoritarismo brasileiro: desafios para uma formação política emancipatória

Daniel Lucas de Jesus Oliveira — 2025-12-12

Este estudo busca refletir sobre o autoritarismo como uma dimensão socioantropológica intrínseca à cultura política e social brasileira, transcendendo regimes específicos para se manifestar em práticas cotidianas por meio de uma herança autoritária. Analisando suas origens históricas, o texto argumenta que as expressões e práticas autoritárias forjaram uma sociedade profundamente hierarquizada e desigual. Não obstante, a naturalização da autoridade, evidente em expressões como "sabe com quem está falando?", é apresentada como um sintoma dessa internalização. O estudo embasa-se em autores como Lilia Moritz Schwarcz, Marilena Chauí, Caio Prado Júnior, Florestan Fernandes e Roberto Bueno, entre outros, para se compreender a gênese e a persistência de estruturas, discursos e práticas autoritárias que impactam a democracia e subsidiam a negação de direitos fundamentais. O estudo ressalta, ainda, a importância da reflexão filosófica para uma formação política emancipatória como ferramenta crucial para a desnaturalização dessas estruturas e a construção de uma sociedade mais justa e igualitária.

Palavras-chave: Autoritarismo; Cultura Brasileira; Formação Humana.

Resumen:

Este estudio busca reflexionar sobre el autoritarismo como una dimensión socioantropológica intrínseca a la cultura política y social brasileña, que trasciende regímenes específicos para manifestarse en las prácticas cotidianas a través de un legado autoritario. Analizando sus orígenes históricos, el texto argumenta que las expresiones y prácticas autoritarias han forjado una sociedad profundamente jerárquica y desigual. No obstante, la naturalización de la autoridad, evidente en expresiones como "¿Sabes con quién estás hablando?", se presenta como un síntoma de esta internalización. El estudio se basa en autores como Lilia Moritz Schwarcz, Marilena Chauí, Caio Prado Júnior, Florestan Fernandes y Roberto Bueno, entre otros, para comprender la génesis y la persistencia de estructuras, discursos y prácticas autoritarias que impactan en la democracia y propician la negación de derechos fundamentales. El estudio también destaca la importancia de la reflexión filosófica para la formación política emancipadora como herramienta crucial para desnaturalizar estas estructuras y construir una sociedad más justa e igualitaria.

Palabras clave: Autoritarismo; Cultura brasileña; Formación humana.

Freedom, property and formation according to John Locke

Ged Guimarães — 2025-12-12

This article aims to discuss the issue of freedom, property, and education in John Locke. If, for this philosopher, life, liberty, and possessions are principles that define man, we affirm that his education begins in childhood. The duty of teaching initially falls to the family and the school, since it is in these institutions that adults, already knowledgeable about the meaning of social life, must prepare the new individuals. Our central concern here is to show the path toward the formation of the individual for Locke: a gentleman, the one who knows how to recognize in himself the freedom and the property – prerequisites for abandoning the condition of an infant. Finally, we affirm that, for Locke, the adult is the individual who takes possession of property and learns to extend it through work, realizing the condition he has carried within him since birth.

Deaf Histories in Mathematics Education: Resistance, Difference, Resilience

Rosenilda Rocha Bueno — 2025-12-12

This study presents a summary of results of a doctoral research that explored deaf teacher`s experiences in mathematics and it was based on Deaf Studies, Cultural Studies, and Critical Mathematics Education. The research began by listening to six deaf teachers, and their narratives revealed experiences as the oralism imposition, exclusion from school, social disparities, and single experiences with Brazilian Sign Language (Libras) and mathematics teaching. We have based this study on the principles of Oral History methodology, that is why the interviews were presented in Libras through Deaf Sources to point an ethical, aesthetic and political dimension that contributes to subvert dominant discourses and validate visual and sensory epistemologies. The results show an urgency of bilingual educational practices to recognize deaf people singularities and break of the mechanisms of normalization and exclusion that are still present in society. Therefore, this study reaffirms there is not a single way to be a deaf person and to teach mathematics, and it also proposes that educational practices should be constructed considering deaf people`s protagonism.

Keywords: Deaf Teachers; Deaf Identity; Mathematics Teaching.

Literature, Marxism, and human development

Joana Peixoto — 2025-12-12

Literature is a form of knowledge, going beyond reductionist views that restrict it to the irrational or the imaginary. Marxism considers it a privileged means of understanding the socio-historical movement in its totality. Unlike perspectives that deny its critical nature, literary art proves to be an instrument for the concrete analysis of social contradictions. In this article, we present a reading of “1984”, by George Orwell, exploring the incompatibility between a society based on oppression, alienation, control, and surveillance, and human formation, which emphasizes the development of universal human capacities.

Humanização, inclusão e matemática: possibilidades do desenvolvimento do pensamento algébrico no encontro entre estudantes cegos e videntes

Ana Carolina Faustino — 2025-12-12

This article is part of completed postdoctoral research that aims to investigate aspects of the development of algebraic thinking with blind and non-blinded students that can contribute to mathematics teaching practices regarding inclusion and promotion of learning opportunities in the early years of elementary school. Focused on a qualitative approach, data production was carried out in a fourth-grade class and a fifth-grade class from two public schools in the city of Belém/PA, Brazil, in which blind students are enrolled in regular classes. The data were produced over three months and recorded through a field diary, audio and video recordings, photos and records of tasks carried out in class and all manipulative materials used by the students. During data analysis, the videos and audio recordings were revisited in order to identify critical events. These events were transcribed and analyzed. The results show that an inclusive teaching and learning environment that contributes to humanization in mathematics classes involves considering the characteristics of people with disabilities when designing tasks that all students in the class will perform.

Contemporary culture, Art and Formation in Adorno

Estelamaris Brant Scarel — 2025-12-12

This reflection, grounded in the Frankfurtian dialectical method, highlights certain contradictions inherent in contemporary culture, particularly those stemming from the processes of domination brought about by the Culture Industry. By dethroning art, the Culture Industry has led to profound implications for formative work in the present day. Based on these premises, the text aims, first, to bring to light the main challenges posed by the Culture Industry to formative content, and second — and ultimately — to grasp the meaning of art and of formation from an Adornian perspective. From this standpoint, it seeks to indicate the conditions of possibility for confronting such a barbarizing state through Adorno’s Negative Dialectics (2009).

Sustainability of the cerrado:

Lucycândida dos Santos Reis — 2025-12-12

This article analyzes the relevance of the Cerrado biome to the preservation of life on the planet, taking into account its economic, social, and cultural dimensions, as well as the role of institutions and non-profit organizations in defending the biome in the state of Goiás. This bibliographic, qualitative-descriptive study is based on the works of Aguiar and Camargo (2004) and on publications from 2017 to 2025, sourced from academic and specialized literature. The study concludes that the conservation and preservation of the Cerrado are essential for sustaining life, as the biome ensures the availability of freshwater, regulates the climate, and harbors rich biodiversity that supports diverse communities.

Português

Juliane Aparecida Ribeiro Diniz — 2025-12-12

Este artigo é de cunho teórico decorrente de uma revisão bibliográfica fundamentada nos estudos de Amaral (2020), Souza (2014), Furtado (2009), Coêlho (2008; 2009), Severino (2003), dentre outros autores. A pesquisa tem por objetivo refletir acerca da relação entre filosofia, arte e educação no desenvolvimento integral do ser humano, destacando que a experiência estética e o pensamento crítico-reflexivo, potencializados pela filosofia e arte no contexto educacional, são fundamentais para a formação humana cognitiva, emocional e biopsicossocial. A partir dos estudos realizados reconhece-se, portanto, que a filosofia e arte inseridas no contexto plural e coletivo dos ambientes educacionais contribuem para formar sujeitos autônomos, capazes de duvidar, questionar, contestar e buscar o sentido do mundo, em oposição à simples repetição de informações.

Palavras-chave: Filosofia; Arte; Formação humana.

Abstract: This article is theoretical in nature, stemming from a literature review based on the studies of Amaral (2020), Souza (2014), Furtado (2009), Coêlho (2008; 2009), Severino (2003), among other authors. The research aims to reflect on the relationship between philosophy, art, and education in the integral development of the human being, highlighting that aesthetic experience and critical-reflective thinking, enhanced by philosophy and art in the educational context, are fundamental for cognitive, emotional, and biopsychosocial human development. Based on the studies conducted, it is recognized that philosophy and art, inserted in the plural and collective context of educational environments, contribute to forming autonomous subjects capable of doubting, questioning, challenging, and seeking the meaning of the world, as opposed to the simple repetition of information.

Keywords: Philosophy; Art; Human Development

Mathematics Education Laboratory and theoretical influences

Karem Keyth de Oliveira Marinho — 2025-12-12

This research aims to characterize the actions developed in the last years of elementary and/or high school in the context of mathematics teaching in the laboratory, in the light of the theoretical influences of the authors mentioned by Lorenzato (2012). To this end, we used the qualitative approach to develop a state of knowledge of the methodological path of Kohls-Santos and Morosini (2021), to analyze 32 dissertations and one thesis. The results show that the content is taught from the simple to the complex, considering the age group of the students. In addition, theory and practice are linked and sensory experiences and symbolic representations are emphasized. The activities also valued the student as an active subject, emphasizing aspects such as experience, discipline, responsibility, dialog, observation and reflection. In light of this, we believe that the research can contribute to increasing mathematics teachers' knowledge of the practices developed within LEM.

Image and education: art as a potential for emancipation

Paulo Henrique da Costa Morais — 2025-12-12

This theoretical study aims to reflect on art in general and the image in particular, addressing them as potentialities for emancipation. Then, to consider this issue, it seeks to understand the image in a broad sense, beyond narratives. For that, this study is based on bibliographic research in various authors, including Vernant (2009), Coelho (2009, 2012), Rancière (2002, 2012, 2021), Haroche (2013), and Didi-Huberman (2015), it proposes to consider the theme in question. This reflection extends to the field of education, seeking to understand the importance of analyzing the image as art, as a potential for emancipation, but also as a reflection about this right to emancipation can often encounter barriers regarding the private right to use one's image.

Keywords: Art; Image; Education; Training.

Interfaces entre a dignidade, a formação humana, e as estruturas familiares no campo do direito internacional e da psicologia

Lila Maria Spadoni — 2025-12-12

Traditionally, international law restricts its regulation to relations between states, and pays little attention to individual issues. This article investigates the concept of dignity from the perspective of international law and social psychology, highlighting its centrality in building healthy and respectful family bonds as a fundamental aspect of human development. The text proposes a critical reflection on the contemporary challenges affecting the maintenance of dignity in family dynamics, especially in contexts of vulnerability among people from different cultures and with distinct legal frameworks. Therefore, it suggests ways to think about family conflicts between different cultures through the conceptualization of the value of dignity, which can provide the ethical basis for legal decisions in respect to the development of each individual's humanity.

Keywords: psychology; family relationships; international law.

Recognition and Freedom in Axel Honneth's Critical Theory of Education

Paulo Vitorino Fontes — 2025-12-12

Honneth, reconnecting education and democracy through the theory of recognition, in dialogue with Kant, Hegel, and Dewey, advocates for an emancipatory education that goes beyond technical transmission, promoting moral, cultural, and political formation. Human development requires mutual recognition in three spheres – love, law, and social esteem – which sustain self-confidence, self-respect, and autonomy. Honneth distinguishes autonomy from freedom, emphasising the importance of social freedom, built through dialogue and cooperation. He criticises the current emphasis on employability and competitiveness, which distorts the democratic character of education, and points to challenges such as digitalisation, multiculturalism and the pandemic, which widen inequalities, reinforcing the urgency of reviving the democratic tradition for the renewal of democracies.

Educar para outra essência do pensar

Marcos Aurélio s Fernandes — 2025-12-12

This work proposes a reflection on an education for thinking, in response to the demands of our historical and cultural moment. First, we reflect on the meaning of education in its original, spontaneous, and universal dimension, as well as in its derived, systematic, and particular form. This reflection deepens as we consider the technocratic paradigm of life and education in our time. In light of the challenges that this paradigm presents today, a transition toward another essence of thinking is proposed. It is necessary to move from a mode of thought that merely represents and calculates to one grounded in care, meaning, and silence, guiding us toward serenity in our relationship with the world.

Racionais MC’s as Interpreters of Brazil:

Fernando Gimbo — 2025-12-12

This paper seeks to present the work of Racionais MC’s as a decisive contemporary aesthetic experience for rethinking and reinterpreting the Brazilian social formation. To this end, and drawing first on the critical reception of their work, we define the broader horizon that frames our reading: the group’s music engages in a constant attempt to symbolize the original trauma of Brazilian history—slavery—and its deleterious effects on the constitution of our social life. Once this more fundamental level of interpretation is established, we propose two aspects for a more specific understanding of the aesthetic–critical relevance of Racionais MC’s: (1) the relationship between territory, language, and affect in their compositions; and (2) the meanings at play in the use of samples and in the active refusal of the presence of the chorus. Through this trajectory, we aim to contribute to a deeper understanding of the rigorous correspondence between social experience and aesthetic formalization found in the albums of this São Paulo based group.

Conceptual and Legal Parameters of Bilingual Education for Deaf People in Brazil

Edson Pinheiro Wanzeler — 2025-12-12

This paper aims to comprehend the development of bilingual education for deaf students in Brazil, based on public policies related to this educational modality, between 1988 and 2021. The study, with a qualitative approach, is structured as a documentary research that traces the nuanced understanding of the philosophies and methods employed in the education of deaf individuals up to the consolidation of specific legislation for education in Brazilian Sign Language (Libras) and Portuguese in its written form, in Brazil. The study highlights reflections on the need to implement these policies through the social and structural reorganization of educational institutions that serve this public.

O homem cordial: uma leitura do conto rosiano “Minha Gente” na perspectiva da obra “Raízes do Brasil”

Sueli Teresinha de Abreu Bernardes — 2025-12-12

Drawing on phenomenology, and an interdisciplinary approach, this article examines the extent to which the concept of the cordial man, as reflected by Sérgio Buarque de Holanda in Raízes do Brasil, is revealed in the short story “Minha Gente”, included in Sagarana by João Guimarães Rosa. The analysis explores new connections of this concept, through the portrayal of the inhabitants of the Brazilian backlands ‘social behavior, driven by emotions and the predominance of private interests over collective will, as portrayed in Rosa's literary text. It is noted that, according to the social scientist, these attitudes represent an obstacle to the democratization of institutions; however, there remains a perspective of hope, also unveiled in Rosa’s text. Finally, it is argued that the interaction between literature and social thought may contribute to discussions on democratic formation within the educational field.

A felicidade em Aristóteles e a constituição do homem virtuoso na pólis grega

Cláudio Pires Viana — 2025-12-12

Grounded primarily in Aristotle’s Nicomachean Ethics and Politics, this text examines the concept of happiness (eudaimonia) by emphasizing the inseparable relationship between ethics and politics in the formation of the virtuous human being within the Greek polis. For Aristotle, what is distinctive of the human being lies in a particular mode of being and living, unique to a rational creature. This constitutes the essence of humanity: a being capable of living, feeling, evaluating, discerning, choosing, and acting within a context of coexistence and communion with others, while engaging respectfully and responsibly with all forms of life in nature. Such a trajectory marks the human pursuit of excellence, in which happiness is realized. Ethics and politics therefore provide the conditions for the attainment of excellence (areté) as the ultimate télos of human life.

A Padronização da Cultura: Possibilidades e limites na formação docente

Vera Lúcia Alves Mendes Paganini — 2025-12-12

O presente artigo analisa o impacto da cultura padronizada na formação docente, buscando compreender seus limites e possibilidades no processo educativo. O objetivo é problematizar como essa cultura interfere nos modos de pensar e agir dos indivíduos. A discussão fundamenta-se em Adorno e Horkheimer (1985), Gramsci (1978, 1985) e outros teóricos críticos da educação e da cultura. A metodologia consiste em análise bibliográfica, articulando aportes da Teoria Crítica e da pedagogia crítica. Não se pretende chegar a conclusões fechadas, mas ampliar o debate.

Palavras-chave: Padronização; Cultura; Formação.

Abstract

This article examines the impact of standardized culture on teacher training. It aims to understand its limitations and possibilities within the educational process. Thus, the objective is to problematize how this culture influences individuals' thought processes and behaviors. The discussion is based on Adorno and Horkheimer (1985), Gramsci (1978, 1985), and other critical theorists of education and culture. The methodology consists of bibliographical analysis, articulating contributions from critical theory and critical pedagogy. Therefore, the aim is not to reach definitive conclusions but to broaden the debate.

Keywords: Standardization; Culture; Training.

Razão e cultura no capitalismo cognitivo: repercussões no trabalho e na formação humana

Raquel Aparecida Marra da Madeira Freitas — 2025-12-12

This paper presents a reflection on the rationality present in the current moment of capitalism, called cognitive capitalism, which normalizes life, culture, work, education, and the human subjective constitution. The guiding problem is the view of school education as a privileged means to culturally and subjectively expand the base of capitalism, which requires a clearer, deeper, and more critical understanding. With an exploratory approach and theoretical-bibliographical procedure, the objective was to address characteristics of the industrial and post-industrial paradigms, discussing in the latter the presence of a rationality and a culture that impose themselves on work and the form of human existence, impacting school education as a privileged means to promote human adaptation to the necessary cognitive pattern, culturally and subjectively.

Education, Freedom, and the Unveiling of the Rural Educator in LEDOC-UFNT

Ubiratan Francisco de Oliveira — 2025-12-12

The use of life history workshops and social cartography in the training of rural educators, with a focus on the arts, has been our challenge since the first group of students in the Degree Program in Rural Education – Arts, at UFNT (LEDOC-UFNT). In a dialogical andinterdisciplinary context, life histories contribute to revealing collective identities particularly, in the case of Rural Education, identities that connect students in different ways to the lives of rural peoples, as well as those of the waters and the forests. This text presents a brief summary of Chapters 3 and 4 of the Doctoral Dissertation in Geography (IESA-UFG), defended in 2020, where the results of the use of life histories in the training process of rural educators are explored in greater depth.

“A vida mera das obscuras" in Frida Khalo and Cora Coralina

Rúbia Garcia de Paula — 2025-12-12

We propose to understand the dialogically constituted language in the discursive signs moved by Frida Khalo's painting A Few Small Cutes; and the poem Mulher da Vida, by Cora Coralina. The reference for the perspective of language is that of the Bakhtin Circle. The Circle understands language as a process of verbal or discursive interaction. Some Bakhtinian categories are studied: dialogism, discourse, alterity, responsiveness, to understand them in the artists' texts. Text comprehension considers, in addition to words, sounds, images, gestures, etc. In this case, texts from literature, visual arts and discourses that cross the lives of the authors are considered. The conclusion that is significant: both in life and in art, there are discursive layers of dialogical ink that connect Frida Khalo, Cora Coralina and the “vida mera” of “obscuras” women.

Português

Deniza Geny Silva Machado — 2025-12-12

Social segregation and diaspora have increased in various regions of the world, intensifying intolerance among peoples. This article discusses decoloniality and its significance for sovereignty and democracy in Brazil. It examines human actions and reflections by Arendt (2010) regarding the meaning of education under capitalism, and by Silva (2017) on the educational possibilities of cinema. Other authors from the critical perspective articulate and complement this debate, highlighting film as a pedagogical resource. The paper argues that this resource, starting from the early stages of schooling, can foster linguistic and cognitive transformations, broaden students’ capacity for analysis, argumentation, and action. The findings indicate that films can be useful tools for unveiling the ideological subordination produced by the culture industry and for contributing to the expansion of students’ cultural, literary, and linguistic capital.

Notes on the Narcissistic Personality in Theodor W. Adorno

Ivan Duarte Brochado — 2025-12-12

The article analyzes the relevance of Adorno’s theory on the authoritarian personality, linking it to the emergence of the narcissistic personality as a subjective form characteristic of the administered society. It examines how the weakening of authority figures and the internalization of domination convert obedience into identification with power and the superego into a demand for performance. Narcissism is understood as an expression of individual regression and the loss of inner experience, within a context of instrumental rationality and mass culture. The study proposes that overcoming this scenario depends on an education focused on critical formation and the restoration of experience as a mediation between individual and society.