Revista Docência do Ensino Superior is a Brazilian scientific journal edited by Directorate of Innovation and Education Methodologies (GIZ), associated with the Pro-Rectory of Graduation of the Federal University of Minas Gerais (UFMG). The journal is a space for debate and reflection on activities related to teaching in higher education. The journal publishes original papers, with research results, essays or experience reports which approach subjects related to teaching in higher education. Some examples of issues are: teaching and learning methodologies, development of courseware and pedagogical resources, assessment strategies, among others, in the different knowledge areas. The journal also accepts to publish abstracts of theses and dissertations, interviews and reviews. Like our Facebook Page and follow us on Instagram, Twitter and LinkedIn!
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Generative artificial intelligence in higher education
Generative artificial intelligence has taken the world by storm, becoming a transforming force in higher education. Its arrival has not only revealed the significant impact on teaching and learning, but also the need to comprehensively understand it. The aim of this article is to explore studies that address the social, pedagogical and cognitive implications of generative artificial intelligence in higher education and to identify and compare applications and tools employed for educational use. We used a qualitative methodology and a descriptive and explanatory approach based on a documentary review on the use of generative artificial intelligence in higher education. The studies reveal that ChatGPT is the most employed tool, although its incorporation and uses are varied; there are also other potential tools for educational use and the need to know the impact on academic integrity and critical thinking is identified. The incorporation of generative artificial intelligence is growing. If mishandled, it could exacerbate pre-existing problems related to technologies in education, so its prohibition is not an answer to the phenomenon. The conclusion is the need for strategic planning, continuous training for teachers and clear guidelines to promote a comprehensive approach, an ethical and pedagogical use and a critical understanding of its scope, risks, opportunities and challenges.
Copyright (c) 2025 Betiana Elizabeth Vargas, Edgar Záyago Lau http://creativecommons.org/licenses/by/4.0
Exploring visualization, geometric thinking and creativity
Teaching Geometry requires more than just conveying definitions and properties. It is necessary to stimulate visualization, reasoning, and creativity, and allow students to construct meaning from the investigation of practical situations. In this process, methodologies that encourage exploration and justification of strategies are fundamental to strengthening geometric thinking, especially in the initial training of Mathematics teachers. This study reports on a teaching experience with second-semester undergraduate students in Mathematics, aiming to develop geometric thinking, creativity, and visualization based on an investigation involving quadrilaterals. Using a qualitative approach, data were obtained from students' responses to three practical questions asked in a Fundamentals of Geometry class. The activities involved constructing quadrilaterals on dotted grids of different dimensions (3x3, 3x4, and 4x4), analyzing the ability to identify, justify, and explore different configurations. The results indicated progress, such as the distinction between convex and non-convex figures, but also revealed challenges, especially in formulating consistent justifications and identifying all geometric possibilities. There were difficulties in applying concepts such as rotation and translation, as well as limitations in scaling up solutions obtained in smaller meshes to larger ones. We concluded that pedagogical strategies that emphasize conceptual reinforcement, visualization, creativity, and reflective thinking are essential to enhance geometric learning. We believe that such approaches can contribute to the training of teachers who are better prepared for the challenges of teaching Geometry.
Copyright (c) 2025 Mauricio Ramos Lutz, Gabriel de Oliveira Soares, José Carlos Pinto Leivas, Ari Blaz Falcão Ardais http://creativecommons.org/licenses/by/4.0
Faculty perspectives on preparation for the nurse educator role in undergraduate nursing
Introduction: This study examines an undergraduate nursing program at a public higher education institution of the state of Amazonas, Brazil, focusing on how pedagogical preparation for teaching is addressed in nurse training and how faculty understand this aspect of their role. Objective: To investigate how pedagogical preparation for teaching is incorporated into nurse training from the perspective of faculty in an undergraduate nursing program. Methods: We conducted a qualitative exploratory-descriptive study with nine nurse educators at a public higher education institution in the state of Amazonas. Data were collected through semi-structured interviews exploring how pedagogical preparation for teaching is incorporated into nurses’ educational practice. Qualitative data were analyzed using thematic content analysis. Results: Professional development for teaching is a continuous process, yet pedagogical gaps hinder nurses’ transition into academic roles. Undergraduate teaching assistantships in the nursing program were described as an early pathway to an academic career. The findings underscore the need for pedagogical training and specific qualifications focused on teaching practice for nurse educators. Conclusion: Experiences during undergraduate training, such as participation in assistantships, have emerged as an important factor in choosing an academic career. However, because nursing has historically been centered on clinical care, undergraduate nursing education does not adequately prepare professionals for teaching careers, leaving pedagogical gaps in undergraduate nursing programs.
Copyright (c) 2025 Lorena Gleice Azevedo da Silva, Karina Xavier de Lima, Jéssica Karoline Alves Portugal, Hyana Kamila Ferreira de Oliveira, Nair Chase da Silva http://creativecommons.org/licenses/by/4.0
Teaching technical drawing to a student with visual impairment
This study presents the development and application of a tactile didactic-pedagogical tool aimed at teaching technical drawing to a student with visual impairment. The research was conducted within the context of a foundational Engineering course at a higher education institution, with the objective of providing learning and assessment experiences aligned with the principles of competency-based education. The methodology involved coordination between instructors and the psycho-pedagogical support team to mediate practical activities, supported by a tool developed based on studies in tactile perception, spatial visualization, and graphical representation. The results indicated that the tool enabled the student to autonomously develop the skills to read, interpret, and execute standardized graphical representations. The study highlights the potential of the proposed solution to enhance inclusive practices in technical education and to contribute to the broader discussion on inclusion and equity in higher education.
Copyright (c) 2025 Rafael Hauckewitz Todaro, Cristiane Maria Barra da Matta, Luana Thereza Nesi de Mello, Guilherme Wolf Lebrão http://creativecommons.org/licenses/by/4.0
Between technique and politics: artificial intelligence and higher education
Rafael Evangelista holds a PhD in Social Anthropology from the University of Campinas (Unicamp), where he works as a professor and researcher at the Laboratory for Advanced Studies in Journalism (Labjor). He is a co-founder of the Latin American Network of Studies on Surveillance, Technology, and Society (Lavits) and serves on the Brazilian Internet Steering Committee (CGI.br) as a representative of the scientific and technological community, actively contributing to debates on regulation, digital sovereignty, and information technologies. In this interview, Rafael Evangelista reflects on the impacts of artificial intelligence on higher education, discussing its effects on academic work, student training, and institutional autonomy. He criticizes the hasty and uncritical adoption of these technologies, highlighting the loss of human skills and the risk of deepening the commodification of education. Evangelista also advocates for public and community-based technological appropriation as a path toward a more conscious and sovereign relationship with artificial intelligence.
Seção especial: IA nos processos de ensino-aprendizagem
community-based technological appropriation
Copyright (c) 2025 Rafael de Almeida Evangelista, Leonardo Ribeiro da Cruz http://creativecommons.org/licenses/by/4.0
Clinical simulation as a teaching-learning methodology in the management of pressure injuries
Objective: To evaluate the influence of clinical simulation as an educational strategy on the knowledge of undergraduate Nursing students regarding the assessment, prevention, and management of pressure injuries. Methodology: A quasi-experimental study was conducted in May 2023 with undergraduate Nursing students. A simple random sample of 20 students was selected. The study was carried out in three stages: 1) pre-test; 2) implementation of the intervention (clinical simulation); and (3) post-test. For both the pre- and post-tests, a validated instrument was used: the Pressure Ulcer Knowledge Test by Caliri and Pieper. Descriptive analysis and repeated measures Student's t-test were performed. A significance level of 5% (p<0.05) was adopted. Results: Most participants were female (90%) and aged between 20 and 26 years. After the educational intervention, knowledge levels about pressure injuries significantly increased (p<0.001), with notable improvements in identifying preventive strategies, such as the use of protective creams (from 45% to 85%) and proper repositioning in bed (from 10% to 55%). Conclusion: The study assessed the influence of clinical simulation on the enhancement of Nursing students’ knowledge regarding the assessment, classification, prevention, and treatment of pressure injuries. The findings indicated that the strategy employed effectively promoted the development of essential competencies for nursing practice, contributing to the training of future professionals.
Copyright (c) 2025 Jéssica Caroline Louzada Vieira, Lídia Miranda Brinati, Talita da Conceição de Oliveira Fonseca, Patrícia de Oliveira Salgado http://creativecommons.org/licenses/by/4.0
A Revista Docência do Ensino Superior sob três perspectivas
O formato sui generis deste editorial pode surpreender nosso leitor a princípio. Entretanto, trazemos, nos três tópicos que seguem, um pouco da pluralidade de perspectivas que a Revista Docência do Ensino Superior acolhe. O trio de editoras-chefes, constituído por uma técnica administrativa em educação, uma doutoranda e uma docente, traz, cada qual à sua maneira, uma contribuição e visão crítica a este editorial, e expressa as problemáticas e alguns dos acontecimentos mais relevantes em sua trajetória na Revista e na UFMG. O primeiro tópico, de caráter mais ensaístico, tem como autora Isabela Cristina Passos e Possas. Em seu texto, a autora delata dificuldades nas condições vividas pelos servidores em seu atual setor de trabalho na Universidade. Isabela também defende a democratização do ensino e a autonomia universitária na forma da consideração do voto dos servidores técnicos administrativos e dos discentes nos processos de eleições para escolha dos reitores (voto paritário). O segundo tópico, cuja autora é a doutoranda Lara de Lima Campos, traz um relato de experiência mais descritivo a respeito da inserção e aprendizagem dos processos editoriais até a apropriação dos saberes que a tornou, enfim, uma editora completa. O terceiro tópico consiste na fala da docente Patrícia Nascimento Silva, e aborda a evolução do periódico em 2024, assim como as dificuldades que rondam o (incerto) processo de avaliação dos periódicos que está por vir. Convictas de que nos empenhamos em fazer um bom trabalho, esperamos que desfrutem da leitura deste editorial, assim como do volume 14 da Revista Docência do Ensino Superior.
Copyright (c) 2024 Isabela Cristina Passos e Possas, Patrícia Nascimento Silva, Lara de Lima Campos http://creativecommons.org/licenses/by/4.0
This study investigated the perceptions of 85 professors and one university staff member working at a mid-sized public university regarding the development of teaching and pedagogical skills. Methodologically, the research followed a qualitative-quantitative design (Souza; Kerbauy, 2017) with an exploratory approach. Data were collected through an online questionnaire answered by faculty and staff, and 10 individual interviews (one of them being carried out with one administrative staff member, who was responsible at the time for organizing the training initiatives). Data interpretation was guided by thematic analysis (Braun; Clarke, 2012), supported by the ATLAS.ti® software, and structured around three analytical categories. The research revealed that most participants had undergone some form of pedagogical training during their careers. However, the availability of such opportunities was perceived as insufficient. Conversely, the pandemic period significantly boosted training offerings, peaking in 2020. Regarding the institution under study, no clear policy aimed at the pedagogical development of faculty could be identified. This study aims to contribute to ongoing reflections on continuing education as a central axis for improving higher education.
Copyright (c) 2025 Dener Luiz da Silva, Gabriela Caroline da Silva Vieira http://creativecommons.org/licenses/by/4.0
Strategies for teaching philosophy in medical undergraduate education
Contemporary medical thought is guided by scientific rigor, which, although fundamental, does not encompass many of the subtleties, doubts, and ambiguities of clinical practice. Philosophical education in medical undergraduate programs, still underexplored in specialized literature, can contribute in this regard. This study aims to develop a pedagogical proposal for teaching philosophy in medical undergraduate programs, focusing on its main fields: ontology, epistemology, and ethics. A six-step curriculum design methodology was employed, with emphasis on the first four steps: assessment of general needs, assessment of specific needs, establishment of goals and objectives, and proposal of educational strategies. The proposal was grounded in primary sources (interviews with professors) and secondary sources (literature review). The interviews were subjected to thematic content analysis. The general needs of the curriculum include multidisciplinary, student-centered, problem-based teaching, occurring in both classroom and practical settings, and permeating the entire curriculum. Specific needs consist of promoting critical education free from epistemic bias, using engaging teaching strategies, faculty training, and recognizing learning opportunities in practical scenarios. The curriculum's goals and objectives are measurable and were based on the findings from previous stages. The described educational strategies include a curricular course, a model for didactic sessions in practical settings, and a proposal for longitudinal training.
Copyright (c) 2025 Marcos Vinícius Domingues Borba, Carlos Euclides Marques, Alexandre de Araújo Pereira http://creativecommons.org/licenses/by/4.0
University, History teaching and military dictatorship from the perspective of Rodrigo Patto Sá Motta
In this interview carried out with the professor at Federal University of Minas Gerais (UFMG), Rodrigo Patto Sá Motta, the goal was to reflect on the history of repression of universities in the context of the dictatorship, the teaching of History during and about the dictatorship and the incidence of the military regime on Brazilian political culture. Held on August 6, 2024, at the Faculty of Philosophy and Human Sciences (FAFICH) at UFMG, the interview followed a semi-structured questionnaire. On the occasion, the professor reported the research process for the production of his book about universities and the military regime, a work published ten years ago and which has inspired academic research in Brazil and Latin America. In it, he presents the concepts of resistance and accommodation as opposing poles in the analysis of the relationship between the university and the military dictatorship. Rodrigo Patto Sá Motta also reflected on the social disqualification of academic knowledge about the military dictatorship, on his experience in research and teaching higher education in the context of Jair Bolsonaro's government and on the election, in Argentina, of an extreme candidate right-wing denialist of the military dictatorship. The professor also indicated ways for the practices of basic education teachers to approach the military dictatorship in the classroom. It is concluded that the accommodation games were not a successful strategy of resistance to the dictatorship and that the defense of democratic values, at present, is an unavoidable task for the entire university community.
Interviews special section: Democracy and university education: 60 years after the 1964 coup
Copyright (c) 2024 Rodrigo Patto Sá Motta, Luisa Teixeira Andrade, Alessandra Soares Santos http://creativecommons.org/licenses/by/4.0
The aim of this article is to discuss the role of young people as social actors in the production of media content related to their cultures and daily lives, based on the experience of the Laboratory of Youth Media Cultures (LabJuX) at Pontifical Catholic University of Rio de Janeiro. This is a result of research focused on the study of youth and their cultures, especially with regard to media, and observations in the field based on the production of content from 2022 to the present date. Paulo Freire, Rossana Reguillo, José Machado Pais and Jesús Martín-Barbero, among others, support the text theoretically. The methodology includes three approaches: the first is the autoethnographic approach of the authors, who are also coordinators of LabJuX; the second is analytical, when the processes of elaboration and negotiation of student productions are taken into account; and the third is ethnographic, with the observation of spaces of interaction, creation and media visibility that stimulate student productions in the context of the project, as well as the collaboration of activists outside the university environment. Five undergraduate students and three social projects linked to skateboarding culture were observed: CDD Skate Arte, Instituto Ademafia and Coletivo Skate Petrópolis. It is concluded that the teaching and research environment conforms young people's views to normative parameters, but it is in the combination of university extension with the media visibility that their daily lives impose themselves as an immanent code practiced in plurality.
Copyright (c) 2025 Cláudia da Silva Pereira, Marcella Silva Azevedo, Amanda Almeida Antunes http://creativecommons.org/licenses/by/4.0
The influence of military dictatorships on university education
This article presents an interview with Elisa Lucarelli, doctor and professor, currently retired, from the Department of Educational Sciences of the Faculty of Philosophy and Letters of the University of Buenos Aires. Its objective is to understand the impacts of the military dictatorship on teaching practice in Argentine higher education and its consequences to the present day. Contemporary educational research faces the challenge of presentism, a view that values ​​only the present as a moment of study. Contrasting this view, the historical perspective is important to understand the development of higher education over time. Examining the history of universities includes analyzing their organization, academic culture, financing and admission policies, as well as the changes and continuities in the groups that make up these institutions. Remembering 60 years since the coup d'état in Brazil, it is important to understand other dictatorial contexts and their influence on pedagogical practice in higher education in other South American countries. The interview was conducted, based on a semi-structured script, on July 22, 2024, in an online format via Google Meet. It was possible to obtain a detailed account of Argentine history and the influence of dictatorial regimes on the interviewee's academic career. Elisa emphasizes that educational policies must emerge from the educators themselves, overcoming a technical approach in favor of a critical perspective that considers the practices and experiences of teachers. Teacher training must respect the particularities of each discipline. Pedagogical consultancy is seen as essential, with a comprehensive academic function, integrating professionals from different specialties. For the interviewee, it is important to analyze each institution individually, avoiding the simple replication of models from other contexts, focusing on the general characteristics of the educational scenario.
Copyright (c) 2024 Elisa Angela Lucarelli, Juliana Santos da Conceição, Felipe Andres Zurita Garrido http://creativecommons.org/licenses/by/4.0
Clinical knowledge of dentistry professors on Dentin hypersensitivity and non-carious cervical lesions
Non-carious cervical lesions are characterized by the loss of mineralized tissue in the dental structure and consequent exposure of dentinal tubules, promoting dentin hypersensitivity, characterized as acute and short-lasting pain. The concepts and understanding of these conditions have undergone changes, so it is essential that teachers are up-to-date in order to train professionals capable of meeting the needs of the population. Thus, the present study aims to analyze the knowledge and practices of teachers of a Dentistry course regarding the etiology, diagnosis, management and prevention of dentin hypersensitivity and non-carious cervical lesions. A cross-sectional and analytical observational study was developed through an online questionnaire composed of 17 closed and open-ended questions. The study included the participation of 22 teachers from different specialties, most of whom work in general clinical activities. Regarding clinical conduct, most of them indicate that these conditions are caused by stress factors (bruxism and malocclusion), friction (traumatic brushing and abrasive toothpaste) and biocorrosion (acidic diet and gastric diseases), which are associated with the population's lifestyle. However, some old concepts, such as the isolated action of the hard-bristled toothbrush, still remain ingrained for some participants. However, it can be concluded that, in general, dentistry professors have adequate knowledge about the etiological factors of non-carious cervical lesions and dentin hypersensitivity, as well as demonstrate skills for the management, treatment and prevention of these alterations.
Copyright (c) 2025 Giulia Freitas, Carla Cioato Piardi, Roberto Zimmer http://creativecommons.org/licenses/by/4.0
The problematization in the teaching and learning process values the construction of scientific knowledge through investigation, reflection, and the active participation of students in relevant everyday situations mediated by the teacher. This study aimed to develop a problem that would reveal students' understandings regarding acid-base theories in a General Chemistry course in higher education. Through questionnaires, the implementation of a case study, and observation, guided by the David Ausubel's Theory of Meaningful Learning, the results indicated that most students advanced in their descriptions acid-base theories but exhibited weak knowledge regarding electronic movements between acid-base species. Therefore, there is a need for teachers to pay attention to teaching chemical symbols and the representations illustrated and interpreted by the students, in order to motivate the reorganization of ideas and promote new meanings of chemical knowledge.
Copyright (c) 2025 Larissa de Lima Faustino; Elisa Aguayo da Rosa; Franciely Ignachewski http://creativecommons.org/licenses/by/4.0
This work is a literature review (Acadêmica; Pádua, 2022) and aims to analyze the role of resistance of the university student movement during the Military Dictatorship period in Brazil. The methodology employed involved searching and analyzing works in major national indexing databases, such as Periódicos CAPES, Scielo, and the CAPES Theses and Dissertations Database, from march to may 2024, using keywords such as resistance, Student Movement, Military Dictatorship, and University Reform. The concept of resistance and its nuances was used as an analytical framework, addressing the various social actors present during this historical moment. The literature review showed that brazilian students were a fundamental social actor in the process of struggle and affirmation against the Military Regime, playing a crucial role in organizing protests and disseminating democratic ideals. Through this movement, students developed intellectually, morally, and politically, transcending university walls. The impact of their actions as a social force reverberated throughout brazilian society, contributing to political awareness and strengthening social movements that challenged and shook the foundations of authoritarianism. The analysis demonstrated that student resistance was essential to Brazil's redemocratization, highlighting the importance of engagement in the struggle for rights and social justice.
special section: Democracy and university education: 60 years after the 1964 coup
Copyright (c) 2024 Arielly Nogueira Angotti Mateus , Herbert Glauco de Souza http://creativecommons.org/licenses/by/4.0
This paper analyzes repression and resistance to the 1964 coup in Brazilian universities. To understand this first repressive cycle, called "Operation Cleaning", the case of the University of Recife, currently the Federal University of Pernambuco, was examined, focusing on the investigation of Paulo Freire and his collaborators of the Paulo Freire method of literacy, developed at the Service of Cultural Extension in partnership with the Popular Culture Movement (1960-1964). The methodology of this work dialogues with the contributions of the history of education from a sociocultural and political perspective, using mainly techniques from historical biography, in an approach that we call rhizohistory. The documentary corpus covers hemerographic and institutional sources and reports from national and regional truth commissions. The results reveal that professor Paulo Freire and his collaborators were the main targets of human rights violations in the educational and university environment in the state of Pernambuco in 1964, also highlighting the dynamics of resistance articulated by university professors in the procedural plots of the nascent military dictatorship.
Copyright (c) 2025 Dimas Brasileiro Veras http://creativecommons.org/licenses/by/4.0
The business-military dictatorship and the University Reform of 1968
This essay addresses the context that led to the emergence of the University Reform promoted by Law No 5.540/68, implemented through repression, coaptation, and market-oriented training. The text is based on documentary sources, academic articles, and books addressing the topic, thus being of a bibliographic and documentary nature. We start from the premise that the reform implemented by the corporate-military dictatorship was conceived based on business interests aligned with U.S. capital and materialized through financial cooperation agreements and technical assistance to Brazilian education, such as those established within the MEC-USAID framework. The main objective is to reflect on the connections between the dictatorship, business interests, and the 1968 University Reform, analyzing the articulations within universities that strategically co-opted the participation of rectors, directors, and other civilians, who contributed to the logic of the corporate market. In this regard, we argue that the educational project of the military governments was legitimized in the name of technical efficiency, economic development, and the modernization of capitalist relations. Therefore, it was not an isolated phenomenon but a project inherent to the dependent and associated development of our economy. Thus, the defense of equal opportunities and the expansion of enrollment were merely instruments that reinforced the hegemony of capital over the working class. Finally, the Higher Education Reform was characterized by a technocratic discourse that aligned universities with capital, both oriented toward market-driven training.
Copyright (c) 2025 Marco Antônio de Oliveira Gomes, Italo Ariel Zanelato, Alessandro Santos da Rocha, Maria Cristina Gomes Machado http://creativecommons.org/licenses/by/4.0
The dean’s elections in Federal University of Pernambuco:
This work analysed the elections for rector at the Federal University of Pernambuco in 1983, with reflections on the impacts of the civil-military dictatorship of 1964 on democratic freedoms. The research was carried out from the collection, selection and analysis of a wide and varied documentary set from the National Archive and the Digital Library's Digital Library. As a result of the search, it was found that elections of dean were laid down in 1983 by the greater articulation and organization of the academic community and the increase in struggles for the democratization at that university. The selection model for the dean position remained indirect, but it is possible now to consult university students during the election. The fact that the election for this role and consultation with the academic community in the vote was lucky did not guarantee that the vacancy would be occupied by the candidate with the most votes, considering that the definition was made by the President of the Republic, through a list that the university sent to the Ministry of Education and Culture, a situation common to other educational institutions in the period. Despite this context, the elections for rector in 1983 resulted in democratic advances, as in the face of the crisis of the dictatorial government, discussions on democracy within and outside the university walls expanded, mobilizing the academic community and other social segments with debates and other forms of everyday resistance.
Copyright (c) 2024 Thiago Nunes Soares http://creativecommons.org/licenses/by/4.0
Challenges of university teaching with digital technologies in Brazil and Colombia during covid-19
The pandemic generated by covid-19 not only paralyzed practically the entire world for several months, but also affected all social spheres of human beings, among which formal education stood out. This paper aims to describe some challenges faced by professors of public universities in Brazil and Colombia at the beginning of the pandemic resulting from covid-19. Framed in narrative research, the central focus was to analyze the impasses presented in relation to the use of digital technologies in the first months of the crisis. To this end, two instruments were applied: a survey (N=28) and a written narrative (N=12). The analysis of the data not only revealed difficulties in terms of technological and pedagogical competence with digital technologies (DT) faced by teachers in the Emergency Remote Teaching, mediated exclusively by DT; but also, various inconveniences related to personal factors, reorganization of routine, working conditions, among other aspects. However, the narratives also show that the contingency had positive aspects for teachers in terms of appropriation and use of technology, opportunities for (self)learning and professional development, which allowed them to “(re)discover” the potential of DT during remote teaching and potentially in the return to face-to-face teaching. It is concluded that any abrupt change brings with it challenges and opportunities and that the pedagogical use of DT by on-site university professors deserves to be further investigated and contrasted with what was evidenced during the past crisis.
Copyright (c) 2025 Marciana Córdoba, Renata Rinaldi Portela, Alder Luis Pérez Córdoba http://creativecommons.org/licenses/by/4.0
Dictatorships in the Southern Cone and the restriction on university admission
Starting in the middle of the 20th century, a wave of dictatorial governments developed in the countries of the Southern Cone that explicitly set out to stop the advance of communism in the region. Seen in a regional key, the experiences of Argentina, Chile and Uruguay have as their starting point the military coup conducted in Brazil in 1964, against the democratic Government of Joao Goulart. Now, these dictatorial governments were different from previous dictatorships in the region and paid special attention to the limitation of university life: youth had to be repressed and controlled so that communism did not advance. This text, constructed from a survey of secondary – documentary – sources, describes and analyzes the policies of restriction on university admission that were developed during the dictatorships of the second half of the 20th century, considering the cases of Argentina (1976-1985), Chile (1973-1990) and Uruguay (1973-1985). The bibliographical search allows us to account for the typical modus operandi of the dictatorships of the time that aimed to restrict the democratization processes of university education and install the politics of terror in the university environment. Thus, the dictatorships of that time dealt the coup to the university. The universities were subject to strong state intervention, with measures that limited access to higher education through the reduction of available spots, the establishment of stricter academic requirements, and the exclusion of social groups considered dangerous or subversive by the military governments.
Copyright (c) 2024 Pablo Daniel García http://creativecommons.org/licenses/by/4.0
The Human values theory in initial education
Human values, as delineated by Schwartz's circumplex model, serve as guiding principles as guiding principles for judgments and decisions in academic and professional contexts. In this sense, this study analyzed empirical articles on human values in initial training across various undergraduate programs, considering both national and international contexts. It also seeks to understand how the theory of values ​​is approached in the investigations carried out at this stage of training and to explore the interrelationships with other relevant variables. This systematic review followed the PRISMA protocol, based on search strategies in relevant databases, resulting in the identification of 14 studies. The analysis revealed variability in approaches to value education, emphasizing its significance in fostering ethical behavior and enhancing pedagogical interventions. However, it is worth noting the lack of studies related to the Brazilian reality, indicating gaps that need to be explored in future research. The study underscores the need for a more effective integration of human values into higher education curricula, offering new directions for pedagogical practices and analysis, as well as directions for future research.
Copyright (c) 2025 Rodolfo Silva da Rosa, Leonardo Ristow, Ana Flávia Backes, Jéssica Dias Cardoso, Vinicius Zeilmann Brasil, Valmor Ramos http://creativecommons.org/licenses/by/4.0
Traditionally, the themes addressed by the history of architecture do not account for the building diversity that constitutes the built city. Recent efforts have been made to focus on non-monumental buildings, from more recent periods, not designed for elites, buildings that compose a significant part of the urban landscape of many Brazilian cities. The study of this production is essential to understand Brazilian architecture in its complexity. In addition to leading to historiographical reflections, this expansion of perspectives is also referred to the need of expending the contents that permeate architecture and urbanism education. This article presents a didactic experience of surveying self-built buildings, which seeks to broaden the view on real city architectures, developed from May to August 2022 in the discipline Theory and Critique of Contemporary Architecture in Latin America of the Architecture and Urbanism course at the Federal University of Uberlândia.
Copyright (c) 2025 Denise Fernandes Geribello http://creativecommons.org/licenses/by/4.0
Phenomena-Based Learning in Medicine teaching
In Phenomenon-Based Learning, the starting point for learning considers the holistic context in which real-world phenomena occur. This study aims to report the experience of using this methodology applied in a project with blind individuals, conducted by medical students from Blumenau Regional University within the Community Interaction course (from the first to the fourth phase). Four health education activities were developed: the creation of pamphlets, theatrical performances, discussion circles, and awareness activities such as walking blindfolded to reproduce the experience. The project also resulted in the establishment of institutional partnerships. The thematic analysis of the insights gained from these experiences generated five categories: spatial perception; social responsibility; institutional partnerships; feelings and values; and scientific production. It is concluded that Phenomenon-Based Learning, by promoting a holistic and contextualized approach to learning, encourages students to engage more deeply with the phenomenon under study. It also proves to be an effective tool for attitude change and the strengthening of social skills. The application of this methodology proved to be both challenging and complex, requiring continuous engagement and teacher training.
Copyright (c) 2025 Daniela Maysa de Souza, Izabelly Carvalho Silvestrini, João Gustavo Pessotto Guimarães, Julia da Rocha Favero, Keila Zaniboni Siqueira Batista, Luciana Correa Flor http://creativecommons.org/licenses/by/4.0
Integrating Python and Microsoft Excel in teaching parametric optimization in Process Engineering
This study presents a teaching methodology for parametric optimization in a Chemical Engineering class at the Federal University of Rio Grande do Norte (Brazil), using Microsoft Excel and Python. The methodology was organized into three progressive phases. In the first, a questionnaire was applied to assess the students' prior knowledge. In the second, more realistic optimization problems were discussed in class, highlighting the limitations of traditional analytical approaches and presenting the basic functionalities of the tools adopted. In the final phase, students were challenged to solve a complex optimization problem involving a network of heat exchangers, using the two tools mentioned. Although 57.14% of the students opted for non-computerized analytical methods in the questionnaire proposed in the initial phase, the problem in the final phase was successfully solved, resulting in a score of 8.0 in the numerical assessment. This reflects the success of the intervention carried out during phase 2, guided by the results obtained in phase 1 of the research. Python and Excel have proven to be effective tools for teaching parametric optimization, even in small and heterogeneous classes.
Copyright (c) 2025 Francinelson Pontes do Carmo, Vanja Maria de França Bezerra http://creativecommons.org/licenses/by/4.0
This article reports a teaching experience in the initial pedagogues training of indigenous Laklãnõ/Xokleng at a Higher Education Federal Institution into the state of Santa Catarina, between 2018 and 2023. The goal is to problematize the social relationships made in the time and space of university’s erudite culture, mostly eurocentric, related to people education’s whose main objective is qualification to work in their communities, schools and indigenous heritage centers and at the same time as their resistance to occupying them. To this end, the concepts of democracy, civil disobedience and indigenous resistance are discussed as guides for pedagogical practices, in addition to the theory historical-critical pedagogy from Dermeval Saviani. The results from the reported practices indicate that the social reality and the training objectives of indigenous students’ diagnostic knowledge were fundamental for the educational practices construction anchored to the intention of strengthening formative spaces in the indigenous communities, in addition to the indigenous student body at the educational institution. It is concluded that the permanence of economic minorities is still an inconsistency in the Brazilian university and its effectiveness requires collective and institutional intercultural work, in order to strengthen national democracy and the social rights it proclaims.
Copyright (c) 2025 Bruna Donato Reche, Thomas Luan Plandjug Nambla http://creativecommons.org/licenses/by/4.0
Covid-19 pandemic demanded rapid change in education in health, without enough time to this implementation. The research’s main objective is to understand perceptions of medicine pediatric residents related to the traineeship in childcare mediated by remote and synchronous supervision. Educational practice was developed from 2020 September to 2021 February, with participation of one preceptor and ten residents from the first stage, in an ambulatory from a university hospital as a scenery to this practice. Related to the methodological way, this study used a qualitative, phenomenological and interpretative approach. The research data is based on semi-structured interviews, recorded in video conferencing sessions. The data had its transcription and a thematic reflexive analyze. Results point the clinical competences had reached their objectives, as anamneses, case discussions and autonomy of residents during medical assistance. However, excellence to the physical examination did not attend participants’ expectations. This study highlighted the lack of appropriate technological resources and the necessity of digital literacy to student body and teaching staff. Telemedicine allows the continuity of the assistance and the promotion of health in a pandemic time, besides contributing to the professional development. It needs, however, the creation of institutional guidelines to qualify this service, based on technical and regulating devices to ensure secure and effective practices to students, preceptors and users.
Paula Fernanda Brandão Batista dos Santos
Copyright (c) 2024 Devani Ferreira Pires, Paula Fernanda Brandão Batista dos Santos, Marcelo Viana da Costa http://creativecommons.org/licenses/by/4.0
This article analyzes the adaptations in the curriculum and assessment of the course Curriculum Theories offered to an undergraduate class in Pedagogy and a graduate class in Education at the Federal University of Minas Gerais during the first year of the coronavirus pandemic and its whirlwinds. The critical-reflexive analysis is based on a qualitative, exploratory, and descriptive study of the development of the course plan adapted for emergency remote teaching. The article revisits the institutional processes involved in authorizing the continuation of educational activities remotely, redefining pedagogical planning, describing and analyzing the methodological choices for course development and assessment. It is argued that amid the undeniable turbulent whirlwinds caused by the pandemic, it was possible to collectively develop a teacher education course whose curriculum and assessment needed to be rethought and adapted at the University. Thus, the collective commitment to life and public education led to the development of pedagogical strategies that mitigated the weaknesses of remote teaching. There were numerous gaps towards equity; however, the combination of efforts enabled the structuring of an assertively adapted course, fostering hope in teacher education.
Copyright (c) 2024 Shirlei Rezende Sales, Bruna de Oliveira Gonçalves http://creativecommons.org/licenses/by/4.0
The structured objective clinical examination in health courses in Brazil from 2013 to 2023
Introduction: the objective structured clinical examination (OSCE), is characterized as an instrument for assessing reasoning competencies, analyzing professional conduct in an objective and structured manner through pre-defined patterns. Objective: was to carry out a systematic review, which brings together the areas of application, from the OSCE in Brazil, and the applications of its use period from 2013 to 2023. Methodology: through a pattern of descriptors: (OSCE OR “ESTRUTURATED EXAM”) AND (BRASIL OR BRAZIL OR BR) AND (APLICATION OR APLICAÇÃO OR USE OR USO), researched forums, complete articles, published in Portuguese and English. Results: the initial research consisted of a total of 71 articles, and then triage processes based on exclusion criteria, including eight complete articles, from which a group of information was extracted, for the purpose of carrying out a comparison between the different authors. The study demonstrates an openness for courses such as Physiotherapy, Pharmacy and Nursing, but also with prevalence in the Medical course. Conclusions: the authors characterize OSCE in two ways, as being an endorsement supplementary to other tools, or as a golden pad of practical endorsement.
Copyright (c) 2025 Paula Páglia Braga Araújo, Giliel Rodrigues Leandro, Rafael Dioni Leandro Costa, Erotides Martins Filho, Elzenir Pereira de Oliveira Almeida http://creativecommons.org/licenses/by/4.0
The institutionalization of the Undergraduate Dissertation in 20 years of the UFMS Music course
The main objective of this study was to investigate the institutionalization of an Undergraduate Dissertation in the Music Education Program at the Federal University of Mato Grosso do Sul (UFMS) over its 20 years of existence. For this purpose, documental research was employed, utilizing university publications and Undergraduate Dissertations produced during the studied period. The findings revealed a gradual structuring of this component within the Pedagogical Project of the Course, indicating the significance attributed to this stage of education. There was an observed increase in the number of hours, the incorporation of auxiliary components, and a heightened integration with the research field. The study highlights the need to maintain Undergraduate Dissertation in future revisions of the Pedagogical Project of the Course, aiming to integrate undergraduate subjects, encourage research practice, and emphasize study objects of interest to students, according to their profile. It is hoped that the results will contribute to reflection on imminent new adaptations in the Pedagogical Project of the Course and encourage further studies on the topic.
Copyright (c) 2024 Mauro Juarez Fernandes, Jorge Augusto Mendes Geraldo http://creativecommons.org/licenses/by/4.0
Flipped classroom adapted to face-to-face and remote teaching
This article analyzed the impacts of applying the flipped classroom methodology on students' performance in activities and tests during undergraduate chemistry teaching at a higher education institution in Natal, Rio Grande do Norte. The active methodology was applied to classes in periods that occurred before, during, and after remote classes, which happened as a result of the covid-19 pandemic. The objective was to evaluate students' performance in the teaching-learning process by comparing the results of applying the flipped classroom modality with traditional classes. This is a case study with a descriptive and explanatory approach, with a quantitative analysis of collected data. It was possible to verify that the performance of students in flipped classroom teaching was higher than the performance of classes with traditional methodologies. The study also proved that face-to-face meetings with teachers and colleagues promote better results than remote meetings. The application of the flipped classroom methodology, in face-to-face and remote scenarios, opens up possibilities for adapted methodologies in hybrid teaching and distance learning, also favoring classes with deficiencies in learning more complex content, such as chemistry.
Copyright (c) 2024 Everlane Ferreira Moura, Wannise de Santana Lima http://creativecommons.org/licenses/by/4.0