DOWN SYNDROME IN THE EDUCATIONAL CONTEXT: CLINICAL, SOCIAL AND PEDAGOGICAL ASPECTS
This study examines Down syndrome from a biopsychosocial perspective, addressing its genetic origins, developmental characteristics, and implications for social, family, and educational contexts. Although children with Down syndrome may present cognitive, motor, and language specificities, they demonstrate significant learning potential when provided with early intervention, appropriate educational opportunities, and specialized support. The research highlights the importance of early diagnosis, interdisciplinary collaboration, and the family’s affective and mediating role in developmental processes. Within the school environment, the study reinforces the need for inclusive pedagogical practices, individualized planning, and playful teaching strategies that promote participation, autonomy, and meaningful learning. Grounded in principles of human rights and educational equity, the study advocates for reducing social and institutional barriers, valuing diversity, and ensuring full access to inclusive education. Thus, it contributes to reflections on practices that support the holistic development and social inclusion of children with Down syndrome.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nc-nd/4.0
AUGMENTATIVE AND ALTERNATIVE COMMUNICATION, ACCESSIBILITY, AND LEARNING: PERSPECTIVES FOR THE 21ST-CENTURY SCHOOL
This study examines the central role of communication in the educational process and analyzes Augmentative and Alternative Communication, Assistive Technologies, and Universal Design for Learning as essential foundations for inclusive pedagogical practices in public schools. Conducted as a bibliographic investigation, the research reviews theoretical contributions and empirical evidence demonstrating that students’ effective participation depends on accessible communicational systems that support diverse forms of expression, organization, and interaction. The findings show that AAC plays a structural role in learning by enhancing autonomy, promoting engagement, and revealing competencies often overlooked in environments centered exclusively on oral and written language. The analysis also highlights persistent challenges to implementing inclusive communicational practices, particularly regarding teacher training, public policies, and cultural barriers that continue to restrict the recognition of linguistic and neurological diversity. The study concludes that ensuring communicational accessibility is an ethical and pedagogical requirement for truly democratic education, demanding systematic, intersectoral, and continuous action.
CONSTITUTIONAL LAW AS A TOOL AGAINST DISINFORMATION, DISHONESTY, AND INHUMANITY IN THE CONTEXT OF BASIC EDUCATION
This study aims to analyze how Constitutional Law can serve as an effective tool to combat disinformation, intellectual dishonesty, and inhumanity within the context of basic education.The methodology involved a bibliographic review of constitutional principles applied to education and an analysis of public policies that promote the ethical and critical development of students. The results indicate that education grounded in constitutional rights not only ensures equality of opportunities but also fosters media competencies and critical literacy, which are essential for students to become conscious and engaged citizens. Furthermore, the research revealed that respect for human dignity and the promotion of empathy are fundamental to preventing inhumanity in school relationships. I conclude that the implementation of educational policies incorporating constitutional principles is crucial for creating an ethical, respectful, and inclusive learning environment where all students can thrive.
SOCIO-ENVIRONMENTAL IMPACTS CAUSED BY THE TELES PIRES HYDROELECTRIC POWER PLANT: SPATIAL AND TEMPORAL ANALYSIS FROM 2004 TO 2024
The Teles Pires Hydroelectric Power Plant, located in Paranaíta – MT, was built under the justification of expanding the Brazilian energy matrix, but its installation process generated profound socio-environmental transformations, especially for the Apiaká, Kaiabi and Munduruku indigenous peoples. This work aimed to analyze such impacts, using remote sensing and geoprocessing techniques to assess changes in land cover and land use between 2004 and 2024. The results quantified the formation of the reservoir, the flooding of extensive areas of forest, the intensification of vegetation fragmentation and the consequent deterritorialization of indigenous communities, with the loss of access to sacred sites and essential spaces for their sociocultural reproduction. The discussion showed that, although hydroelectric energy is classified as "clean", the decomposition of submerged biomass in tropical reservoirs generates significant greenhouse gas emissions. It is concluded, therefore, that the implementation of the Teles Pires HPP exemplifies a development model that concentrates energy benefits in distant centers while imposing disproportionate social and environmental costs on local communities, configuring a framework of ethnocide and environmental injustice. In view of this, the urgency of incorporating the rights of indigenous peoples and the real dimensions of socio-environmental impacts in the planning and licensing of large projects in the Amazon is emphasized.
EPISTEMOLOGIES OF THE JOURNEY: TEACHER TRAINING AND KNOWLEDGE PRODUCTION IN (AUTO)BIOGRAPHICAL NARRATIVES FROM SERTÃO CEARENSE
This article examines, through a qualitative and (auto)biographical perspective, the formative experience of a subject born in the hinterlands of Ceará, whose educational trajectory was shaped by structural absence, geographic displacement, youth labor and the constant negotiation of survival. Experience is adopted as the central epistemological axis, revealing how multigrade schooling, exhausting workdays, nighttime study and urban exile configure embodied pedagogies rooted in resistance, dignity and the pursuit of knowledge. The discussion engages Freire (2019), Santos (2022), Larrosa (2014), Josso (2010), Nóvoa (2017) and Passeggi (2021) to argue that teacher education does not emerge solely from academic institutions; it is forged in peripheral territories, class tensions and the lived contradictions that shape subjectivity. The analysis demonstrates that, once narrated, such experiences become a legitimate source of knowledge and a political gesture aligned with the epistemologies of the South. It concludes that acknowledging these trajectories expands the meaning of teacher education and reimagines public schooling as a project committed to justice, belonging and social emancipation.
THE POTENTIAL OF GAMIFICATION FOR MATHEMATICS LEARNING: A LITERATURE REVIEW
The aim of this study is to analyze the concept of gamification and its application in classrooms, particularly within the context of teaching and learning Mathematics. To conduct this analysis, a bibliographic research was carried out. Mathematics faces persistent challenges, and the search for engaging and captivating teaching methods for current generations remains an open question. Within the perspective of game-based Mathematics learning, gamification emerges as a phenomenon investigated as a viable approach in educational environments, seeking to foster student engagement and motivation. Recognized as a tool capable of involving students, gamification incorporates playful features and game elements that are part of their everyday lives. The term “gamification” is discussed in the articles analyzed and has been implemented in some Brazilian schools. Its purpose is to make classes more dynamic by exploring students’ potential through engagement in school activities. This study is qualitative in nature and was conducted through the analysis of journals and scientific articles, providing a basis for the discussion and development of this work. The results of the bibliographic analysis indicate that students’ active participation in gamified activities enables personalized learning, tailored to individual pace and timing. This was achieved through the use of different forms of experimentation in formal and informal spaces, as well as through the integration of educational technologies.
GLOBAL DEVELOPMENTAL DISORDER AND INCLUSIVE EDUCATION: THEORETICAL FOUNDATIONS, PUBLIC POLICIES, AND PEDAGOGICAL PRACTICES
This article discusses Global Developmental Disorder (GDD) from an educational perspective, emphasizing the challenges and possibilities schools face when including students diagnosed with this condition. GDD, which encompasses different neurodevelopmental conditions – such as Autism Spectrum Disorder (ASD), Asperger Syndrome, Childhood Disintegrative Disorder, and other atypical developmental patterns – is understood not only as a medical issue but also as a social and educational phenomenon that directly affects the organization of pedagogical practices. Drawing on the contributions of classical authors such as Vygotsky and Piaget, the study highlights the importance of social interactions and cognitive development for the learning process of students with GDD, recognizing both their singularities and their learning potential. In addition, the article engages with contemporary scholars of inclusive education, such as Mantoan, Januzzi, and Glat, who advocate for a plural, democratic, and accessible school, grounded in respect for diversity. The analysis stresses that inclusion should not be interpreted merely as the physical presence of the student in the classroom but rather as effective participation in teaching and learning processes. This requires methodological changes, curriculum adaptations, and continuous teacher education. From a legal standpoint, the study reflects on the main Brazilian regulations that guarantee the right to inclusion, such as the National Education Guidelines and Framework Law (LDB), the Brazilian Inclusion Law (LBI), and the National Policy on Special Education from the Perspective of Inclusive Education. These policies ensure that children with GDD are granted not only access to education but also permanence and success within the school environment. At the same time, they impose on educational institutions the challenge of creating equitable pedagogical practices. In this sense, the article argues that schools should play a central role in promoting meaningful interactions, mediating the cognitive, emotional, and social development of children with GDD. Pedagogical action must therefore be dialogical, collaborative, and grounded in inclusive strategies that respect different rhythms and learning styles. In conclusion, the article asserts that the educational inclusion of students with GDD demands not only individual adaptations but, above all, a structural transformation of the school itself, which must embrace diversity as a constitutive value of the educational process.
INQUIRY-BASED TEACHING SEQUENCE (IBS) FOR UNDERSTANDING DECARBONIZATION IN SCIENCE EDUCATION: DEVELOPING CRITICAL THINKING ON CLIMATE ISSUES
This work develops and proposes a structured program aimed at promoting decarbonization, understood as the process of systematically reducing Greenhouse Gas (GHG) emissions. Given the growing relevance of the climate crisis, debates are intensifying regarding consumption patterns, the adoption of cleaner energy sources, and the reduction of GHG emissions that directly affect climate balance. The proposal is based on the application of the Investigative Teaching Sequence (ITS) as a teaching methodology, aiming to promote a cultural and cognitive shift that favors training, engagement, and autonomy in the educational environment. The activities developed stimulate reflection, collective discussion, the construction of arguments, and the resolution of practical problems, in contrast to the traditional model of science education focused on memorization. In this way, the approach allows students not only to understand the concepts associated with decarbonization but also to experience the investigative process of constructing solutions, developing essential skills to act in the face of the challenges of the transition to a low-carbon economy.
THE USE OF GAMES IN THE PROCESS OF CONSTRUCTING AND APPROPRIATING MATHEMATICAL CONCEPTS FOR CHILDREN FROM A PIAGETIAN PERSPECTIVE
This study aims to investigate the importance of games in the construction of mathematical concepts in children, grounded in Piaget’s theoretical perspective. Conducting a bibliographic review supported by authors such as Piaget (1975, 1976), Kishimoto (1997), and Kamii (1990), the research highlights that childhood was not always valued and that historically the child was perceived as a miniature adult. The study emphasizes that children's experiences are permeated by games and playful activities, which encompass various categories and contribute to cognitive development. Based on Piaget’s assumptions, games play a fundamental role in supporting the construction and appropriation of mathematical concepts. The findings indicate that meaningful learning occurs during play, as games not only promote the child’s first steps toward mathematical understanding but also serve as indicators of the processes involved in children’s learning and development.
THE FINANCING POLICY OF BRAZILIAN EDUCATION: A HISTORICAL OVERVIEW
The objective of this study is to understand public policies for education funding and the application of financial resources originating from the federal government, as well as the management of municipal funds. It is guided by the following question: what resources are allocated to basic education in Brazil, and how are they applied? The theoretical foundation draws on authors such as Pinto (2006), Gadotti (1993), Libâneo (2003), Melchior (1997/2011), Monlevade (1997), Saviani (2008), and Severino (2008), whose contributions support discussions on educational management, public policy, and the democratization of schooling. This qualitative study was conducted through bibliographic and documentary research, analyzing legislation, official reports, and academic publications. The findings reveal that the availability of educational data presents inconsistencies, particularly regarding expenditure records, which highlights the need for increased social oversight, transparency in data disclosure, continuous monitoring, and critical evaluation of the resources allocated to education, ensuring their proper and effective use.
A stroke, also known as a cerebrovascular accident (CVA), is a medical emergency that occurs when blood flow to the brain is interrupted. This interruption can be caused by a blockage (ischemic stroke) or by a rupture of a blood vessel (hemorrhagic stroke). In both cases, brain cells are deprived of oxygen and essential nutrients, which can lead to permanent brain damage or even death. The symptoms of a stroke can vary depending on the area of ​​the brain affected and the extent of the damage. Some of the most common signs include sudden weakness or numbness on one side of the body, difficulty speaking or understanding speech, vision loss in one or both eyes, dizziness, loss of balance, and sudden, intense headache. It is crucial to recognize these signs and seek immediate medical attention, as time is essential to minimize brain damage. Stroke diagnosis usually involves neurological examinations, brain imaging tests such as computed tomography (CT) or magnetic resonance imaging (MRI), and other tests to determine the cause and extent of the stroke. Treatment varies depending on the type of stroke and may include medications to dissolve blood clots (in the case of ischemic stroke), surgery to repair ruptured blood vessels (in the case of hemorrhagic stroke), and rehabilitation therapies to help patients recover lost function. Stroke prevention is fundamental and involves adopting a healthy lifestyle, including controlling blood pressure, cholesterol, and diabetes, regular physical exercise, a balanced diet, and abstaining from smoking. In addition, it is important to be aware of risk factors such as a family history of stroke, advanced age, and certain medical conditions, and to follow medical advice to reduce the risk of stroke.
THE NEW NATIONAL POLICY ON SPECIAL EDUCATION AND THE DISCUSSION ON EXCLUSION: STUDY OF RECURRENT CHANGES IN REGULATIONS AND THEIR PRACTICAL CONSEQUENCES
This piece examines the recently implemented National Policy on Special Education, created through Decree No. 10.502/2020, which was subsequently suspended by Brazil’s Supreme Court. It emphasizes the conflicting dynamics of inclusion and exclusion within educational institutions. Through an exploration of historical and global frameworks, the article addresses how ongoing regulatory adjustments influence teaching methods, educator preparation, and the experiences of students with disabilities. While the decree aimed to promote fairness, its suggestions for specialized schools and classes signify a regression from the progress made in inclusive education within Brazil. The research concludes that the establishment of inclusive education relies on consistent public policies, investment in facilities and training for teachers, and a moral commitment to diversity and respect for human dignity.
Cristhie Anna Bárbara Macêdo da Fonseca Portela
INCLUSIVE ASSESSMENT AND CURRICULUM MODIFICATIONS: RECONSIDERING EVALUATION CRITERIA TO ENSURE EQUITY AND GENUINE MONITORING OF LEARNING
This piece examines the significance of inclusive evaluation and adjustments to the curriculum as essential approaches to guarantee fairness and authentic tracking of learning. Through a critical examination of conventional assessment methods, it emphasizes the necessity to reconsider standards that appreciate the learning journey, acknowledge individual student differences, and foster social equity. Aspects such as adaptable curricula, accessible teaching methods, implementation of assistive technologies, and varied assessment instruments are discussed. The article concludes by stating that inclusive evaluation and curricular changes not only expand participation chances but also uphold the entitlement to quality education for everyone, aiding in the development of a diverse and democratic educational environment.
ENVIRONMENTAL LAW AND EVTOL TECHNOLOGIES
This study addresses the relationship between the introduction of eVTOLs (Electric Vertical Take-off and Landing) aircraft in Brazilian urban transport and the challenges posed to Environmental Law. With the advancement of air mobility technologies, concerns arise regarding possible environmental impacts, such as noise pollution, energy consumption, occupation of urban space, and waste management, especially concerning the battery lifecycle. Through a literature review, the study analyzes the current Brazilian environmental legislation applicable to the urban air transport sector, identifying regulatory gaps and the need for normative updates to address the specificities of this new transport mode. Furthermore, international experiences and proposed guidelines for the development of environmental regulations suitable for eVTOLs are discussed. It concludes that the safe and sustainable integration of these vehicles into the Brazilian urban environment depends on the creation of public policies that reconcile technological innovation, environmental protection, and social well-being. This article used generative intelligence to improve textual cohesion.
This paper analyzes the phenomenon of the expansion of Criminal Law, addressing its limits and possibilities in the face of contemporary demands for security and social justice. Initially, the process of expanding punitive power is historically contextualized, highlighting the creation of new criminal offenses and the increase in penalties as a response to social, political, and technological transformations. Next, the theoretical models of minimal, expansive, and symbolic Criminal Law are presented, and the constitutional principles that impose restrictions on excessive criminalization, such as legality, proportionality, and minimum intervention, are discussed. The study also examines the causes that drive this expansion, including the perception of insecurity, media influence, technological transformations, and political strategies. Finally, the consequences and risks associated with the phenomenon are addressed, including mass incarceration, penal selectivity, the overburdening of the justice system, and the erosion of fundamental rights. It is concluded that the expansion of Criminal Law must be conducted with caution, respecting constitutional principles and integrating public policies that promote prevention and social inclusion, to guarantee the effectiveness of criminal protection without compromising the Democratic Rule of Law.
GUIDE FOR AN EXCURSION IN THE SERRA DA CAPIVARA: A METHODOLOGICAL PROPOSAL FOR ELEMENTARY EDUCATION
The field trip to Serra da Capivara National Park, located in São Raimundo Nonato (PI), enabled the development of a methodological proposal for educational activities aimed at elementary school students. During the trip, students were able to visit different archaeological sites, observe rock paintings, and understand aspects of the first human groups that inhabited the region. The excursion also included visits to the Museum of Nature and the Museum of the American Man, spaces that broadened discussions about evolution, climate, biodiversity, and human occupation in Brazilian territory. Based on this experience, a pedagogical guide was developed that seeks to integrate theory and practice, favoring the contextualization of school content and stimulating meaningful learning. The material guides teachers in preparing for the excursion, mediating activities, and making didactic use of the visited spaces. The formative potential of Serra da Capivara is highlighted due to its historical, cultural, and environmental richness, capable of promoting interdisciplinarity and student protagonism.
DIGITAL TECHNOLOGIES AS A TOOL FOR TEACHING AFRO-BRAZILIAN HISTORY AND CULTURE
This article analyzes the use of digital technologies as pedagogical tools for teaching Afro-Brazilian history and culture, as established by Law No. 10.639/03. The research arises from the need to promote educational practices that value cultural diversity, combat structural racism, and strengthen the recognition of Black identity in the school environment. The justification lies in the lack of innovative methodologies that favor student engagement and promote meaningful learning about Afro-Brazilian themes. The main objective was to investigate how digital technologies can enhance the teaching of Afro-Brazilian history and culture, contributing to the construction of an anti-racist and inclusive education. The methodology adopted was based on a literature review, with a qualitative approach and exploratory-descriptive character. Thirteen studies published between 2013 and 2025, selected from the Google Scholar and SciELO databases, in Portuguese and English, were analyzed. Thematic data analysis allowed for the grouping of content into categories such as pedagogical innovation, identity valorization, digital inclusion, and anti-racist practices in the educational context. The results show that the use of digital technologies favors the construction of critical, participatory, and culturally significant knowledge. Furthermore, these tools broaden access to historical narratives that value Black protagonism and strengthen the commitment of institutions to anti-discriminatory education. It is concluded that digital technologies have great potential to mediate learning about Afro-Brazilian history and culture, provided they are integrated with the principles of Law No. 10.639/03 and combined with teacher training and an ethical commitment to diversity.
AEROBIC OXIDATION OF ALCOHOLS CATALYZED BY GOLD AND PALLADIUM SUPPORTED ON CERIUM OXIDE (CeO₂): A SCOPING REVIEW
This scoping review, conducted in accordance with PRISMA-ScR guidelines, aimed to map the existing evidence on the use of Au, Pd, and Au–Pd bimetallic catalysts supported on CeO₂ for the aerobic oxidation of alcohols. The research question was formulated using the PCC framework (Population, Concept, and Context), and searches were carried out in Scopus, Web of Science, PubMed, ScienceDirect, and SpringerLink, covering the period from 2015 to 2025. In total, 18 studies were included. The findings indicate that the high catalytic performance of these systems arises from the interfacial and multifunctional nature of the metal–support interaction, which stabilizes active species (Auδ+, Pd²⁺) and leverages the Ce⁴⁺/Ce³⁺ redox cycle of CeO₂, promoting the formation of oxygen vacancies essential for O₂ activation. However, gaps remain regarding the influence of catalyst morphology and the limited exploration of aliphatic alcohols, given the predominance of benzyl alcohol as the model substrate. Overall, the results highlight the need for broader and more systematic investigations to advance the field.
THE MEETING PLACE: THE “I–YOU” IN GUILLERMO DEL TORO'S FRANKENSTEIN
This article examines Frankenstein (2024), directed by Guillermo del Toro, as a work that reinterprets Mary Shelley’s myth to explore contemporary tensions between technology, ethics, and humanity within a post-humanist horizon. The analysis identifies multiple layers, scientific, technological, symbolic, psychoanalytic, and aesthetic, that expose the fractures of modernity and the ambivalence between creation and destruction, autonomy and vulnerability, artifice and compassion. The film is also read as an expression of del Toro’s own search for meaning, shaped by personal loss, the experience of orphanhood, and his long-standing identification with the creature as a figure of displacement and existential solitude. The central focus of the study is the philosophical dimension of the encounter, framed by Martin Buber’s categories “I–It” and “I–Thou,” in dialogue with Emmanuel Lévinas’s ethics of the face and Gabriel Marcel’s notion of faithful presence. From this perspective, the article distinguishes two relational modes represented in the film: the near-encounter with Elizabeth, marked by objectification, and the authentic encounter with the old blind man, who receives the creature as a presence rather than an object. This moment constitutes the creature’s passage from the regime of “It” to that of “Thou,” functioning as an epiphany of alterity. Consequently, the film becomes an aesthetic and existential meditation on creation, ethical responsibility, and the emergence of the human in the relational space opened by the encounter.
STRATEGIC MANAGEMENT IN SCHOOLS: PLANNING, INNOVATION, AND EDUCATIONAL OUTCOMES
This chapter discusses strategic management in schools, highlighting planning, pedagogical innovation, and educational outcomes. The main objective is to analyze how strategic practices can contribute to improving teaching quality and academic performance. The methodology is qualitative, based on case studies in schools from different contexts, with data collected through semi-structured interviews with managers and documentary analysis of institutional plans and reports. The results indicate that implementing well-structured strategies, combined with technological innovation and the engagement of the teaching team, positively impacts learning indicators and the satisfaction of the school community. It is concluded that strategic management not only organizes internal processes but also enhances educational effectiveness, promoting more collaborative and adaptable environments to contemporary educational demands. It is recommended that schools invest in continuous training for managers and incorporate tools for monitoring results to support evidence-based decision-making.
GAMIFICATION AS A STRATEGY TO REDUCE ANXIETY AND INCREASE ACADEMIC ENGAGEMENT
This research aimed to analyze how gamification can contribute to reducing academic anxiety and increasing student engagement, considering the growing demand for pedagogical strategies that foster more motivating and emotionally supportive learning environments. The study began with the recognition that academic anxiety has intensified due to performance pressures, curricular demands, and the difficulty of adapting to traditional methodologies, highlighting the need to explore innovative approaches capable of mitigating these impacts. In this sense, gamification emerges as a promising alternative by integrating playful and challenging elements that stimulate students' interest, autonomy, and sense of competence. The central objective of the work was to understand, through a literature review, how gamified strategies can promote more engaging educational experiences and, simultaneously, reduce indicators associated with anxiety in the academic context. To this end, a qualitative and exploratory review was conducted based on the analysis of 14 articles published in the last five years, selected from the Google Scholar and SciELO databases. The research corpus included 13 publications in Portuguese and 1 in English, prioritizing studies with scientific foundations and aligned with the theme. The analysis process followed procedures of careful reading and thematic categorization. The results showed that gamification, when applied in a planned way, favors active participation, emotional involvement, and student commitment to academic activities. Furthermore, elements such as continuous feedback, symbolic rewards, progressive challenges, and social interaction contribute to reducing tensions associated with the fear of failure, strengthening self-confidence and emotional self-regulation. The literature also indicated that gamified practices make the learning process more meaningful, collaborative, and dynamic, reducing negative perceptions related to performance. It is concluded that gamification presents effective potential as a pedagogical strategy to reduce academic anxiety and increase student engagement, provided it is applied in a contextualized, ethical manner and aligned with learning objectives. The study contributes by gathering recent evidence and reinforcing the need for further investigation into its emotional impacts, broadening the debate on innovative educational practices.
SOCIO-EMOTIONAL SKILLS AS PROMOTERS OF PSYCHOLOGICAL WELL-BEING IN THE SCHOOL ENVIRONMENT
This article aims to analyze the role of socio-emotional skills as promoters of psychological well-being in the school environment, a topic that has gained prominence in recent decades due to the increase in emotional and relational demands among students. The research was motivated by the observation that, although the relevance of socio-emotional skills is widely recognized, a significant gap persists in understanding how these skills can be effectively integrated into school practices to promote mental health. In this context, the study sought to answer the central question: how do socio-emotional skills contribute to the psychological well-being of students and what challenges permeate their implementation in daily school life? The overall objective of the work was to examine, through a literature review, theoretical and empirical evidence that relates socio-emotional development to the improvement of psychological well-being in the educational context. To this end, a qualitative and exploratory review methodology was adopted, in which 13 articles published between 2019 and 2025, in Portuguese, available in databases such as Google Scholar and SciELO, were selected. The inclusion criteria considered thematic relevance, methodological rigor, and alignment with the concepts of socio-emotional competencies and psychological well-being. The data were analyzed through thematic analysis, which allowed the findings to be organized into categories consistent with the study's axes. The results indicated that competencies such as emotional self-regulation, empathy, self-control, cooperation, and responsible decision-making have a significant impact on students' emotional balance and interpersonal relationships in the school environment. It was also possible to identify that the absence of systematic work on these skills can contribute to increased conflicts, emotional difficulties, and impairments in academic performance. Furthermore, the importance of teacher training, the quality of the school climate, and the adoption of consistent educational policies for the effective integration of socio-emotional competencies was highlighted. It is concluded that socio-emotional development is an essential component for promoting psychological well-being in the school environment, offering individual and collective benefits. The study contributes by bringing together recent evidence that reinforces the need for intentional educational practices aligned with the holistic development of students, as well as indicating avenues for future research and interventions.
TOPOGRAPHY AND CELLULAR INTERACTION: APPLICATION OF ATOMIC FORCE MICROSCOPY IN STUDIES WITH TOXOPLASMA GONDII
Toxoplasma gondii is an obligate intracellular protozoan capable of infecting a wide range of warm-blooded animals and remains a global health concern. Understanding the mechanisms underlying parasite–host cell interaction is essential for elucidating the initial steps of infection. In this study, we applied atomic force microscopy (AFM) combined with fluorescence microscopy to characterize, at nanometric resolution, the early stages of interaction between T. gondii tachyzoites (RH strain) and mammalian host cells (LLC-MK2 and HFF). A fixation protocol optimized with 4% formaldehyde and 1% glutaraldehyde ensured morphological preservation while maintaining suitable mechanical properties for topographical analysis. Quantitative evaluation of 100 cells per experiment revealed that, after 15 minutes of incubation, the majority of tachyzoites remained adhered to host cell surfaces, with fewer in contact or fully internalized. AFM imaging revealed host cell participation during invasion, showing localized membrane invaginations, conoid projections, and numerous actin-rich extensions resembling filopodia and tunneling nanotubes directed toward the parasite. Nanomechanical mapping demonstrated distinct height and elasticity patterns at the host–parasite interface, indicating active cytoskeletal remodeling and membrane engagement during internalization. These results highlight AFM as a powerful complementary approach to fluorescence microscopy, providing unprecedented insights into the topography, elasticity, and dynamic remodeling of host cell membranes during T. gondii invasion. Understanding these structural and mechanical interactions contributes to elucidating the early determinants of infection and may aid in identifying novel therapeutic targets.
PROMOÇÃO DO BEM-ESTAR INFANTIL: ESTRATÉGIAS LÚDICAS E EDUCATIVAS NO CENTRO DRA. LOTUFO MANZANO
Promoting children's well-being is one of the main contemporary concerns, especially in view of the emotional and social challenges faced by children in their development process. Children who have access to safe environments, educational stimuli, and recreational activities have higher self-esteem, resilience, and social interaction skills, factors that directly impact their learning and quality of life. Objective: to promote child welfare through the implementation of recreational and educational strategies developed at the Dr. Lotufo Manzano Center, aiming to stimulate the integral development of children and strengthen emotional, cognitive, and social aspects in the context of care and education practices. Methodology: The project was conducted as a descriptive qualitative research study, involving students from the Medicine, Dentistry, and Nursing courses at Afya Porto Nacional. The activities took place in the morning and included games, workshops, readings, and basic health care, with the aim of stimulating the cognitive, affective, and social development of children. Results and Discussion: The results demonstrated high engagement and satisfaction among participants, highlighting the positive impact of playful practices on children's self-esteem and socialization. In addition, improvements were observed in skills such as empathy, teamwork, and communication among students, strengthening the university's social commitment. Conclusion: It is concluded that interdisciplinary and humanized initiatives are fundamental to promoting social change, expanding the critical awareness of future professionals, and strengthening the role of university extension as a link between scientific knowledge and the real demands of the community. From this perspective, playful strategies, such as games and workshops, are effective pedagogical resources for stimulating meaningful learning, strengthening human values, and promoting the integral development of children, uniting education, health, and citizenship in the same formative purpose.
Copyright (c) 2025 Ana Eduarda Magalhães Leite, Gabriel Paiva de Souza, Isadora Gatto, Júlia Rocha Gonçalves, Kamilla Victória Nonato Soares Silva, Leonardo Oliveira Frederice, Lédina Duarte de Souza Costa, Lívia Vitória Ferreira Araujo , Maria Clara Souza Costa, Maria Luiza Almeida Ayres Arruda, Pamylla Maia Rosal Alves, Rebeca Marques de Resende Moura, Victor Higor Oliveira Veras, Sara Janai Corado Lopes (Autor) https://creativecommons.org/licenses/by-nc-nd/4.0
BETWEEN ADVANCES AND INEQUALITIES: AN OVERVIEW OF PUBLIC POLICIES FOR PEOPLE WITH ASD
This chapter presents an analysis of Brazilian public policies directed toward individuals with Autism Spectrum Disorder (ASD), highlighting legal advancements and the organization of the national care network. The objective was to identify the main regulatory milestones, the structure of care provided, and the challenges to ensuring the effective implementation of guaranteed rights. The methodology followed a scoping review based on the Joanna Briggs Institute (JBI), using the PCC strategy and consulting databases such as Scielo, PubMed, Lilacs, and Google Scholar, in addition to official documents and legislation. The results show that Law No. 12.764/2012 and the Brazilian Inclusion Act represent fundamental legal pillars, recognizing autistic individuals as people with disabilities and ensuring rights related to health, education, and social inclusion. The discussion indicates that, although there have been advances in the Psychosocial Care Network (RAPS) and in local initiatives such as the Multidisciplinary Care Center (CMAM), challenges remain, including regional inequalities, a lack of trained professionals, and institutional barriers. It is concluded that consolidating comprehensive and humanized care requires the continuous strengthening of public policies, expansion of access, enhancement of multidisciplinary teams, and active family participation, in order to guarantee inclusion, autonomy, and improved quality of life for individuals with ASD throughout Brazil.
THE RELEVANCE OF BANKRUPTCY LAW IN BUSINESS RECOVERY AND INSOLVENCY IN BRAZIL
Bankruptcy law plays a fundamental role in regulating insolvency and corporate recovery processes in Brazil, serving as a crucial legal instrument for preserving economic activity, job creation, and protecting creditors’ interests. Law No. 11,101/2005 is the legal framework that governs judicial recovery, extrajudicial recovery, and bankruptcy, establishing procedures aimed at balancing business continuity with the orderly and transparent satisfaction of debts. This article analyzes the main aspects of this legislation, highlighting its contributions to corporate restructuring as well as the practical challenges faced in its implementation, such as procedural delays and negotiation complexities among stakeholders. Furthermore, it discusses the impact of bankruptcy law on the economy, especially during crises when corporate restructuring becomes essential to avoid the liquidation of viable companies. The article emphasizes the importance of effective and updated mechanisms that promote greater legal certainty, speed, and efficiency in insolvency proceedings. Finally, it underscores the need for a fair balance between preserving the company, which ensures jobs and economic continuity, and protecting creditors’ rights, which are essential for market confidence. Therefore, bankruptcy law’s relevance extends beyond the legal field, directly affecting the financial health and sustainability of Brazil’s business environment.
THE INFLUENCE OF SOCIAL NETWORKS AND AI ON YOUNG PEOPLE'S WRITING AND READING: A LITERATURE REVIEW
This study aims to analyze the influence of social media and artificial intelligence (AI) on young people's reading and writing processes, considering the benefits and challenges these digital tools present. The methodology adopted is based on a qualitative literature review, covering publications published between 2015 and 2025 in the fields of education, linguistics, and communication. The discussion highlighted that, although such technologies promote creativity, interaction, and rapid access to information, they can also contribute to superficial reading, dependence on algorithms, and a shift away from formal language norms. The conclusion is that the current trend is toward pedagogical strategies that balance the innovative use of digital technologies and the preservation of essential language skills, highlighting the role of schools and educators in the critical development of young people.
Karina Cristina Rodrigues Aguiar Magalhães
INCLUSIVE EDUCATION AND ALTERNATIVE COMMUNICATION: AN ANALYSIS OF THE USE OF MOBILE APPLICATIONS FOR STUDENTS WITH ASD
This article analyzes the use of mobile applications for Augmentative and Alternative Communication (AAC) as a support tool for the educational inclusion of students with Autism Spectrum Disorder (ASD) in elementary education. The research adopts a qualitative approach, combining bibliographic review, semi-structured interviews, participant observation, and a case study conducted in a public school. Applications such as Avaz, LetMeTalk, and Proloquo2Go were evaluated in terms of usability, functionality, and impact on students' communication. The results indicate that these digital resources significantly contribute to the development of functional language, promoting greater autonomy, participation, and social interaction. The effectiveness of the applications was found to be directly related to the training of professionals, the availability of technological infrastructure, and the integration of these tools into pedagogical practices. It is concluded that mobile AAC applications represent a promising innovation in inclusive education, provided they are used in a planned, collaborative manner and adapted to the individual needs of students with ASD.
Augmentative and Alternative Communication
CONCEPTIONS OF FULL-TIME SCHOOL IN BRAZILIAN PUBLIC EDUCATION: CONCEPTUAL ANALYSES AND POLITICAL CHALLENGES
This article analyzes the conceptions of "full-time school" present in Brazilian public education, highlighting the polysemy surrounding the terms integral education, extended day, full-time, and full-time school. Methodologically, a qualitative approach is adopted, based on a bibliographic review of authors who discuss integral and full-time education in Brazil and its political-pedagogical foundations, such as: Arroyo (2012), Cavaliere (2007, 2009, 2014, 2017), Coelho (2009), Gadotti (2009), and Moll (2009, 2012). The literature analysis showed that simply extending the school day does not, in itself, guarantee the effectiveness of integral education, especially when guided by welfare or authoritarian perspectives, centered on the function of guarding, controlling, and preventing the "dangerousness" attributed to childhood and adolescence. Furthermore, four conceptions of full-time schooling are identified: the welfare-oriented, the authoritarian, the democratic, and the multi-sectoral. The models for extending school time (full-time school and full-time student) are also discussed, highlighting tensions between strengthening public schools and the fragmentation of educational actions into multi-sectoral networks, frequently supported by partnerships with other sectors and civil society organizations. It is concluded that rethinking full-time schooling requires confronting the conceptual confusion that marks the use of the term "comprehensive education," problematizing stigmatizing views about the working classes, critically evaluating multi-sectoral arrangements, and affirming the centrality of public schools and democratic political-pedagogical projects in guaranteeing the right to education.
TEENAGE PREGNANCY: CHALLENGES AND PREVENTION STRATEGIES
Teenage pregnancy is a multifactorial phenomenon that involves biological, social, economic, and cultural dimensions, representing a major challenge for public health and adolescent development. This study aims to analyze the main factors associated with adolescent pregnancy and to identify effective prevention strategies. A qualitative bibliographic review was conducted based on national and international studies published between 2016 and 2024, focusing on health promotion, sexual education, and youth empowerment. The results indicate that early pregnancy is strongly related to social vulnerability, limited access to information on sexual and reproductive health, insufficient family support, and inadequate school-based prevention programs. Educational strategies that promote autonomy, dialogue, and responsible decision-making among adolescents, as well as intersectoral actions integrating schools, families and health services, have shown to be the most effective for prevention. It is concluded that reducing adolescent pregnancy requires a comprehensive intervention model that combines public policies, systematic sexual education, and community engagement to foster youth participation and accountability.
Copyright (c) 2025 Dennyfer Heloiza de Sousa Corrêa, Taiane Silva da Costa, Cláudia Grubba de Macedo, Clarissa Lima da Silva de Abreu Moreira , Amanda Rocha dos Santos, Larissa Maria da Silva, Jamara Karoline Nascimento Araújo (Autor) https://creativecommons.org/licenses/by-nc-nd/4.0