THE UNIVERSITY ENVIRONMENT AS A PRODUCER OF OPPRESSION AND PSYCHIC SUFFERING
The university environment can be a place of oppression and cause psychological distress in students, given an educational model that focuses more on the reproduction of content, pressure for academic performance, excessive competition between students, lack of emotional support, prejudice and discrimination. The article analyzes, through an integrative review, articles indexed in scientific databases: Online Scientific Electronic Library – SciELO, Electronic Psychology Journal Portal (PePSIC), Virtual Health Library – BVS and Capes Periodicals, including scientific articles, published in Portuguese, with priority given to publications within the last ten years and made available in full, with the use of descriptors such as “academic environment”, combined with one of the following words: “psychological distress”, “university environment”, “academic environment”, “oppression”, “mental health” and “oppressive dynamics”, “interventions for the promotion of mental health”. Eighteen articles were analyzed in light of the following questions: “What are the current educational models and their possible contribution to the maintenance of oppression in higher education institutions?”; “What types of violence exist in the relational dynamics between teachers and students resulting from the academic environment?” and presented some type of possible intervention to promote mental health in Higher Education Institutions (HEIs). The urgency of inclusive policies, emotional support and structural changes to combat structural violence and promote a more welcoming and healthier environment is highlighted, proposing strategies that value diversity, encourage collaborative pedagogical practices and prioritize collective well-being as part of academic development.
Alessandra Paula Ferreira Moreira Neumann
Rafaela da Silva Rafaela da Silva Pereira
Marcia Maria Hernandes de Abreu de Oliveira Salgueiro
Eliziane Jacqueline Eliziane Jacqueline dos Santos
Copyright (c) 2025 Yara Cristina Yara Cristina Feliciano, Roberta Michele Roberta Michele Silva Serrano, Alessandra Paula Ferreira Moreira Neumann, Rafaela da Silva Rafaela da Silva Pereira, Marcia Maria Hernandes de Abreu de Oliveira Salgueiro, Eliziane Jacqueline Eliziane Jacqueline dos Santos
AVALIAÇÃO DA APRENDIZAGEM EM MATEMÁTICA NOS ANOS FINAIS DO ENSINO FUNDAMENTAL
This study presents an integrative literature review aimed at mapping and analyzing a set of academic works addressing learning assessment instruments in mathematics for the final years of elementary education from 2019 to 2024. The corpus of analysis included studies available in the Brazilian Digital Library of Theses and Dissertations (BDTD), the Coordination for the Improvement of Higher Education Personnel (CAPES) portal, and the Education Resources Information Center (ERIC) platform. Fourteen studies were analyzed. The results indicate that formative assessment is widely highlighted as essential for diagnosing difficulties, monitoring student progress, and guiding teaching. Diverse assessment instruments, such as portfolios, self-assessments, and written tests, were identified as effective in capturing different dimensions of learning. Additionally, formative feedback was recognized as a central tool for promoting students' cognitive and critical development. Significant challenges were also identified, such as the predominance of traditional practices, the lack of adequate teacher training, and the difficulty of integrating innovative methods into extensive curricula. The studies emphasize the need to transform assessment into a continuous, inclusive, and reflective process aligned with contemporary educational demands. This study reinforces the importance of assessment practices that not only measure but also foster students' holistic development, contributing to a more equitable and meaningful education.
Palavras-chave: Avaliação da aprendizagem, Matemática, Ensino Fundamental, Instrumentos avaliativos, Feedback formativo.
Copyright (c) 2025 Guilherme Matheus de Barros, Patricia Cristina de Almeida Albiéri
COMPETÊNCIAS SOCIOEMOCIONAIS PARA PROFESSORES DA EDUCAÇÃO BÁSICA
This article presents an integrative literature review on the development of socio-emotional competencies for primary and secondary school teachers, emphasizing the importance of these skills for improving the school environment and teacher well-being. The research was conducted following the methodological criteria of the PRISMA protocol, based on studies published between 2017 and 2024. A total of 44 studies were identified in the CAPES, ERIC, and Scielo databases, of which eight met the eligibility criteria and were analyzed qualitatively. The results indicate that the development of competencies such as self-awareness, self-regulation, empathy, and relationship skills is essential for promoting effective pedagogical practices and creating more welcoming and safe learning environments. Additionally, ongoing teacher training has proven to be essential for preventing chronic stress and burnout syndrome, contributing to more resilient and assertive performance in the school context. It is concluded that the inclusion of intervention programs that emphasize socio-emotional development in both initial and continuing teacher education represents a promising strategy for building a more humanized and inclusive education.
Copyright (c) 2025 Renato Wandscheer Fritsche, Jurany Leite Rueda, jurany_rueda
CONHECIMENTO DOCENTE SOBRE A CONSCIÊNCIA FONOLÓGICA NA EDUCAÇÃO INFANTIL
Phonological awareness is an essential skill in the literacy process, as it enables children to recognize and manipulate the sounds within words, laying the necessary foundation for reading and writing. This competence begins to develop in Early Childhood Education, a crucial stage for strengthening the skills that will contribute to more consistent learning throughout school life. Teacher education plays a central role in this context, as educators who understand and know how to work with phonological awareness can significantly support the development of these abilities. This integrative review aims to analyze recent academic publications (2019–2024) that address the knowledge and pedagogical practices of Early Childhood Education teachers regarding phonological awareness, with the goal of identifying trends and highlighting weaknesses reported in initial and continuing teacher education. To achieve this, the databases CAPES Periódicos, ERIC, and SCIELO were consulted using rigorous selection criteria. The analysis was conducted from a descriptive and interpretative perspective, with attention to the limitations of the included studies, in order to contribute to the debate on teacher education and the challenges faced in teaching phonological awareness in Early Childhood Education.
Copyright (c) 2025 Ester Barbosa dos Anjos, Jurany Leite Rueda
Challenges and Perspectives in Teacher Education: Integrating Technologies for Education in the Digital Age
As tecnologias estão presentes em praticamente todas as atividades rotineiras na sociedade, garantindo novas possibilidades de ações. Porém, nem sempre foi assim. Em se tratando do ambiente escolar, as tecnologias invadiram também as salas de aulas. Entretanto, surgem questionamentos, como: as tecnologias conseguem ser utilizadas pelos professores para o cumprimento do objetivo pedagógico? Os professores estão preparados para a utilização das tecnologias como ferramentas pedagógicas? Existe formação adequada para que o professor se atualize e utilize os meios tecnológicos disponíveis? Diante destes questionamentos, esta pesquisa teve como objetivo realizar uma revisão integrativa da literatura e analisar se há relevância na formação continuada ou autoformação docente em tecnologias para o aprendizado de alunos da educação básica. Foram acessadas as bases de dados Scielo, Periódico Capes e Education Resources Information Center (ERIC) com os seguintes descritores: “formação docente” AND “tecnologia” AND “metodologias inovadoras”; “technologies” AND “training” AND “schools” e “technologies” AND “training” AND “schools” no período de 2019 a 2023. Como fruto desta coleta de dados, foram encontrados um total de 68 artigos, sendo 12 utilizados para a realização desta revisão e estudo do tema em questão. Os resultados revelam que a formação continuada e a autoformação docente são fundamentais para a integração eficaz das tecnologias digitais no ensino, promovendo práticas pedagógicas mais significativas e contribuindo para o desenvolvimento de habilidades críticas e reflexivas nos alunos, além de facilitar a adaptação dos professores às novas demandas educacionais na era digital.
Copyright (c) 2025 Jhonattan Fideles Silva, Dayse Neri de Souza
Autism Spectrum Disorder (ASD) is a neurological developmental condition characterized by challenges in communication, social interaction, and repetitive motor patterns. Recognized as incurable yet susceptible to early interventions that can positively influence outlook and alleviate symptoms, autism diagnosis disrupts family life by interrupting socially normative activities and altering the existing emotional environment. The overall objective of this study was to analyze in the literature what has been produced regarding childhood autism, its diagnostic impact, and repercussions on family relationships. This study is a descriptive narrative literature review conducted through searches in databases such as LILACS, SCIELO, BVS, DSM-5, and others from 2014 to 2024, focusing on Portuguese-language sources using the descriptors: Childhood autism, diagnosis, and family relationships. Inclusion criteria encompassed articles of national predominance, freely available texts, and publications from the mentioned databases. From the results and discussions, a sample of 42 articles reflected the necessity for scientific productions regarding autistic children and their families. Study findings underscore the importance of ensuring essential information is provided and reducing family members' concerns and queries, while healthcare professionals, including nurses, are adept in implementing supportive techniques. Thus, it is concluded that the family constitutes the foundation for the entire process of accepting and integrating autistic children into society, necessitating attention to their mental health as well.
Copyright (c) 2025 Bruna Lopes Pereira Cardoso, Jussara Dias Queiroz Brito, Cristina Zukowsky Tavares
Os MATERIAIS E SUAS PROPRIEDADES TERAPÊUTICAS EM ARTETERAPIA
The field of Art Therapy, historically, arises from the encounter between art, education and health. In this context, a specific section has gained relevance, associated with therapists, psychologists and other health professionals who dedicate themselves to group and individual therapies in studios and private practices, as well as those who work in the public health network. Thus, in 2017, art therapy was introduced into the SUS as a Complementary Integrative Practice. To analyze the use of art therapy as a health promotion tool, considering studies on the therapeutic properties of materials and resources. This is an analysis of articles that address materials and resources, procedures and proposals in art therapy interventions, which configure the bases and concepts in art therapy. Twenty-eight studies were found that addressed the topic, with the practice of art therapy using a variety of visual artistic techniques, including meditation and music. The choice of materials is not just a technical decision, but rather an integral part of the therapeutic process, directly influencing creative expression, emotional communication and the healing process of participants within some approaches. However, it is still a practice that is little considered.
Arteterapia, Materiais, Saúde Mental, Recursos.
Copyright (c) 2025 Neusa Terumi Kawakami Kiryu, Sabrina Geryn Gonçalves, Elisabete Agrela de Andrade
A EDUCAÇÃO INCLUSIVA NA FORMAÇÃO DOCENTE EM ANGOLA
The change that the approach to inclusive education has brought in different contexts is notable, and particularly in Angola, the theme encourages the emergence of a more inclusive paradigm. To delve deeper into the topic, we defined the following objectives: i) to understand the current state of inclusive education in the initial and continuing training of teachers in Angola; and ii) identify some strategies created in the Angolan educational system to contribute to effective inclusive education. Initially, 59 studies were obtained, and the titles were read to determine their relevance to the research. This process resulted in 8 studies as the object of analysis. This systematic review was carried out, based on the PRISMA flow diagram guidelines through a descriptive analysis. The results highlight that the recognition given to teacher training from the perspective of inclusive education is advantageous for teachers and students with specific needs. Evidence was found of the growing attention and interest currently attributed to the topic, especially by Angolan researchers in the areas of education, inclusion, and teacher training. From now on, the existence of strategies aimed at promoting inclusive education and the training of teachers as promoters of said process is still very limited.
Inclusive education, Initial training, Continuing training, Teacher training in Angola.
Copyright (c) 2025 Micaela De Sã Daniel, Marlene da Rocha Migueis
This study investigates the use of digital storytelling as a tool to explore the career choice trajectories of educators with a background in pedagogy, aiming to provide insights for improving pedagogical practices and continuous professional development. Through an exploratory qualitative approach, 20 educators shared their life and career stories through narrative videos, allowing for a thematic analysis that identified recurring patterns and significant influences, such as inspiring mentors, transformative educational experiences, and the desire to contribute to human and social development. The research conducted an integrative literature review using the PRISMA methodology, covering studies available in SciELO, CAPES Journals, and ERIC databases, with descriptors such as “digital storytelling,” “education,” and “school,” focusing on open access publications and peer-reviewed journals in English. A total of 90 articles were found, of which 8 were selected for qualitative analysis. The results highlight the richness of educators' lived experiences and how these shape their choices and pedagogical practices, emphasizing the importance of initial training, continuous development, and the impact of educational policies and working conditions on their professional journeys. Thus, this study not only provides an understanding of the dynamics guiding educators' trajectories but also proposes that digital storytelling be seen as a powerful tool for reflection and innovation, promoting more conscious and collaborative pedagogical practices.
Copyright (c) 2025 Vitor Boaventura da Silva
INTERCULTURALIDADE COMO UMA ABORDAGEM PARA A INCLUSÃO
This article names some relevant theoretical-conceptual and political-normative points/perspectives involved in the intercultural approach in training environments, seeks to signal paths that overcome existing social representations and facilitate the inclusion of all students, focusing on immigrant students. It consists of a narrative literature review based on a qualitative study with a descriptive approach and presents the reality of immigrants in Portugal, brings to light policies implemented and discusses possible ways to overcome existing social representations against immigrants. It focuses on the intercultural approach and its associated concepts, revealing their potential to contribute to valuing diversity, guaranteeing rights, equal opportunities and the inclusion of all students. The inclusion of terms associated with cultural pluralism is due to the intention of getting as close as possible to their conceptual and theoretical meanings, as perceived in the literature. However, this does not imply that we necessarily correspond to their precise meanings or that we have exhausted their meanings, since there are often different visions and interpretations of them. Finally, the text presents some of the challenges faced when working pedagogically with students' cultural diversity to promote inclusive education.
Copyright (c) 2025 Natalia Caroliny da Silva Dias, Anabela Ruas de Oliveira, Nicole Andreia Correia Soares Graça
SENTIDO DA VIDA E SAÚDE MENTAL NAS JUVENTUDES
Copyright (c) 2025 Wandeli Cassiano de Souza Araujo
A PAIN AND NURSING, SCIENTIFIC MAPPING OF ARTICLES.
Abstract: Pain management is crucial in nursing care, directly impacting the quality of life of patients, especially those with complex conditions such as coagulopathies. During the implementation of a nursing consultation, it was observed that pain was often underestimated, highlighting its significance in health management. This observation motivated the current study, which aims to map the state of the art in research on pain and nursing, identifying trends, key scientific contributions, influential authors, most-cited articles, and emerging themes, with the goal of improving care and guiding future research. A total of 667 articles from the Scopus database were analyzed using the bibliometric analysis software VOSviewer. The focus was on bibliometric performance, co-citation mapping, and co-occurrence of keywords, with the identification of thematic clusters and emerging trends. The study included articles in Portuguese, Spanish, French, and English, without time restrictions, providing a broad view of the evolution of scientific production. Since 1966, scientific production on pain and nursing has grown, with the United States, France, and Brazil as the main contributors. The most prolific author, Kate L. Lapane, stood out for her studies on pain management in elderly patients with dementia and disparities in treatment. Co-citation analysis identified six main clusters, centered on pain management in geriatrics, professional training, and treatment inequalities. Keyword co-occurrence revealed four clusters related to education, pain assessment, and both pharmacological and non-pharmacological interventions. The study emphasizes the importance of continuous education and interdisciplinary approaches to improve care and reduce disparities.
Pain, Nursing, Pain Management, Elderly, Dementia, Nursing Care, Pain Assessment, Bibliometrics.
Copyright (c) 2025 Mário Manuel Monteiro Simões, Carla Sofia Bento Ferraz, Carlos Alberto Bem-Haja dos Santos
USE OF THE PROBLEMATIZATION METHODOLOGY IN THE SCHOOL ENVIRONMENT
This integrative review focuses on the application of the Problematization Methodology in the school environment, specifically within Basic Education. Grounded in the Maguerez Arch and reinterpreted by Neuzi Berbel, the Problematization Methodology emerges as a promising educational strategy, fostering genuine student interaction with society and promoting autonomy. The study highlights the limited presence of research on the Problematization Methodology in Basic Education, despite its prevalence in health courses at the Higher Education level. Applying the PRISMA methodology and PICO question, the review identified 101 articles, with 25 undergoing qualitative analysis, and only 07 meeting the research criteria. Predominantly focused on the southern region of Brazil, the studies addressed both educators and students, exploring relevant thematic areas such as health, drugs, and sexuality. Peres et al.'s (2018) study is noteworthy for comparing the Problematization Methodology with traditional lecture-based teaching, revealing superior student performance under the Problematization Methodology. In conclusion, despite the growing appreciation for the Problematization Methodology, further research is needed to address gaps and deepen understanding of its effective application in Basic Education, encouraging educators to integrate this methodology into their teaching practices more frequently.
Maguerez Arch, Basic Education, Problematization Methodology, Integrative Review.
Copyright (c) 2024 Aline Gonçalves Almeida Ali, Betania Jacob Stange Lopes Jacob Betania
OS BENEFÍCIOS DO EXERCÍCIO AERÓBIO EM ADULTOS JOVENS SAUDÁVEIS
Copyright (c) 2024 Gabriel Bernardo de Oliveira Santos, Lizie Queren Elvas Dantas, Natália Cristina de Oliveira
Copyright (c) 2024 Jacqueline Guimarães Nunes, Luana das Graças de Oliveira, Kelly Costa Nascimento, Cristina Zukowsky Tavares, Fabio Marcon Alfieri
EFEITOS POSITIVOS DA LUZ SOLAR E DA SUPLEMENTAÇÃO DE VITAMINA D NA SAÚDE MENTAL
Copyright (c) 2024 Ana Kelly Campos Maneta Ribeiro, Daniel Wurzler de Moraes, Lilian Santos Garcia Ramos, Everton Padilha Gomes
Copyright (c) 2024 Kassandra Ariele Fucks Soares Vargas, Liliane Pestana Crispim Silva, Rafaela da Silva Pereira, Aline Borburema Neves Veloso
CONFIANÇA EM DEUS, ESPIRITUALIDADE E A SAÚDE
Copyright (c) 2024 Gustavo Boelhouwer Letsch, Ruthinea Faria de Moraes Cardoso, Leila Maria Gomes Ferreira, Patrícia de Paiva Maia, Alessandra Paula Ferreira Moreira Neumann, Gina Andrade Abdala
8 REMÉDIOS NATURAIS COMO PROMOTORES DA SAÚDE E BEM-ESTAR
Copyright (c) 2024 Fábio Marcon Alfieri, Gina Abdalla Andrade
PROMOÇÃO DA SAÚDE ALIMENTAR E NUTRICIONAL E DOENÇAS DO ESTILO DE VIDA
Copyright (c) 2024 Kelly da Silva Barboza, Regiane Palomo Moraes, Edllyn Kerolayne Rego de Oliveira, Antenor Aguiar Santos, Marcia Maria Hernandes de Abreu de Oliveira Salgueiro
A AVALIAÇÃO COM ENFOQUE EM COMPETÊNCIAS DA BASE COMUM CURRICULAR NO ENSINO FUNDAMENTAL ANOS INICIAIS
QUALIDADE DO AR, ÁREAS VERDES E A PROMOÇÃO DA SAÚDE
Copyright (c) 2024 Ana Rita Gonçalves Santos de Oliveira, Roseane Sousa Santos, Elias Ferreira Porto
Copyright (c) 2024 Alyne Naite da Silva Passos, Laiane Lima Spanhol, Eliézer Guimarães Moura
The present article focuses on the analysis of the emergence and contemporary challenges of the LGBT+ movement in Angola, addressing the socio-cultural dynamics that have shaped the trajectory of this community over the years. Anchored in statistical data from various international organizations, the article aims to provide a comprehensive understanding of the experiences lived by the LGBT+ community in Angolan society so that the disparities they face, especially in accessing key public services in Angola, can be understood. Furthermore, the article explores the contemporary challenges faced by the LGBT+ community in Angola, highlighting the complex intersections of cultural, social, and political factors that contribute to the persistence of discrimination and stigmatization. In this way, it also seeks to contribute to the development of effective strategies and interventions that promote equality, acceptance, and social justice for the LGBT+ community in the Angolan context.
LIBRAS NO CONTEXTO DA EDUCAÇÃO INFANTIL: ESTUDOS CORRELATOS
O presente artigo tem como objetivo apresentar estudos correlatos que tratam da Língua Brasileira de Sinais (LIBRAS) no contexto da Educação Infantil. Para tal, foi feito um levantamento na Biblioteca Brasileira de Teses e Dissertações (BDTD). Trata-se de um estudo bibliográfico cujo propósito é analisar as estratégias pedagógicas destinadas a promover a inclusão de crianças surdas na Educação Infantil, especialmente sob a orientação de professoras atuantes em escolas bilíngues que utilizam a Língua Brasileira de Sinais (LIBRAS). Concluímos com a análise dos trabalhos selecionados que em ambientes bilingues, tanto as crianças como os professores precisam de aprofundamento dos conhecimentos sobre LIBRAS e desenvolvimento de práticas mais inclusivas. Com relação ao processo de inclusão de crianças surdas, o uso de intérpretes é a prática mais comum, porém não há registros do ensino da LIBRAS em turmas com crianças ouvintes, como estímulo ao bilinguismo.
Copyright (c) 2024 Bianca de Oliveira Fodor, Maria de Fátima Ramos de Andrade
COMPETÊNCIAS E HABILIDADES NA FUNÇÃO GESTORA
The competencies and skills of school managers play a fundamental role in the success of school management. To achieve this success, managers must possess technical competencies, such as leadership, strategic decision-making, and resource management, as well as interpersonal skills like empathy, communication, and relationship-building. In this context, the present study aimed to conduct an integrative literature review, seeking to identify studies that addressed the essential competencies and skills in the managerial role. For this purpose, the CAPES, ERIC, and SCIELO databases were consulted, covering the period from 2017 to 2022. Among the 204 articles initially identified, after careful exclusions, 12 articles were selected for full reading and qualitative analysis. The analysis of these studies provided innovative insights into the topic, offering a deeper understanding of the competencies and skills necessary for the managerial role. These competencies and skills enable managers to face the complex challenges of the educational environment, promote a healthy organizational climate, and foster collaboration among members of the school community. In this way, they contribute significantly to the development and growth of students and the institution.
Copyright (c) 2025 Suelen Sena Da Cunha, Samuel de Santana Aleixo, Giza Guimarães Pereira Sales
O USO EXCESSIVO DE TELAS NO DESENVOLVIMENTO COGNITIVO NA PRIMEIRA INFÂNCIA
Este estudo teve como objetivo analisar a relação entre o uso excessivo de telas e o desenvolvimento cognitivo na primeira infância, destacando a importância de compreender os efeitos dessa exposição precoce. Foi realizada uma revisão sistemática, com estratégias de busca nos bancos de dados PubMed, Scielo e Google Acadêmico, selecionando oito estudos empíricos relevantes. Os critérios de inclusão consideraram a natureza empírica dos estudos e o foco no uso de telas e seus impactos específicos durante a primeira infância. O período de revisão abrange os anos de 2020 a 2024, os estudos analisados revelaram que o tempo de exposição às telas, o tipo de conteúdo consumido e a falta de supervisão dos pais estão associados a efeitos negativos no desenvolvimento cognitivo das crianças. A exposição a programas educativos de qualidade pode ter benefícios, mas a maioria das crianças é exposta a conteúdos inadequados. Conclui-se que o uso excessivo de telas na primeira infância pode prejudicar o desenvolvimento cognitivo, especialmente quando o tempo de exposição exceda uma hora por dia. A conscientização e a implementação de medidas para um uso equilibrado de dispositivos eletrônicos são essenciais para promover um desenvolvimento saudável das crianças.
Copyright (c) 2025 Kassandra Ariele Fucks Soares Vargas, Júlia Simões Xavier, Vera Rocha Reis Lellis, Aline Borburema Neves Veloso
The role of the pedagogical coordinator in monitoring the teacher's continuing education: an integrative review of the literature
Abstract: The performance of the pedagogical coordinator at school is essential to ensure the monitoring and progress of teachers' continued training. However, to carry out this responsibility, it is essential that the pedagogical coordinator develops and consolidates his professional identity through a solid and conscious training process. This research aimed to analyze the role of the pedagogical coordinator as an articulator and mediator of the continuing education of teachers. The methodology used was based on PRISMA through the CAPES, SCIELO and BDTD databases with the following descriptors: pedagogical coordinator, training coordinator and continuing teacher training, covering the period from 2018 to 2022. The results indicate that: training continuous, articulated and mediated by pedagogical coordination, brings benefits to teaching professionalization, and for it to be effective, it needs to be built collectively. Research also reveals challenges that pedagogical coordinators face in the development of continuing education, such as: the lack of specific training for the position, work overload and resistance to change on the part of some more experienced teachers to change and transform their practices. It is concluded that continuing education at school has become fundamental, with the pedagogical coordinator being the primary mediator and articulator in the process of continuing teacher training.
Pedagogical Coordinator; Training Coordinator; Continuing Teacher Training.
Copyright (c) 2025 Julcimara Nascimento Pires, Rebeca Pizza Pancotte Darius
AVALIAÇÃO DAS APRENDIZAGENS E INCLUSÃO CURRICULAR DE ALUNOS COM NECESSIDADES ESPECIAIS
A avaliação e a inclusão curricular, como exigência e necessidades educativas, têm estado na origem de reflexões e experiências que expandem, sobretudo, as necessidades de considerar as peculiaridades cognitivas e culturais dos alunos como fatores relevantes da gestão do seu processo de ensino-aprendizagem. Tratando-se de um fator educacional, exige-se da escola a adequação de modelos de ensino, desenvolvendo uma aprendizagem para todos de forma a maximizar as oportunidades dos alunos, sobretudo daqueles que evidenciam necessidades educativas especiais. No presente artigo, pretendem os compreender as implicações do processo de avaliação de aprendizagem e de inclusão no ensino angolano, trazendo à reflexão a imagem do professor como agente de aprendizagem por excelência. Neste sentido, utilizamos a abordagem qualitativa, primando pelo levantamento teórico bibliográfico acerca da temática apresentada neste trabalho. O presente artigo consiste num ensaio teórico onde procuramos autores como (Alarcão, 2018), (Correia L.M, 2013), entre outros, que abordam a temática referenciada acima. O objetivo geral é refletir sobre o cruzamento entre a avaliação, inclusão, diferenciação curricular no contexto angolano, em uma proposição integradora. Evidenciamos que a avaliação, a inclusão e a diferenciação três componentes que temos de ter em consideração para garantir o nível de aprendizagem dos alunos curricular são e proporcionar-lhes competências em participar de forma autónoma em todo contexto educacional.
. Keywords: Learning Assessment, Curricular Inclusion, Special Needs Students
Copyright (c) 2025 Graça Luanda, Maria Teixera, Paula Rosa Miúdo