Aug 2026· Revista de Estudos Interdisciplinares· Vol 25, pp. e3793· 0 citations
Abstract
High school education in Brazil is undergoing a serious structural and epistemological crisis, as evidenced by high dropout rates, a lack of adequately qualified teachers, and curricula guided by a technocratic and pragmatic logic—such as that criticized in the BNCC. This reality stems from a Cartesian and fragmented pedagogical model, incapable of meeting students’ needs or preparing teachers for contemporary social dynamics. To overcome this limitation, this article brings together the theoretical frameworks of Paulo Freire and Edgar Morin. Freire’s Pedagogy of Liberation challenges “banking education” and the passive transmission of content, proposing a dialogical, critical, and emancipatory praxis. In this approach, the teacher acts as a transformative intellectual and the student as the protagonist of their own reality. Complementarily, Morin’s Complex Thought challenges compartmentalized knowledge, promoting transdisciplinarity, the reconnection of knowledge, and a reform of thought. Morin emphasizes the need for human understanding, the ecology of knowledge, and the capacity to confront the uncertainties of an unpredictable world. The convergence between these authors consolidates the concept of a “Pedagogy of Uncertainty” and resilience, in which Freire’s critical stance is combined with Morin’s systemic perspective. This synergy offers a solid ethical, political, and epistemological foundation for restructuring teacher training and practice in high school. It is concluded that the implementation of this pedagogy requires concrete changes in educational frameworks. In initial teacher education, the urgency of overcoming the division between subject-specific content and pedagogical disciplines through transdisciplinary projects and practicums grounded in “circles of culture” is emphasized. In continuing education, the creation of permanent spaces for collective reflection and the co-construction of knowledge is advocated, treating the educator as the agent of their own praxis. Thus, the integration of Freire’s and Morin’s philosophies emerges as a promising path for training professionals capable of guiding a profound educational and social transformation in Brazilian basic education.
The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Based on a critical analysis of literature and references located in the Colombian Caribbean, this article examines how contemporary education reproduces philosophical inertias associated with the coloniality of knowledge and "neutralized" forms of interculturality, while managing difference through policies, curricula and institutional devices that usually oscillate between folklore, segregation and essentialization. It is analyzed how the transition from the Institutional Educational Project (PEI) to the PEC requires recognizing internal tensions (normative frameworks, school culture, management management, evaluation) and external tensions (structural racism, territorial inequality, precariousness of the school-community link), as well as integrating community knowledge not as "annexed contents", but as principles of pedagogical, ethical and political organization of the curriculum.
Torres Pérez-María, D. Carmen· Journal of Intelligent Decis...· 0 citations
This expanded abstract presents a reflection on Paulo Freire’s main contributions to education, with particular emphasis on the concepts of conscientization, reading the world, dialogue, autonomy, and human formation. Drawing on an approach grounded in his works, this study seeks to understand education as a social, political, and pedagogical practice committed to the formation of individuals capable of critically interpreting the reality in which they live and participating in its transformation. Freirean thought breaks with the conception of education as the mere transmission of content and proposes an educational practice based on dialogue, listening, valuing learners’ knowledge, and questioning reality. In this sense, the works Conscientization, The Importance of the Act of Reading, and Pedagogy of Autonomy help us understand that teaching does not mean transmitting knowledge, but rather creating possibilities for individuals to construct their own knowledge, develop their autonomy, and recognize their condition as historical and unfinished beings in the world. This reflection also highlights the relevance of Paulo Freire’s thought to teacher education and to the construction of a democratic, inclusive, and humanizing school.
Nilda da Silva Nogueira, C. B. Dias· Revista de Estudos Interdisc...· 0 citations
The urgency of curriculum transformation in South Africa's technical and vocational education and training (TVET) sector arises from converging global and local pressures-technological disruption, youth unemployment, sustainability challenges, and the unfinished project of decolonisation. While lecturer education programmes such as the Advanced Diploma in TVET at Nelson Mandela University claim to advance humanising pedagogy, they often remain shaped by technicist logics, monolingual practices, and the marginalisation of African epistemologies. Drawing on qualitative narratives from 15 graduates of the National Certificate (Vocational) programme, this article argues that meaningful transformation of TVET lecturer education requires centring students' lived experiences, critiques, and aspirations as catalysts for reimagining curriculum and pedagogy. Their accounts reveal how current practices reproduce exclusion through English-only instruction, limited recognition of Indigenous knowledge, and work-integrated learning framed as bureaucratic compliance rather than critical praxis. By situating these insights within Paulo Freire's critical pedagogy and Le Grange's notion of curriculum as a verb, the study positions students as epistemic agents rather than passive recipients. It addresses a gap in scholarship that rarely connects student-voice research to TVET lecturer-education reform, demonstrating how participatory, justice-oriented pedagogy can advance epistemic inclusion. The article contends that preparing TVET lecturers to navigate volatile, uncertain, complex, and ambiguous (VUCA) contexts demands a shift from narrow professionalisation toward transformative, Africanised, and socially responsive praxis.
New social contracts for education, such as those promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Dublin Declaration on Global Education to 2050, outline the need to prepare student teachers to be change agents who can help address growing global challenges, using innovative Global Citizenship Education (GCE) approaches. To create and offer their students experimental learning opportunities on how to deal with these challenges, student teachers need to develop global sensitivity and position themselves to think globally, act locally and reflect “glocally”. While various models have been developed to describe these competencies in teacher education, research about their effectiveness is still emerging. The study presented in this article outlines the formal evaluation of an Erasmus+ project on developing global sensitivity in 301 student teachers (187 female, 114 male) from five partner universities. The project developed an interculturally sensitive teacher training concept designed to facilitate an international virtual exchange between the student teachers. It included four key elements: content introduction, lesson planning, international virtual dialogues and reflection. The findings illustrate how the student teachers transferred GCE perspectives into their own teaching practice and outline associated qualification affordances. They also show how didactical arrangements such as international dialogues about “hot topics” influenced the student teachers’ global knowledge, values and dispositions to (at least potentially) better address the pedagogic challenges of teaching global citizenship. Conceptual ideas and empirical results on didactic challenges in the university context are thus reported to stimulate further debate on future GCE implementation in higher education.
Claudia Bergmüller-Hauptmann, Gregor Lang-Wojtasik, M. Hitzelberger· International Review of Educ...· 0 citations
This article aims to analyze the implications of Brazilian educational policies on teacher education, highlighting the tension between regulatory frameworks of a managerial nature and the critical perspective of professional development. This is a qualitative bibliographic and documentary study, grounded in historical-dialectical materialism. The theoretical framework draws on authors such as Frey, Libâneo, Frigotto, Gatti, and particularly Purificação, regarding studies on professional development and emancipatory praxis. The analysis focuses on the legais frameworks of undergraduate teacher education programs, the interference of international organizations, and the imposition of the Common National Curriculum Base (BNCC) through philanthropic consensus. The main findings reveal that current policies operate towards the conformation of teachers to the interests of capital, reducing their education to a technical and instrumental dimension. However, within the entanglements of policy implementation, possibilities for resistance and the reconstruction of a praxis aimed at human emancipation can be identified.
Marcelo Máximo Purificação, Elisângela Maura Catarino, Nádia Bigarella et al.· Revista de Estudos Interdisc...· 0 citations
Teachers who excel technically yet fall short ethically, and those who hold strong values yet lack pedagogical skill, each pose distinct challenges to educational quality. Addressing this imbalance, the present study sets out to construct a conceptual framework that operationally integrates professionalism and academic ethics for PAI teachers serving at the junior secondary (Madrasah Tsanawiyah) level. A review of prior research shows that discussions of adab and academic integrity in Islamic education have largely centered on higher education and digital related issues, while the context of junior secondary teachers and foundational, non digital concerns remain relatively underexplored conceptually. Using a library research method, this study examines the theological foundation of qawiyy and amin as expressed in QS. Al Qashash verse 26, then translates it into a four pillar instructional model encompassing input, process, output, and relation, each accompanied by measurable success indicators. The findings show that the four pillars function as a mutually reinforcing cycle and can be implemented through five concrete classroom strategies, including academic learning contracts, character based authentic assessment, higher order thinking examinations, teacher modeling of scholarly conduct, and habitual source citation. This study contributes an operational model that can be directly adopted by teachers and educational institutions, while opening space for further empirical research to test its effectiveness in practice.
R. Nurfarida, Taofiq Rahman Ahmad, Yudha Al Farisi· Journal Innovative Practices...· 0 citations
