STUDENT PROTAGONISM AND CRITICAL AWARENESS: THE CAESIUM-137 CASE THROUGH THE STSE LENS

THE CONTENTS OF PHYSICAL EDUCATION IN THE FIELD OF LANGUAGES FROM A SEMIOTIC-PRAGMATICIST PERSPECTIVE

AQUAPONICS IN SCHOOLS: CONTRIBUTIONS TO INTERDISCIPLINARY SCIENCE EDUCATION

Science education still faces challenges related to the fragmentation of content and the difficulty of connecting scientific knowledge with students' everyday experiences. In this context, this study aimed to analyze the contributions of aquaponics to interdisciplinary Science education through the implementation of a pedagogical proposal developed with first-year high school students from a public school in the state of Goiás, Brazil. This qualitative study was grounded in Vygotsky's sociocultural theory, Freire's thematic investigation approach, and the Three Pedagogical Moments (TMP) proposed by Delizoicov, Angotti, and Pernambuco. The pedagogical proposal was organized as a Study Situation, using aquaponics as the central theme to integrate Biology, Chemistry, and Physics from the perspective of Science, Technology, Society, and Environment (STSE). Data were collected through classroom observations, audiovisual records, students' written activities, and the One Minute Paper strategy. The results showed that the use of aquaponics promoted the contextualization of scientific content, strengthened the integration of different areas of Natural Sciences, encouraged students' active participation, and fostered a more comprehensive understanding of sustainability, biogeochemical cycles, and ecological relationships. It is concluded that aquaponics represents an effective pedagogical strategy for promoting interdisciplinary, inquiry-based, and contextualized learning, contributing to scientific literacy and environmental education.

O documentário como instrumento de educação crítica

 This theoretical and bibliographic essay proposes a reflection on the use of documentary film as a pedagogical tool for critical education in secondary school, with emphasis on the listening methodology developed by Brazilian filmmaker Eduardo Coutinho. The corpus brings together six films that mark distinct moments of the director’s career, Cabra Marcado para Morrer (1984), Santo Forte (1999), Edifício Master (2002), Peões (2004), Jogo de Cena (2007) and Últimas Conversas (2015), examined with attention to how the method repeats itself and changes in each work. It is argued that the principles of this practice, among them active listening, dialogism, openness to the unexpected and the refusal of single truths, offer relevant foundations for an emancipatory and collaborative audiovisual pedagogy. The text articulates these principles with the mafuá pedagogy proposed by César Migliorin, with Bakhtin’s dialogism and with Paulo Freire’s liberating education, and extends the discussion to the field of Geographic Education, in which concepts such as place, landscape and territory gain density in students’ audiovisual production. The contribution of the essay lies less in inaugurating the connection between Coutinho and education and more in bringing together, within a single framework, listening, mafuá, dialogism, critical education and geographic knowledge, suggesting paths for school practices committed to critical citizenship, especially in the face of phenomena such as the precarization of labor and spatial inequalities.

Using drama to teach French in secondary school: challenges, practices and teaching perspectives

This article examines the role of dramatisation in the teaching of French at secondary school level, considered both as a pedagogical approach and as a subject of didactic study. Drawing on a body of research in the didactics of French, theatre pedagogy and language sciences, this analysis begins with the observation that teaching is often centred on the written word and on detached textual analysis, to the detriment of a lived, embodied engagement with language and literature. By engaging the body, the voice, space and interaction, dramatisation creates a space in which pupils’ linguistic, discursive, literary and socio-emotional competences are developed simultaneously. The article first provides a theoretical framework for the concept of dramatisation and its psycho-pedagogical foundations, then discusses the specific challenges raised by its integration into French lessons in upper secondary schools. It goes on to present concrete practices and approaches — dramatised reading, dramatic play, staging of texts, guided improvisation — accompanied by a proposed lesson plan and assessment strategies. Finally, the limitations and resistance encountered in practice (time constraints, teacher training, class heterogeneity) are discussed, before outlining pedagogical perspectives for the reasoned and sustainable integration of theatre into the teaching of French at secondary school level. Keywords: dramatisation, French language teaching, upper secondary school, drama, language proficiency, public speaking, theatre pedagogy.     Received Date: June 19, 2026 Accepted Date: July 10, 2026 Published Date: August 01, 2026 Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/842

Cultivating Tomorrow's Minds: Faculty Perspectives on Technology-Enhanced Pedagogy in Punjab's Private Universities

At a time of increasing digital transformation and a global shift in policy regarding the integration of artificial intelligence (AI) into the education sector, it is essential to comprehend the engagement of faculty with new technologies to build equitable, future-ready learning systems. This study set in the interpretative qualitative paradigm explores the perception and experience of augmented minds through the integration of AI and AR within the pedagogical practices of the faculty members of private university of Punjab, Pakistan. The study will achieve the desired aims through 50 in-depth semi-structured interviews of the faculty members belonging to different academic disciplines. Thematic analysis consisting of the six-step framework of Braun & Clarke will be utilized to analyse data. Research shows that there is widespread optimism regarding the pedagogical potential of AI and AR in particular, enhancing student engagement, visualizing complex concepts, personalized learning paths, and collaborative knowledge construction. According to the participants of the study, through the use of immersive AR and adaptable AI systems, more interactive, learner-centered environments can be created in alignment with constructivist principles. Significant institutional and contextual barriers were also identified, such as constraints in technological infrastructure; limited specialized professional development; and academic integrity, cognitive dependence, and equity of access concerns. Faculty members also expressed concern about the changing nature of their work in AI classrooms. This research provides context-specific insights into “Augmented Minds”, thereby enriching the global discourse on educational innovation in a developing country context. It shows that technology enhancement and faculty empowerment may be possible with continued institutional support. The findings are directly useful to educational policymakers, curriculum developers, and university administrators interested in integrating AI/AR-enhanced teaching frameworks in various higher education environments.

A Creative Inquiry Attempt in Architecture Education: Producing an “...ism”

This study examines the pedagogical boundaries of freedom in architectural education through a student-centred and critical classroom experience. In the process structured on researcher student collaboration, students were positioned not merely as receivers of knowledge but as actors who generate value. The discussion, conducted around the question “What would postmodernism criticize if it emerged today?”, encompassed critiques ranging from class inequality to the urban skyline. The students’ proposals were compiled within the framework of problem definition, supporting arguments, and counterarguments. These proposals were evaluated in relation to the positioning of creativity against institutional, political, and technological boundaries; the relationship between spatial justice and design; and the balance between individual freedom and collective responsibility. The findings reveal the creative potential of free thought in architecture and demonstrate education as a field of polyphonic production. It is anticipated that the participating students’ recognition of architecture’s potential to transform the social and physical environment, as well as its intellectual dimensions, will have a lasting impact in helping them position their own roles within this transformation.