Vol. 18 No. 40 (2026)

Dossiê: Professores(as) iniciantes: políticas, experiências e narrativas em múltiplos contextos

• Apresentação: Dossiê Professores(as) iniciantes: políticas, experiências e narrativas em múltiplos contextos (v. 2)

  Joelson de Sousa Morais, Isabel Maria Sabino de Farias, Maria Mercedes Jiménez Narváez

  1-12

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.20539

• Entry into the teaching career and the ‘blackout of teachers’: possible ways of attracting and keeping newcomers in the job

  Camila Castro Diniz, Lélia Cristina Silveira de Moraes

  1-16

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18975

• Teacher Identities in Construction: Narratives of Early-Career Teachers in Initial Teacher Education

  Anna Cecília de Alencar Reis

  1-23

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.19050

• Integration into University Career: threads and challenges

  Ana Paula Furtado Soares Pontes, Elzanir dos Santos, Elza Galdino de Oliveira

  1-14

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18982

• Tricking curriculum, creating alternatives: curriculum and Popular Education in Pré-Universitário Popular Alternativa (Santa Maria, RS)

  Luigi Bertoldo Squio, Celso Ilgo Henz

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18939

• Common challenges in teaching initiation: narratives of young public high school teachers

  Álida Angélica Alves Leal, Geraldo Magela Pereira Leão

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18904

• Initial teacher education from the perspective of the dialectic between theory and practice: narratives of a teacher educator

  Luciana Pereira da Costa e Silva, Thaiany Guedes da Silva

  1-22

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18936

• Teacher training narratives: learning constituted in university extension

  Dara dos Santos Nascimento, Francisco Mirtiel Frankson Moura Castro

  1-25

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18921

• Spatial-temporal trajectories: teaching performance in the historical-geographical context

  Felipe César Augusto Silgueiro dos Santos

  1-12

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18919

• The teaching internship as a locus for the process of (trans)formation and (re)construction of teaching knowledge

  Alba Patricia Passos de Sousa, Inês Ferreira de Souza Bragança

  1-12

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18981

• Professional development of two Mathematics teachers: The Moon and Star Cards

  Everaldo Roberto Monteiro dos Santos, Karina Sousa da Silva, Tadeu Oliver Gonçalves

  1-15

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18944

• Narratives of a Beginning in Chemistry Teaching

  Thalita Maciel Melero Lima, Caroline Barroncas de Oliveira

  1-17

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18917

• Swearing and jumping jacks: for a culture of peace in this duel

  Raoni Cunha Aragão de Albuquerque, Francisco Filipe Damasceno Fernandes, Raquel Pereira de Morais

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18896

• The role of pedagogical coordination during the teaching initiation: limits and possibilities

  Aline Diniz Amorim-Duque, Maria José da Silva Fernandes

  1-26

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18906

• Intersections between basic and higher education in the construction of a curricular policy: the teaching dimension for/in the achievement of the proposal

  Marcia Torres Neri Soares, Ana Paula de Oliveira Moraes Soto, Simone Dias Cerqueira de Oliveira

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18901

• New curriculum guidelines for teacher formation and how they relate to teaching work

  Lúcia Helena de Brito, Natália Cíndia Alves do Nascimento, Sirneto Vicente da Silva

  1-15

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18940

• The beginning teacher in basic education: cognitive conflicts and learning

  Leandro dos Santos, Kaique de Oliveira, Graziele Borges de Oliveira Pena

  1-25

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.19017

• "When we start, we go with what’s left": an analysis of the professional insertion process in shaping the habitus of early-career Physical Education teachers

  Luiz Gustavo Bonatto Rufino, Samuel de Souza Neto

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18873

• Unveiling and experience in assessing learning in Supervised Internship: reflections, challenges and possibilities

  Maria Noraneide Rodrigues do Nascimento

  1-14

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.19046

• Shared teaching in preschool settings: understandings, potentialities and challenges

  Nathalia da Silva, Maria Teresa Ceron Trevisol

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18899

• “But the school has always been like this": ways of rethinking initial teacher training amidst the structures of school and the weaving of everyday life

  Wheber Mendes dos Santos, Acassia Anjos dos Santos Rosa

  1-14

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18764

• The reality shock at the beginning of a career: What factors can mitigate it?

  Maria Cecília Fonçatti, Maria Raquel Miotto Morelatti

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18851

• The difference between Mathematics and Mathematics Education: an analysis based on the perception of newly graduated teachers

  Arnold Vinicius Prado Souza, Luiz Otavio Rodrigues Mendes, Ana Lúcia Pereira

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.19023

• The experiences and challenges at the beginning of teaching: an analysis of participants in the pedagogical residency program

  Bruna Galvão da Silva, George Almeida Lima, Diego Luz Moura

  1-16

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18788

• Narratives of invisible scars and pedagogical challenges: voices from educational realities

  Paola Ribeiro da Silva, Mirione Gomes de Azevedo Oliveira, Elaine Gomes Vilela

  1-22

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18866

• Between knowledge, reflections and investigative practices: an analysis of the narratives of teachers who teach science in rural areas in a training experience Une analyse des récits d'enseignants qui enseignent les sciences en milieu rural dans le cadre d'une expérience de formation

  Rosa Maria Pereira de Sousa, Rafaela Lebrego Araújo

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18920

• Life stories in teacher training memorials in undergraduate courses

  Joelson de Sousa Morais, José Carlos Aragão Silva , Cristiane Dias Martins da Costa

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.20550

• Reflections on teacher training for inclusive and special education in initial teacher training narratives

  Jorge dos Santos Silva, Karla Bianca Freitas de Souza Monteiro

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18894

• Student retention and teaching identity: Pibid in initial teacher training

  Valdomiro Alves Pereira, Elis Cristina Fiamengue

  1-19

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18682

• Moviment the constitution of the professional identity of mathematics teachers at the early career in a study group

  André Lima Rodrigues, Márcia Cristina de Costa Trindade Cyrino

  1-25

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18787

• Learning to Teach in Health: Teaching Internship in a Professional Master's Program

  Diego Menger Cezar, Cristianne Maria Famer Rocha, Cleidilene Ramos Magalhães

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18821

• Contributions of PIBID in the initial training of teachers for basic education: narratives from academics from the pedagogy course

  Marinalva da Silva Ferreira, Ilma Maria de Oliveira Silva

  1-18

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18876

• Freinet and the continuing education of early childhood teachers: Building new perspectives and practices

  Flavia Cristina Oliveira Murbach de Barros, Graziela Cristina de Oliveira Holmo, Rosielly Barbosa Moreira

  1-17

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18776

• The Supervised Internship and its articulation with Didactic Content Knowledge: reflections on the initial training of chemistry teachers

  Charlene Barbosa de Paula, Bruno dos Santos Pastoriza, Fábio André Sangiogo

  1-17

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18883

• A beginning teacher's experience in creating a podcast in a popular pre-ENEM

  Amanda Duarte Pimentel, Valmir Heckler

  1-16

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18820

• Environmental sustainability in multigrade classes in the área rural area of Codó-MA and the initial training of a course higher degree in Natural Science/Biology

  Ana Paula dos Santos Reinaldo Verde

  1-15

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18810

• Initial training of indigenous teachers during the teaching internship in the lower Amazon class

  Luiz Manuel Pacaio Tananta, Gerson Ribeiro Bacury

  1-21

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18841

• Reflections in teaching: the construction of a freinetian pedagogical practice

  Ana Maria Falcão de Aragão, Roseane Daminelli Gomes, Rúbia Cristina Cruz

  1-15

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18816

• Pedagogical practices of beginning Science and Biology teachers: academic training, dispositions and scientific competencies

  Rafael Barboza dos Santos, Russel Teresinha Dutra da Rosa

  1-20

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18990

• Narratives of refugee children at school: Discursivity as a principle for the Right of learning

  Janaína Moreira Pacheco de Souza, Yasmin Postiga da Fonseca, Paula da Silva Vidal Lopes

  1-17

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18733

• From theory to practice: reflections on teacher education through Supervised Internship and Pedagogical Residency

  Laura Silveira Botelho, Marcella Fernanda Gomes Dias

  1-26

  • PDF (Português (Brasil))

  DOI: https://doi.org/10.28998/2175-6600.2026v18n40.18948