SOCIOPOLITICAL EDUCATION: PEDAGOGY AS REFLECTIVE MEDIATION IN EDUCATIONAL PRACTICES

Authors

DOI:

https://doi.org/10.66104/tezgr660

Keywords:

Education. Sociopolitical. Pedagogical. Mediations.

Abstract

This article explores the diverse functions and manifestations of education throughout history. Libâneo (2014) and Pimenta (2016) emphasize its structure both inside and outside schools, highlighting the need for other educational forms within various institutions and the divergent decision-making systems in educational practices within socio-political contexts. Based on this, Brandão (1989) argues for the importance of the pedagogue's role in both non-school and school educational environments, fostering reflection on the awareness that socio-political education articulates. Meanwhile, França-Carvalho (2007) mentions the contributions of creating curricula and teaching methods focused on the training of pedagogues and the analysis of their mediation within the contexts in which they are involved in the human, social, and political dimensions. Saviani (2008) emphasizes that governmental measures aimed at Basic Education seek to offer appropriate means and approaches to encourage and promote human development. It is important to highlight that the evolution of society influences the educational process, which is an integral part of public policies. Therefore, this research aims to describe and highlight academic productions in Brazil that are considered socio-political. A bibliographic review is suggested, as Marconi and Lakatos (2002) state; bibliographic research is capable of gathering and organizing previously studied archives, giving them new dimensions and incredible depth. The selection of the study topic is justified by the contribution of education in the socio-political context. Furthermore, by analyzing the studies already carried out, it is possible to identify the main theorists, understand the evolution of public policies, and guide future research, as Severino (2013) assures.

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Author Biographies

  • Benicio Franco Pereira, Universidade Federal do Piauí - UFPI

    Journalist, educator, and master's student in education.

  • Dra. Antônia Dalva França Carvalho, Universidade Federal do Piauí - UFPI

    Post-Doctorate in Education from the University of Coimbra. PhD in Education from the Federal University of Ceará-UFC/FACED. Master's degree in Education. Specialist in Early Childhood Education; in Psychoanalysis and in Institutional, Clinical and Hospital Neuropsychopedagogy. Pedagogue. She was Pro-Rector of Planning and Budget at UFPI, manager of the Curriculum Coordinator at UFPI, also serving as a REUNI interlocutor and president of the Organizing Committee for Faculty Recruitment Examinations, holding management positions at UFPI uninterruptedly for 12 years. She instituted and organized scientific events such as ENID, SIMCOP, CPAPE, and SERP. She coordinated the development of technological projects implemented at UFPI such as: PROCAMPO (coordinating the Rural Education Degree Course from 2008-2012), PARFOR, Prodocência, from which she conceived and implemented the toy library in the Pedagogy Course at CCE (Peter Pan Space); Teaching in Health and OBEDUC, all funded by CAPES. She also wrote and implemented Pibid, LIFE, the Pedagogical Residency and Pibid UFPI. She was a member of the Human Research Ethics Committee at UFPI and a PQDT/UFPI Productivity Fellow. She is a Full Professor, a permanent member of the faculty of the Postgraduate Program in Education at UFPI, and editor of the journal Epistemology and Educational Praxis (EPEduc). She is an evaluator for INEP in the areas of Pedagogy, Special Education, Rural Education, and Intercultural Education, and an ad hoc consultant for journals and funding agencies. She is also the leader of NIPEEPP (Interdisciplinary Research Center in Education and Epistemology of Professional Practice) at CNPq. She is a researcher on projects funded by CNPq (Universal 2018): "Induction processes of beginning teachers in basic education," linked to PUC/SP, and the project "Pedagogy courses in Brazilian higher education institutions: analyses of theoretical-scientific and practical-organizational dimensions" (Universal 2021). She coordinates extension projects such as the "gelateca do saber" (knowledge refrigerator), the Observatory in Education (OBEDUC) funded by CAPES, PIBID, and the School of Guardianship Councils of Piauí, funded by MDHC. Her research focuses on education, culture, and cyberculture; educational practices, learning, and teacher training; rural, indigenous, quilombola, and traditional peoples and communities education; and teacher and management development. This research, conducted in both in-person and distance learning settings, investigates the epistemology of school/academic life in different contexts. It is part of the International Network "Red de Inducción a la Docencia (RID)/Rede Inserção no Ensino," the National Network of Researchers in Pedagogy (REPPED), and the Inter-regional Network of the North, Northeast, and Central-West on Teaching in Basic and Higher Education (RIDES), and currently, the EAD/UNIREDE Research Network.

References

BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais (INEP). Tipologia da educação extra-escolar. Brasília. 2016. Disponível em: https://download.inep.gov.br/educacao_basica/censo_escolar/notas_estatisticas/2017/notas_estatisticas_censo_escolar_da_educacao_basica_2016.pdf. Acesso: 02 feve. 2025.

CANDAU, V. M. F. Diferenças Culturais, Cotidiano Escolar e Práticas Pedagógicas. Currículo sem Fronteiras, Lisboa; Porto Alegre, v. 11, n. 2, p. 240- 255, jul./dez. 2011.

FRANÇA-CARVALHO, A. D. A racionalidade pedagógica da ação dos formadores de professores: um estudo sobre a epistemologia da prática docente nos Cursos de Licenciatura da Universidade Federal do Piauí. 2007.

FREIRE, P. Política e Educação: Ensaios. São Paulo: Cortez Editora, 1993. (Coleção Questões de Nossa Época. v.23).

LAKATOS, E. M.; MARCONI, M. A. Fundamentos de metodologia científica / Marina de Andrade Marconi, Eva Maria Lakatos. – 5. ed. – São Paulo: Atlas, 2003.

LIBÂNEO, J. C. Democratização da escola pública: a pedagogia crítica–social dos conteúdos. São Paulo: Loyola, 1984.

NÓVOA, A. Ilusões e desilusões da Educação comparada: Política e conhecimento. Educação, Sociedade & Culturas, 51, 13-31. 2018.

PIMENTA, S.G. Panorama atual da didática no quadro das ciências da educação: educação, pedagogia e didática. In: PIMENTA, S. G. (Org.) Pedagogia, ciência da educação? São Paulo: Cortez, 2005.

SACRISTÁN, J. G. Poderes instáveis em educação. Porto Alegre: ARTMED Sul, 1999

SAVIANI, D. Pedagogia histórico-crítica: primeiras aproximações. 10 ed. Campinas: Autores Associados, 2008.

SEVERINO, A. J. Metodologia do trabalho científico. 1. ed. São Paulo: Cortez, 2013.

SHULMAN, L. S. Conhecimento e ensino: fundamentos para a nova reforma. Cadernos Cenpec, São Paulo, v. 4, n. 2, p. 196-229, dez. 2014.

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Published

2026-02-19

Issue

Vol. 2 No. 02 (2026): REMUNOM - ISSN 2178-6925

Section

Artigos

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Copyright (c) 2026 Benicio Franco Pereira, Dra. Antônia Dalva França Carvalho

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How to Cite

SOCIOPOLITICAL EDUCATION: PEDAGOGY AS REFLECTIVE MEDIATION IN EDUCATIONAL PRACTICES. (2026). REMUNOM, 2(02), 1-12. https://doi.org/10.66104/tezgr660