Vol. 2 (2025): Education in Motion: teacher education, inclusion, innovation, and social transformation

View Vol. 2 (2025): Education in Motion: teacher education, inclusion, innovation, and social transformation

Entitled Education in Motion: Teacher Education, Inclusion, Innovation, and Social Transformation, this second volume of MOVDOC Journal brings together 14 studies that reflect the diversity, complexity, and challenges permeating contemporary education. The contributions address different dimensions of teacher education and pedagogical practice, encompassing topics such as professional identity, public policies, literacy, Science Education, inclusive education, family-school relationships, neuroeducation, digital technologies, artificial intelligence, curriculum, solidarity-based learning, critical pedagogies, gender and science, quality of working life, and the development of socio-emotional skills in the post-pandemic context.

Taken together, the studies portray education as a field in constant motion, marked by the need to connect knowledge, experiences, subjects, and diverse contexts, while recognizing human development as a complex, relational, and socially situated process.

Published in the year in which the Movimentos Docentes Research Group celebrates its 15th anniversary, the volume reaffirms MOVDOC’s commitment to open, plural, and socially engaged science, valuing research and experiences capable of bringing universities, schools, and society closer together and contributing to more inclusive, critical, innovative, and transformative educational practices.

DOI: https://doi.org/10.47247/movdoc.v2i
Published: 2025-12-01

Editorials

  • EDITORIAL 15 YEARS OF TRAJECTORIES, ENCOUNTERS, AND TRANSFORMATIONS

    Marilena Rosalen, Everton Viesba
    1-4
    DOI: https://doi.org/10.47247/movdoc.v2i.6

Articles

  • A PATHWAY BETWEEN CURRICULUM, TEACHING PRACTICES AND NATURAL SCIENCES SCIENTIFIC EDUCATION OF STUDENTS IN VALENÇA DO PIAUÍ

    Micaelle de Sousa Lula, Rosane Carvalho Leite, Lucivânia Leite Rodrigues
    5-14
    DOI: https://doi.org/10.47247/movdoc.v2i.21

  • PEDAGOGIES OF MOBILE LANGUAGE LEARNING APPS AN ANALYSIS FROM A CRITICAL THEORY PERSPECTIVE

    Paola Alexandra Calderón Rodríguez, Artieres Estevão Romeiro
    15-20
    DOI: https://doi.org/10.47247/movdoc.v2i.24

  • TEACHER EDUCATION AND PRACTICE IN LITERACY ALFALETRANDO AS A PUBLIC POLICY IN THE FEDERAL DISTRICT

    Fabricio Martins da Silva Felix
    28-37
    DOI: https://doi.org/10.47247/movdoc.v2i.28

  • COLLABORATION BETWEEN THE FAMILIES OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS AND THE SCHOOL PERCEPTIONS OF PARENTS AND TEACHERS

    Annegret Maria António Mocala Jamal
    38-52
    DOI: https://doi.org/10.47247/movdoc.v2i.30

  • TEACHER IDENTITY UNDER CONSTRUCTION MEDIATION AND TEACHER EDUCATION IN DISTANCE EDUCATION

    Maria Charleny de Sousa da Silva, Maíra Moreira Prudêncio
    53-61
    DOI: https://doi.org/10.47247/movdoc.v2i.31

  • CRITICAL PEDAGOGIES AND SOLIDARITY ECONOMY

    Raimundo Washington dos Santos
    83-99
    DOI: https://doi.org/10.47247/movdoc.v2i.35

  • NEURODIVERGENT TEACHING AND RETENTION IN PUBLIC EDUCATION AUTOBIOGRAPHICAL REFLECTIONS ON INCLUSION, AFFECTION, AND DIFFERENCE

    Janiara de Lima Medeiros
    111-120
    DOI: https://doi.org/10.47247/movdoc.v2i.37

  • A STUDY ON PEDAGOGICAL PRACTICES IN INCLUSIVE EDUCATION AT TIRADENTES MUNICIPAL SCHOOL

    Claudia Mara da Silva, Aline Villela de Mello Motta, Claudio Wagner Locatelli
    146-154
    DOI: https://doi.org/10.47247/movdoc.v2i.41

Theoretical and Review Articles

  • NEUROEDUCATION AND TEACHER EDUCATION FOUNDATIONS, CHALLENGES, AND CONTRIBUTIONS TO PEDAGOGICAL PRACTICE

    Mariana Acosta Mendes, Marsiel Pacífico
    21-26
    DOI: https://doi.org/10.47247/movdoc.v2i.25

  • TEACHER EDUCATION IN BRAZIL BETWEEN THEORY AND PRACTICE, CHALLENGES AND PUBLIC POLICIES

    Ana Paula Carvalho, Beatriz Moscardini, Heliane Socorro de Moraes
    62-70
    DOI: https://doi.org/10.47247/movdoc.v2i.32

  • EXTERNALISM IN THE PHILOSOPHY OF SCIENCE AND WOMEN'S PARTICIPATION IN THE SCIENTIFIC FIELD CONTRIBUTIONS IN LIGHT OF THOMAS KUHN'S REVOLUTIONARY EPISTEMOLOGY

    John Lucas Alves Fernandes da Silva, Erika Pereira de Magalhães
    71-80
    DOI: https://doi.org/10.47247/movdoc.v2i.33

  • BNCC AND SERVICE-LEARNING IN EARLY CHILDHOOD EDUCATION A POSSIBLE DIALOGUE

    Tania do Amaral Gomes, Maria de Fátima Paiva Coelho
    100-110
    DOI: https://doi.org/10.47247/movdoc.v2i.36

  • TEACHING WORK, EVALUATION AND INCLUSION A STUDY OF A REALITY

    José Leonardo Diniz de Melo Santos
    129-145
    DOI: https://doi.org/10.47247/movdoc.v2i.40

Reports of Practices and Experiences

  • SDG 16 IN TEACHER EDUCATION AN EXPERIENCE REPORT ON INTERDISCIPLINARY PLANNING IN NATURAL SCIENCES AND MATHEMATICS

    Amanda Souza dos Santos, Celeste Armbrust, Gabrielle Gonzaga de Sousa, Geovanna Santos de Paula, Heloisa Aparecida Rodrigues da Silva, Jhones Raphael Rodrigues do Nascimento, Juliany Marinho Chagas, Karina Gaspar de Souza, Lívia Calixto Estanislau, Rafael Marçal da Silva, Leticia Moreira Viesba
    121-128
    DOI: https://doi.org/10.47247/movdoc.v2i.39

Short Stories, Chronicles, and Poems

  • CRAVO

    John Lucas Alves Fernandes da Silva
    27
    DOI: https://doi.org/10.47247/movdoc.v2i.27

  • VI DOM CASMURRO NO GRUPO DA FAMÍLIA

    Everton Viesba
    81-82
    DOI: https://doi.org/10.47247/movdoc.v2i.34