Open Minds International Journal, in electronic format was created in 2020 with the aim of promoting and disseminating national and international research on Education in its most diverse areas.
The authors declare that any work submitted, if accepted, will not be published elsewhere, in English or in any other language, and even electronically, unless it expressly mentions that the work was originally published in the Journal.
Dossiê Temático - Logoterapia e Análise Existencial
A presente Sessão Temática propõe um espaço de interlocução entre fundamentos antropológicos, reflexão filosófica e práticas clínicas e educacionais inspiradas na obra de Viktor E. Frankl. Ancorada na Logoterapia e na Análise Existencial, a proposta discute a centralidade da vontade de sentido como dimensão constitutiva da existência humana, articulando suas implicações na clínica, na educação, na saúde mental e em práticas interdisciplinares de cuidado. A perspectiva frankliana compreende o ser humano como uma unidade biopsicoespiritual, marcada pela liberdade, responsabilidade e autotranscendência, recusando reducionismos biológicos ou sociológicos. Além de abordar os fundamentos teóricos da Logoterapia, o texto também amplia a compreensão sobre a trajetória biográfica de Frankl, destacando suas ações sociais e clínicas anteriores e posteriores à experiência nos campos de concentração. Ao enfatizar intervenções com jovens em sofrimento psíquico, sua atuação hospitalar e seu compromisso ético com a dignidade humana, evidencia-se a coerência entre teoria e prática em sua obra. Os artigos reunidos demonstram a atualidade da Logoterapia frente a desafios contemporâneos, como o niilismo cultural e a crise de valores, reafirmando a busca de sentido como horizonte ético e existencial.
Logoterapia. Análise Existencial. Sentido da Vida.
Logotherapy. Existential Analysis. Meaning of Life.
Logoterapia. Análisis Existencial. Sentido de la Vida.
Copyright (c) 2026 Open Minds International Journal https://creativecommons.org/licenses/by-nc-nd/4.0
Este artigo analisa Meu livro de cozinha (1977), de Carolina Nabuco (1890-1981), com o objetivo de investigar de que modo a obra articula memória, escrita e gênero, ressignificando o estatuto das receitas para além de sua função utilitária. Partindo da hipótese de que a escrita culinária pode ser lida como um palimpsesto cultural, no qual se inscrevem subjetividades, afetos e relações de poder, o estudo examina a materialidade do livro (organização textual, iconografia, léxico e estrutura das receitas), bem como os modos de narrar que atravessam o texto. Argumenta-se que a cozinha, tradicionalmente associada ao espaço doméstico e à subalternidade feminina, revela-se como lugar ambivalente: ao mesmo tempo em que preserva tradições, reconfigura modos de inscrição cultural e de autoria feminina. Por fim, o artigo busca contribuir para o reconhecimento de Meu livro de cozinha como texto significativo no conjunto da obra de Carolina Nabuco e como fonte relevante para a compreensão das relações entre memória, gênero e cultura.
EDUCATION AND GENDER IN THE POPULIST NARRATIVE: THE PERIOD FROM 2018 TO 2022 IN BRAZIL
The populist and ultranationalist discourse in Brazil, between 2018 and 2022, is analyzed in this article from the perspective of gender and education. Pronouncements of the former president and the implications for gender relations involving relations between social subjects and educational public policies were analyzed, based on the National Common Curricular Base. As a methodological approach, it used the analysis of narratives, theoretical references and official documents. Somehow, there was an effort by teachers and students to maintain the secular character of educational institutions, aiming at inclusion and reception, since this was left aside due to a neoliberalist discourse, which aims to remove the transforming potential of society through education with citizenship formation. Although the smokescreen produced by the extreme right wants to overshadow minority groups within education, the fight is waged against the imposition of an education in traditionalist molds, we continue the fight for our voice to reverberate, to clear up misconceptions and build opportunities aiming at new educational paths, so that the school stage of human diversity walks free, democratic and secular.
EARLY CHILDHOOD EDUCATION AND VALUES: CONTRIBUTIONS OF LOGOTHERAPY AND EXISTENTIAL ANALYSIS TO HUMAN DEVELOPMENT IN CHILDHOOD
This article analyzes Early Childhood Education as a space for human formation oriented towards values, grounded in Logotherapy and Viktor Frankl's Existential Analysis. The theoretical-reflective study seeks to understand the role of Early Childhood Education in the constitution of the person from a Franklian anthropological perspective, highlighting the centrality of meaning, responsible freedom, and the evaluative dimension of existence. To this end, it discusses conceptions of childhood, child, and Early Childhood Education, presents core concepts of Frankl's theory, and examines its contributions to educational practices aimed at integral formation. It argues that Early Childhood Education, when guided by meaningful experiences and intentional relationships, favors the experience of creative, experiential, and attitudinal values. It concludes that this level of education constitutes a privileged space for humanization, as it promotes the discovery of meaning, ethical responsibility, and the capacity to cope with life's situations from the earliest formative processes.
Sessão temática - Logoterapia e Análise Existencial: Teorias e Práticas Interdisciplinares
Early Childhood Education; Viktor Frankl; Values; Childhood; Human Development.
METÁFORAS DO SENTIDO DA VIDA EM VIKTOR EMIL FRANKL
A Logoterapia e Análise Existencial, criadas pelo neuropsiquiatra austríaco Viktor Emil Frankl (1905-1997), tem como categoria central o Logos, expressão grega que significa sentido. Considerando que esta categoria por vezes é confundida com expressões como: objetivo, propósito ou significado, este artigo tem como objetivo apresentar o conceito de “sentido” desenvolvido por Viktor Frankl, sob a forma de metáforas. Como metodologia, utilizamos uma revisão bibliográfica com discussões e análises a partir de obras de Frankl e de alguns outros autores. Como resultado, apresentamos a metáfora do jogo de xadrez, a metáfora do filme e a metáfora do palco escuro, todas criadas por Frankl, interligando cada uma delas aos tipos de sentido: sentido na vida, sentido da vida e suprassentido. Ao final, concluímos que, através da metáfora do jogo de xadrez, Frankl explica que não existe um sentido universal e estático, mas um sentido único, concreto e pessoal; através da metáfora do filme, Frankl pontua que o ser humano só poderá apreender o sentido da sua vida no leito de morte, quando poderá compreender o sentido de cada momento existencial; e ao apresentar a metáfora do palco escuro, Frankl explica o conceito de suprassentido, que para ser apreendido, depende da fé existencial de cada ser humano.
Ana Tereza do Nascimento Sales Figueiredo Fernandes
Práticas de linguagem na contemporaneidade
O artigo objetiva refletir sobre a multimodalidade e os multiletramentos como dimensões centrais para a análise das práticas de linguagem e para o ensino de línguas, considerando a produção de sentidos em diferentes contextos de uso social. Parte-se do entendimento de que, na cultura digital, os textos se constituem pela articulação de múltiplas semioses, o que reconfigura modos de ler, escrever e argumentar (Rojo; Moura, 2019; Cope; Kalantzis, [2000] 2006; Kalantzis; Cope; Pinheiro, 2020). A abordagem é teórico-reflexiva e articula a leitura como prática social e histórica às transformações dos suportes e às formas de circulação do escrito (Cavallo; Chartier, 1998; Chartier, 2003; Certeau, 1982; Manguel, 2002), bem como a discussões sobre cibercultura e deslocamentos no perfil do leitor contemporâneo (Lévy, 1999). O texto também mobiliza contribuições sobre letramento e letramento digital no trabalho com práticas de linguagem (Soares, 2003; Coscarelli; Kersch, 2016; Ribeiro, 2017; Brasil, [2018]) e sobre linguagem como prática social e dialógica (Bakhtin, 1997). Nas considerações finais, sustenta-se a centralidade de práticas pedagógicas que reconheçam a diversidade semiótica e cultural e formem sujeitos capazes de interpretar, produzir e argumentar em diferentes linguagens e contextos
CONTRIBUTIONS OF LOGOTHERAPY AND EXISTENTIAL ANALYSIS TO EDUCATION: THE MEANING OF LIFE IN THE FORMATIVE PROCESS OF CHILDREN IN THE SCHOOLING PROCESS
This article aims to analyze the contributions of Viktor Frankl's to education, focusing on the meaning of life in the formative process of children in school. It is based on the concepts of will to meaning, responsible freedom, self-transcendence, noodynamics, and human values, understanding the learner in their biological, psychic, and spiritual dimensions. The main results indicate that attributing meaning to school experiences fosters intrinsic motivation, engagement, mental health, and holistic development, overcoming technocratic and instrumental pedagogical practices. It is evident that Logotherapy and Existential Analysis offers theoretical foundations for a humanizing education, guided by values and ethical responsibility. It concludes that educating with meaning strengthens the formation of conscious, responsible individuals committed to their own lives and to collective life.
Logotherapy and Existential Analysis; Meaningful Education; Holistic Development.
RELIGIÃO, POLÍTICA E CONSTRUÇÃO DE SENTIDO
Este artigo analisa o pronunciamento natalino de Michelle Bolsonaro, veiculado no final de 2025, como exemplo de discurso híbrido religioso-político, aplicando categorias da teoria bakhtiniana (dialogismo, heteroglossia e tensão entre discurso autoritário e persuasivo) para compreender os mecanismos de persuasão e controle presentes na enunciação. Introduz-se o neologismo soterofascismo para designar regimes discursivos nos quais a fé e a esperança são mobilizadas como instrumentos de legitimação política e consolidação da autoridade. A análise mostra que o discurso constrói um interlocutor ideal, funde vozes religiosas, políticas e familiares, e combina persuasão afetiva com imperativos autoritários, produzindo efeitos de adesão e exclusão social. Os resultados indicam que o soterofascismo se manifesta como uma estratégia discursiva que transforma a redenção espiritual em instrumento de mobilização política, evidenciando implicações significativas para o espaço público democrático no Brasil contemporâneo.
IDENTIDADE DE GÊNERO E SUBVERSÃO EM AMERICAN HORROR STORY
Este artigo analisa o discurso midiático na segunda temporada de American Horror Story: Asylum, com foco na personagem Lana Winters como sujeito mulher queer. A pesquisa articula a Análise do Discurso pecheutiana e os Estudos de Gênero para compreender os efeitos de silenciamento e resistência nas práticas discursivas do gênero horror. O corpus foi composto por cenas selecionadas na plataforma Disney+ em que a sexualidade da personagem é tematizada. A análise demonstra que o horror funciona como espaço de visibilidade e disputa de sentidos, no qual coexistem efeitos de silenciamento e resistência. Observa-se que, mesmo diante de processos de patologização ou captura institucional, surgem fissuras que reinscrevem possibilidades de significação para identidades lésbicas. Conclui-se que a série dramatiza a tensão entre norma e subversão, revelando mecanismos de exclusão e abrindo espaço para discursos que reconfiguram o lugar das mulheres queer na cena social, reafirmando o gênero horror como um território de resistência.
BUSCA DE SENTIDO NO CONTEXTO DA VIDA COMUNITÁRIA E FAMILIAR
O objetivo do estudo foi descrever um autorrelato de vida na perspectiva da Logoterapia e Análise Existencial de Viktor E. Frankl. Trata-se de um autorrelato com abordagem da pesquisa qualitativa, cuja narrativa de vida permitiu a construção de cinco descrições do trajeto de vida em busca do sentido: 1) A compreensão das Novas Comunidades; 2) A vinculação religiosa de uma jovem mulher; 3) O conflito existencial durante a vinculação no instituto; 4) A decisão de licença da Nova Comunidade e o sofrimento exisitencial; 5) A busca pelo sentido de vida após o êxodo da Comunidade de Vida e a liberdade de escolha de um novo caminho. Observou-se que, mesmo em contextos de sofrimento, a liberdade de escolha e a responsabilidade diante da vida permanecem como fundamentos para a saúde integral e para a construção de novos sentidos. Conclui-se que, a Logoterapia, ao considerar a dimensão noética do ser humano, oferece subsídios significativos para compreender processos de amadurecimento pessoal, superação de crises existenciais e fortalecimento da saúde da família.
LEADERSHIP AND THE VALUES ​​OF SPORT: A SCHOOL THAT DOESN'T DECEIVE
This article reflects sport as a school of life and a privileged space for revealing character and developing authentic leaders. Drawing on the author's experience at the Royal Spanish Football Federation, it analyzes the pillars of effective sports leadership: credibility, the ability to unite, and a vision for the future, as well as the values ​​that sustain teams, such as discipline, humility, effort, respect, locker room culture, and trust. The text highlights the role of mistakes and adversity as sources of learning and resilience development, as well as the importance of clear communication, active listening, and internal cohesion. Finally, it presents sport as a mirror of society and a tool for coexistence and social responsibility, arguing that the true triumph of leadership is not measured solely by titles, but by the legacy of values ​​and the development of well-rounded individuals and lasting projects.
INSERÇÃO E FANATISMO DA MULHER NO FUTEBOL BRASILEIRO: PERSPECTIVA HISTÓRICA EM DIÁLOGO COM A LOGOTERAPIA
Existem vários tipos de fanatismo, entre eles: o fanatismo religioso, o político, o racial e o esportivo. Em relação à prática esportiva, nenhum esporte tem mais excessos que o futebol. No Brasil, conhecido como o “País do Futebol”, sempre se observou o fanatismo futebolístico no universo masculino. Entretanto, o fanatismo feminino tem aumentado, principalmente com a presença das mulheres nos estádios. Desta forma, o presente artigo tem como objetivo discutir e analisar, através de uma revisão bibliográfica, a inserção e o fanatismo de mulheres no futebol brasileiro. Para o estudo, configurado como um ensaio científico, discute-se o fanatismo esportivo feminino no futebol brasileiro, bem como a inserção deste público, através de um estudo sob a perspectiva histórica, em diálogo com a Logoterapia. Como resultado do estudo, ficou evidente que as mulheres ampliaram seu espaço de torcedoras no futebol brasileiro, com consequente aumento de mulheres fanáticas nos estádios. Na perspectiva da Logoterapia, constatou-se que o fanatismo se insere no quarto sintoma da neurose coletiva, e que esta abordagem psicológica poderá contribuir para a amenização dos sintomas do fanatismo, através da técnica de apelação e da mobilização do processo de autodistanciamento e autotranscendência dos indivíduos.
THE UNSAID AS A SPACE OF MEANING: LANGUAGE AND CONSCIOUSNESS IN THE DIALOGUE BETWEEN BAKHTIN AND VYGOTSKY
This article develops a theoretical reflection on the unsaid as a constitutive dimension of meaning production and the formation of consciousness, based on an approximation between the contributions of Mikhail Bakhtin and Lev Vygotsky. Starting from a conception of language understood as a social, living, historical practice permeated by ideology, the study problematizes silence, discursive intervals, and zones of indeterminacy as active elements of the dialogical process. The investigation adopts a theoretical-bibliographic approach, with a qualitative and interpretative orientation (Minayo, 2001; Silveira; Córdova, 2009), grounded in the dialogical analysis of language in dialogue with historical-cultural psychology. By bringing together Bakhtinian reflections on the word, the ideological sign, dialogism, and alterity with Vygotskian conceptions of semiotic mediation, inner speech, and the social genesis of consciousness, the article argues that the unsaid is not configured as absence or communicative failure, but rather as a space of tension, listening, and responsive anticipation. It is thus argued that it is within this intervallic field, inhabited by latent meanings and socially shared voices, that consciousness is constituted as a historical, social, and unfinished process, opening possibilities for interpretation in contemporary debates in the fields of language, education and psychology.
COMPENSATED STRUCTURAL SAVANTISM (CSS): THE CLASSIC SAVANT AS A DECOMPENSATED MANIFESTATION OF THE SAME NEUROBIOLOGICAL SUBSTRATE
This study introduces Compensated Structural Savantism (CSS) as a concept explaining specific behavioral, phenotypic, and personality traits derived from morphological similarities to classic savant syndrome, but effectively compensated in these individuals. CSS is not a description of mere savant-like behaviors in non-diagnostic cases, nor a mitigated former savant state. Rather, the classic savant reflects a more decompensated expression of the same underlying structural phenotype. Thus, the CSS individual is not a “compensated savant”; the classic savant is a CSS phenotype that failed to reach functional equilibrium. Evidence comes from genetic data of dozens of participants, Wechsler IQ tests and other neuropsychological tools with careful construct differentiation, behavioral assessments, in-depth interviews, and imputed genomic data, using resources such as PGS Catalog, Open GWAS, biobanks, sentinel rsIDs, and top hits for exhaustive variant coverage.
Relatos de Viktor Frankl sobre liberdade em condições de aprisionamento
Viktor Frankl foi prisioneiro de campos de concentração onde viveu toda sorte de infortúnios. Face as suas experiências, este estudo tem por objetivo compreender os seus relatos sobre liberdade, no tocante às vivências psicológicas, narradas em seu livro Em busca de sentido: um psicólogo no campo de concentração. Para esta finalidade, optou-se por uma metodologia de pesquisa narrativa, apropriada para investigar histórias vivenciadas, memórias, escolhas de vida e narrativas autobiográficas. Ao final da busca, obtivemos 65 palavras relativas ao universo semântico do descritor liberdade e um total de 39 referências textuais. Em todo o livro, o descritor liberdade foi mencionado pelo autor 13 vezes. Os eixos temáticos elencados para a discursão dos dados foram: liberdade enquanto condição antropológica; liberdade como anseio psicológico e a liberdade de atitude e livre decisão. A vida no campo de concentração apesar da deformação da personalidade pela qual passaram os que lá viveram, tem a liberdade humana, espiritual ou de decisão como a chave de leitura para compreender o que se sucedeu como atitude e comportamento humano dos prisioneiros.
THE CONCEPT OF EXISTENTIAL TENSION IN LOGOTHERAPY AND EXISTENTIAL ANALYSIS: BETWEEN BEING AND OUGHT-TO-BE
This article aims discusses the concept of existential tension in logotherapy and existential analysis, critically articulating it with the classical psychological horizon and the foundations of existential philosophy. Methodologically, it is a bibliographical research of an analytical-conceptual nature, focused on the theoretical delimitation of the philosophical status and the psychological and clinical developments of the concept. The discussion begins with the conceptions of Freud and Adler, highlighting the predominance of an implicit regulatory logic; then, it integrates contributions from Heidegger and Jaspers to reposition tension on the ontological plane; finally, it explicates the change operated by Frankl, in which tension is not taken as a dysfunction, but as a condition of openness to the meanings of life. The Franklian notion of existential tension expresses the way in which human life is structured in the in-between: between the already given reality and the horizon of possibilities not yet realized, between the present being and the meaning that transcends it, between what one is and what one should realize.
Existential tension; Logotherapy; Existential Philosophy.
São privilegiados os arranjos simbólicos e as intencionalidades discursivas da série Ângela Diniz: Assassinada e Condenada (2025) sob o prisma hermenêutico de uma análise de gênero. As representações audiovisuais articuladas pela ficção são profícuas para a compreensão dessa problemática por evidenciarem as marcas do patriarcado que incidem na dominação masculina. A narrativa de formato true crime entrelaça subjetividades de conexão com a historicidade brasileira para (re)contar as circunstâncias verídicas de um feminicídio. À medida que o hibridismo diegético opera reconstituições temáticas, espaço-temporais e construção de personagens, o arco narrativo chama atenção para a violência e as assimetrias de gênero que impactam as feminilidades.
O TRÁGICO NA NARRATIVA CURTA DE CAROLINA NABUCO
O presente artigo investiga a manifestação do trágico nos contos “A pérola rosada” e “O viúvo”, integrantes da coletânea O ladrão de guarda-chuvas e outras dez histórias (1969), de Carolina Nabuco. Compreendido como uma categoria plural, não redutível a uma definição única, o trágico é analisado a partir de referenciais teórico-críticos como Lesky (1996), Most (2001), Szondi (2004) e Sterzi (2004). A análise evidencia a relevância do trágico como categoria interpretativa para a narrativa curta de Carolina Nabuco, ao mesmo tempo em que contribui para a ampliação da fortuna crítica da autora no âmbito da historiografia literária brasileira.
CINEMA DE ANIMAÇÃO, STOP MOTION E INTELIGÊNCIA ARTIFICIAL
O cinema de animação, especialmente por meio da técnica do Stop Motion, configura-se como linguagem multimodal capaz de articular autoria, sensibilidade estética e produção de sentidos no contexto educacional. Em diálogo com as epistemologias visuais, este artigo tem como objetivo analisar as contribuições do cinema de animação, do Stop Motion e da inteligência artificial para a formação docente, compreendendo-os como práticas epistemológicas e pedagógicas voltadas à autoria crítica e ao diálogo. Trata-se de um estudo de natureza qualitativa, de caráter teórico-reflexivo, fundamentado em autores do campo da educação, do cinema e da multimodalidade. A análise articula referenciais teóricos com reflexões oriundas de uma experiência formativa realizada em um minicurso voltado à formação de professores, utilizado como disparador analítico, e não como relato empírico. . A integração ética da inteligência artificial amplia as possibilidades de criação, acessibilidade e inclusão, desde que mediada criticamente pelo professor, preservando a dimensão humana, a autoria e o diálogo no processo criativo. Conclui-se que a articulação entre cinema de animação, Stop Motion e inteligência artificial contribui para a construção de uma pedagogia do diálogo, na qual a produção audiovisual se afirma como prática epistemológica e formativa.
O Rage Against the Machine é uma banda norte-americana formada em 1991, conhecida por sua fusão de rock, rap e metal, com fortes críticas políticas e sociais. Suas letras abordam temas como desigualdade, corrupção e resistência. Entre seus sucessos está Killing in the Name, a qual foi lançada em 1992, no álbum de estreia autointitulado. A canção é uma crítica feroz ao racismo estrutural, ao abuso de poder por parte de autoridades e os sistemas de opressão. Nesse sentido, busca-se no artigo em tela traçar uma análise bakhtiniana dessa letra à luz da obra Marxismo e Filosofia de Linguagem, Bakhtin (2018) – haja vista que a mesma vem situada histórico, sócio e idelogicamente (Bakhtin, 2011), ou seja, um enunciado concreto, fundamentado em um contexto real de língua(gem). Observa-se que a canção, um gênero discursivo primário, mesmo sendo dos anos 90, é um ato político que se destaca ainda na contemporaneidade, um símbolo mundial de luta contra o racismo, a injustiça e a opressão.
VERBAL POLITENESS IN THE GUIDING DOCUMENTS OF MARANHÃO'S EDUCATION AT THE HIGH SCHOOL LEVEL
This article analyzes the presence of Verbal Politeness in the guiding documents of public education in the state of Maranhão, with an emphasis on High School and the Portuguese Language curriculum component. The research adopts a qualitative approach through document analysis and is grounded in the theoretical models of Brown and Levinson (1987) and Kerbrat-Orecchioni (2010). The methodology follows the framework proposed by Gil (2002, 2008), focusing on the BNCC (2018), the DCTMA (2022), Resolution CEE/MA No. 125/2023, and Resolution CNE/CP No. 1/2020. The study reveals that although Verbal Politeness is not explicitly addressed in these documents, its principles are present transversally, especially in guidelines related to social interaction and the promotion of a Culture of Peace. The conclusion highlights the need to institutionalize pedagogical practices that integrate Verbal Politeness as a strategy to address school violence, enhance student engagement in the learning process, and strengthen teacher-student relationships
Verbal Politeness; Maranhão Education; Culture of Peace; High School.
O ENSINO DE LÍNGUA PORTUGUESA NO OESTE DE MATO GROSSO DO SUL
The present study aims to analyze the reality of teaching Portuguese Language (LP) in public schools located in the countryside of Mato Grosso do Sul (MS), based on reports of experiences produced by Portuguese Language teachers. The data collection used a qualitative approach, being carried out during the year 2023 in several public schools in different cities, encompassing Elementary and High School located in the western region of the State of Mato Grosso do Sul. The surveys were carried out, based on Teaching Practice subjects, from the “Literature and Linguistics: Portuguese and English/Spanish” graduation courses, on the Aquidauana campus (CPAQ) of UFMS. Having as its main theme the teaching of mother tongue, these researches generated questionnaires, which allowed the perception of different methodologies and teaching practices present in the daily life of schools, such as the use of oral and written genres, development of Linguistic Analysis, among others. It is also observed that this investigative procedure was based on selected works by Dolz, Schneuwly and Geraldi, which encompass precisely the themes of linguistic analysis and genres in LP teaching, as provided for by Brazilian legislation in the National Curricular Parameters and the National Common Curricular Base. This combination of the academic (university) community with the school community resulted in the identification of challenges faced and teaching strategies used in public schools in MS to achieve a quality teaching-learning process, insofar as it relates theory and practice in its development.
Linguistic Analysis; Portuguese; Language; Teaching-learning; Oral and written genres; Critical analysis; Theory and practice.
THE INFLUENCE OF PAST EXPERIENCES ON THE REPETITION OF DYSFUNCTIONAL RELATIONAL PATTERNS: A MIXED ANALYSIS AND INTERVENTION STRATEGIES
This study further investigates how past experiences, particularly childhood traumas and parental models, influence the persistence of dysfunctional behaviors in adult affective relationships. It is frequently observed that individuals find themselves trapped in cycles of suffering, reproducing harmful relational patterns that hark back to earlier stages of life. Using a mixed methodological approach, which combined quantitative data on pattern prevalence with qualitative data on emotional depth, the research sought to map the prevalence, the perception, and the underlying emotional origins of these patterns. The results from the sample of 47 respondents confirmed the hypothesis that the repetition of dysfunctional patterns is directly linked to negative experiences and emotional wounds from childhood. Significant factors supporting this finding included the high perception of repetition (80.9%), the link to family patterns (63.8%), and the predominance of descriptions of unhealthy/unstable parental environments (46.8%). Anxiety (29.8%) and insecurity (14.9%) emerged as the most frequent emotions cited by the participants. The conclusion points to the compulsion to repeat as an unconscious attempt to "correct" the past and emphasizes psychotherapy as the main tool to promote awareness, reframe traumas, and ultimately break these detrimental cycles.
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BEYOND DUALITY: transcendentalist features in Walt Whitman's poetry
This work aims to analyze Walt Whitman's poetry in Leaves of Grass (1855) in search of elements of transcendentalist philosophy, specifically (i) to understand the origin of the author's transcendental philosophy and its definition and (ii) to explore the patterns of his poetry that are related to the integration of opposites from a Jungian perspective. Through qualitative and explanatory research, Walt Whitman's poetry will be described and analyzed, identifying which pattern and approach of thought is present in his writings, based on the studies of the following authors: Boller (1974), Kummings et al. (1981), Loving (1999), Morris (1929), Assagioli (1972), Asselineau (1999), Wihl (2001), Evan (2015) and George Hegel (1770-1830). In this research, it is observed that Walt Whitman has a transcendentalist approach that is reflected in his poems, in addition to presenting a pattern in the content of the poems that refers to the condition of dual nature in the formation of a being. This study also highlights the importance of understanding this dual notion so that it can be integrated and complete within the individual, contributing to their own development and, consequently, to collective inner development.
Docência, Língua(s) e Linguagens(s): estudos, pesquisas, práticas nas confluênci
Walt Whitman; Leaves of Grass; Transcendentalism; Duality.
THE FORMATION OF READERS AND THE USE OF FANZINES IN THE DEVELOPMENT OF COMPETENCIES IN LIGHT OF THE BNCC
This study investigates how fanzines and fanfictions can be used as innovative pedagogical tools for the development of reading skills in elementary education, as outlined by the National Common Curricular Base (BNCC). The research adopts a qualitative approach, combining documental analysis of the BNCC with a literature review on these textual genres of youth culture. The results demonstrate that fanzines and fanfictions, due to their multimodal characteristics and collaborative authorship, align perfectly with the general competencies of the BNCC, especially regarding cultural production, use of technology, and development of critical thinking. The analysis also reveals that these textual genres promote greater student engagement with reading and writing practices, as well as facilitating the connection between school content and students' cultural experiences. It is concluded that the pedagogical incorporation of these genres represents an effective strategy for the formation of proficient readers in the 21st century, capable of responding to the demands of a more meaningful education that is connected to youthful realities.
Fanzines; Reader formation; Basic education; Competencies and skills; multimodality.
THE IMPLICATIONS OF CURSIVE HANDWRITING IN THE TEACHING-LEARNING PROCESS: to teach or not to teach?
This article presents a linguistic analysis of the implications of cursive writing in the contemporary teaching-learning process. It is based on the bibliographic research method and on the works and studies of renowned linguists and researchers in the field of education. Its niche is handwriting, specifically in cursive form, which has been the subject of discussion in several fields of knowledge, including applied linguistics and cognitive neuroscience. Authors such as Roxane Rojo (2009) and (2012), Ângela Kleiman (2007), Renato Barrucho (2015), Camini (2010) and (2013) and Magda Soares (2001) and (2004), together with the guidelines of the National Common Curricular Base (BNCC) contributed to the teachings in the construction of linguistic competence and the autonomy of the writer. Furthermore, studies such as Barrucho's A Mão Ativa o Cérebro reinforce the connection between handwriting and neural activation, demonstrating that the continuous strokes of cursive writing contribute to memory, motor coordination and cognitive development. A priori, the research indicates that cursive writing is not just a graphic element, but an essential instrument for meaningful learning, promoting engagement in reading and text production. The results of this analysis, which will be discussed, point to the need for pedagogical practices that value handwriting in teaching, considering its linguistic, cognitive and social impacts on student development.
Cursive Writing; Writing; Teaching-Learning; Linguistics; Literacy.
RETHINKING STEREOTYPED IMAGES: sports activities as a space for dialogue with Guarani and Kaiowá cultures
This paper presents an analysis of a pedagogical intervention conducted with 6th-grade students from a public school in Ponta Porã, MS, focusing on representations of Indigenous peoples. The objective is to reflect on the development of this activity as a pedagogical alternative and as a possibility for critical knowledge construction. The design of the activity and the analysis are grounded in different fields of knowledge, such as Anthropology, Critical Pedagogy, Cognitive Linguistics, and Physical Education. The results indicate that the pedagogical intervention points to promising pathways for educational work aimed at developing human potentialities, although they also reveal the strength of social representations and how these can overshadow pedagogical efforts.
Pedagogical Activities. Representation. Reflections. Teaching-learning.
DISCURSIVE GENRES IN MOTION: a reading of digital cartoons and their multimodal resources
This article investigates the processes of meaning construction in digital comic strips from a multimodal approach, grounded in Bakhtin’s (1997) studies on speech genres and in Marcuschi’s (2005, 2008) contributions on contemporary textual genres. Using as corpus two online comic strips, the analysis integrates the theory of textual referentiation by Koch and Elias (2015) with the principles of social semiotics by Kress and Van Leeuwen (1996), aiming to examine the interaction between verbal and visual resources in producing effects of humor and social criticism. The results indicate that the recategorization of referents (Koch, 2011), in combination with visual elements, supports the construction of double meanings, while irony emerges from the tension between text and image, according to the principles of multimodality proposed by Dionísio (2011). The characterization of characters, in light of Ramos (2016, 2017), intensifies the critique of contemporary social issues. It is concluded that digital comic strips, as genres shaped by semiotic hybridity (Teno & Bueno, 2023), demand pedagogical approaches that consider their multimodal complexity in order to promote reading competence in the XXI century.
Digital comic strips; Multimodality; Discourse genres; Referentiation; Portuguese language teaching.
THE HORROR AND LITERARY LITERACY: a proposal for immersion in the universe of Edgar Allan Poe in elementary education
This article proposes a critical analysis of the pedagogical approach present in the textbook designed for 7th grade of elementary education for the current triennium, which includes the short story "The Mask of the Red Death" by Edgar Allan Poe. The aim is to suggest a didactic sequence that facilitates the reading of the text and expands its interpretative potential, exploring its symbolic elements, narrative construction, and the aesthetic implications of the work in the context of literary education, hereafter referred to as literary literacy. The theoretical framework is based on Cosson (2018; 2024), Santaella (2008), and other scholars who view reading as an aesthetic phenomenon and literature as a field of multiple meanings. Additionally, the mobilization of artistic-literary practices is considered, which favors a critical and sensitive approach to the text. With the proposed approach, the goal is to demonstrate how reading this story can contribute to the development of reading competence, providing students with a reflective immersion in the literary imagination and the historicity of the work.
FROM THE MARGINS TO THE CENTER: the historical and legislative construction of inclusive education in Brazil
This article analyzes the historical and legislative trajectory of inclusive education in Brazil, focusing on legal milestones and implementation challenges. It aims to understand how educational policies have evolved to guarantee rights for people with disabilities, based on national legislation and theoretical frameworks such as Postman (1999), Ariès (1981), Saviani (2009), and Mantoan (2003). Methodologically, bibliographic and documentary research was conducted, examining Brazilian laws (LDBs 4.024/1961, 9.394/1996, and Law 13.146/2015) and international documents such as the Salamanca Statement (1994). The theoretical framework engages with authors discussing the social construction of childhood, disability, and school inclusion. The results reveal that, despite legal advances—such as the shift from the segregational model to inclusion in regular education—practical challenges persist: insufficient teacher training, inadequate infrastructure, and cultural resistance. It is concluded that effective inclusion requires not only legal support but also investment in public policies that bridge theory and practice, overcoming disparities between what is legally prescribed and the school reality. The study contributes to reflections on the need for improvement of inclusive actions in the country.
Inclusive education; Educational legislation; History of education; Public policies, Special educational needs.