The production of knowledge in Education

research and global and local challenges

Authors

DOI:

https://doi.org/10.15448/1981-2582.2024.1.46984

Keywords:

education, search, knowledge production, challenges

Abstract

The field of education is one of the fundamental pillars for the development of any society. This introductory text for magazine Educação puts the publisher and the organizers of the Education Dossiers in dialogue in the year 2024, a period marked by global and local challenges, including the floods in the state of Rio Grande do Sul. In this text, this important social problem is connected to the theory of social acceleration and Hartmut Rosa’s (2019) concept of resonance, leading to the analysis that technological dimensions, social changes and pace of life influence and are influenced environmental issues, in a complex way, since Technological acceleration is directly linked to urban growth and accelerated economic development and, in a world where speed becomes the norm, priorities often turn to the short term, transforming ways of life and relationships. In this way, and taking as a starting point the convergence in this perception, in the edition of magazine Educação, we present some emerging challenges and possibilities in the educational field. These presentations make us think about the future of education.

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Author Biographies

Andreia Mendes dos Santos, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brazil.

Permanent professor in the Postgraduate Programs in Education (PPGEDU) and Sociology and Political Science (PPGSCP) and professor in the undergraduate courses in Pedagogy and Psychology (PUCRS). Coordinator of the Center for Studies and Research in Childhood and Early Childhood Education (NEPIEI) and of the Research Groups “Social Issues in School” and “Psychology and Education”, coordinator of the Childhood Laboratory (LabInf), coordinator of the latu sensu courses “Inclusive Education and Specialized Educational Services”; “Neurosciences, Education and Child Development” and “School and Educational Psychology”. Editor of the Journal Educação. CNPq Productivity 2 scholarship holder. PUCRS representative on the Childhood Committee of the Marist Network. Psychologist, master and doctorate in Social Work (PUCRS).

Paulo Sergio Fochi, Universidade do Vale dos Sinos (UNISINOS), São Leopoldo, RS, Brazil.

PhD in Education from the University of São Paulo (USP), professor of the Pedagogy course at the University of Vale dos Sinos (UNISINOS), collaborator of the Postgraduate Program in Education (UNISINOS), coordinator and professor of the Specialization course in Early Childhood Education (UNISINOS).

Mônica Appezzato Pinazza , University of Sao Paulo (USP), Sao Paulo, SP, Brazil

Full Professor at the Faculty of Education of the University of São Paulo (USP). Coordinator of the Research Group Integrated Contexts of Early Childhood Education and the Study Group Professional Training and Supervision Practices in Contexts.

Lucia Lombardi, Federal University of São Carlos (UFSCar), São Carlos, SP, Brazil.

Bachelor's degree in Art Education with a specialization in Performing Arts from the School of Communications and Arts of the University of São Paulo (ECA USP). Master's degree in Education from the Faculty of Education (FEUSP). PhD in Education from the Faculty of Education (FEUSP). Postdoctoral degree from the Faculty of Education of USP (Brazil) and from the Melbourne Graduate School of Education (MGSE) of the University of Melbourne (Australia). Professor of the Postgraduate Program in Education at UFSCar campus Sorocaba (PPGEd-So) and coordinator of the Bachelor's degree in Pedagogy (CCPedL-So) at the same institution.

Vera Lucia Felicetti, University of the Santa Catarina Plateau (UNIPLAC), Lages, SC, Brazil.

PhD in Education from the Pontifical Catholic University of Rio Grande do Sul (PUCRS) with a doctoral internship at Texas University (Austin, US). Master in Education in Science and Mathematics from PUCRS. Professor in the Graduate Program in Language Sciences at the Catholic University of Pernambuco. Post-doctorate at Maryland University, College Park and American University (US). Coordinator of the Education sub-board of the Technical Committee for Monitoring the Assessment (CTAA) of Higher Education (INEP-MEC). CNPq Productivity 1D Scholarship.

Bettina Steren dos Santos, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, RS, Brazil.

Professor at the School of Humanities/Education; coordinator of the Postgraduate Program in Education at PUCRS. She holds a degree in Education from the Federal University of Rio Grande do Sul (UFRGS) and a PhD in Evolutionary and Educational Psychology from the University of Barcelona (Spain). She has a postdoctoral degree from the University of Texas at Austin (USA) and the University of Barcelona. She is a CNPq productivity researcher.

References

Altbach, P. G., & Knight, J. (2007). The Internationalization of Higher Education: Motivations and Realities. Journal of Studies in International Education, 11(3-4), 290-305. https://doi.org/10.1177/1028315307303542

Bondioli, A. (2004) O projeto pedagógico da creche e a sua avaliação: a qualidade negociada. Autores Associados.

Bondioli, A. & Ferrari, M. (Orgs.). (2004). Verso un modello di valutazione formativa. Edizioni Junior.

Rosa, H. (2019). Aceleração: a transformação das estruturas temporais na modernidade. UNESP.

Santos, A. M., & Guilherme, A. A. (2016). Tempo de mudanças. Educação, 39(1), 1–2. https://doi.org/10.15448/1981-2582.2016.1.24457

Tziminadis, J. L. F. (2017). Modernidade dessincronizada: aceleração social, destemporalização e alienação: uma entrevista com Hartmut Rosa. Estudos de Sociologia, 22(43), 365-383. https://doi.org/10.52780/res.10462

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Published

2024-12-20

How to Cite

Mendes dos Santos, A., Fochi, P. S., Appezzato Pinazza , M., Lombardi, L., Felicetti, V. L., & Steren dos Santos, B. (2024). The production of knowledge in Education: research and global and local challenges. Educação, 47(1), e46984. https://doi.org/10.15448/1981-2582.2024.1.46984

Issue

Vol. 47 No. 1 (2024): Single Volume -

Section

Editorial

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