Journal of Docent Discunt

The Teacher’s Role in the Face of Students’ Diversities and Singularities Experienced in the Classroom

2025-03-23T10:48:06-03:00

Objectives: This article aims to promote reflections on diversity in the classroom, a phenomenon that has intensified in recent decades. Thus, it sought to analyze some of the diversities present in the school environment, as well as to understand how institutions and teachers have acted in the face of this scenario and the need for student inclusion.

Methods: The scientific method adopted in this article was bibliographic research, associated with a literature review. The aim was to validate and enrich the reflections presented, supported by a broad selection of scientific and academic works. In this way, knowledge, questions, and positions of various authors on the theme of diversity and inclusion in schools are presented.

Conclusions: Based on the facts presented, it can be stated that the classroom has become a less hegemonic and more diverse environment. In this context, schools must be prepared to deal with the differences among students. Furthermore, it is essential that teachers be trained to act in an integrative manner, adopting methodologies appropriate to each situation, and that families also fulfill their educational role.

Theoretical Contributions: To understand some of the aspects of diversity that students may manifest in the classroom and to investigate the phenomenon of inclusion in the school environment. From this perspective, the study seeks to explore the repercussions of diversity in the educational context, point out ways to ensure respect for differences, and indicate necessary actions to promote proper inclusion.

Academic and Behavioral Challenges on Montessori Students

2025-05-07T09:33:09-03:00

Objective: The study investigates the academic and behavioral challenges faced by Montessori students aged 3 to 6 years, focusing on Primer, Primer A, and Primer B levels at BSR Green Park International School, Thiruppathur, Tamil Nadu, India.

Methodology: A case study method was employed, integrating qualitative and quantitative approaches to analyze the impact of innovative teaching methodologies on student performance and well-being. The curriculum, designed by Next Education, emphasized interactive, play-based, and activity-based learning strategies to enhance cognitive, socio-emotional, and motor skills development.

Results: Findings reveal that tailored teaching approaches significantly improved students' academic performance and behavioral adaptability, including digital resources, recap sessions, and real-world examples.

Conclusion: The study highlights the challenges, such as exam anxiety, incomplete homework, and disruptive behaviors, alongside strategies for remediation through teacher-parent collaboration and specialized classroom interventions. The results underline the importance of a structured and nurturing educational environment in fostering holistic development and lifelong learning skills among young children.

Universal Design for Learning in Early Childhood Education Settings: Teachers’ Conceptions and Practices in a Municipal School of São Paulo

2024-11-05T13:40:50-03:00

Objective: To investigate teachers’ conceptions and practices related to Universal Design for Learning (UDL) in a municipal early childhood education school in the city of São Paulo, focusing on work with children aged 4 to 6 years, including those with Autism Spectrum Disorder (ASD).

Method: This is a descriptive study with a qualitative approach, consisting of a literature review and field research. Data were collected through a questionnaire administered to teachers and school administrators, containing both objective and open-ended questions regarding knowledge and application of UDL.

Results: The analysis revealed that, although UDL is mentioned in teacher training programs, it is applied intuitively and in a poorly systematized manner. Most participants demonstrated limited knowledge about the concept and its principles. Some spaces and practices that partially align with UDL were identified, such as classroom “corners,” the use of multimedia, and outdoor areas.

Conclusion: There is a lack of consistent continuing education on UDL, which hinders its full implementation in early childhood education practices. The importance of systematic training initiatives, articulated with school routines and grounded in solid theoretical foundations, is reinforced to promote truly inclusive education.

Possibilities of Children's Literature in Environmental Education: Pedagogical Foundations in Paulo Freire

2025-03-25T07:26:20-03:00

Objective: This study aims to explore how children's literature, grounded in Paulo Freire's critical pedagogy, can foster environmental awareness and critical thinking among elementary school children.

Method: This is a qualitative, theoretical study based on a bibliographic review of Freirean pedagogy and environmentally themed children's literature. Three literary works were analyzed using the textual configuration analysis method proposed by Mortatti (2000).

Results: The selected books reveal a strong potential to stimulate critical thinking and reflective dialogue on environmental issues with children aged 5 to 10. Symbolic and poetic narratives foster empathy, imagination, and ecological awareness, confirming literature as an effective interdisciplinary educational tool.

Conclusion: Children’s and young adult literature, when integrated with Freire’s liberating pedagogy, becomes a powerful tool for shaping critical individuals who are aware of their role in planetary sustainability. In light of this, the study highlights the need for continued research through empirical investigations in school contexts, in order to deepen the analysis of pedagogical practices that integrate literature and critical environmental education.