Journal of Docent Discunt

Bilingual Education with a STHEAM Approach in Science Education for Deaf Children

2026-02-02T14:39:56-03:00

Objectives: Analyze science education for deaf children from the perspective of bilingual education, considering Brazilian Sign Language (Libras) as the first language and written Portuguese as the second language, and discuss the potential of the STHEAM approach as a transdisciplinary, inclusive pedagogical strategy that is sensitive to the linguistic, cultural, and social specificities of this audience.

Methods: This study adopts a documentary research design with a qualitative approach, grounded in the analysis of academic publications on bilingual education, Science Education, and the STHEAM approach, as well as Brazilian legislation related to the inclusion and accessibility of deaf people. The discussion is articulated with proposals for pedagogical activities aligned with the National Common Core Curriculum (BNCC).

Conclusions: It is concluded that bilingual education associated with the STHEAM approach shows potential to promote more inclusive pedagogical practices in Science Education for deaf children by valuing Libras, deaf culture, and transdisciplinarity. Although it does not eliminate all challenges related to inclusion, the proposal contributes to more sensitive teaching mediation that addresses students’ differences and needs.

Theoretical Contributions: The study broadens the debate on the educational inclusion of deaf students by articulating bilingualism, translanguaging, and the STHEAM approach, highlighting the central role of the humanities in the construction of critical, inclusive, and contextualized pedagogical practices in Science Education.

Effects of Psycholinguistic Variables on the Reading and Writing of Children In Initial Literacy: Regularity, Frequency, Length and Lexicality

2026-02-07T09:50:36-03:00

Objectives: To investigate the effects of psycholinguistic variables — orthographic regularity, lexical frequency, length, and lexicality — on reading and writing performance of words and pseudowords in children from 1st to 3rd grade of elementary school with difficulties in understanding the alphabetic principle.

Methods: This study adopted a quasi-experimental design with a comparison group, involving 48 children aged 6 to 9 years (M = 89.38 months). Reading and writing tasks of words and pseudowords were administered. Data were analyzed using factorial ANOVA with repeated measures, considering the investigated psycholinguistic variables.

Results: The findings revealed statistically significant effects of regularity, length, and frequency in reading, as well as significantly higher performance in the intervention group. In writing, regularity effects were more robust, suggesting greater reliance on the phonological route. Although lexicality did not show significant intragroup effects, the intervention group achieved higher accuracy in both word and pseudoword reading, indicating more efficient decoding processes.

Conclusion: The results support the dual-route model and suggest that, in early readers, reading and writing processing predominantly rely on grapheme–phoneme conversion, modulated by psycholinguistic variables. The findings highlight the importance of explicit phonics instruction to strengthen early literacy skills, especially among children with difficulties in understanding the alphabetic principle.

The Path of the Stones and Practice in the National Curriculum Guidelines for Teacher Education 2002 2024

2026-03-03T10:33:42-03:00

Objectives: To describe and analyze the configuration and role of Practice as a Curricular Component (PCC) in the last four National Curriculum Guidelines (DCNs) for Initial Teacher Education in Basic Education, from 2002 to 2024.

Methods: This study is a comparative documentary research using DCNs as primary sources. The methodological procedure involved analyzing and contrasting these normative documents across different timeframes to identify continuities, transformations, and ruptures in the incorporation of PCC.

Results: The findings indicate that the 2002 DCNs established PCC as a foundational element of teacher education, with a minimum workload of 400 hours and a transversal approach. The 2015 DCNs expanded this perspective by incorporating initiatives such as PIBID and strengthening general education components. The 2019 DCNs maintained PCC but aligned it strictly with competencies defined by the National Common Curricular Base. Finally, the 2024 DCNs removed PCC, replacing it with Extension Curricular Activities, marking a significant shift.

Conclusion: The exclusion of PCC in the 2024 DCNs represents a setback in teacher education, weakening the integration between theoretical and practical knowledge. This change reflects a political compromise that undermines the centrality of practical knowledge in shaping teacher professional identity.