CONTEMPORARY RESEARCH: KNOWLEDGE, PRACTICES AND POSSIBILITIES

4th edition

Abstract

This work is born from the commitment to a critical, humane education that is deeply connected to the technological, social and pedagogical transformations that characterize the 21st century. Bringing together theoretical reflections, contemporary analyzes and innovative practices, this work invites the reader to explore essential themes to understand the challenges and possibilities of current education: digital inclusion, pedagogical autonomy, active methodologies, emerging technologies, safety in educational spaces, criticality, humanization and teacher and student protagonism.

The texts gathered here speak directly to the real demands experienced by teachers, students, managers and education professionals. When discussing pedagogical autonomy in the context of digital inclusion, it is reinforced that the teacher continues to be the central mediator of the educational process, the one who critically integrates technologies, adapts methodologies and creates conditions for the student to actively participate in the construction of knowledge. This perspective is close to Freire's thinking, which understands the act of educating as an exercise in dialogue, responsible freedom and critical awareness.

Likewise, when addressing the use of resources such as podcasts in learning, the work highlights how Digital Information and Communication Technologies can streamline pedagogical practices, strengthen student engagement and expand possibilities for autonomy, without losing sight of the importance of continued training for educators and adequate infrastructure in schools.

The discussion about the influence of technology on contemporary education broadens this horizon by highlighting themes such as personalization of teaching, interactivity and democratization of access to knowledge. In a context of accelerated changes, technologies are no longer mere instruments and become structuring elements of the curriculum, methodologies and ways of learning and teaching.

Another fundamental axis of this collection is the reflection on Distance Education and the role of the active presence of the teacher-tutor. From a sensitive and well-founded analysis, it is clear that distance learning is not only supported by digital platforms, but by human mediation that guides, supports and accompanies the student on their journey, promoting autonomy, self-regulation and engagement.

The reader will also find a profound contribution on didactics as a transformative praxis, articulating humanist and critical-social foundations. The work reaffirms that all pedagogical practice is, first and foremost, an ethical, political and intentional action, committed to integral training, human dignity, critical thinking and social emancipation. Educating is, therefore, much more than transmitting content: it is cultivating hope, dialogue, sensitivity and protagonism.

In another complementary direction, a reflection on the educational role of administrative technicians in education in public universities stands out, which is often invisible. By recognizing these professionals as training subjects, the fragmented vision of the institution is broken and the need for a democratic, participatory and civic-minded university is reaffirmed.

Finally, the work brings an innovative approach to discussing the use of the Fire Dynamics Simulator (FDS) to design safer school spaces. This analysis reveals the importance of technological research applied to educational architecture, reinforcing that safety, accessibility and care are also essential dimensions of the training process.

This collection is, therefore, an invitation to reflection and action. It does not intend to offer ready-made answers, but to broaden horizons, provoke questions and strengthen the understanding that education is always movement: a movement of learning, transforming, reinventing, creating, humanizing and hoping.

May this reading inspire new perspectives and new practices.

That strengthens educators and students in building a more critical, inclusive, dialogic school committed to life.

And may each page reaffirm the certainty that education, when rooted in ethics, sensitivity and courage, is always a path of transformation.