CONTEMPORARY RESEARCH: KNOWLEDGE, PRACTICES, AND POSSIBILITIES

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Abstract

This work brings together studies that express the complexity and plurality of contemporary debates in the field of education, articulating technology, pedagogical practices, culture, heritage, and human development. The chapters gathered here result from research that, although distinct in their objects and methodologies, converge on the commitment to critically reflect on formative processes in different educational contexts, both formal and non-formal.
Throughout the work, the reader is invited to explore multiple approaches that highlight how education reinvents itself in the face of social, cultural, and technological transformations. The use of digital technologies and educational multimedia appears as a structuring axis in different chapters, highlighting its potential to dynamize pedagogical practices, expand languages, and promote more meaningful learning, provided that it is mediated by a critical and reflective perspective.
Another set of texts problematizes the presence of the digital generation in the school space and its impacts on contemporary teaching. These reflections highlight tensions, challenges, and possibilities that emerge from the coexistence between hyper-connected students and teachers called upon to redefine their practices, reaffirming the role of pedagogical mediation in the construction of more inclusive and conscious educational paths.
The collection also broadens the perspective beyond the traditional classroom by incorporating studies that explore non-formal educational spaces, such as museums and cultural institutions. By discussing the Pantanal History Museum as a space for visibility, regulation of knowledge, and teacher training, the texts reinforce the importance of heritage education and the appreciation of collective memory as fundamental dimensions of the educational process. In this same perspective, the analysis of built historical heritage and the Damage Map as a diagnostic and preservation tool highlights the dialogue between education, culture, and social responsibility.
In the field of early childhood education, the work includes in-depth reflections on play as a pedagogical strategy and a central element for the integral development of the child. Based on classic and contemporary references, the studies highlight the role of play in promoting meaningful learning, building affective bonds, and strengthening the cognitive, social, and emotional dimensions of childhood.
Thus, this collection is configured as a mosaic of research that, by dialoguing with each other, reaffirms education as a dynamic, situated, and plural social practice. By bringing together different perspectives, methodologies, and fields of investigation, the work does not intend to exhaust the topics covered, but to provoke new reflections, inspire practices, and foster debates that contribute to the advancement of knowledge and the qualification of educational practices in diverse contexts.
Intended for teachers, researchers, students, and education professionals, this work invites critical reading and dialogue, recognizing that it is at the intersection of knowledge, experiences, and contexts that possible paths are built for a more humane, democratic, and socially committed education.