EduSer

Profile of child sex offenders and their contexts: a scoping review

Fabiane Olivia Ardenghi, Mário Antonio Sanches — Thu, 04 Dec 2025 00:00:00 +0000

Childhood is a vulnerable period, protected by international legislation such as the Declaration of the Rights of the Child (UN, 1959), which affirms the need for protection from neglect and exploitation. The concept of childhood, however, varies between cultures, influencing children's experiences. This scoping review aims to map the profile of child sex offenders in different social and cultural contexts. The methodology followed the guidelines of the Joanna Briggs Institute (JBI), reviewing 25 studies from 13 countries, using 4 databases: MEDLINE, APA PsycINFO, LILACS and Web of Science. The results were collected and analyzed in 3 broad categories: (1) personal characteristics of the aggressor; (2) the act of abuse; (3) contexts of the aggressor. In this article we will analyze only the category related to the context of the aggressor: Family contexts and background; Educational and socioeconomic contexts; Cultural contexts and Religious contexts. The results show that many aggressors share a history of childhood abuse and neglect, associated with dysfunctional family environments. In terms of education, the majority of aggressors have little schooling, although there are exceptions, such as those in positions of authority.Cultural elements, especially sexual taboos and gender stereotypes, play a significant role in perpetuating abuse, as do religious distortions.The conclusions show that the prevention of child abuse must consider multiple factors, from education to family support, including culture and religion. It is reinforced that a comprehensive and interdisciplinary approach is fundamental to tackling child sexual violence.

The Circle Dances as a possibility of intensifying the subjects’ formation processes

Potyra Menezes, Flávio Soares Alves — Thu, 04 Dec 2025 00:00:00 +0000

This article is inspired by my master's thesis on Circle Dances (CD) carried out between 2020 and 2022. In this clipping, we intend to discuss the formation of subjects through the effects of the CD, which intensify the formation processes of the subjects involved. In that research, we conducted interviews with CD teachers and, in the procedures dimension, sought support from Cartography. As a starting theoretical-conceptual reference, we have traced approximations with Foucault's aesthetics of existence. Based on the reports, we have observed that the circular disposition of the circle dance generates an intensification field that affects the subjects both subjectively and collectively, since in this process of intensifying experience, we are immersed in different levels of bodily relationship in this process of the experience intensification: the relationship of self with oneself, with space and with others.

PERFECT CHORD:

Rafael Mariano Camilo da Silva, Tiago Zanquêta de Souza — Thu, 04 Dec 2025 00:00:00 +0000

This essay proposes an analysis of the reflections of durkheimian thought in music education in Brazil during the 1930s, notably through the project known as Orpheonic Chant by Villa-Lobos. Therefore, its main objective is to explore the intersection between Durkheim's ideas about education and the purposes of music education in Brazilian schools during the Second Republic. In this context, the aim is to understand how Orpheonic singing, under Durkheimian influence, transcends mere musical practice, playing an important role in the social and collective formation of individuals, shaping the sense of nationality, and promoting social cohesion.

Desirable characteristics in educational applications to promote interdisciplinarity and abstract thinking

Bruno Santana da Silva, Fernanda Kainara Marcelino da Fonseca — Fri, 17 Oct 2025 00:00:00 +0000

Digital applications are resources used for educational purposes, especially those that run on mobile devices. In this context, an important question arises: What characteristics do educational applications need to have to promote learning? This work explored this issue from a different perspective than previous works, by considering interdisciplinarity and learning difficulties related to students' abstract thinking. Therefore, the objective of this work was to define desirable characteristics for educational applications to promote interdisciplinarity and abstract thinking. Bibliographical research was carried out on (1) human interpretation and communication processes, (2) characteristics of applications that influence cognitive processes, (3) the theory of Meaningful Learning and (4) learning difficulties related to abstract thinking. The bibliography consulted supported the definition of 21 desirable characteristics (also called guidelines or recommendations) in educational applications that promote interdisciplinary knowledge and abstract thinking. To illustrate a practical application of these characteristics, good and bad examples of parts of the RevisApp application were presented based on a content analysis guided by the proposed characteristics. This analysis considered the study of Cytology from an interdisciplinary perspective between Biology and Chemistry in High School. Finally, the characteristics proposed in this work were compared with those proposed in two previous works to highlight the similarities and differences between them. It is expected that the proposed characteristics can be useful to guide the future design, development, evaluation and improvement of educational applications that promote interdisciplinarity and abstract thinking.

Interactions between educators and children as a principle of educational practice:

Fri, 26 Sep 2025 00:00:00 +0000

This article aims to investigate the influence of pedagogical interactions in the construction of a humanizing education. The methodological approach adopted is based on a bibliographical study of a qualitative nature, based especially on the ideas of Paulo Freire, as well as the contributions of other authors dedicated to the study of the topic, in addition to references from Brazilian legislation. The central hypothesis is that the interactions established in the school universe constitute educational activities and can contribute to the construction of a humanizing education. The analysis carried out demonstrates that the educational system and the relationships within it can shape perspectives, reinforce certain narratives and influence how individuals think, understand and position themselves in the world. In summary, it is concluded that the quality of interactions between educators and children can be decisive for the effectiveness of pedagogical practice, essentially when imbued with love, dialogue and respect. This mode of interaction contributes significantly to the construction of a humanizing education which, in turn, strengthens educational practice as a process that not only transmits knowledge, but also fosters dignity.

Psychoeducation for adults with Attention Deficit Hyperactivity Disorder: A systematic review

Gabriela Costa Alves, Regiane da Silva Macuch, Rute Grossi-Milani — Fri, 26 Sep 2025 00:00:00 +0000

Attention Deficit Hyperactivity Disorder (ADHD) is characterized by the persistent manifestation of symptoms of inattention, hyperactivity and impulsivity. Non-pharmacological approaches are fundamental to developing effective skills for controlling and managing symptoms. This study aimed to characterize scientific publications that used psychoeducation as an intervention strategy for adults with ADHD. A systematic review was carried out, based on the PRISMA method, in the Scielo, PePSIC, PubMED, APA, SCOPUS and Web of Science databases, using the descriptors: “attention deficit disorder with hyperactivity”, “psychoeducation”, “health education” and “adult”. The search resulted in 648 articles and, after analyzing the eligibility criteria, 9 articles were selected and analyzed. In all studies, psychoeducation was used as an intervention for adults with ADHD. Furthermore, complementary strategies and the use of digital applications to transmit psychoeducational content were identified. Some studies specifically targeted adults in college settings, while others included family members in the interventions. The results revealed that psychoeducation is an effective strategy for adults with ADHD. The results indicated an improvement in the central symptoms of the disorder, in comorbid symptoms, as well as an increase in self-knowledge, awareness, motivation, autonomy and the individual's active participation in their own treatment. In short, the results highlight the importance of incorporating psychoeducation as an integral part of interdisciplinary work in promoting the health of adults with ADHD, with a view to developing more adaptive skills to deal with the disorder.