This article aims to analyze the role of education in the dispute over historical memory and in confronting structural racism in contemporary Brazil. It is based on the understanding that the school curriculum constitutes a space for both reproduction and resistance to racial inequalities, shaped by epistemological and political disputes. The study adopts a qualitative approach, with bibliographic and documentary research, grounded in theoretical works on structural racism, coloniality, curriculum, and anti-racist education, as well as in the analysis of legal frameworks, particularly Law No. 10.639/2003 and related educational guidelines. The findings indicate that schools play a central role in shaping historical memory by selecting knowledge and narratives, thus either reinforcing racial hierarchies or promoting recognition and appreciation of Afro-Brazilian epistemologies. It is concluded that the consolidation of anti-racist education requires curricular reconfiguration, institutional commitment, and the overcoming of Eurocentric epistemological foundations, positioning the school as a strategic space for the construction of racial justice.

This article analyzes molded relief painting as a pedagogical resource for the construction of sensitive knowledge in inclusive education, with emphasis on the inclusion of students with visual impairments. The research, qualitative in nature and based on a bibliographic approach, is grounded in a literature review of works published between 2020 and 2025 in databases such as SciELO and CAPES. The theoretical framework articulates Brazilian legal milestones, such as Law No. 13,146/2015 and Decree No. 12,686/2025, with Merleau-Ponty's phenomenology of perception and the principles of Universal Design for Learning (UDL). The results indicate that relief painting, by engaging haptic perception, constitutes an assistive technology capable of promoting aesthetic enjoyment and autonomy. It is concluded that the integration of this technique into the curriculum, guided by UDL, realizes the right to full cultural participation and equitable aesthetic learning.

This article provides an in-depth analysis of school health and safety practices based on the livestream from the National School Health and Safety Day (DNSSE 2024) and the document issued by the Ministry of Education (MEC). Using content analysis as the main methodological approach, the study identifies key strategies for strengthening a preventive culture within educational institutions, highlighting the implementation of the School CIPA, which promotes participatory identification of hazards and risks, encourages dialogue among community members, and expands the use of reporting channels to prevent accidents, violence, and other forms of vulnerability. The initiatives examined demonstrate notable progress but also reveal persistent challenges, especially regarding institutional adherence, managerial commitment, and the need for broader engagement from students, teachers, and staff. The study emphasizes that reinforcing intersectoral partnerships, ensuring continuous professional development, stimulating collective participation, and expanding public policies aimed at school safety are essential for building environments that are safer, healthier, and more welcoming. It also recommends the effective inclusion of private schools in these guidelines so that the entire educational network contributes to the development of prevention protocols, care practices, and protective measures that promote the physical, emotional, and social well- being of all members of the school community.

This article analyzes the implementation of participatory leadership practices in educational institutions and their implications for improving pedagogical quality. The main objective is to investigate the structural and cultural obstacles that interfere with the adoption of more horizontal management models, examining how the decentralization of decision-making contributes to strengthening educational processes. The study adopts a qualitative approach based on a bibliographic review conducted in indexed academic databases. The results indicate that the sharing of responsibilities among managers, teachers, and the school community strengthens the organizational climate, reduces institutional conflicts, and increases the sense of belonging among the actors involved. However, the persistence of centralized administrative practices and the high bureaucratic burden in public education systems still represent significant barriers to the consolidation of participatory processes. The study also shows that the effective functioning of collegiate bodies and the collective elaboration of institutional plans contribute to the continuity of pedagogical actions and to the stability of educational goals. Furthermore, collaborative interaction between schools, families, and the community strengthens social co-responsibility for education and supports student retention. It is concluded that sustainable institutional development depends on the consolidation of practices based on transparency, dialogue, and collective participation, transforming the school environment into a democratic space that promotes citizenship.

This article aims to present a proposal for an analytical model to investigate technological integration in municipal guards, focusing on the Smart Sampa program and the Metropolitan Civil Guard of São Paulo (GCM-SP). The research is qualitative and conceptual in nature, based on literature review and theoretical analysis. The theoretical framework addresses the concepts of technological integration, operational efficiency, challenges, potentialities and impacts, anchored in authors such as Rogers (2003), Cavalcante and Cunha (2017) and Lyon (2018). The methodology consisted of constructing a causal model from conceptual triangulation, resulting in a scheme that relates the implementation of the program, technological integration at the technical, operational and institutional levels, the moderating challenges and potentialities, operational efficiency and the impacts generated. The results include the formulation of four research hypotheses that will guide future empirical investigations. It is concluded that the model offers a theoretical-methodological framework for analyzing the adoption of technologies in security organizations, contributing to the advancement of knowledge about intelligent urban security.

This article analyzes the relationship between hotel infrastructure and the quality of hospitality services, emphasizing the strategic role of Civil Engineering in shaping guest experience and operational performance of hotel enterprises. It is assumed that perceived quality is not limited to interpersonal service interactions, but is strongly influenced by the physical conditions of the building, including environmental comfort, safety, accessibility, functionality, and efficiency of building systems. The main objective is to examine how Civil Engineering contributes to service quality in the hospitality sector, identifying key infrastructural factors that affect user perception and competitiveness. Methodologically, this is a basic research study with a qualitative approach, descriptive and explanatory objectives, developed through bibliographic review and documentary analysis based on recent scientific sources and official institutional data. The results indicate that building performance attributes, such as thermal and acoustic comfort and quality of facilities, directly influence guest satisfaction, while building maintenance and sustainability practices are essential for service reliability and longevity. It is concluded that Civil Engineering plays a structuring role in contemporary hospitality by transforming technical attributes into perceived value and competitive advantage.

Aging causes physiological changes that require lifestyle changes to ensure health and longevity. Maintaining muscle mass, a balanced diet, and regular physical activity are essential to prevent diseases such as osteopenia and prostate problems. Resistance exercise helps preserve bone density, increase muscle strength, and reduce the risk of falls, while a diet rich in calcium, vitamin D, zinc, and lycopene promotes bone and prostate health. The combination of adequate nutrition and exercise helps regulate hormones and prevent inflammation, promoting healthy and functional aging. Given the above, the study's overall objective is to analyze how maintaining muscle mass, adequate nutrition, and regular physical activity can reduce the risk of osteopenia and prostate problems during the aging process. This study is characterized as bibliographic research. Therefore, it can be concluded that a balance between diet, movement, and strength is the safest and most natural path to healthy aging. Keeping your body active, nourished, and strong not only prevents disease but also provides independence, self-esteem, and personal satisfaction.

The investigation into inclusive practices in Chemistry Teaching reveals that the discipline’s inherently abstract and visual nature poses the greatest obstacle, creating significant barriers, especially for students with Visual and Hearing Disabilities. The pedagogical solution lies in adopting the Universal Design for Learning (UDL), which mandates multisensory strategies to break down complex concepts, and the Science, Technology, and Society (STS) approach, which contextualizes knowledge for civic education. There has been notable progress in developing Assistive Technologies (AT), including low-cost tactile molecular models, audiodescription in experiments, and laboratory adaptations, which are essential for promoting student autonomy. However, the most pressing challenge to actualizing these practices is the critical gap in the initial and continuing training of Chemistry teachers, which causes insecurity and prevents the effective transposition of academic research into the classroom. The literature review revealed that inclusion in chemistry education still faces challenges related to the abstract nature of the content, the lack of accessible materials, and teacher training. However, strategies such as adapting teaching resources, using digital technologies, and active methodologies show potential to make teaching more accessible and participatory for all students.

This study analyzes the pedagogical uses of digital platforms within the context of the BNCC for learning recovery in Portuguese Language education. It adopts a qualitative approach based on a bibliographic review, examining academic studies and institutional documents addressing the integration of digital technologies, active methodologies, and language practices. The findings indicate that digital platforms, especially when associated with Artificial Intelligence, support personalized learning and student engagement, contributing to the mitigation of learning gaps. However, the results also show that the effectiveness of these technologies depends on intentional pedagogical mediation, teacher training, and structural conditions of access. Furthermore, alignment between digital platforms and curricular guidelines does not occur automatically and requires integration with meaningful language practices. The study concludes that technology-mediated learning recovery is a complex process that demands articulation between curriculum, methodology, and pedagogical practices, guided by principles of equity and instructional intentionality.

Literacy is a fundamental step in the educational process, as it enables children to access reading and writing, essential elements for their active participation in society. In this context, it becomes necessary to adopt pedagogical strategies that respect the characteristics of childhood and promote meaningful learning. Playfulness stands out as an important teaching strategy, since playing is part of the children's universe and contributes to the cognitive, social, and emotional development of students. This article aims to analyze the importance of playfulness as a learning strategy in the literacy process, highlighting its benefits and contributions to pedagogical practice. This is a bibliographical research, with a qualitative approach, based on studies by contemporary authors in the field of education, who discuss the role of playfulness in teaching and learning. The analysis of the studies reveals that the use of playful activities, such as games, play, music, and stories, fosters interest, motivation, and active participation of students, in addition to contributing to the development of reading and writing in a more enjoyable and meaningful way. The results indicate that playfulness helps overcome learning difficulties, promotes socialization, and strengthens the teacher-student relationship. It is concluded that playfulness should be understood as an indispensable pedagogical resource in the literacy process, requiring its planned and intentional inclusion in the school context to ensure more effective and humanized learning.