Revista Portuguesa de Pedagogia

Environmental Racism in Brazil:

Victor Hugo Rosa Romanato

The present article addresses the concept of Environmental Racism and its relationship with current social inequalities. Coined in 1982, the term refers to the form of discrimination that exposes minority groups to environmental risks while excluding them from political decision-making processes. In Brazil, historical and social factors, such as slavery, exacerbate this exclusion, affecting Black, Indigenous, and Low-income communities. To promote critical education on the subject, the pedagogical game “Territórios em Crise” (which, from Portuguese, translates to “Territories in Crisis”) was developed. By simulating socio-environmental inequalities in a fictional city, the game educationally explores the vulnerability of marginalized communities to environmental disasters and ecological damage. Therefore, this study aimed to analyse whether the proposed pedagogical game is able to raise students’ awareness of environmental racism and its implications, fostering critical thinking, and encouraging socio-environmental discussions in the classroom. The game was implemented in a Biological Sciences course at a private Brazilian university, within the curricular component “Science, Technology, and Society in Health”. With 14 participating students, reflective discussions on the topic were conducted after the game, along with the use of rubrics that allowed students to perform a self-assessment of their performance in the activity. The results suggest a significant increase in students’ awareness of the issue and indicate that the activity motivated them to reflect on their own contexts, establishing connections between the dynamics of oppression and privilege addressed in the game and their personal experiences. Thus, the study demonstrates the effectiveness of interactive methodologies, such as the one employed, in fostering critical reflection on socio-environmental issues.

Desenho Universal para a Aprendizagem: estratégias e práticas pedagógicas para um ensino inclusivo

Lyslley Ferreira dos Santos

Large, heterogeneous classes challenge teachers to plan practices that ensure the participation of all students while promoting learning and engagement. Universal Design for Learning (UDL) emerges as an innovative approach, proposing flexible and accessible curricula organized around the principles of engagement, representation, and action/expression. This study aimed to analyze the effectiveness of pedagogical practices based on UDL in promoting inclusive education. To this end, a narrative literature review was conducted, covering books, chapters, and articles published between 2015 and 2025, in national and international databases. The results reveal that UDL favors learning and engagement by expanding the possibilities for student participation, regardless of their individual characteristics. However, there is a clear need for continuous investment in teacher training and the development of resources that enable its application in diverse school contexts. The study thus contributes to reinforcing the relevance of UDL as a path to inclusive pedagogy, highlighting potential, challenges, and perspectives for educational practice.

Keywords: Universal Design for Learning (UDL); Inclusive Education; Pedagogical Practices

Socialization of Children of Franco-Brazilian Couples — Cultural Transmission

Marta DOS SANTOS SILVA

The socialization process within the Franco-Brazilian family (Brazilian women married to French men residing in France) provides a framework conducive to the sociological understanding of the identity construction of couples through their daily use of the language at home. The commitment of some Franco-Brazilian couples to providing their children with a bilingual education allows us to detect their intentions regarding a specific type of socialization in the society in which they grow up. It is in this context that it is possible to understand the impact of Franco-Brazilian relationships, in which commitment to languages is one of the key factors in the development of a particular type of identity construction by the actors. It can be suggested that cultural transmission, mother tongue, religion, and the way of celebrating birthdays result from the strategic constructions of the family life of Franco-Brazilian couples, following the model of the geographical transplantation of Brazilian women to France. The cultural difference, which to some extent explains the mixed marriage, allows us to reconsider the negotiation between the Frenchman and the Brazilian woman regarding the couple's expectations regarding the educational model for their children.

Keywords: Socialization, linguistics, religion, transmission, couples, Franco-Brazilian.

Ludicidade, Corpo E Arte: Práticas Pedagógicas Integradas na Educação Contemporânea e a Construção De Saberes Na Escola

Loren de Oliveira Lopo Generoso

This paper reflects on the importance of playfulness, psychomotricity, digital media, and methodology in visual arts education, linking these elements to the context of contemporary education. Through bibliographic review and the analysis of pedagogical practices, the study highlights how games, play, technological resources, and artistic activities support the child's integral development, fostering meaningful and critical learning. Play is understood as a space for knowledge construction, cultural expression, and social engagement. Furthermore, the research emphasizes the central role of visual arts as an aesthetic, historical, and interdisciplinary language that interacts with various fields of knowledge. Teacher mediation and the conscious use of technology are identified as essential strategies for a humanized and inclusive pedagogy aligned with the demands of Education 4.0

Multimodalidade na Comunicação Docente com Alunos Migrantes não Falantes de Português: Contributos Teóricos e Recursos para uma Educação Inclusiva

Rosa Mendes

This article presents a theoretical and practical framework on the role of multimodality in communication between teachers and non-Portuguese-speaking migrant students. Based on a critical analysis of the contributions of Watzlawick (1967), Mehrabian (1971), Hall (1976), Jewitt (2008), Kress (2010) and other authors with relevant work in the fields of Critical Pedagogy and Social Semiotics, it argues that teacher communication should incorporate multiple modes - verbal, non-verbal, visual, spatial and cultural - as a strategy for educational inclusion. Beyond the theoretical review, the article proposes a set of concrete and culturally responsive pedagogical practices, promoting accessible and equitable learning environments. This approach contributes to building a school that is sensitive to the growing linguistic and cultural diversity in contemporary educational portuguese context.

Keywords: Multimodality; Teacher Communication; Educational Inclusion; Migrant Students; Multimodal Literacy.