EDUCATION: INVESTIGATIONS, POLICIES, AND PRACTICES (Thematic Dossier 2025)

The Ivy Enber Scientific Journal is pleased to announce the release of the Thematic Dossier “Education: Investigations, Policies, and Practices.” This dossier aims to promote dialogue on education in its multiple dimensions, connecting it to aspects of scientific research, educational policies, and pedagogical practices that contribute to building a critical, inclusive, and transformative education.

We invite all readers, researchers, and professionals in the field to explore the articles that compose this dossier and to reflect on the challenges and potentialities that permeate the contemporary educational field.

TABLE OF CONTENTS

PRESENTATION (pp. 7–15) – Prof. Dr. Miriam Espíndula dos Santos Freire; Prof. Dr. Sabrina Grisi Pinho de Alencar; Prof. Dr. Sawana Araújo Lopes de Souza. |

SCHOOL SUPERVISION IN THE INCLUSION OF TECHNOLOGY FROM THE PERSPECTIVE OF SPECIAL EDUCATION (pp. 16–31) – Tássio Ricardo de Oliveira Carlos; Sawana Araújo Lopes de Souza. | https://doi.org/10.57108/iesj.dossie-educacao2025.1

INFLUENCE OF PEDAGOGICAL PRACTICE AND MUSIBRAILLE ON THE MUSICAL DEVELOPMENT OF BLIND STUDENTS (pp. 32–52) – Welington Keffer; William Keffer. | https://doi.org/10.57108/iesj.dossie-educacao2025.2

COMPREHENSIVE EDUCATION: What It Is and How It Can Reflect in Pedagogical Practices (pp. 53–69) – Luciana Bastos Santos; Daysi Lange. | https://doi.org/10.57108/iesj.dossie-educacao2025.3

EDUCATION IN AMAZONAS: A Literature Review on the Construction of Riverside Education (pp. 70–87) – Aclilson Marcus Batalha; Dafiana do Socorro Soares Vicente Carlos. | https://doi.org/10.57108/iesj.dossie-educacao2025.4

RURAL EDUCATION AND TEACHER TRAINING IN THE AMAZON: A Synthesis of Academic Production (pp. 88–101) – Aclilson Marcus Batalha; Dafiana do Socorro Soares Vicente Carlos. | https://doi.org/10.57108/iesj.dossie-educacao2025.5

INCLUSION IN EARLY CHILDHOOD EDUCATION: Rights and Practices in This Context (pp. 102–112) – Angélica Rezende Pacheco. | https://doi.org/10.57108/iesj.dossie-educacao2025.6

THE IMPORTANCE OF FIELDS OF EXPERIENCE: Structure and Organization in Early Childhood Education (pp. 113–122) – Elcenira Matos de Araújo; Sawana Araújo Lopes de Souza. | https://doi.org/10.57108/iesj.dossie-educacao2025.7

THE TRAINING OF PORTUGUESE LANGUAGE TEACHERS AND DIDACTIC INSTRUMENTATION: An Investigation Based on Lesson Planning and Artificial Intelligence (pp. 123–134) – Francisco Ferreira; Sawana Araújo Lopes de Souza. | https://doi.org/10.57108/iesj.dossie-educacao2025.8

EDUCATION, ARTIFICIAL INTELLIGENCE, AND ETHICS: Implications for Methodologies and Teaching Practices (pp. 135–146) – Gustavo Molina Figueiredo; Sawana Araújo Lopes de Souza. | https://doi.org/10.57108/iesj.dossie-educacao2025.9

THE CONTRIBUTION OF DIGITAL CULTURE TO TEACHER TRAINING AND ITS INTERLOCUTION WITH PEDAGOGICAL PRACTICE (pp. 147–156) – Roselita Rodrigues do Espírito Santo Albuquerque; Sawana Araújo Lopes de Souza. | https://doi.org/10.57108/iesj.dossie-educacao2025.10

ASSISTIVE TECHNOLOGIES IN SPECIAL EDUCATION: A Bibliographic Study (pp. 157–166) – Ana Caroline Silva Carneiro; Vanessa Torres Moraes. | https://doi.org/10.57108/iesj.dossie-educacao2025.11

A TECHNOLOGICAL APPROACH TO THE INCLUSION OF CHILDREN WITH DOWN SYNDROME: School–Family Integration (pp. 167–178) – Vanessa Torres Moraes. | https://doi.org/10.57108/iesj.dossie-educacao2025.12

PLAYFULNESS AS A MOTIVATOR FOR INCLUSIVE EDUCATION PRACTICE (pp. 179–187) – Angélica Rezende Pacheco. | https://doi.org/10.57108/iesj.dossie-educacao2025.13