This study examined the association between bullying and cyberbullying (both victims and perpetrators) and resource management strategies for learning in students aged 10 to 16. A cross-sectional study was conducted with 1330 Spanish students (48.95% boys; mean age = 13.22 ± 1.75 years). Learning strategies were assessed using the Motivated Strategies for Learning Questionnaire (MSLQ), bullying levels with the European Bullying Intervention Project Questionnaire (EBIP-Q), and cyberbullying with the European Cyberbullying Intervention Project Questionnaire (ECIP-Q). ANCOVA and binary logistic regression were used to analyze associations and exposure risk. Girls who were victims of bullying and cyberbullying showed significantly lower scores in study time management (−5.9%, p = 0.001 for bullying; −6.2%, p = 0.025 for cyberbullying) and effort self-regulation (−7.7%, p < 0.001; −8.3%, p = 0.002). Victimized girls were also up to 4.2 times more likely to struggle with effort self-regulation. Female aggressors exhibited up to 10.2% lower effort self-regulation, while male cyberbullies had 9.6% lower study time management compared to their peers and a 4.4 times greater risk of low effort self-regulation (p < 0.001). These findings emphasize the importance of designing targeted school interventions to strengthen self-regulation strategies, particularly for female victims and male cyberbullies, contributing to improved academic outcomes.

O artigo analisa as implicações do Programa de Formação-Ação em Escolas Criativas no processo de formação continuada de professores da Educação Infantil e do Ensino Fundamental no município de Lages/SC. Estruturado com base em uma abordagem qualitativa e na pesquisa-ação, o estudo promoveu encontros temáticos sobre a interdisciplinaridade como forma de estimular práticas pedagógicas colaborativas, contextualizadas e comprometidas com a realidade dos sujeitos e das escolas. A formação desenvolvida fundamenta-se em uma perspectiva emancipadora de base Freireana, articulando diálogo, transdisciplinaridade, sustentabilidade e direitos humanos como eixos estruturantes da prática docente. Os resultados indicam que a formação continuada, quando concebida como espaço dialógico e coletivo, pode contribuir significativamente para a transformação das práticas educativas e para o fortalecimento da escola como espaço democrático e integrador.

This article analyzes the implications of the Training-Action Program in Creative Schools in the continuing education process for Early Childhood Education and Elementary Education teachers in the city of Lages, Santa Catarina, Brazil. Based on a qualitative approach and action research, the study promoted thematic meetings on interdisciplinarity as a way to encourage collaborative, contextualized pedagogical practices that are committed to the realities of individuals and schools. The training developed isgrounded in an emancipatory Freirean perspective, articulating dialogue, transdisciplinarity, sustainability, and human rights as structuring axes of teaching practice. The results indicate that continuing education, when conceived as a dialogical and collective space, can significantly contribute to the transformation of educational practices and to the strengthening of schools as democratic and inclusive spaces.

The objective of this study was to analyze students' motivation toward physical education (PE) classes and to examine how this motivation is associated with sex, age, level of physical activity, and adherence to the Mediterranean diet among schoolchildren. The sample consisted of 564 students between the ages of 10 and 13, of whom 53.2% were boys and 46.8% were girls. To gather data, several instruments were administered, including a sociodemographic questionnaire, the Physical Education Class Motivation Questionnaire, the International Physical Activity Questionnaire for Adolescents (IPAQ-A), and the KIDMED index, which assesses adherence to the Mediterranean diet. The findings revealed a generally high level of satisfaction with PE classes among participants. Furthermore, boys reported higher levels of motivation compared to girls. Students with medium adherence to the Mediterranean diet demonstrated greater intrinsic motivation, suggesting that healthier dietary patterns may be linked to internal drivers for participation in physical activity. Additionally, students who reported being very physically active showed higher levels of extrinsic motivation, indicating that external factors may play a role in encouraging participation in physical activity among this group. 

O uso de Inteligência Artificial (IA) generativa no Ensino Superior traz desafios concernentes à autoria, à avaliação e à qualidade da aprendizagem ao mesmo tempo que amplia possibilidades de inovação pedagógica. Considerando tais perspectivas, este artigo apresenta resultados de uma pesquisa sobre percepções e experiências de docentes de uma universidade brasileira em relação ao uso da IA em comparação com dados de um levantamento realizado em uma universidade sueca. Trata-se de um estudo  comparativo  realizado  com  26  docentes  brasileiros  que  responderam  a  um  questionário originalmente elaborado e aplicado na Suécia, devidamente traduzido e validado no Brasil. Dentre os principais resultados, observa-se que, ainda que docentes brasileiros e suecos reconheçam a crescente relevância da IA no Ensino Superior, suas percepções divergem quanto aos impactos e às formas de utilização: no Brasil, predomina uma visão mais otimista, que associa a IA ao apoio ao trabalho docente,  mesmo  que  acompanhada  de  preocupações  com  a  aprendizagem  e  a  criticidade  dos estudantes; na Suécia, prevalece uma postura mais cautelosa, centrada na integridade acadêmica, na avaliação e na definição de limites para o uso. Conclui-se que a integração da IA não depende apenas da tecnologia, mas também das condições institucionais, pedagógicas e culturais de cada contexto, confirmando seu caráter sociotécnico.

The use of generative Artificial Intelligence (AI) in Higher Education brings challenges concerning authorship, assessment, and the quality of learning, while simultaneously expanding possibilities for pedagogical innovation. Considering these perspectives, this article presents the results of a survey on the perceptions and experiences of professors at a Brazilian university regarding the use of AI, compared with data from a survey conducted at a Swedish university. This is a comparative study conducted with 26 Brazilian teachers who answered a questionnaire originally developed and administered in Sweden, duly translated and validated in Brazil. Among the main findings, it is observed that, although Brazilian and Swedish professors recognize the growing relevance of AI in Higher Education, their perceptions diverge regarding its impacts and forms of use: In Brazil, a more optimistic view prevails, which associates AI with supporting teaching work, even if accompanied by concerns about student learning and critical thinking; In Sweden, a more cautious stance prevails, focused on academic integrity, evaluation, and setting limits for use. It is concluded that the integration of AI depends not only on technology, but also on the institutional, pedagogical, and cultural conditions of each context, confirming its socio-technical character.

El uso de la Inteligencia Artificial (IA) generativa en la Educación Superior plantea desafíos en cuanto a la autoría, laevaluación y la calidad del aprendizaje, al tiempo que amplía las posibilidades de innovación pedagógica. Considerando estas perspectivas, este artículo presenta los resultados de una encuesta sobre las percepciones y experiencias de profesores de una universidad brasileña con respecto al uso de la IA, comparados con datos de una encuesta realizada en una universidad sueca. Se trata de un estudio comparativo realizado con 26 docentes brasileños que respondieron a un cuestionario originalmente desarrollado y administrado en Suecia, debidamente traducido y validado en Brasil. Entre los principales hallazgos, se observa que, si bien los profesores brasileños y suecos reconocen la creciente relevancia de la IA en la educación superior, sus percepciones divergenen cuanto a sus impactos y formas de uso: En Brasil prevalece una visión más optimista, que asocia la IA con el apoyo a la labor docente, aunque acompañada de preocupaciones sobre el aprendizaje y el pensamiento crítico de los estudiantes; En Suecia prevalece una postura más cautelosa, centrada en la integridad académica, la evaluación y el establecimiento de límites de uso. Se puede concluir que la integración de la IA depende no solo de la tecnología, sino también de las condiciones institucionales, pedagógicas y culturales de cada contexto, lo que confirma su carácter sociotécnico.

This article presents students’ perceptions and experiences of using Generative Artificial Intelligence(GAI) in higher education, based on a qualitative case study at a Swedish university. Data were collectedthrough group interviews with 17 students from diverse fields, including technology, library andinformation science, health care, textiles, and design. The results show that while most students findGAI easy to use and beneficial for tasks such as translation, summarization, and idea generation, thereare substantial concerns regarding academic integrity, quality control of information, privacy, and thepotential loss of human interaction in learning. Views differed by study field: technology students focusedon efficiency gains, library and information science students stressed source criticism, healthcarestudents called for ethical guidelines, and textile/design students expressed limited current relevancebut anticipated future impact. These findings will inform the development of targeted pedagogicalstrategies, ethical and legal guidelines, and policy recommendations for universities. The studyconcludes that technical training in GAI is less critical than fostering peer learning, open access toteaching resources, and robust assessment methods that maintain academic standards in a GAI-richenvironment. The authors assert that the integration of GAI in higher education should be guided notonly by efficiency and innovation, but by a commitment to uphold academic integrity, foster ethical andcritical use of technology, and ensure that all students are equipped to thrive in a future where humanjudgement and digital tools must work hand in hand.

This article analyzes the implications of the Training-Action Program in Creative Schools in the continuing education process for Early Childhood Education and Elementary Education teachers in the city of Lages, Santa Catarina, Brazil. Based on a qualitative approach and action research, the study promoted thematic meetings on interdisciplinarity as a way to encourage collaborative, contextualized pedagogical practices that are committed to the realities of individuals and schools. The training developed isgrounded in an emancipatory Freirean perspective, articulating dialogue, transdisciplinarity, sustainability, and human rights as structuring axes of teaching practice. The results indicate that continuing education, when conceived as a dialogical and collective space, can significantly contribute to the transformation of educational practices and to the strengthening of schools as democratic and inclusive spaces.

O artigo analisa as implicações do Programa de Formação-Ação em Escolas Criativas no processo de formação continuada de professores da Educação Infantil e do Ensino Fundamental no município de Lages/SC. Estruturado com base em uma abordagem qualitativa e na pesquisa-ação, o estudo promoveu encontros temáticos sobre a interdisciplinaridade como forma de estimular práticas pedagógicas colaborativas, contextualizadas e comprometidas com a realidade dos sujeitos e das escolas. A formação desenvolvida fundamenta-se em uma perspectiva emancipadora de base Freireana, articulando diálogo, transdisciplinaridade, sustentabilidade e direitos humanos como eixos estruturantes da prática docente. Os resultados indicam que a formação continuada, quando concebida como espaço dialógico e coletivo, pode contribuir significativamente para a transformação das práticas educativas e para o fortalecimento da escola como espaço democrático e integrador.

The teaching of fractions presents historical challenges in basic education, requiring innovative pedagogical proposals that integrate different dimensions of knowledge. This article analyzes a didactic sequence for the teaching of fractions mediated by computational robotics, based on the principles of transdisciplinary didactics. The research, qualitative and participatory in nature, used the methodology of Creative Eco-Formative Projects (PCEs) for the construction of the proposal and applied the Delphi method for its validation by specialists. The results showed that the integration between educational robotics and a transdisciplinary approach enhances the meaningful learning of complex mathematical concepts, increases student engagement, and fosters the development of cognitive, socio-emotional, and ecological skills. Moreover, the proposal favored the articulation between different areas of knowledge and contributed to the integral formation of the students, aligned with the perspectives of eco-formation and multireferentiality. The data indicate that transdisciplinary didactics mediated by computational robotics is a promising strategy to overcome fragmentation in the teaching of fractions and to promote learning connected to the complexity of reality.

O formato tradicional da formação docente, organizado em palestras e encontros desarticulados, favorece práticas pedagógicas motivadas por planejamentos de ensino que desvinculam o estudo dos conteúdos curriculares de demandas das realidades local e global. Considerando a relevância de superar essa perspectiva formativa, este artigo tem como objetivo sistematizar resultados de uma pesquisa vinculada a um mestrado profissional, na qual foi desenvolvida uma proposta de formação docente comprometida com a metamorfose da prática pedagógica mediante a utilização de uma metodologia de ensino comprometida com o planejamento pertinente. Desenvolvido durante o período da pandemia da Covid-10, o estudo priorizou a pesquisa-ação e a abordagem qualitativa, mobilizando 30 participantes atuantes na docência ou na gestão de escolas de Educação Básica da Rede Municipal de União da Vitória, Paraná. Entre os resultados da formação, destaca-se a ênfase no trabalho colaborativo, o estímulo ao sentimento de pertencimento e o aprofundamento teórico vinculado à utilização de uma metodologia comprometida com a aproximação dos conteúdos curriculares a demandas locais e globais.

The traditional format of teacher training, organized through lectures and disconnected meetings, tends to encourage pedagogical practices driven by teaching plans that separate the study of curricular content from the demands of local and global realities. Considering the importance of overcoming this formative perspective, this article aims to systematize the results of research linked to a professional master's degree, in which a teacher training proposal was developed, committed to the transformation of pedagogical practice through the use of a teaching methodology aligned with relevant planning. Conducted during the Covid-19 pandemic, the study prioritized action research and a qualitative approach, involving 30 participants who were either teaching or managing schools in the Basic Education Network of União da Vitória, Paraná. Among the results of the training, the emphasis on collaborative work, the encouragement of a sense of belonging, and the deepening of theoretical knowledge tied to the use of a methodology committed to connecting curricular content to local and global demands are noteworthy.