The VERUM: Journal of Scientific Initiation focuses on promoting convergence and interaction among various fields of knowledge through interdisciplinary dialogues. Its primary purpose is to provide undergraduate students with a suitable platform to publish their research. The creation of VERUM arises from the complexity and demands received by the Center for Interdisciplinary Studies, aiming to establish an environment conducive to young researchers, particularly those engaged in scientific initiation, teaching and extension projects, as well as programs like PIBID, the Tutorial Education Program, and the Pedagogical Residency. The journal seeks to create a rich debate environment between authors and readers, encouraging critical reflection and the continuous enhancement of knowledge through research and experience reports in the broad fields of Humanities, Social Sciences, and Applied Social Sciences.
EDITORA DO CENTRO DE ESTUDOS INTERDISCIPLINARES - CEEINTER
The aim of this article is to comparatively analyze the flexibility strategies adopted in three Social Housing case studies in order to identify the most effective typological and construction solutions. The methodology employed a case study approach to understand contemporary phenomena applied within a specific context. The results indicated that flexibility is more evident in evolutionary aspects, such as expandability, and in changes to room occupancy, than in multifunctionality achieved through adaptable elements. The most recurrent criteria were: the possibility of planned expansion, clear spatial zoning, multifunctional/adaptable-use spaces, and the separation of structural and enclosure systems. However, there was insufficient investment in "second-generation" solutions (movable furniture or movable partitions). It is concluded that flexibility should be understood as the project's ability to accommodate different lifestyles and family life-cycle stages, requiring planned expansion to be incorporated from the design phase.
Copyright (c) 2026 VERUM: Journal of Scientific Initiation https://creativecommons.org/licenses/by-nc/4.0
This article aims to analyze the impacts of technology in adolescence, highlighting the risks associated with excessive use of digital media, especially in the absence of adult supervision. It is basic in nature and descriptive in terms of its objectives. Regarding data collection, it is a survey study involving the application of a semi-structured questionnaire to students enrolled in a Technical Course in Leisure integrated with Secondary Education, adopting a quantitative-qualitative approach to the tabulation and analysis of the collected material. The theoretical framework discusses the psychosocial needs of adolescents, particularly with regard to social interactions, while the data reveal that students in the Technical Course in Leisure demonstrate partial self-control over their digital habits, alongside moments of dysregulation and loss of time, including reports of mild negative effects on physical and emotional health. These fluctuations suggest that the scenario is not necessarily irreversible, indicating that adolescents are capable of developing forms of self-regulation and diversifying their leisure practices and social interactions.
THE INVOLUNTARY COMMITMENT OF CHEMICAL DEPENDENTS AND THE PRINCIPLES OF FREEDOM AND HUMAN DIGNITY
This study aims to analyze the application of involuntary commitment measures for chemical dependents in compliance with constitutional rights. A law sanctioned by President Jair Bolsonaro facilitates the voluntary hospitalization of chemical dependents without judicial authorization and in hospitals and public health units. The hospitalization of a chemical dependent must be considered in accordance with Law No. 10,216, of April 6, 2001, which provides for the protection and rights of people with mental disorders and redirects the care model in mental health. Psychiatric hospitalization shall only be carried out through a detailed medical report that characterizes the reason for hospitalization, and it should only be recommended when outpatient and extra-hospital resources have already proven insufficient for the patient’s case.
THE OBJECTIVES OF THE PEDAGOGICAL RESIDENCY PROGRAM
The Pedagogical Residency Program (PRP) was an educational policy aimed at teacher training in both private and public higher education institutions. Its implementation, supervision, and evaluation are linked to the Coordination for the Improvement of Higher Education Personnel (CAPES). In its organizational structure, this policy involves four actors: the Institutional Coordinator, the Supervising Teacher, the School Mentor (Preceptor), and the Resident. For its implementation, the PRP has five objectives: to strengthen the practical and theoretical knowledge of the teaching profession; to contribute to the development of the professional identity of teacher education students; to establish cooperation among federal entities in teacher education; to value the knowledge of teachers working in basic education; and to promote research on educational practices. This manuscript discusses the implementation of the objectives of the Pedagogical Residency Program from the perspective of the School Mentor (Preceptor). Methodologically, an interview was conducted with this actor at Ubaldo Sorrilha da Costa Municipal Elementary School. Content analysis was employed to interpret the information obtained. The results revealed that the interviewed teacher considers the theoretical aspects of the Geography Core to be deficient, while highlighting the practical aspects as a distinguishing feature in teacher education. Regarding the contribution to professional identity, the respondent stated that this is indeed one of the program’s objectives. Concerning cooperation among federal entities, the policy fulfills its purpose by connecting the realities of basic and higher education. With respect to the fourth objective, the participant argued that School Mentors are valued by both Residents and Supervising Teachers. Finally, the respondent indicated that research on pedagogical practices should be improved within the program.
This study examines subjectivity as the central object of Psychology, considering its construction as a complex process shaped by biological, psychological, historical, and social determinants. The research is based on the hypothesis that adopting subjectivity as Psychology’s primary focus can advance both scientific development and professional practice. A bibliographic and documentary review was conducted using books, academic articles, and official documents from databases such as SciELO, CAPES, PubMed, and Google Scholar. The findings highlight the need for an integrated approach to the subject, overcoming rigid universal models and promoting a comprehensive understanding of human experience. Results indicate that the BPHS model (biological, psychological, historical, and social) offers a framework for more holistic and humanized psychological practices. This perspective reinforces the importance of considering subjectivity in clinical and scientific contexts to ensure ethical and effective interventions.
WHEN THE TECHNOLOGICAL EDUCATIONAL GYMNASIUM (GET) BECOMES A LABORATORY:
This article examines the pedagogical experience developed by OLITEF with a 6th‑grade class at GET Vera Lúcia Chaves da Costa, located in Santa Cruz, Rio de Janeiro. The intervention aimed to promote financial education as a formative practice integrated into students’ daily lives, connecting basic economic concepts, socio‑emotional competencies, and critical reflection on consumption, value, and planning. Through thematic workshops, experiential activities, economic simulations, and discussion circles, the project enabled students to understand economics as a social, emotional, and cultural dimension, rather than merely a technical field. The results reveal cognitive gains, greater autonomy in decision‑making, the development of mathematical skills, and behavioral changes related to organization, care for materials, and conflict resolution. The experience also strengthened the relationship between school, family, and community, while encouraging teachers to incorporate financial education into the curriculum in a continuous and meaningful way. It is concluded that OLITEF’s work contributed to expanding youth protagonism, fostering innovative pedagogical practices, and promoting the formation of students who are more aware, critical, and capable of relating individual choices to the broader economic dynamics of their territory.
This article covers a discussion based on the hypothesis of autism spectrum disorder (ASD) among homo neandertalensis, observing the correspondences between social interactions and their organizations, cognitive rigidity, behavior patterns, brain development and the diagnostic characteristics of the disorder. The analysis is based on recent genetic studies, carried out by Alysson Muotri, who added to stem cells, in the process of cultivating organoids (mini-brains), the editing of the nova 1 gene, which resulted in a significantly modified structure, presenting functioning corresponding to that of a Neanderthal brain, however, which corroborates aspects of a brain diagnosed with autism in modern times. When observing the modified structures, although the research points to arguments that attest that the Neanderthal population is mostly autistic, considering possible differences in neurological development associated with genetic factors and the absence of “central coherence”, a characteristic inherent to ASD, in addition to notable technical stability and low cultural fluidity, it considers that there are several limitations to this interpretation, including the need to have effective communication and cooperation to survive in hostile environments and collective activities. The study also addresses environmental factors and the possible influence of exposure to lead over many years, which may have resulted in problems linked to memory and learning, and may contribute to the hypotheses raised during the research. Furthermore, the insufficiency of genetic and archaeological data to support this hypothesis conclusively is also highlighted and problematized. Finally, in the study, it is concluded that, although there are similarities between Neanderthal characteristics and ASD, there is still insufficient evidence to affirm that this condition has a Neanderthal origin. It is more acceptable to understand these characteristics found as part of the evolution of homo existence.
THE RECEPTION OF RACIAL THEORIES AND DOCTRINES IN BRAZIL
This article analyzes how racial theories and doctrines were received in Brazil, highlighting their social, political, and scientific developments. The qualitative/exploratory research demonstrates that ideas of race, racial hierarchy, and degenerationism arrived in Brazil through intellectual elites influenced by nineteenth-century European theories. Scientific expeditions and the work of intellectuals contributed to spreading scientific racism, eugenics, and the project of national whitening. Based on historical and social analysis, the study reveals how such ideas supported public policies and exclusionary discourses, marginalizing Black populations, Indigenous peoples, poor populations, and people with disabilities. The article problematizes the adaptation of racial theories to the Brazilian context, highlighting the strategies of the State and intellectuals to justify inequalities and promote racial homogenization. Understanding this historical process is essential for critically analyzing structural racism and other social phenomena in contemporary Brazil.
ECOLOGICAL RESTORATION OF THE CERRADO AND THE SEED MARKET
This study analyzed the functional composition of native Cerrado species currently available in the seed market, highlighting the representativeness of different life forms. Based on public lists from community organizations and cooperatives, 145 species were identified and classified as either woody or herbaceous for comparative analysis. Statistical results revealed a significant predominance of woody species (95.5%) compared to herbaceous ones (4.5%), a pattern that does not reflect the natural functional diversity of the biome, where the herbaceous layer plays an important ecological role. The underrepresentation of herbaceous species may compromise restoration success by limiting functions such as soil cover and ecological resilience. This work reinforces the need for strategies that promote the inclusion of species from different ecological niches, fostering more comprehensive restoration efforts aligned with the characteristics of the ecosystem.
DOSSIÊ TRANSFORMAÇÕES NO AMBIENTE E IMPACTOS SOCIOAMBIENTAIS
During the July 2025 school break, the Curiar XP program, promoted by the Municipal Education Department of São José de Ribamar/MA, took place. The program offers educational and cultural experiences to students, focusing on their holistic development. In this context, an Art Workshop based on Maker Culture was developed to stimulate creativity, collaboration, and student leadership in a playful, participatory, and collectively constructed environment, guided by the principle of "learning by doing." The Cazumbá, a mystical figure related to the origin of the Bumba-meu-boi in Maranhão, is part of the Baixada accent and represents an important element of local cultural identity. Thus, proposing pedagogical activities based on Maker Culture means valuing the culture to which the students belong, promoting the recognition of their roots. The workshop, inspired by the representation of the Cazumbá, enabled the exchange of experiences, the strengthening of cultural appreciation, and the development of ecological awareness by using sustainable and accessible materials, making learning more meaningful and contextualized.
LAND USE AND LAND COVER IN THE MACABU RIVER WHATERSHED (RJ)
This research analyzes the impacts of landscape transformations on water availability, based on the assessment of land use and land cover in the Macabu River Watershed (BHRM), located in the state of Rio de Janeiro. It is based on the assumption that the increase in anthropogenic influence, combined with the absence of integrated territorial planning, has altered the local hydrological dynamics, compromising water regulation and intensifying socio-environmental impacts. The study adopted the historical-geographical method, seeking to understand territorial transformations over time. The identified consequences include channel siltation, loss of wetlands, increased environmental fragility, and heightened vulnerability of local populations. The results indicate that water-related issues in the BHRM are intrinsically linked to the way the territory has been historically occupied and managed, which reinforces the need for actions aimed at the geoenvironmental restoration of the watershed, fostering a culture of water sustainability and socio-environmental justice.
This work proposes a transdisciplinary reflection between Biology, Culture, and Environmental Education through the artistic oeuvre of Frans Krajcberg, in dialogue with the thoughts of Ailton Krenak and Donna Haraway. Inspired by a poetic and questioning perspective, we advocate for the dialogue between art, science, and ancestry as a path to re-enchant the teaching of biology and promote an education sensitive to planetary urgencies. The methodology was based on bibliographic and aesthetic analysis, articulating pedagogical proposals that mobilize emotions, memories, and bonds with life territories. Krajcberg’s sculptures are understood as an ethical and political gesture that challenges the logic of destruction, while Haraway and Krenak call for the reconstruction of ties with human, non-human, and more- than-human forms of life. We conclude that art, when allied with critical thinking, can generate profound shifts in the ways we teach, learn, and inhabit the world.
STRESS IN THE SCHOOL CONTEXT FROM THE PERSPECTIVE OF TEACHERS AND STUDENTS
Exhaustion, depression, and irritability have undermined the emotional well-being of teachers, leading to both physical and mental health issues. Among the various causes affecting them in the workplace are the daily demands and pressures inherent to their profession. Within this context, the study aimed to evaluate occupational stress in the school environment from the perspective of teachers and students in public schools in the municipality of Maranguape, Ceará. The research involved the collaboration of Science teachers from this municipality and students from the 6th and 9th grades of lower secondary education. This descriptive study collected data through questionnaires administered to both groups (teachers and students). The findings indicate that while most teachers feel willing to carry out their teaching duties, they experience a high degree of emotional exhaustion, with symptoms occurring more frequently in some than in others. Students, on the other hand, reported having a positive relationship with their teachers, describing them as attentive and kind. The majority stated that they did not perceive irritability from their teachers. It was observed that teachers are demotivated and stressed, yet they do not display their dissatisfaction to students. These results highlight the urgent need for greater recognition and respect for the teaching profession.
PEDAGOGICAL PRACTICES IN ENVIRONMENTAL EDUCATION BY TEACHERS OF FINAL YEARS OF ELEMENTARY EDUCATION
The various human actions imposed on the environment cause imbalances in ecosystems, harming many species and placing many others at risk of extinction. Environmental Education is fundamental, as it promotes students’ reflection and critical thinking within the school context, a space that enables the re-signification of social values and the construction of civic awareness, which fosters the recognition of the human connection with nature. The objective of this study is to investigate how Environmental Education is developed in the final years of elementary education and how the pedagogical practices employed promote awareness-raising and civic education through a Systematic Literature Review. The material was collected from the Google Scholar, CAPES, BDTD, SciELO, and LILACS databases, with the aim of gathering studies published between 2016 and 2022. The results indicate that teachers use local problems as a way to raise students’ awareness and to interpret global imbalances. The most frequently used resource by teachers in Environmental Education classes is the textbook. Strategies that promoted student autonomy and protagonism contributed to the development of reflective and sensitive individuals. However, for the construction of socio-environmentally responsible citizens, it is necessary that this development be continuous, spanning all levels of education, and that interdisciplinarity across disciplines be ensured by adequately trained professionals.
TEACHER EDUCATION FOR INCLUSIVE EDUCATION OF STUDENTS WITH VISUAL IMPAIRMENTS
This study analyzes chemistry teaching with a focus on the inclusion of students with visual impairments, based on the perceptions of undergraduate students and faculty members from the Chemistry Teacher Education Program at the State University of Ceará (UECE). The research adopts a qualitative, exploratory approach, using questionnaires administered via Google Forms with students and semi-structured interviews with faculty, both groups affiliated with the Chemistry Teacher Education Program at CCT/UECE. A total of 29 students and 8 faculty members participated in the study. The results indicate that students possess basic knowledge of inclusion, acquired mainly through the Brazilian Sign Language (LIBRAS) course, which is the only subject in the curriculum related to inclusive education; however, they lack practical training in this area. Among faculty members, the main challenges are associated with initial teacher education, the nature of the subjects taught, and limited awareness of institutional resources aimed at accessibility. The findings reinforce the need to invest in inclusive pedagogical practices from the undergraduate level, contributing to teacher education that is more sensitive and better prepared to address diversity.
THE HIGH SCHOOL REFORM AND THE TRAINING PATHWAY “WORLD OF WORK” IN SÃO BORJA/RS
This paper seeks to analyze how the new structure of Secondary Education is being implemented in public schools in São Borja, Rio Grande do Sul, focusing attention on the Training Pathways, such as the World of Work. Furthermore, the research observes the changes in Brazilian education over the last ten years, since Laws 13.415/17 and 14.945/24. To better understand the proposal, exploratory research was carried out through book analysis, document studies, and the application of questionnaires with teachers and coordinators from schools in São Borja. Thus, the investigation was based on ideas regarding how public policies function (Secchi) and how adaptation to reality occurs (Bernstein/Silveira). Subsequently, the results seek to understand the practical tendencies and approaches within the classroom, presenting a perspective on how the training pathways are being shaped, including the selection of themes, lack of materials, and teachers flexibilizing the curriculum. Therefore, the research addresses the existence of a gap between what the official curriculum presupposes and how it can be critically taught in the classroom.
This article presents partial reflections from an ongoing study on the right to adequate housing in the post-disaster context of the 2024 floods in Colônia Z3, Pelotas/RS. Grounded in Southern epistemologies, the study examines how territorial reconstruction reveals symbolic and political disputes, exposing structural inequalities and state selectivity. The methodology combines documentary analysis, exploratory research, and semi-structured interviews, with an emphasis on qualitative listening. Preliminary findings, based on interviews with residents, highlight institutional abandonment, community resilience, and the inadequacy of housing solutions, analyzed in light of constitutional norms and recent case law. It concludes by emphasizing the need for participatory reparations that recognize territory as a space of dignity and resistance, with practical application of laws such as the City Statute and the National Policy on Protection and Civil Defense.
Sporotrichosis is a subcutaneous infection caused by thermodimorphic fungi of the genus Sporothrix. The present study consists of a literature review aimed at analyzing the current context of sporotrichosis in Brazil, focusing on the impact of the disease on the population and its therapeutic aspects. For article selection, major online databases were consulted, including studies published between 2015 and 2025 in English and Portuguese, using the descriptors: “esporotricose,” “Brasil,” “tratamento,” “epidemiologia,” and in English: “sporotrichosis,” “Brazil,” “treatment,” and “epidemiology.” The clinical manifestations of sporotrichosis can be divided into two classifications: cutaneous forms and extracutaneous forms. Disease transmission may occur through saprophytic or zoonotic routes. It is concluded that the current context of sporotrichosis in Brazil highlights that the national culture of close contact with animals, as well as occupational activities in various regions of the country involving exposure to vegetation, strongly influences the dissemination of sporotrichosis nationwide.
The Zika virus (ZIKV) epidemic, which intensified in Brazil in 2015, revealed severe clinical and social impacts, particularly during pregnancy and in child development. Given the relationship between maternal infection and Congenital Zika Syndrome (CZS), this narrative review integrates evidence on clinical, neuroradiological, and epidemiological aspects in order to support strategies for prevention, diagnosis, and follow-up of children exposed to the virus. Objective: To review the scientific literature on the clinical, neonatal, and epidemiological implications of Zika virus (ZIKV) infection during pregnancy, with emphasis on neurological and socioeconomic outcomes. A narrative review was conducted of articles published between 2017 and 2024 in the PubMed, SciELO, and LILACS databases, as well as official documents, including studies addressing clinical and neuroradiological aspects, social determinants, and scientific controversies. The literature demonstrates a consistent association between ZIKV infection during pregnancy and Congenital Zika Syndrome (CZS), including microcephaly, motor, cognitive, and sensory impairments, as well as significant impacts on child development and family dynamics. Neuroradiological studies reveal structural brain lesions even in children without microcephaly, while epidemiological analyses highlight the influence of socioeconomic and environmental factors on the severity of outcomes. Divergences remain regarding the extent of damage in normocephalic children and the interaction between biological and social factors. The absence of specific treatment and safe vaccines, combined with the persistence of clinical and social repercussions, reinforces the need for continuous surveillance, preventive strategies, and multidisciplinary follow-up protocols for children exposed in utero to ZIKV.
AUTOGENOUS DENTAL TRANSPLANTATION AS A VIABLE ALTERNATIVE TO PROSTHESES AND IMPLANTS
Autogenous tooth transplantation (ATT) is characterized as a biological, cost-effective, and long-term alternative for oral rehabilitation, particularly in young patients for whom dental implants are not yet indicated. It consists of the surgical transposition of teeth from one site to another within the same individual, preserving the viability of the periodontal ligament, which ensures proprioception, esthetics, and masticatory function. This integrative review, conducted in the PubMed, SciELO, and VHL databases, included 23 studies published between 2019 and 2025 that addressed the efficacy, indications, and clinical outcomes of ATT. The findings indicate high success rates, especially in immature teeth due to their greater capacity for revascularization, whereas mature teeth require early endodontic treatment. Determining factors include appropriate donor tooth selection, proper preparation of the recipient site, precise surgical execution, and clinical-radiographic follow-up. Therefore, ATT proves to be a predictable and effective technique, consolidating its role as a valuable therapeutic option in contemporary rehabilitative dentistry.
CONSIDERATIONS ON INDUSTRIAL PROPERTY RIGHTS
This paper addresses the theme of industrial property, focusing on the study of legal instruments for the protection of industrial property, such as trademarks, patents, geographical indications, and industrial designs. The research problem can be defined as follows: “what are the legal instruments for the protection of industrial property?” In view of this question, the central objective of the research is to define the legal instruments for the protection of industrial property, as well as to understand the general aspects related to such instruments. To achieve the research objective, an analytical methodology was employed, with research based on indirect sources, such as books, scientific articles, and legislation.
Nowadays, with the advancement of technology, many subjects that previously lacked in-depth knowledge are being taken more seriously, and one of these subjects is inclusive education. This article aims to investigate how games can help in the development of students with disabilities from the perspective of inclusive education. The focus was on investigating games for children with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). The research was characterized as exploratory and bibliographic, studying the fundamental role that games play in the teaching-learning process, especially in assisting students who face difficulties in understanding certain subjects, also helping those with disabilities. Studies indicated that digital games help in learning mathematical content, such as first-degree equations. Furthermore, other games that can help in learning and in the relationship between children with disabilities were presented.
Maria Carolina Cascino da Cunha Carneiro
Copyright (c) 2025 VERUM: Journal of Scientific Initiation https://creativecommons.org/licenses/by-nc/4.0
MAPPING OF COMMUNITY-BASED TOURISM (CBT) ACTIONS AND PUBLIC POLICIES IN COLOMBO, PARANÁ
This article investigates the dynamics of public tourism policies in Colombo, Paraná, with an emphasis on their governance structure and the participation of local stakeholders. Based on the premise that tourism, although an important economic vector, faces challenges in the equitable distribution of its benefits, this study aims to analyze how public policies in the municipality promote or limit the articulation of a more inclusive socioeconomic development. To this end, the study maps the participation capacity of public, private, and civil society actors, identifying the existing mechanisms of dialogue and cooperation in the sector. A case study methodology is adopted, with documentary analysis of municipal and state public policies, such as State Law No. 15,973/2008 and Municipal Law No. 846/2002 (Colombo). The research thus seeks to identify the gap between the potential of Community-Based Tourism (CBT) as a model for equitable development and its effective integration into the local public agenda. The relevance of the study lies in the need to fill gaps in the literature on the application of public tourism policies at the municipal level, especially from the perspective of governance, transparency, and shared management.
THE PHOTOGRAPHIC COLLECTION OF THE DIGITAL REPOSITORY OF HISTORY AND MEMORY OF EPT
This reflection presents the photographic collection available for virtual consultation in the Digital Repository “History and Memory of EPT” – HeMEPT. The repository was created by the Research Group História, Educação e Docência (GPHEDo) as a result of the research project “Digitization of the Institutional Collection as a Possibility for Preserving the Memory of Professional and Technological Education,” registered and funded by IFSul, FAPERGS, and CNPq. Currently, HeMEPT provides access to a variety of digital documents, with emphasis on graduation boards and photographs produced between the 1930s and 1959. These materials capture significant institutional moments and reveal aspects of the school culture of the period, depicting ceremonies, pedagogical activities, and sports practices. The digitization of these records ensures their preservation and broadens public access, enabling new interpretations of the history of IFSul – Pelotas Campus and of Professional and Technological Education in Brazil. At the same time, it contributes to recovering silenced narratives, such as women’s presence at the institution, and offers a fertile field for historical research that uses images as sources or objects of analysis.
This study aims to map and analyze theses and dissertations produced between 2022 and 2025 in Brazilian graduate programs that used pop culture as an object of investigation. Based on a systematic exploration of the CAPES Thesis and Dissertation Database, recurring themes, theoretical frameworks, and methodological approaches employed in the selected research were identified. Pop culture is understood as a relevant symbolic field shaped by issues of identity, market forces, and subjectivation within the context of contemporary capitalism. The analysis included eight works addressing pop culture in different educational contexts, with emphasis on manga, anime, social networks, young adult literature, and creative practices in digital fandoms. The predominant methodologies are qualitative, often combined with digital tools. The results indicate the pedagogical potential of pop culture in mediating knowledge and constructing identities, while also revealing gaps related to cultural diversity, teacher education, and the assessment of educational impacts.
This article analyzes transversality in history teaching as a pedagogical strategy aimed at the critical formation of students, breaking with the fragmentation of knowledge and articulating content with socially relevant themes, connecting past and present. The objective is to build debates to challenge political structures, the devaluation of the Humanities, and the precariousness of teaching work. The study highlights transversality as an instrument of resistance, favoring the valorization of historical and social experiences of historically silenced subjects, as a conquest of the struggles in defense of the democratization of education in Brazil. Based on a bibliographic review and the analysis of normative documents, the work reaffirms the centrality of history teaching in the formation of critical and reflective subjects, emphasizing the teacher's role in mediating knowledge aimed at social transformation and democratic principles.
EDITORIAL TEAM EDITOR-IN-CHIEF Me. Ewerton da Silva Ferreira, Center for Interdisciplinary Studies, Brazil JUNIOR EDITOR Master’s student Eduardo Lima, Federal University of Santa Catarina, Brazil TECHNICAL SUPPORT Bachelor Ricardo Macuglia, Center for Interdisciplinary Studies, Brazil Me. Tiara Cristiana Pimentel dos Santos, University of Passo Fundo, Brazil Bachelor Maria Fernanda Coffi Ávila, Federal University of Pampa, Brazil EDITORIAL BOARD Dr. Alan Dutra Melo – Federal University of Pampa, Brazil Dr. Cristóvão Domingos de Almeida – Federal University of Mato Grosso, Brazil Dr. Darlan De Mamann Marchi – Federal University of Pelotas, Brazil Dr. Juliani Borchardt da Silva – Federal University of the Southern Frontier, Brazil Dr. Léia Teixeira Lacerda – State University of Mato Grosso do Sul, Brazil Dr. Rogério Piva da Silva – Federal University of Rio Grande, Brazil Dr. Taniamara Vizzotto Chaves – Federal Institute of Education, Science and Technology Farroupilha, Brazil COVER Felipe Ziembowicz Schreiner, Center for Interdisciplinary Studies, Brazil ABOUT THE JOURNAL VERUM: Journal of Scientific Initiation aims to disseminate articles by undergraduate students and their respective advisors, especially from scientific initiation programs. In this way, it promotes exchanges between authors and readers, fostering the development of knowledge in various areas. VERUM publishes works arising from the triad Teaching, Research, and Extension, in a continuous publication flow.
This article proposes a theoretical reflection on audiovisual literacy as a formative strategy aimed at teaching Sociology. In a context of intense image circulation and the devaluation of the humanities in the school curriculum, it argues that cinema, understood as an aesthetic and epistemological language, can contribute to the development of the sociological imagination and the construction of pedagogical practices that are more critical and sensitive to social reality. The study is qualitative in nature and is based on a narrative review, articulating authors from the fields of literacy, cinematographic language, and teacher training. The discussion is anchored in three axes: literacy as a social and critical practice; cinema as a formative language; and continuing education as a situated process. As a result, it is argued that the use of cinema must go beyond an illustrative resource, being incorporated as a language for reading the world. It is concluded that audiovisual literacy offers promising paths to strengthen the teaching of Sociology, expand teachers' repertoire, and promote an education committed to epistemic justice and the critical reading of images.
This article seeks to understand the relationship between the noetic dimension of the human being and spirituality from a phenomenological-existential point of view. The introduction presents the clinical and philosophical motivation for the reflection. Next, the perspectives of several authors of phenomenological-existential inspiration on spirituality are explored. Subsequently, spirituality is discussed as a noetic dimension based on Viktor Frankl’s Logotherapy, understanding it as a constitutive instance of existence and related to freedom and the search for meaning. The following section deepens the phenomenological foundations of this perspective, drawing on Husserl’s ideas. Finally, the text proposes that listening to spirituality, when sustained by a phenomenological attitude, opens space for non-reductionist acceptance, offering support for a more ethical, sensitive, and integral clinical practice. This approach makes it possible to legitimize spiritual experiences as an expression of the human being in its radical openness to meaning, especially in contexts of crisis or existential suffering.
Percolation theory, studied in fields such as Statistical Physics and Materials Engineering, models complex systems like wildfire propagation, urban traffic, and epidemics. Unlike diffusion, percolation describes the movement of fluids through porous media, focusing on the physical properties of the medium. Since the pioneering work of Broadbent and Hammersley (1957), various models have been developed, including first-passage percolation and bootstrap percolation. This article proposes a classification of percolation models based on their regularity (homogeneous and heterogeneous), aiming to facilitate the understanding of the theory for students and researchers. The classification seeks to organize and clarify the main concepts and applications of percolation.