Project Submissions

 

4th EDUCATION WORLD CONGRESS SESC RJ
RULES FOR SUBMISSION OF PAPERS

 

1º  Step: Paper submission – until October 15.
2º Step: Accept and send the layout for presentation of approved papers, by e-mail: starting October 15.

 


 

SCIENTIFIC COMMITTEE:

Prof. Roberto Borges (CEFET/RJ)
Profa. Dra. Glenda Cristina Valim de Melo (UFRJ)
Prof. Dr. Antônio Ferreira Junior (UFRJ)
Profa. Dra. Gretel Eres Fernández (USP)
Profa. Dra. Jacqueline Gomes (UFF)
Profa. Dra. Marcela Mello (FAETEC)
Profa. Dra. Claudia Cristina de Oliveira Soares (UFFS)
Prof. Dra. Naiara Letícia Valentini (UFFS)

 


 

Students, teachers and researchers of basic education, undergraduate and graduate are invited to share their research and pedagogical practices at the 4th Education World Congress Sesc RJ: “The Awakening of Conciousness”.

How to submit your work:

1. Step                                                                2. Step                                                       3. Step                                                  4. Step
See the rules                                                     Choose a thematic axis                           Follow the model                                Submit your work

1.SUBMISSION OF PAPERS

1.1 12th grade high school, undergraduate and postgraduate students, teachers and researchers in Elementary education and higher education, and other actors from civil society and non-governmental organizations, are invited to share their experiences, research, and pedagogical practices at the 4TH EDUCATION WORLD CONGRESS SESC RJ: “THE AWAKENING OF CONCIOUSNESS”.

1.2 Papers must be submitted in Expanded Abstract or Video format.
1.3 The paper must be sent, following the event rules, via email at congressescesceducacao@sescrio.org.br from September 28  to 15 October, 2023.
1.4 Up to two papers per author will be accepted, one as the author and the other as co-author.
1.5 Each paper can have up to three authors.
1.6 All papers presented for presentation at the event will later be published in the Congress proceedings.
1.7 Authors and co-authors, when submitting a paper, authorize the General Coordination to publish the original version in digital format.
1.8 The papers must present:
a) Problem announced and developed;
b) Indication of methodology and theoretical framework
c) Conclusions and/or partial results.
1.9 The evaluation of abstracts or individual grades for approved or failed papers will not be published. Approved papers will receive an informative email and will be published on the official Congress website.
1.10 Linguistic-grammatical correction is the sole responsibility of the authors and co-authors.
1.11 The data provided is responsibility of the authors and must be correct, as they will be used in all processes relating to the author and/or the paper (issuance of certificates).
1.12 Papers may be submitted in Portuguese, English, or Spanish.
1.13 Papers will be published in the language in which they are submitted.
1.14 The evaluation of the paper by the Scientific Committee will observe the following criteria:
a) Relevance and adequacy of the paper to the chosen thematic axis;
b) Conceptual richness in the development of the problem;
c) Consistency and rigor in the theoretical-methodological approach and argumentation;
d) Originality and contribution to the advancement of knowledge in the area.

2. EXPANDED ABSTRACT

2.1 The expanded abstract must contain between 500 and 1000 words, including title and references.
2.2 Long sentences and footnotes should be avoided.
2.3 Do not include illustrations (graphs, photos, tables, formulas, maps).
2.4 Avoid direct quotes. If it is crucial for understanding, cite up to 3 lines in the body of the text, with the reference author/year/page indicated and in parentheses.
2.5 The text may be written in Portuguese, English, or Spanish, following the guidelines and formatting standards to maintain a common and fair criterion in editing the annals.
2.6 Title of the paper in bold, centered, capital letters, font Times New Roman 14, double spacing between lines and between paragraphs.
2.7 Thematic axis, in which the paper was subscribed, in bold, centralized alignment, Times New Roman 12 font, single spacing between lines, and double spacing between paragraphs.
2.8 Full name of authors in italics, right alignment, Times New Roman 12 font, single line spacing; <email@com.url> for contact, Times New Roman 10 font, single spacing between lines for each author.
2.9 Institutional link, Times New Roman 10 font, single spacing between lines for each author.
2.10 When inserting another author, email, or link, leave one line space between them.
2.11 Expanded abstract: 500 to 1000 words.
2.12 In the body of the text, Times New Roman 12 font, spacing 1.5 between lines, justified alignment, A4 sheet, margins: top, 3.0; bottom, 3.0; left, 2.5; right, 2.5.
2.13 Keywords: 3 to 5 keywords, separated by semicolons.
2.14 References must contain exclusively the authors and texts cited in the paper and be presented at the end of the text, in alphabetical order, complying with updated ABNT standards.
2.15 Save the publication in a Word file (.doc; .docx).
2.16 Send the document without page numbering.
2.17 Send the expanded abstract to the following email: congressosesceducacao@sescrio.org.br
2.18 Write in the subject: PAPER SUBMISSION TO THE IV SESC RJ WORLD EDUCATION CONGRESS: THE AWAKENING OF CONSCIENCES.
2.19 The file must be attached in Word format (.doc or .docx).
2.20 File name: SESC name and surname of the author.
2.21 ATTENTION! TEXTS THAT DO NOT COMPLY WITH THE GUIDELINES INDICATED ABOVE, IN THE FORMAT AS EXPLAINED IN THE TEMPLATE BELOW, WILL NOT BE EVALUATED.

3. THE VIDEO

3.1 The video must have a maximum duration of 5 minutes.
3.2 Videos must be recorded horizontally.
3.3 The video must be on the YouTube platform.
3.4 The video link must be submitted by 11/22/2023, via email congressescesceducacao@sescrio.org.br, according to item 1.3 of this document.
3.5 When sending your video, add the following information in the body of the email:
Title:
Thematic Axis:
Author/s:
Email:
Institutional affiliation:
Summary (One sentence):
3.6 When sending your video, you must attach the Image and Sound Terms of Use (as set out in Appendix 1) duly completed and signed. Each person in the video must fill out and sign their own Image and Sound Terms of Use. In the case of minors under 18 years of age, the Image and Sound Terms of Use must be signed by their legal guardian;
3.7 If there is any music in the video, it is necessary to comply with copyright rules, following Law No. 9,610/98 (as set out in Appendix 3 – Copyright Law), and only works in the public domain must be used.
3.8 If you do not have a YouTube profile, you need to create one to upload the video on the platform. The uploaded video can have its visibility selected. We recommend the “Not listed” option. Therefore, only the Scientific Committee will be able to have access to the video.
3.9. TECHNICAL GUIDELINES FOR AUDIOVISUAL CAPTURE. To guarantee image and sound quality when recording the video experience report, we suggest some technical precautions below:
3.9.1 Before you start recording, check your cell phone battery;
3.9.2 Clean the cell phone camera lens;
3.9.3 Keep the cell phone horizontal throughout the video recording;
3.9.4 Use some audio recorder, such as a headset with a microphone, connected to the cell phone. If you do not have a clip-on microphone or other type of audio recorder, try to leave your cell phone very close to the person who is speaking;
3.9.5 Avoid recording in a place with a lot of wind, external noise, or people talking;
3.9.6 Try to stabilize the image using both hands, and avoiding very fast or sudden movements;
3.9.7 If you use your cell phone to record, remember to leave it in airplane mode so you do not receive calls or messages during recording.

4. PRESENTATION OF PAPERS

4.1 The papers approved by the Scientific Committee will be presented in the dialogue sessions in the Oral Communications format.
4.2 In the Oral Communication format, the papers are presented orally for 15 minutes in rooms with a multimedia projector. The sessions will have someone responsible for coordinating the papers.
4.3 If the presenter needs to use the multimedia projector in the presentation, the document must be in the Congress layout template, and it will be available on the Congress website.
4.4 The document to be presented must be sent in PDF format by 10/08/2023.
4.5 The organizing committee will not pay for transportation and daily expenses to the authors of approved papers.
4.6 The Paper presentation certificates will be sent by email after the end of the congress.
4.7 For information, suggestions, complaints, compliments, doubts, and general queries about the IV SESC RJ WORLD EDUCATION CONGRESS, use congressesesceducacao@sescrio.org.br

5. RESEARCH AXES

5.1 AXIS OF SCIENTIFIC KNOWLEDGE, ANTI-RACIST EDUCATION, AND FIGHT AGAINST RACISM

Building a fairer society is an imperative that requires the engagement of all social segments. In this context, education and scientific knowledge play a central role in deconstructing structures of racial discrimination and promoting the fight against racism. The search for a deeper understanding of science and the fight for racial equity are intrinsically associated with building a racially fair society. Science and scientific dissemination are potent tools for promoting racial awareness, combating racism, and developing a more inclusive society.
For this purpose, we invite researchers, teachers, educators, and students to participate with articles and experience reports that explore, in an in-depth and innovative way, the theme of anti-racist education, science, and scientific dissemination as necessary tools for confronting systemic racism, in formal and non-formal education actions.

TOPICS OF INTEREST:

1. Diversity and inclusion: texts that analyze the need to review and reformulate the school program to incorporate anti-racist perspectives, addressing how ethnic-racial diversity can be integrated at different levels of education;
2. Teacher Training: investigation into teacher training programs that enable educators to address issues of racism sensitively and effectively, promoting inclusive and egalitarian learning environments.
3. Deconstruction of Stereotypes: studies that explore effective strategies to deconstruct racial stereotypes and prejudices present in classrooms, in the media, and society in general;
4. Experiences of Being: analyzing the experiences of students belonging to ethnic-racial minority groups, examining how educational policies and practices impact their well-being, learning, and development;
5. Interdisciplinary Approaches: writings that explore the intersection between anti-racist education and other areas of knowledge, such as psychology, sociology, history, and cultural studies, to better understand the roots of racism and effective strategies for its eradication;
6. Public Policies and Legislation: an exploration of public policies and legislation that support or prevent the implementation of anti-racist education in educational systems, as well as analysis of their effectiveness;
7. Knowledge production and racial narratives: an exploration of historical and contemporary narration that address the contributions of scientists from diverse, often neglected backgrounds and how these stories can be incorporated into scientific dissemination;
8. Representation and media: studies on how the media influences public perception of science and how racial representation in TV shows, films, and social media can affect the image of scientists and scientific knowledge;
9. Education for the democratization of science: analysis of how science dissemination can cultivate critical thinking about scientific and racial issues, encouraging careful examination and reflection on presented information.

5.2 AXIS OF LANGUAGE AND SOCIETY

Language does not precede human existence. On the contrary, it comes from the need human beings have to communicate, organize, and transform the environment in which they are inserted. Language does not exist outside society in the same way that society does not endure without it.
The theme of IV Sesc RJ World Education Congress, The Awakening of Consciences, invites us to a debate about language, whether common sense or that which has been imposed on us, legitimized as true and unquestionable. This last one is always correct, more cultured, and more articulate. It is not our neighbor nor part of our daily lives. It is only propagated, idealized, and thus imposed.
Centuries ago, the policy of monolingualism prohibited diversity. This “unity” masks the project of segregation and dominance over a given subject and their voice. As a result, languages, plurality, and diversity were ignored.
More than bringing concepts, this awakening refers to the understanding that a verb continues to be an action. Thus, speaking, writing, and dialoging must be imbued with action. In this way, we invite educators, researchers, and students to share practices and research that treat diversity as an opportunity to transform the worldview, recognize identities, and belong. Those actions should be based on multilingualism, plurilingualism, empathy, and fundamental rights guarantee to live in society.

1. Identity and discursive practices: texts that analyze the need to review and reformulate school programs to incorporate anti-racist perspectives, addressing how ethnic-racial diversity can be integrated at different levels of education;
2. Teacher Training: investigation into teacher training programs that enable educators to address issues of racism sensitively and effectively, promoting inclusive and egalitarian learning environments.
3. Linguistic Prejudice: studies that explore effective strategies to deconstruct racial stereotypes and prejudices present in classrooms, in the media, and in society in general;
4. Experiences of being: analyses of the experiences of students belonging to ethnic-racial minority groups, examining how educational policies and practices impact their well-being, learning, and development;
5. Interdisciplinary Approaches: writings that explore the intersection between anti-racist education and other areas of knowledge, such as psychology, sociology, history, and cultural studies, to better understand the roots of racism and effective strategies for its eradication;
6. Public Policies and Legislation: exploration of public policies and legislation that support or impede the implementation of anti-racist education in educational systems, as well as analysis of their effectiveness;
7. Knowledge production and racial narratives: exploration of historical and contemporary narratives that address the contributions of scientists from diverse, often neglected backgrounds and how these stories can be incorporated into scientific communication;
8. Representation and media: studies on how the media influences public perception of science and how racial representation in TV shows, films, and social media can affect the image of scientists and scientific knowledge;
9. Education for the democratization of science: analyses of how science communication can cultivate critical thinking about scientific and racial issues, encouraging careful analysis and reflection on presented information.

5.3 AXIS OF ACCESSIBILITY AND INCLUSION THROUGH AN ANTI-ABLEISM EDUCATION

The concept of disability has evolved over the years. Today, from a biopsychosocial perspective, disability is understood beyond the body structures, highlighting social factors. Therefore, the diagnosis is not a defining element of the person’s learning potential. This axis aims to dialogue with articles, experience reports and research that portray teaching practice and understanding the subject beyond disability.
1. Sociology of Diagnosis: texts that analyze the role of the diagnosis in the inclusive practice of students with Specific Learning Needs.
2. Teacher Training: research into teacher training programs from the perspective of inclusive education.
3. Assistive Technology and the Classroom: studies that explore the application of assistive technology strategies in classrooms.
4. Autobiographies: reports of inclusion of people with disabilities in their school experiences.
5. Exclusionary Inclusion and Intersectionality: writings that explore markers of social exclusion, understanding the concept of disability from the biopsychosocial model.
6. Public Policies and Legislation: exploration of public policies and legislation that support or impede the implementation of special education from the perspective of inclusive education in educational systems, as well as analysis of their effectiveness;
7. Family and Education – texts that analyze the relationships between family and school from the perspective of inclusive education.

E-mail subject for Submission of paper:
SUBMISSION OF PAPERS TO 4th SESC RJ WORLD CONGRESS ON EDUCATION: “AWAKENING OF CONCIOUSNESS”

Attach the expanded summary in word format (.doc; .docx).
File’s name: SESC Author’s first and last name.

TEXTS THAT DON’T COMPLY WITH THE GUIDELINES INDICATED ABOVE WILL NOT BE ASSESSED.

Registrations

Deadline for Applications / Modalities Start The end Accepted
Dialogue Sessions:
September 28th October 15th Until October 15th
(Português do Brasil) Ouvinte September 25th October 23th

WARNING:

  • NO REGISTRATION FEE WILL BE CHARGED.