A Rede Educação Matemática Nordeste (REM-NE) develops, with partner schools from five states in the Brazilian Northeast, classroom research that highlights innovative pedagogical practices from the perspective of equity, in the search for the socialization of an Equitable Education. REM-NE hypothesizes that the construction of spaces for socialization, exchange of experiences, promoting national and international scientific exchange expand the possibility and effectiveness of innovative pedagogical practices capable of changing the bleak learning scenario that plagues Brazilian Education. In this sense, the proposal of IV REM-NE Seminar puts on the agenda "Equity in the innovation of pedagogical practices", providing eight modalities of actions (scientific communication, conferences, book launches, round tables, experience panels, lectures, posters, workshops) so that discussions, exchanges of experiences and theoretical expansion around the theme can be developed.
Event History
The I REM-NE Seminar took place remotely on December 14, 2021 with the central theme "Professional Development of Teachers in times of Remote Teaching: challenges and learnings in the teaching of Statistics”. In this first edition, the event had 60 participants, 17 of whom were Basic Education teachers, with 843 views (https://www.youtube.com/watch?v=AxmdY6Dc9LY).
<
p dir="ltr" style="line-height: 1.6; text-align: justify; margin-top: 0pt; margin-bottom: 0pt;">The II REM-NE Seminar took place in a hybrid way, with a face-to-face part at the State University of Santa Cruz (UESC) in Ilhéus - Bahia on November 25; and, remotely on November 26, 2022. The central theme was "Teaching and learning: an imperative for equity”. There were 200 entries, 90 of whom were Basic Education teachers with 556 views (https://www.youtube.com/live/A5FbFuPPqdw?si=h2g8NYWCLEYXSka7).
The third edition took place, on November 10 and 11, 2023, at UESC in Ilhéus - Bahia, the III REM-NE Seminar with the theme: "Basic Education teacher training: theories and practices and their interlocutions between the university and the school".It was attended by 70 undergraduates, 113 Basic Education teachers, 19 Higher Education teachers/Researcher and 36 Education professionals, in a grand total of 238 people.
<
p dir="ltr" style="line-height: 1.6; text-align: justify; margin-top: 0pt; margin-bottom: 0pt;" >For the fourth edition, REM-NE intends to expand the number of participants to cover even more the national and international territory with the meeting of researchers, students (undergraduate and graduate) and teachers of Basic Education from different regions of Brazil, providing the opportunity to hold a consolidated national seminar, enabling the participation of more than 600 people. In addition to having the satellite event EENS of SBEM-BA that aims to support the expansion and scope of the Seminar in the state of Bahia.
Event structure Satellite State Meeting of SBEM-BA Centers
O Encontro Estadual dos Núcleos da SBEM-BA (EENS) tem como objetivo principal elaborar colaborativamente o planejamento estratégico das ações dos Núcleos da SBEM-BA para o biênio 2026-2027. Durante o evento, serão discutidas propostas para o fortalecimento da Educação Matemática no estado, considerando os desafios e avanços recentes da área. Além disso, o encontro busca promover a troca de experiências entre os membros dos núcleos, incentivar a produção científica e acadêmica, bem como estabelecer diretrizes para o desenvolvimento de projetos e iniciativas que impactem positivamente a formação de professores e a prática pedagógica em diferentes níveis de ensino. Dessa forma, o EENS se configura como um espaço fundamental para o alinhamento de ações e para a consolidação do papel da SBEM-BA na promoção do ensino e da pesquisa em Educação Matemática na Bahia.
A SBEM-BA é formada por nove Núcleos distribuídos em diversas regiões da Bahia, garantindo a interiorização das ações da Sociedade e ampliando seu alcance para além dos centros urbanos. Essa estrutura possibilita a descentralização das iniciativas, promovendo o fortalecimento da Educação Matemática em diferentes contextos regionais. Para o planejamento das ações a serem realizadas no biênio 2026-2027, a SBEM-BA estabelece uma parceria com a equipe de organização do IV Seminário da REM-NE. Essa iniciativa tem como propósito otimizar a participação dos coordenadores dos Núcleos, que serão incentivados a integrar o IV Seminário do REM-NE. Além de fortalecer o envolvimento desses membros no evento, a ação busca estimulá-los a promover a divulgação e a participação de professores e estudantes de graduação e pós-graduação vinculados aos Núcleos em que atuam. Ao mesmo tempo, essa estratégia contribui para a redução dos custos com locomoção, garantindo uma participação mais ampla e efetiva no seminário, fortalecendo o diálogo e a articulação das ações voltadas para a Educação Matemática na Bahia. Essa sinergia possibilita a troca de experiências, o fortalecimento da comunidade acadêmica e a construção de estratégias que impactem positivamente a formação docente e a prática pedagógica na região.
O EENS será realizado no turno vespertino do dia 15 de maio e no turno matutino de 16 de maio de 2026, no Auditório Jorge Amado, nas dependências da UESC.
Scholarly Communication: present the research results with the intention of sharing them with the academic community. The text must contain: (i) introduction in which the objective and justification are presented; (ii) theoretical foundation; (iii) methodology; (iv) analysis or discussion of the data obtained; (v) considerations and; (vi) references. It must contain from eight to twelve pages.
Poster: disseminate, in a clear and concise way, ongoing or completed research, with the intention of sharing it with the academic community. It must contain, in an objective and organized manner, the main sections of a scientific work: (i) introduction, (ii) theoretical foundation, (iii) methodology, (iv) partial or final results, (v) considerations and; (vi) references. Must contain from four to six pages.
<
p style="text-align: justify; ">Experience Report: present results that involve experiences with equitable and innovative pedagogical practices. The text must contain: (i) introduction, containing the objective and references of the literature that support the pedagogical practice experienced; (ii) description of the experience of the pedagogical practice developed articulated with the discussion of the literature; (iii) considerations and; (iv) the references. Must contain < b style="font-size: 16px;">six a eight pages.
Workshop: formative activity with a focus on the exchange of knowledge, practical experimentation and the collective construction of knowledge. The text must include: (i) introduction, which must contain: theme, objective, description of the knowledge and skills that will be addressed and problematized in the Workshop in the light of literature; (ii) description for the level of education for which the proposal is intended; (iii) the description of the practical actions to be developed, articulated with the discussion of the literature; (iv) the references. Must contain < b style="font-size: 16px;">four a sixpages.
General Guidelines
1) Page layout with top, bottom, left and right margin of 2 cm, with Times New Roman font, size 12, line spacing of 1.5 cm, 6 points between paragraphs and with indentation of 1.25 at the beginning of each paragraph.
2) At the time of submission, it will be necessary to submit the identified version and the unidentified version of the file in text format (.doc,.docx,.rtf) following the template provided. The unidentified version must NOT reveal the identity of the authors, co-authors, advisors and the like, ensuring the completeness and impartiality of the evaluation process. If there is any form of identification, the work will not be accepted. Each submission can have in the maximum five authors and everyone must be registered for the event at the time of submission.
Schedule
td style="text-align: center;">Submission of papers (in Spanish)
activity
Period
Submission
01/08/25 to 21/12/25<
01/09/25 to 21/12/25
Evaluation of works
22/12/25 to 02/02/26
Feedback to authors on the evaluation
03 to 05/02/26
Return of works with the corrections
05 to 23/02/26
Final disclosure of approved papers
03/03/26
Monitoring
Notice of Selection of Monitors for the IV SEMINAR OF THE NORDESETE MATHEMATICS EDUCATION NETWORK:
Methodologies for teaching and learning processes in Basic and Higher Education
Discussions of proposals, research results or experience reports that contemplate a variety of methodologies or pedagogical approaches (STEAM/STEM, Problem Solving, Project-Based Learning, Moments of Mathematization, PPDAC Investigative Cycle, among others) to facilitate the teaching and learning processes of Mathematics in all teaching modalities.
<
p style="text-align: justify; ">Training of teachers who teach mathematics: practices, assessment, curriculum and public policies in Basic Education and Higher Education
Discussions of proposals or results of research or experience reports that involve questions about the initial, continuing and permanent training of the teacher who teaches Mathematics, addressing issues around the history of the profession; life history; daily school life; formal and alternative curricula; history of teacher training institutions; classroom as an epistemological problem, among others.
Digital Technologies and Artificial Intelligence in Basic and Higher Education
Discussions of proposals or research results or experience reports that discuss technological advances and their effects on Education Mathematics, Disruptive Technologies in Education, Artificial Intelligence in Education, augmented reality, virtual reality, internet of things, robotics, maker culture, computational thinking, educational data mining, digital educational resources, Chatbots and Intelligent Interfaces, in all teaching modalities.
Cognitive, Linguistic, interdisciplinary processes, historical, philosophical and cultural aspects of Mathematics teaching in Basic Education and Higher Education
Discussions of proposals or research results or experience reports that involve mental operations and strategies for problem solving; language in the process of teaching and learning mathematics; the relationship of mathematics with other areas of knowledge; the evolution of mathematics throughout history, from its origins to modern approaches; philosophical perspectives on mathematics; the role of culture in mathematics learning, considering how different cultures can influence the way students learn and use mathematics.
We understand by Teaching Modalities
Early Childhood Education: children up to 5 years old, divided into daycare (0 to 3 years old) and preschool (4 and 5 years old).
Elementary School: children and adolescents from 6 years old, lasting 9 years, divided into Early Years (1st to 5th grade) and Final Years (6th to 9th grade).
High School: adolescents and young people from 14 years old, lasting 3 years.
Youth and Adult Education (EJA): young people and adults who did not have access to schooling at the appropriate age or who wish to complete Elementary or High School.
Professional and Technological Education: training for work, offered at different levels and modalities of education.
Special Education: students with disabilities, pervasive developmental disorders and high abilities or giftedness.
Higher Education: undergraduate, graduate (master's and doctorate) and specialization courses, among others.
Distance Education (EAD): classes and activities carried out online, using digital platforms.
Hybrid Teaching: combination of face-to-face classes and online activities, offering flexibility and interaction.
Universidade Estadual de Santa Cruz – UESC - Ilhéus - Bahia - Brasil
