Neuroscience and self-regulation in early childhood: playful strategies adopted by educators and families

Campos, Ariane Sousa; Soares, Marilda Aparecida

doi:10.22167/2675-6528-202604509

Article

November 11, 2026

Neuroscience and self-regulation in early childhood: playful strategies adopted by educators and families

Ariane Sousa Campos; Marilda Aparecida Soares

DOI: 10.22167/2675-6528-202604509

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

The research investigated how collaborative playful strategies between educators and families promote emotional self-regulation in early childhood, articulating neuroscience, the CASEL model of socio-emotional learning, and the Vygotskian perspective of play as a zone of proximal development. The objective was to map the participants’ profile, their knowledge about neuroscience and self-regulation, and the playful practices adopted at home and at school, seeking to identify strategies that contribute to self-regulation in early childhood. A quanti-qualitative approach was adopted, with the development and application of an online pilot sociodemographic questionnaire. Data collection occurred by convenience, with eight respondents, mostly mothers, one teacher, and managers from a Child Education Center in São Paulo. The participants recognized the importance of neuroscience in early childhood education, despite conceptual gaps regarding executive functions and the CASEL model. A diversified repertoire of playful activities and a high interest in collaborative family-school training on self-regulation were observed. The study resulted in the development of a culturally sensitive questionnaire and identified a group of families and professionals willing to develop playful practices based on developmental neuroscience.

Keywords: Socioemotional learning; Playful activities; Emotional self-regulation; Developmental neuroscience; Early childhood.

1. Introduction

Self-regulation in early childhood constitutes a field of study of growing relevance, being recognized as a fundamental capacity for healthy development and for the individual’s future success. This ability involves the progressive management of emotions, thoughts, and behaviors, acting as a strong predictor of academic, social, and emotional performance (CASEL, 2023; Mendes, 2021; Motta & Romani, 2019). The development of these competencies from the earliest years of life is intrinsically linked to better school outcomes, greater interpersonal relationship capacity, and a lower incidence of emotional difficulties, and can be intentionally cultivated in both school and family environments.

Self-regulation is understood as a process of internalization, in which initially adult-mediated practices become autonomous, with childhood being a period of great brain plasticity, conducive to the consolidation of these skills. The fragility or absence of self-regulation may be associated with learning and socialization difficulties and greater vulnerability to impulsive behaviors (Linhares and Martins, 2015). In this context, the joint action of family and school is crucial, as environments that combine affection, routine, and clear rules favor the development of self-regulation, offering opportunities for socio-emotional and behavioral learning.

Play emerges as a central element in this process, especially in early childhood. From the Vygotskian perspective, playful practices are fundamental for cognitive, social, and emotional development, creating a zone of proximal development where the child internalizes norms and expands their imaginative capacity (Vygotsky, 2007; 2009). Neuroscience corroborates this view, demonstrating that playful activities activate critical brain areas, such as the prefrontal cortex, amygdala, and cerebellum, which are essential for executive functions, emotional regulation, and creativity. Enjoyable play stimulates the release of neurotransmitters that favor motivation and learning, benefiting brain plasticity and strengthening neural connections (Nogaro, Fink & Piton, 2015; Reganham and Parra, 2016).

The CASEL model (Collaborative for Academic, Social, and Emotional Learning) is widely recognized as a standard for the systematic integration of socio-emotional competencies in education, providing a framework for the development of Emotional Intelligence, social skills, and ethical decision-making (Colagrossi & Vassimon, 2017; Lima, 2023). Co-regulation, where the adult assists the child in managing emotions, and the integration between family and school, through the recognition and naming of emotions, open communication, and alignment of expectations, are effective strategies for promoting significant self-regulatory development (Meireles, 2023; Mondin, 2005; Schwartz et al, 2016).

Despite the recognized importance of neuroscience in early childhood education, conceptual gaps are observed between educators and families, especially regarding executive functions and the CASEL model, as evidenced in preliminary studies. There is a need to deepen how neurodevelopment concepts can be appropriated and applied through playful strategies. The school community shows a high interest in collaborative training between family and school on self-regulation, indicating a potential for the co-creation of scientifically based practices.

Given this scenario, this work sought to deepen how concepts related to neurodevelopment can be appropriated by families and educators through playful activities, investigating strategies that contribute to the self-regulation of young children and analyzing how school and family, together, can act positively in this process. The central objective of this study was to research playful strategies that contribute to the self-regulation of young children and how school and family, together, can act positively in this regard, through collaborative practices, based on neuroscience.

2. Material and Methods

This research, which sought to deepen how neurodevelopment concepts can be appropriated by families and educators through playful activities for self-regulation in early childhood, adopted a mixed methodological approach. This approach articulated quantitative data collection procedures with qualitative analysis, allowing for a comprehensive understanding of the phenomenon studied. The methodological design was based on a triangulation of theoretical assumptions and participatory approaches, aligning with the principles of action research (Thiollent, 2011) and participatory research in the tradition of popular education (Brandão & Borges, 2007).

The study was characterized as exploratory and descriptive, aiming to investigate playful strategies that contribute to the self-regulation of young children and the collaborative action between school and family in this process. The interpretations were based on references from neuroscience, child development, and socio-emotional learning, as well as specialized academic publications. The central objective was to research playful strategies that contribute to the self-regulation of young children and how school and family, together, can act positively in this regard, through collaborative practices, based on neuroscience.

The unit of empirical analysis consisted of the community of a Children’s Education Center (CEI) located in the city of São Paulo, state of São Paulo. This institution serves a diverse community, with a total of 327 enrolled children, of whom 255 were in nursery classes. The research participants were identified by convenience sampling, including educators, specialized professionals, pedagogical managers, fathers, mothers, and caregivers of young children.

The main data collection instrument was the Sociodemographic Questionnaire: neuroscience and self-regulation in childhood. This questionnaire was developed after a literature review on self-regulation, executive functions, socio-emotional learning, and playful practices in early childhood education, being adapted to the Brazilian context and, specifically, to the reality of São Paulo early childhood education institutions. The instrument was structured into eight sections, containing 65 questions, both open-ended and closed-ended.

The questionnaire sections were organized to address sociodemographic identification, family and household profile, participants’ professional training and trajectory, their knowledge about neuroscience and self-regulation, their experiences with playful activities, the family-school relationship, their perceptions about the research, and open-ended questions for reflective deepening. This design allowed us to map the participants’ profile, their prior knowledge, and the playful practices adopted at home and at school.

Initially, the project foresaw the institutional application of the questionnaire with the CEI community, upon formal approval from the unit’s management and obtaining a Free and Informed Consent Form (TCLE) from educators and families. These procedures were in line with the ethical guidelines indicated by the institution and the Ethical Determination Form (FDE). However, the research was impacted by a management transition period, resulting in lower adherence than initially planned.

Given this context, it was decided to carry out an exploratory pilot stage. Data collection occurred by disseminating the questionnaire link in instant messaging groups (WhatsApp) used by families of the institution, without formal mediation from school management. Participation was voluntary and anonymous, with no collection of names of participants, children, or the school unit, ensuring the privacy of those involved in accordance with the general ethical guidelines in the Ethical Considerations Form (ECF). The sample obtained was non-probabilistic and by convenience, totaling eight valid respondents.

The pilot stage was treated as a pre-test of the instrument. Data analysis occurred at an aggregate level, without the presentation of identifiable individual reports or generalizable inferences for the entire group of 327 enrolled children. Quantitative data were explored through simple descriptive statistics, using frequencies and proportions. Open qualitative data were organized according to the Content Analysis proposed by Bardin (2016) and Franco (2008), with the identification of meaning cores related to playful practices, perceptions of self-regulation, and the family-school relationship.

Ethical considerations were maintained during the pilot stage, ensuring the anonymity and confidentiality of responses. The absence of formal approval from the school unit and a signed Informed Consent Form (ICF) for the pilot sample implied that the data would be analyzed in an aggregated manner, without attributing results to the institution or specific groups of children. This procedure ensured compliance with ethical guidelines, despite the necessary adaptations in the data collection phase.

3. Results and Discussion

This investigation sought to understand how playful strategies, developed in collaboration between educators and families, can foster emotional self-regulation in early childhood. Self-regulation, defined as the ability to manage emotions, thoughts, and behaviors adaptively, was approached as a crucial predictor for future academic, social, and emotional success. The study articulated the Vygotskian perspective, which values play as a catalyst for learning in the zone of proximal development, the CASEL model of socio-emotional learning, and contributions from neuroscience, which highlight the activation of brain areas essential for self-regulation through playful activities.

The central objective was to research playful strategies that contribute to self-regulation in early childhood, exploring how school and family can act positively in this process, through collaborative practices based on neuroscience. To this end, the research used a quanti-qualitative approach, with the application of a pilot sociodemographic questionnaire. This instrument was designed to map existing knowledge and practices on neuroscience and self-regulation in childhood, aiming to identify concrete and theoretically grounded tools for promoting self-regulation through play, recognized as a right and a natural language of early childhood.

Analysis of data collected in the Sociodemographic Questionnaire: neuroscience and self-regulation in childhood

The pilot application of the questionnaire resulted in eight valid responses, a reduced number compared to the universe of 327 enrolled children in the institution, of which 255 were in nursery classes. This low adherence, as discussed in the methodological limitations, prevented the generalization of findings to the entire school community. The respondents were predominantly women, with five mothers, two pedagogical managers/directors, and one early childhood education teacher, all female, indicating a specific engagement profile.

The sociodemographic profile of the participants revealed a predominance of the age group between 36 and 45 years, with six respondents in this category, followed by one case between 26 and 35 years and another between 56 and 65 years. In terms of ethnicity, seven participants declared themselves as white and one as yellow. Family income also stood out, with four participants declaring income above ten minimum wages, one between three and five minimum wages, and another between five and ten minimum wages, suggesting that the group that adhered to the questionnaire belongs to the higher socioeconomic strata of the school community.

This data indicates that the pilot stage reached a specific subgroup of the community, characterized by high education levels, income, and engagement in educational topics, in addition to access to the digital technologies used for disseminating the form. This particularity reinforces the exploratory nature of the study and the impossibility of extrapolating the findings to the entire group of families and professionals at the Early Childhood Education Center, especially to the nursery segment, which represents the majority of enrolled children.

Regarding knowledge about self-regulation in young children, the results revealed varied understanding among participants. Four of them stated they knew the concept superficially, while two reported having significant knowledge. On the other hand, one person had never heard of the topic and another had only heard of it, but without clarity on its meaning. This distribution suggests the need to deepen the dissemination of information on the subject within the school community.

Regarding familiarity with the term “executive functions”, four respondents stated they knew some related concepts, while three claimed to have only heard of it without clarity. One person had never heard the term, evidencing persistent conceptual gaps, even in a group with a high level of education. This finding corroborates the perception that, despite the relevance of the framework in the literature, its appropriation in daily practices is still limited, requiring greater support and training.

Previous participation in discussions or training on socio-emotional learning has been heterogeneous. Three participants had never participated, three had done so once or twice, one had frequently experienced it as part of professional practice, and another regularly participated in training. This diversity of training experiences can influence the application of self-regulation strategies, indicating the importance of continuous and accessible training programs for all those involved in early childhood education.

Regarding knowledge about the CASEL model, most respondents, five, stated they had never heard of it, and three said they had only heard of it without knowing the details. This data reinforces the perception that, although the model is widely discussed in academic literature as a standard for integrating socio-emotional competencies, its appropriation and implementation in daily practices are still incipient. Lack of familiarity with CASEL may limit the ability of educators and families to apply a systematic approach to the development of Emotional Intelligence and social skills.

The respondents’ perception of the importance of neuroscience in early childhood education was unanimously positive. Four participants considered it very important, but with the need for technical support for its application, and another four classified it as fundamental, declaring an effort to integrate this knowledge into practice. This result is promising, as it demonstrates an openness from the community to incorporate neurodevelopment concepts, aligning with the study’s objective of bringing this knowledge closer to the daily lives of families and educators.

Regarding playful practices, a high frequency of participation in games, play, and imagination activities was observed. Four respondents reported participating several days a week, two indicated once or twice a week, one daily, and another a few times a month. Among mothers and fathers, the responses highlighted the intentional use of playful activities for the development of self-regulation, as well as for other dimensions, such as creativity, peer interaction, problem-solving, and socio-emotional development in a broad sense.

The playful practices described by the participants encompassed a variety of activities, including outdoor play, structured games, pretend play, musical activities, visual arts, storytelling, dance and movement, material construction, sensory experiences, and dramatic play. This diverse repertoire is consistent with approaches that recognize play as a central learning tool in early childhood education, according to the Vygotskian perspective (Vygotsky, 2007; 2009) and the contributions of neuroscience (Nogaro, Fink & Piton, 2015).

Despite engagement with playful activities, some respondents pointed out significant challenges. Among them, the lack of time, the need for greater technical security to conduct intentional playful activities, and the desire for greater alignment between school and family practices stood out. These challenges reinforce the relevance of collaborative actions between school and families, aiming to improve the quality and intentionality of playful interventions for the promotion of self-regulation.

The evaluation of the partnership between family and school revealed that most respondents (four) perceived it as strong, with good communication and collaboration, and three as very strong, an effective partnership in the child’s education. However, one participant rated it as weak, with little communication. The interest in participating in collaborative activities on self-regulation and socio-emotional learning was high, with four respondents indicating much interest and two demonstrating very high interest, with a desire for active participation. This data suggests fertile ground for the development of joint programs.

The general perception of the research was largely favorable. Six respondents stated that learning more about neuroscience and socio-emotional learning would bring significant advances to the institution’s educational practices, and two indicated that there would likely be improvements. This openness of the participating community to transformation processes based on scientific evidence is a positive indicator for future interventions and continuing education projects.

Methodological and ethical limitations

The main limitation of the empirical stage lies in the low number of responses obtained, in contrast to the universe of 327 enrolled children, of which 255 were in nursery classes. This reduced sample prevented the construction of a representative portrait of the school community as a whole. Data collection, mediated only by WhatsApp groups and without formal support from school management in dissemination, contributed to restricted and biased adherence, concentrating on families with higher educational and economic capital, and on professionals already engaged in training.

From an ethical standpoint, the absence of formal approval from the school unit and a signed Informed Consent Form meant that this stage was treated as a pilot study. Data were analyzed at an aggregate level, without attributing results to the institution or specific groups of children, and without generalizable inferences. This approach, although necessary to protect the privacy of those involved, reinforces the need for future research to ensure articulation between the pedagogical project, school management, and researchers from the outset, guaranteeing full compliance with ethical guidelines.

Despite these limitations, the pilot application of the questionnaire demonstrated its usefulness by testing the clarity of the questions and identifying participant profiles more prone to adherence. It was empirically evidenced that initiatives in neuroscience and self-regulation in early childhood education crucially depend on institutional engagement to reach the entire community. The elaborated data collection instrument, which values pre-existing knowledge and seeks to expand it, constitutes a positive contribution to educational institutions that wish to deepen the topic and broaden the forms of intervention with educators and families.

In summary, the results of the pilot study indicate that, in the investigated community, there is a group of families and professionals who recognize the relevance of self-regulation in early childhood and attribute high importance to neuroscience applied to education. Although there are conceptual gaps regarding executive functions and the CASEL model, the participants already mobilize a broad repertoire of playful activities, both in the domestic and school environments, in line with approaches that understand play as a central mediator of socio-emotional development and self-regulation. The high interest in deepening the dialogue between neuroscience, socio-emotional learning, and collaborative playful practices points to a significant potential in the development of training actions and co-creation of self-regulation promotion strategies in a structured partnership between school and community.

4. Conclusion

This study sought to investigate playful strategies that contribute to the self-regulation of young children, exploring the joint action of school and family through collaborative practices based on neuroscience. It was found that the participants, a group of mothers, teachers, and managers from a Child Education Center, recognized the importance of neuroscience in early childhood education and demonstrated a diverse repertoire of playful activities already employed in domestic and school environments. However, conceptual gaps regarding executive functions and the CASEL model of socioemotional learning were observed, despite the group’s high level of education and engagement. The findings indicated a notable interest in collaborative family-school training on self-regulation, signaling fertile ground for the development of joint programs.

The main contribution of this work lies in the development and pilot application of a culturally sensitive sociodemographic questionnaire, which allowed mapping knowledge and practices on neuroscience and self-regulation in early childhood. This instrument revealed a group of families and professionals willing to co-create playful practices based on developmental neuroscience, offering a valuable tool for educational institutions seeking to deepen the topic. However, the research faced significant limitations, such as low participant adherence and sample bias, stemming from the absence of formal institutional support for dissemination and convenience data collection, which prevented the generalization of results to the entire school community. It is recommended that future initiatives ensure full institutional engagement and articulation between the pedagogical project, school management, and researchers, ensuring compliance with ethical guidelines and expanding the sample to develop and implement self-regulation strategies more comprehensively and sustainably.

Bibliographic References

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Article originating from a Final Course Work on Neuroscience and Learning in Education

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O desenvolvimento de simuladores Hardware-in-the-Loop (HIL) para máquinas agrícolas tem se mostrado essencial para a validação de lógicas de controle e o treinamento seguro de operadores. Neste contexto, desenvolveu-se um simulador HIL que integrou uma cabine de controle real a um ambiente virtual. A metodologia empregou a estratégia 5W2H e incluiu a modelagem 3D no SolidWorks, otimizada no Blender com decimação de polígonos e rigging cinemático. A interface de controle utilizou um display industrial TTControl Vision 3, programado em Structured Text via CODESYS V3.5, com comunicação CAN. A integração física foi realizada por um gateway customizado, composto por um microcontrolador ESP32 e um transceptor TJA1050, que traduziu bidirecionalmente dados entre a rede CAN e a porta serial, processados por um middleware em Python no simulador. Os resultados, validados pela ferramenta PCAN-View, demonstraram comunicação estável e de baixa latência, permitindo uma resposta visual sincronizada no Blender. Concluiu-se que a arquitetura proposta ofereceu uma solução de baixo custo e alta eficiência para o ciclo de Pesquisa e Desenvolvimento, viabilizando testes ergonômicos e funcionais de forma segura e escalável.

Palavras-chave: Blender; CODESYS; ESP32; Redes CAN; Simulador HIL.

November 12, 2026

Segmentação de empresas por clusterização revela padrões financeiros distintos

A crescente disponibilidade de dados financeiros corporativos ampliou a importância de técnicas analíticas para identificar padrões e apoiar decisões em contextos de elevada heterogeneidade entre empresas. O estudo objetivou aplicar técnicas de clusterização a uma base de dados financeiros, comparando métodos de agrupamento e validando estatisticamente os resultados, a fim de identificar segmentos com características econômico-financeiras distintas. Metodologicamente, a pesquisa foi classificada como aplicada, exploratória, descritiva e quantitativa. Utilizaram-se dados secundários de empresas, submetidos a inspeção, tratamento, padronização e modelagem computacional. Empregaram-se o algoritmo K-means e métodos hierárquicos aglomerativos, definindo o número ótimo de clusters com métricas como WCSS, Silhouette, Calinski-Harabasz e Davies-Bouldin. Os agrupamentos foram avaliados por análise de variância (ANOVA) e comparados pelo índice Adjusted Rand Index (ARI). Os resultados revelaram que a solução com seis clusters ofereceu o melhor equilíbrio entre qualidade estatística e interpretabilidade analítica, possibilitando a identificação de grupos com perfis distintos, como grandes corporações, empresas intermediárias robustas, organizações com desempenho crítico e casos extremos. Observou-se também que diferentes algoritmos captaram estruturas distintas nos dados, ressaltando a importância da comparação metodológica. Concluiu-se que a clusterização constituiu uma abordagem eficaz para segmentar bases financeiras e revelar padrões relevantes, contribuindo para análises mais refinadas e para o uso aplicado da ciência de dados em contextos empresariais.

Palavras-chave: Análise financeira; Aprendizado não supervisionado; Ciência de dados; Clusterização; Segmentação de empresas.

November 12, 2026

A Relevância da Inteligência Emocional e do “Mindfulness” nas Organizações

No contexto organizacional contemporâneo, marcado por alta competitividade e pressão por resultados, aspectos emocionais e psicológicos dos colaboradores tornaram-se cruciais para o desempenho e bem-estar. Este estudo analisou a percepção de colaboradores sobre a Inteligência Emocional e as práticas de “mindfulness” no ambiente de trabalho, investigando seus efeitos percebidos no bem-estar, desempenho profissional e relações interpessoais. A pesquisa, de natureza quantitativa e descritiva, empregou o método survey para coletar dados. Uma amostra de 78 profissionais de diversos setores organizacionais respondeu a um questionário estruturado, com itens mensurados por escala Likert, fundamentados em modelos teóricos de Inteligência Emocional e “mindfulness”. Os dados foram processados por estatística descritiva com o software Microsoft Excel. Os resultados revelaram uma percepção predominantemente positiva dos participantes em relação a ambos os construtos, destacando competências emocionais individuais e benefícios da atenção plena, como foco, manejo do estresse e bem-estar emocional. No entanto, identificaram-se fragilidades no suporte organizacional para o desenvolvimento sistemático dessas competências. Concluiu-se que, apesar do reconhecimento individual da Inteligência Emocional e do “mindfulness”, há uma demanda por maior institucionalização dessas práticas para otimizar seus efeitos no ambiente corporativo.

Palavras-chave: Atenção plena; Bem-estar no trabalho; Clima organizacional; Competências socioemocionais; Gestão de pessoas.

November 12, 2026

Estratégias de marketing digital para reposicionamento sustentável de uma empresa madeireira familiar em Arequipa, Peru

A pesquisa abordou a necessidade de modernização de empresas familiares em Arequipa, que enfrentam desafios de competitividade devido a estruturas de gestão tradicionais e limitada presença digital. O objetivo consistiu em propor estratégias básicas de marketing digital para o reposicionamento de uma empresa familiar do setor de madeira e melamina. Adotou-se uma abordagem mista, exploratório-descritiva, com estudo de caso único. Utilizaram-se entrevistas semiestruturadas com colaboradores, observação direta e questionários aplicados a 150 clientes. Os resultados principais revelaram uma lacuna crítica entre a capacidade técnica operacional e a visibilidade virtual. Observou-se a preferência dos clientes por canais de contato imediato, como WhatsApp, e um interesse significativo em produtos sustentáveis e multifuncionais. Com base nesses achados, projetou-se um plano de marketing digital progressivo focado na automatização do atendimento direto e na narrativa de identidade local. Concluiu-se que a digitalização adaptada e gradual representa a rota mais viável para profissionalizar a gestão comercial da organização, convertendo sua trajetória tradicional em uma vantagem competitiva moderna e sustentável no mercado regional.

Palavras-chave: Identidade organizacional; Indústria madeireira; PMEs regionais; Sustentabilidade; Transformação digital.

November 12, 2026

Poluição do ar e internações por doenças respiratórias em São Paulo (2015–2024)

Investigou-se a relação entre a poluição do ar e as internações por doenças respiratórias no município de São Paulo, no período de janeiro de 2015 a dezembro de 2024. O objetivo foi analisar a associação entre as médias mensais das concentrações de poluentes atmosféricos (PM2.5, PM10 e NO2) e os totais mensais de internações hospitalares por doenças respiratórias (CID-10: J00-J99). Realizou-se um estudo observacional, ecológico e quantitativo, baseado em séries temporais mensais. Os dados foram obtidos de bases públicas da CETESB (QUALAR), DATASUS (SIH/SUS) e INMET, e processados em ambiente Python/Jupyter Notebook. Utilizaram-se Modelos Lineares Generalizados, especificamente o modelo Binomial Negativo, devido à sobredispersão identificada nos dados. Os modelos controlaram a sazonalidade, a tendência temporal, variáveis meteorológicas (temperatura e umidade relativa) e o período da pandemia de COVID-19. Não se identificou associação estatisticamente significativa entre os poluentes e as internações respiratórias mensais nos modelos ajustados. A análise de sensibilidade demonstrou que a associação positiva inicialmente observada foi explicada por padrões sazonais compartilhados entre poluição e internações, tornando-se nula após o controle adequado. Concluiu-se que, na escala temporal mensal, a sazonalidade constituiu o principal determinante da variabilidade das internações respiratórias, limitando a detecção de efeitos independentes da poluição atmosférica. Este resultado não contradiz a literatura, mas reflete a limitação da agregação mensal para captar efeitos agudos. O pipeline computacional desenvolvido representa uma contribuição metodológica para futuras investigações com dados de maior granularidade.

Palavras-chave: Internações respiratórias; Poluição do ar; Qualidade do ar; Sazonalidade; Séries temporais.

Agenda 2030

November 11, 2026

The two essential links of education

Infrastructure and literacy need to go hand in hand to ensure quality education. Quality education demands infrastructure and literacy. This relationship appears in the environments where we learn. A library needs to be available, have conditions to receive its audience, and offer materials that can be understood. In the digital environment, we also need to be able to access a platform, interpret its […]

Health

November 11, 2026

Without reaching Hypnos, one does not enter the realm of Morpheus

As contemporary life has turned sleep into scarcity, treatment, and market In the Greco-Roman mythological tradition, Hypnos, called Somnus by the Romans, was the god of sleep, responsible for suspending wakefulness and leading human beings to slumber, while Morpheus, one of his sons, was associated with dreams. In Book XI of Ovid’s “Metamorphoses”, Ovid describes […]

Innovation

November 05, 2026

A technology park does not end within the boundaries of its land

By bringing together skills and monitoring results, your contribution also reaches organizations that are not physically located in it. A technology park is a meeting place. In it, a company can find the knowledge needed to develop a solution, a researcher can discover an application for their work, and an entrepreneur can meet the missing partner […]

Economy

October 19, 2026

End of the 6×1 scale: what do the numbers allow us to conclude?

Following the promulgation of the end of the 6×1 shift system, the debate on the shorter workday moves to implementation and requires distinguishing social benefits from economic costs. The end of the 6×1 shift system transitioned from legislative discussion to a constitutional change in Brazil. On October 16, 2026, the National Congress promulgated Constitutional Amendment No. 141/2026, originating from Proposal […]

Artificial Intelligence

October 16, 2026

Why study if AI exists?

When answers become easy, learning comes to mean more than just arriving at them. Why do I need to learn this if I can ask an artificial intelligence? This type of question has accompanied education for decades. Why learn an operation if a calculator exists? Why memorize information if it can be found […]

Tax Management

October 15, 2026

Pink tax and the gender of price

How different marketing treatments for men and women are incorporated by consumption taxation Imagine a shelf on which two razors of the same brand and intended for the same purpose are displayed side by side: one has dark packaging and promises strength, precision, and efficiency; the other comes in shades of pink or […]

Health

October 13, 2026

The missing link in health transformation

Why is innovation not enough to drive changes in organizations and health systems Digital transformation has become a strategic priority for health systems worldwide. Electronic health records, artificial intelligence, telemedicine, remote monitoring, and data analysis are now part of the strategic agenda of governments and health organizations. Paradoxically, […]

Marketing

October 09, 2026

Bitcoin or pets: what Artificial Intelligence would not see

A real-life consumer intelligence case shows what gets left out of the brief A few years ago, an American insurance company hired a specialized consumer intelligence firm to answer three questions: The insurer was also considering launching paid insurance in bitcoin. At the time, the consultancy’s workflow was as follows: the analyst created a query […]

School Management

October 06, 2026

The school is not a casino: when trading cards become currency in the playground

Why, for certain students, does school manage to offer so few experiences of achievement? The World Cup is over. Brazil left the competition, the school holidays came, the final was played and the football calendar moved on. It would be reasonable to imagine that, with the end of the tournament and the return to classes, […] would also begin

Tax Management

September 01, 2026

Tax reform and estate planning in the countryside

Efficiency in managing taxes facilitates governance and allows for the organization of family succession. Rural wealth organization has become a strategic measure in light of the tax reform in Brazil, which came into effect this year. The planning of activities and rural wealth management, through tools such as the transition from an Individual to […]

Renata de Gaspari Valdejão Almeida

Artificial Intelligence

August 05, 2026

Inside the company and off the radar: the risks of Shadow AI

According to Microsoft, 75% of professionals already use artificial intelligence at work without company approval. The use of generative artificial intelligence is already part of the corporate routine. Tools like ChatGPT, Copilot, and other platforms help professionals produce texts, analyze data, create presentations, and accelerate tasks in practically all sectors. But this advance […]

Renata de Gaspari Valdejão Almeida

Strategy

July 02, 2026

The future as a competence

Academic interest reinforces the projection of scenarios as an essential tool for decision-making. While some companies are still trying to get the next step right, others are already working with multiple possible futures — and preparing for all of them. But after all, what does it mean to “think about the future”? Is it a trend, a strategy, or a new competence that […]

Renata de Gaspari Valdejão Almeida

Innovation

Technology

May 21, 2026

Agro SP Corridor: innovation, institutional articulation and future

Pecege commands the executive operation of the 400 km ecosystem activities that became known as the Brazilian agro Silicon Valley In 2025, in addition to taking over the management of the Piracicaba Technology Park, the Pecege Institute was also designated to command the executive operation of the State Agribusiness Innovation Corridor activities, the so-called […]

Education

April 27, 2026

How to turn a TCC into a business

New management of the Piracicaba Technology Park offers consulting to MBA graduates The new project director of the Piracicaba Technology Park (PTP), Alexandre Barreto, often says that one of the greatest rewards he has ever had in life was seeing his MBA USP/Esalq students structure companies from their final projects […]

Technology

March 20, 2026

The human repertoire in the age of AI

Critical thinking and creativity are irreplaceable in the work of a marketing professional Artificial Intelligence (AI) is capable of incredible feats, but it does not yet possess the judgment, empathy, intuition, and strategic creativity necessary to do the job of a good marketing professional. In this area, it is important to know how to use the tool to automate […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

February 23, 2026

ESG as a growth strategy in a cooperative in RS

Santa Clara balances social and environmental responsibility with innovation Founded in 1911 by Italian immigrants in Carlos Barbosa, in the Serra Gaúcha region, Cooperativa Santa Clara is an example that it is possible to balance economic growth with social and environmental responsibility. From a small cheese production company, the organization has evolved into a […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

January 22, 2026

Brazil free of Foot-and-Mouth Disease: what changes for Brazilian beef?

With a herd of over 200 million head of cattle, the country is currently the leader in exports. Brazil recently received, for the first time, the certification of country free of foot -and-mouth disease without vaccination, conferred by the World Organisation for Animal Health (WOAH). The seal strengthens the country’s position as a reliable supplier of meat for the […]

Renata de Gaspari Valdejão Almeida

Innovation

December 09, 2025

Innovation: the new cycle of the Piracicaba Technology Park

Instituto Pecege assumes management, betting on the creation of new businesses Starting in 2026, Instituto Pecege will assume the management of the Piracicaba Technology Park (PTP). Among its responsibilities will be the administration, operation, maintenance, and expansion of the park, in addition to fostering activities in innovation, entrepreneurship, and science and technology. The choice was made […]

Renata de Gaspari Valdejão Almeida

July 06, 2026

Large-Scale Architecture: DSR-SCRUM Change Management

Mônica Alessandra Guerios; Maria do Carmo Assis Todorov Abstract generated by ResumeAI, an artificial intelligence solution developed by Instituto Pecege focused on synthesis and writing. Architecture and urbanism are configured as essential bases in an increasingly complex and challenging urban space, where the intrinsic connection between social, environmental, and technological issues […]