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In this chapter, we outline an approach to structuring a collaborative self-study that supports the sharing of individual experiences in a way that enables collective analysis and personal reflection. We share examples of how this approach enabled eight Brazilian teacher-researchers to work collectively to investigate their own social justice pedagogies. To do so, we used a four-phase process. First, each coauthor identified and wrote about a critical incident from their teaching that they shared electronically. In the second phase, We used email to comment on each other’s written pieces. Email exchanges scaffolded reflection. In the third phase, each person analyzed the comments and presented them back to everyone at a group meeting. Finally, through discussion, the group identified the recurring themes that permeated the different critical situations. The chapter provides a methodological overview based on our empirical work about teaching themes which are entangled with socially just PETE (Physical Education Teacher Education). We have found that being a teacher-researcher has some commonalities related to criticality whether one is teaching in K-12 schools or higher education.

This study aims to analyze the situation of Federal Universities (FUs) regarding compliance with the Sustainable Logistics Management Plan (PLS) Normative Instruction (NI) 10/2012, the adoption of which is compulsory for all agencies and entities of direct, autarchic and foundational public administration and dependent state-owned enterprises, including FUs. PLS is an instrument intended to establish sustainability practices in the management of public organizations.

The data were collected through searches on the websites of the 68 Brazilian FUs that constitute the study population, along with their plans of action (PAs) and monitoring reports.

The collected data revealed that only 25% of the FUs had a current PA and 15% published a report for the years 2020 or 2021. Furthermore, the most commonly found mandatory issue to be addressed in PAs was electricity, and the least frequent was sustainable procurement and contracting.

Future research should be conducted with the Management Committee of the PLS to understand the reason for the discontinuity of this work in some universities and the rationale behind the mandatory issues.

Some studies address FUs’ implementation of PLS, which promotes sustainable management systems. However, each of the identified studies investigated only one of the seven mandatory issues set down in NI 10/2012, which did not allow a complete assessment of the FUs’ situation exclusively in respect of compliance with the PLS.