PPGED - Doutorado em Educação

URI permanente para esta coleçãohttps://repositorio.ufrn.br/handle/123456789/12002

Navegar

Agora exibindo 1 - 20 de 665

Representações sociais de docentes da educação profissional em saúde sobre envelhecimento e morte e suas repercussões na formação
(Universidade Federal do Rio Grande do Norte, 2025-07-30) Almeida, Sheyla Gomes Pereira de; Andrade, Erika dos Reis Gusmão; http://lattes.cnpq.br/5466756553719735; Nóbrega, Danielle Oliveira da; Guimarães, Jacileide; Bosco Filho, João; Silva, Lenina Lopes Soares
National reality reveals a demographic transition which quickly unfolds based on the perspective that the percentage of elderly people will surpass the percentage of children around the year 2031. Thus, this study aimed to analyze the social representations of professors of Health Professional Education field about aging and death, and its repercussions on the training of professionals for the field. The theoretical and methodological framework for this study was based on the Social Representations Theory as its main lens, in addition to classical and current exponents in the relevant literature. This is basic research, of the explanatory type, with a qualitative approach. The research locus was the School of Health of the Federal University of Rio Grande do Norte and its academic unit specialized in Health Professional Education, located in the central campus, at Natal/RN. The collection of data happened through an instrument of semi structured interview, with a previously elaborated script, during the months of August through November 2022. Twenty professors were interviewed, which teach in the three courses that prepare for direct assistance in health. Following the collection of data, we analyzed them in two different stages: the first one was composed of pre-analysis through floating reading of the interviews and the constitution of the analysis corpus; and the second stage consisted of the work of interpretation based on the Contextualization Spiral proposed by Arruda (2018c). The results brought light to two dimensions: dialogues about aging and death, and dialogues about the training of health professionals and their practice and at the Health Professional Education. In the first dimension, there was the unfolding of the social representation about aging and death, guided by the prerequisites of elaborating social representations, anchoring, and objectification. Aging was seen as a synonymous of old age, mainly characterized in their negative aspects, and death was seen as the loss and fear of the unbearable. The repercussions in the training at a high school level to deal with the demographic transition receive relevant impacts of the social representation, with everyday and scientific knowledge traversing this training. The presence of this biomedical assistance model is notable as a relevant guide in the training of health professionals which will subsequently be professors, echoing the same way of practicing while guides of technical-level professionals in the same field. We found social representation for aging to be a bio pathological condition, which may constitute as a plausible justification for the fact that the social representation of denial and social distancing regarding aging, and the fear of loss for death, reverberate in the maintenance of the emphasis on biological aspects for technical health training.
Racionalidade nos conselhos escolares de Mossoró/RN: democratização e instrumentalização das práticas deliberativas
(Universidade Federal do Rio Grande do Norte, 2025-08-15) Freitas, Thayse Mychelle de Aquino; Menezes, Antonio Basilio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; https://orcid.org/0000-0002-6260-6636; http://lattes.cnpq.br/3686766246397438; Medeiros, Arilene Maria Soares de; http://lattes.cnpq.br/5952418386886733; Sousa Filho, José Ivan Rodrigues de; http://lattes.cnpq.br/3085919257774539; Carneiro, Rosalvo Nobre; https://orcid.org/0000-0003-3468-5194; http://lattes.cnpq.br/8412414250233687; Barbosa Júnior, Walter Pinheiro; http://lattes.cnpq.br/7532911538772143
This research aims to identify and analyze the rationality(ies) manifested in the deliberative practices of the municipal public elementary school councils in Mossoró/RN. This paper engenders reflections theoretically grounded in Jürgen Habermas regarding these Councils, their principles and rationales, and the logic that is actually being reflected in the participation of the council members. The research focuses on two Elementary School Councils (grades 1-9) from the Municipal Education Network of Mossoró/RN, these being the most representative councils, located in the east and west zones of the city. Using a qualitative approach, the research presents the following methodological path: bibliographic review; documentary research; nonparticipant observation (carried out in ordinary and extraordinary meetings); and semistructured online interviews (conducted with full members of each of the segments represented in the researched School Councils). The analyses highlight the presence of communicative rationality and instrumental rationality operating in the dispute over the coordination of action within the context of the school councils analyzed. The documentary analysis reveals a strong influence of managerialism on Mossoró's educational policy, reverberating in the deliberative practices of the municipal education network of Mossoró/RN principles such as regulation, accountability, and results-based management, which align with instrumental rationality and strategic action. Therefore, it is suggested that, although the School Council constitutes a public sphere, the deliberative practices of the collegiate bodies are unable to be fully achieved through communicative rationality due to the systemic colonization imposed by a logic based on managerial assumptions.
Corpoflor: para uma educação como experiência da diversidade
(Universidade Federal do Rio Grande do Norte, 2025-06-27) Barbosa, Sanzia Pinheiro; Almeida, Maria da Conceição Xavier de; http://lattes.cnpq.br/9961862139964562; http://lattes.cnpq.br/6300880545872909; Oliveira, Josineide Silveira de; http://lattes.cnpq.br/5439210347544379; Oliveira, Margarida Maria Dias de; https://orcid.org/0000-0002-8542-4173; http://lattes.cnpq.br/5565266295414497; Mendes, Iran Abreu; https://orcid.org/0000-0001-7910-1602; http://lattes.cnpq.br/4490674057492872; Silva, Carlos Aldemir Farias da; https://orcid.org/0000-0001-5463-1316; http://lattes.cnpq.br/7226908910873590
Grounded in a critique of humanist education—and understanding humanism as the structuring foundation of Western, white, heteronormative, and patriarchal society, which sustains the notion of human exceptionalism—this dissertation seeks to comment on, question, and perhaps reveal a fissure that may contribute to addressing the current educational crisis. Following the example of artists operating within the field of contemporary art, it engages with the poetic practice of Castiel Vitorino Brasileiro—an artist, writer, Black travesti, and psychologist—whose work offers a powerful contestation of dominant imaginaries and narratives. By affirming transmutation as a condition of life and refusing the notion of permanence, Castiel centers transformation as the foundation of existence, with perishability understood as the essential condition of life itself. Her exploration of interspecies relations disrupts the binary between human and non-human, proposing a way of life in which humans, plants, spirits, waters, and other beings coexist within networks of care, mutual learning, and affect. These relations are non-hierarchical; they are characterized by exchange, deep listening, and co-vibration between different forms of life. This dissertation seeks to cultivate a form of listening and a relational, sensitive dialogue—not to analyze the artist’s work as an object to be deciphered, but to allow oneself to be affected by it, to let it interrupt forms of knowledge presumed to be complete. The work is not framed within predetermined categories; instead, it is recognized as a co-author of thought, operating as a body that feels, listens, and moves. Here, the artwork ceases to be an “object of analysis” and becomes a companion in the crossing. I intertwine Castiel’s visual and narrative production with the fabulation of Conceição Almeida, who advocates education as an experience of diversity; with Denise Ferreira da Silva’s concept of “deep implicancy”; and Donna Haraway’s string figure play. Diversity here is understood as that which makes life on Earth possible. Artistic practices can offer pathways to a complex education grounded in the multi-referential nature of contemporary art, the learning of interspecies relationships, and the acceptance of transmutation as life’s purpose. I selected three key works by Castiel—Corpoflor (Bodyflower), A cambonagem e o incêndio inevitável (The Cambonagem and the Inevitable Fire), and Eclipse: espaço perecível de liberdade (Eclipse: Perishable Space of Freedom)—alongside a set of four pieces in which plants participate: Um punhado de onze-horas (A Handful of “Onze-Horas” Flowers), Julite, Novos ancestrais (New Ancestors), Plantas que curam (Plants That Heal), and Comigo-ninguém-pode (No-One-Can-Harm-Me). The dissertation follows a rhizomatic logic, exploring the materialities and questions embedded in these works, as well as the forms of otherness that traverse Castiel’s production and, more broadly, significant strands of recent Brazilian contemporary art. What connects these artistic practices is their commitment to challenging the structures of colonial societies, questioning the notion of fixed identity, destabilizing dominant discourses, and proposing alternative ways of being. These works are marked by both radical vitality and profound delicacy. The concluding reflections point toward an education centered on interspecies relations and transmutation, which unfolds as a sensitive and radical practice in which learning becomes a gesture of deep listening to the diversity that sustains life on Earth. Castiel’s poetic practice inspires an educational paradigm that embraces the experience of difference and, consequently, understands life as movement, as passage, as performance in its infinite possibilities. It is a pedagogy of intimacy with perishability—one in which learning occurs with the earth and the winds, with the memories of the moon, fungi, and flowers, and with that which insists on living despite the violence of normative structures. In this invitation, knowledge ceases to be power and becomes kinship: a call to share, care, and coexist.
Memorial escolar como ritual de passagem e a escola como lugar de memórias
(Universidade Federal do Rio Grande do Norte, 2025-08-15) Costa, Patrícia Lúcia Galvão da; Passeggi, Maria da Conceição Ferrer Botelho Sgadari; https://orcid.org/0000-0002-4214-7700; http://lattes.cnpq.br/5015707256397317; https://orcid.org/0000-0002-2481-9411; http://lattes.cnpq.br/8202119666958630; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; Nazário, Cláudia Roberto Soares de Macedo; http://lattes.cnpq.br/9417830437071682; Furlanetto, Ecleide Cunico; http://lattes.cnpq.br/5482444929146466; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; Conti, Luciane de; https://orcid.org/0000-0002-6022-9259; http://lattes.cnpq.br/1172756538624937; Câmara, Sandra Cristinne Xavier da; http://lattes.cnpq.br/4591217164987633
Based on the assumption that children are subjects of rights, languages, and memories, we acknowledge that listening attentively to their oral and written narratives is a powerful way to understand, beyond everyday school life, the subjective and collective dimensions that permeate their experiences at school during childhood. In our research, we investigated school memoirs as a pedagogical practice in the school under study, with the aim of understanding what children said about school as a place of memories and about writing about themselves in childhood. We adopted an interdisciplinary perspective as our theoretical framework. The theories of Piaget (2009), Vygotsky (1991, 2009), and Wallon (1975), in the field of genetic psychology, provided a solid foundation for understanding child development in its cognitive, social, emotional, and cultural dimensions. Contemporary studies in the sociology of childhood, from the perspective of Sarmento (2004, 2006, 2009), Corsaro (1997, 2011), Oliveira (2005), Kramer (1996, 2003, 2016), Ariès (2014), Del Priori (2021), Kuhlmann Jr. (1998), Stearns (2006), Sarmento and Gouvea (2009), have enabled the understanding of children as subjects of rights and a sensitive reading of the ways of speaking in childhood. In turn, for studies based on self-narratives, we used Bruner (2014) and Passeggi (2014, 2018), who helped us to question children's reflective capacity and their ways of making sense of what happens to them. To discuss memorials, we drew on Passeggi (2000, 2002, 2006, 2008) and Câmara (2012). From a methodological point of view, we adopted a qualitative and interpretative approach to the research sources and used the authors Bogdan and Biklen (1994), Minayo (1993), Stake (2011), Gaskell (2003), Jovchelovitch and Bauer (2003), Ludke and André (1986), and Clapier-Vallandon Raybaut (1996). The empirical data consists of four sources: a) nine (9) Memory Books, produced from 2017 to 2022, bringing together school memoirs of children in 5th grade elementary school classes; b) interviews with twenty-nine (29) children who wrote their memoirs in 2022; c) conversations with the four teachers who accompanied the work developed by these children throughout the year; d) observation of 5th grade classes on days dedicated to the memoirs. The analysis of the children's oral and written narratives allowed us to understand, on the one hand, the importance of the school memoir as a pedagogical device for reworking the school memories that accompany each individual throughout their life and, on the other hand, to understand writing about oneself as a rite of passage, a privileged space-time for reflection on oneself as the author of one's own history, in light of what they have already experienced and the challenges that arise in new school spaces and times. In conclusion, this thesis argues that by promoting spaces for the oral and written production of narratives of the self, schools expand their commitment to children's right to rework their memories, to express themselves on issues that directly concern them, and to inscribe their ways of thinking and seeing school as a form of social participation. The school memorial is thus configured as a pedagogical and political practice capable of strengthening bonds between members of the school community, building belonging, and legitimizing childhood in its multiple forms of being and existing in school.
“O estágio no NEI é diferente!” Representações sociais de professores e graduandos sobre o estágio supervisionado de Pedagogia no Colégio de Aplicação da UFRN
(Universidade Federal do Rio Grande do Norte, 2025-07-08) Almeida, Cibele Lucena de; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/5049408738861032; Llavador, José Beltrán; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Santos, Camila Rodrigues dos; http://lattes.cnpq.br/0838902670910946; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; Carvalho Filho, Josué José de; https://orcid.org/0000-0002-3784-3242; http://lattes.cnpq.br/1765345771198509; Lima, Maria Aldecy Rodrigues de; https://orcid.org/0000-0003-1187-7783; http://lattes.cnpq.br/8470380326040678
Since teacher training is one of the main indicators of quality education, and the supervised internship in Pedagogy is an important component of this training, reflecting on the quality of school-based practice has a direct impact on the work of both current teachers (practicing teachers) and future pedagogues (interns), as it allows them to experience and reflect, in a concrete and theoretical manner, on teaching, training, and learning. Given this panorama, and based on my own experiences as a teacher, supervisor, advisor, and coordinator of supervised internships at the Childhood Education Center, Colégio de Aplicação of the Federal University of Rio Grande do Norte, I chose the following guiding question: What are the social representations of the participants (interns, supervising teachers, and advisors) within the supervised internship in the Pedagogy course at NEI/CAp-UFRN? To answer this guiding question, the thesis aimed to investigate the social representations of interns, supervisors, and advisors involved in the supervised Pedagogy internship at UFRN’s CAp. The Theory of Social Representations is considered in a dual perspective in this research: as a theoretical foundation that informs our reflections, and as an analytical lens for interpreting the empirical data. To this end, we used the following procedures: in-person and participant observation, document analysis, field diary entries, semi-structured interviews, photography, socioeconomic questionnaires, and the Free Word Association Technique - TALP, and we took as a reference to identify and understand the social representations of the supervised internship in Pedagogy at an Application School the discussions of Abric (1998), Alcantud Díaz (2021), Beltrán, Martínez, and Gabaldón (2021), De Masi (2000), Farr (1994; 1998), Flament (2001), Freire (2019, 2015, 2001, 1979), Freire and Melo (2019), Jodelet (2015, 2001), Melo (2024), Morin (2000), Moscovici (2013, 2012), Pimenta (2012, 2010), Nóvoa (1997, 2009, 2017), UN (2015), Schön (1997), and Tardif (2013, 2005). The results show that the supervised Pedagogy internship at NEI-CAp is socially represented as a thoughtful and transformative training experience, characterized by horizontal relationships among the participants. The analysis reveals a core representation centered on the notion of formation, mainly associated with elements such as learning, opportunity, and experience. This constitutes a consensual and integrative social representation of the Pedagogy internship at NEI, confirming our thesis that a different school generates a different internship. Participants’ understanding of the distinctive aspects of the internship at a CAp included a critical dimension, particularly in relation to the challenges and limitations encountered. The tensions inherent in these practices may have implications for UFRN’s training program on two fronts: legitimizing the NEI experience as valuable learning, even if atypical; and encouraging students to extract inspiring skills and pedagogical principles, rather than dismissing the experience as unrealistic or idealized. It was found that the internship process is experienced as a space for the mutual construction of teacher identity, reinforcing the importance of institutional policies that foster dialogue between the university and the school. The research highlights the need to strengthen collaborative teaching, research, and extension actions that consolidate the Pedagogy internship as a core element in teacher education, reinforce NEI as a site for both initial and continuing education, and contribute to the re-signification of other public schools as shared territories for critical, innovative, creative, and sustainable practices.
Infâncias, artes e naturezas: experimentações crianceiras entre movimentos poéticos no Núcleo de Educação da Infância (NEI/CAp-UFRN)
(Universidade Federal do Rio Grande do Norte, 2025-01-27) Ramalho, Ivone Priscilla de Castro; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; https://orcid.org/0000-0002-4786-184X; http://lattes.cnpq.br/9324448505588492; Frota, Ana Maria Monte Coelho; http://lattes.cnpq.br/5274212431995000; Pontes, Gilvânia Maurício Dias de; http://lattes.cnpq.br/2536072255193237; Mosca, Maristela de Oliveira; http://lattes.cnpq.br/9283862894499360; Kohan, Walter Omar; https://orcid.org/0000-0002-2263-9732; http://lattes.cnpq.br/8252328432864159
The research proposes to map the affects of an educator in relation to childhoods, arts, and natures, seeking to draw from them what might empower a teacher of young children to imagine an education with them. To this end, artistic experimentations were carried out alongside children, artists, and nature, initially guided by the following questions: Can artistic experimentations between childhoods and natures reinvent school times and spaces? What can a teacher-artist-performer-drifter do when engaging in artistic experimentations with childhoods and natures? What shifts might these experimentations provoke within the context of early childhood education? What can this composition — childhoods, arts, and natures — do in the school? The experimentations took place through twenty-two workshop-classes involving various artistic languages, including contemporary visual arts, graffiti, performance, music, poetry, theatrical experiences, and dance, in collaboration with artists from the Coletivo de Estudos Poéticas do Aprender (CNPq-UFRN). The research was conducted in the context of the Núcleo de Educação da Infância, the laboratory school of the Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher. The goal was to unsettle habitual pedagogical practices and open space for alternative ways of learning and teaching with children, inspired by the modes of the arts. Moving along borders through assemblages and multiple compositions, and seeking to find a zone of indiscernibility between different fields (among arts, philosophy, and education), a mobile map began to emerge — a map composed of surface effects, referred to in this thesis as childlike experimentations between poetic movements in school, shimmering alongside play, childing, creating, attending, encountering, and moving.
A escola e o saber escolar em uma teia de sentidos: representações de alunos do 6° e 7° ano e suas implicações na relação com o saber
(Universidade Federal do Rio Grande do Norte, 2024-03-22) Freitas, Andrielly Karolina Duarte Braz de; Azevedo, Crislane Barbosa de; https://orcid.org/0000-0003-3456-0025; http://lattes.cnpq.br/6943286950201331; http://lattes.cnpq.br/2284483363415263; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Silva, Flávio Caetano da; http://lattes.cnpq.br/7889803676083470; Nascimento, Francinaide de Lima Silva; Andrade, Francisco Ari de; Viveiros, Kilza Fernanda Moreira de
This research investigated the representations of 6th and 7th year students about school and their relationship with school knowledge. Held in a municipal school in Natal-RN, the research aimed to analyze the representations that 6th and 7th year students had about the school, school knowledge and their teachers, analyzing how they all relate to each other. they intertwined and had a direct impact on the relationship that the subjects maintained with the school and school knowledge. Based on a socio-historical perspective, we draw on Chartier (1990) from his concepts of representations, practices and appropriation, and on Charlot (2000) through the notions of the Relationship with Knowledge and its basic elements such as: desire, meaning, mobilization, figures of learning and identity and epistemic relationships with knowledge. Supported by the principles of the qualitative approach, we adopted the questionnaire and semi-structured interview as methodological procedures. The data showed that in a multiplicity of senses, the school represents a means of access to the future and socio-professional insertion, at the same time as it constitutes an important space of sociability for youth and, contradictorily, a space of exclusion marked by different forms of violence and demobilization. In accordance with such representations, school knowledge, in the figure of learning, assumes the status of a commodity to meet a classificatory evaluative logic, in a relationship in which one learns to get good grades, pass the year and reach the idealized future and as a related mode of social insertion to its use in everyday social practices, increasingly distancing itself from the social function of the school as a place of knowledge, intellectual formation and critical and human development of subjects. The representations about teachers revealed the practices that fueled those inadequate appropriation processes. The mediating teachers established factors for mobilization and monitoring of learning, but they came up against a practice based on the transmission of decontextualized information, reinforcing the sense of knowledge as necessary to serve, as a priority, the evaluation process. Authoritarian teachers, in turn, drastically deepened this meaning, configuring themselves as agents of exclusion and demobilization of students, adopting inadequate postures and theoretical-methodological uncertainties that directly affected the relationships that subjects maintained with the school and school knowledge. The research demonstrated the urgency in rescuing the meaning of school based on an anthropological perspective, in which the processes of learning and teaching must be based on the intellectual formation and humanization of subjects.
As representações sociais dos supervisores pedagógicos acerca de suas funções e suas implicações no cotidiano escolar da educação básica em Mossoró/RN
(Universidade Federal do Rio Grande do Norte, 2025-06-30) Soares, Sâmia Magaly Lima de Medeiros; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; http://lattes.cnpq.br/2980807032013975; Costa, Ademarcia Lopes de Oliveira; https://orcid.org/0000-0001-9570-6660; http://lattes.cnpq.br/3389381045338422; Ignácio, Patricia; https://orcid.org/0000-0003-2145-2957; http://lattes.cnpq.br/3042180832996423; Vieira, Antonia Maira Emelly Cabral da Silva; https://orcid.org/0000-0002-0136-4151; http://lattes.cnpq.br/5970736742395375; Silva, Lenina Lopes Soares; https://orcid.org/0000-0002-0517-4742; http://lattes.cnpq.br/1487610808390702
The training in School Supervision, previously established as a specific qualification within the Pedagogy degree, was focused on preparing professionals to work in the management of educational processes in school institutions. However, this training model was discontinued in 2006, and currently, the Pedagogy program seeks to educate professionals for roles that extend beyond teaching, also encompassing management in both school and non-school contexts, without the need for fragmentation into specific qualifications. As a result of the transformations that have taken place in the educational landscape and the new demands of society, the concept of supervision has become polysemic. Initially tied to the idea of control and inspection of work, supervision has undergone—or is still undergoing—a process of resignification, acquiring contours oriented toward the coordination of pedagogical processes, shifting from a traditional and authoritarian model to a critical and democratic one. Based on this principle, the research aims to analyze the Social Representations of supervisors regarding their role. To achieve this goal, this explanatory research adopts a qualitative approach of a basic nature, using the semistructured interview as a data construction instrument, which allows for the analysis of the discourse of participants working in the role. The locus of the research consists of 10 (ten) public basic education schools linked to the 12th DIREC in Mossoró/RN, specifically at the stage of the early years of elementary education. The sample is composed of ten supervisors, two from each urban region of the city (North, South, East, West, and Center), and includes supervisors who work in this stage of education. The study is grounded in Serge Moscovici’s (1961) Theory of Social Representations, recognizing the importance of accumulated knowledge shaped by the experiences of social actors and the models of thought they receive, re-elaborate, create, and transmit through tradition, education, and communication. For data analysis, the theoreticalmethodological framework of the contextualization spiral (Arruda, 2014) was used, which examines the observed scenario as well as broader structural contexts (political, cultural, historical, socioeconomic, and others). The defended thesis is that the Social Representations of pedagogical supervisors in Mossoró/RN integrate the technicalnormative and collaborative dimensions of the role. These representations influence the practices of these professionals in daily school life, demonstrating that, although the qualification in School Supervision has been removed from the specific curricula of Pedagogy programs, the role remains active in schools. The representational field of pedagogical supervision is configured as a multitasking role, articulating different institutional demands oriented toward technical and collaborative support. These representations reflect the history and transformations of the field and guide practices that respond to institutional demands, reaffirming the relevance and complexity of the role in the school context.
Representações sociais e formação de professor indígena: um estudo no âmbito da Licenciatura Intercultural Indígena em Ciências Humanas da Universidade Estadual do Maranhão
(Universidade Federal do Rio Grande do Norte, 2025-07-24) Cerveira, Marilia de Carvalho; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/4591717994588722; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Vieira, José Glebson; https://orcid.org/0000-0002-5546-1846; http://lattes.cnpq.br/0513632032515079; Silva, Katiene Symone de Brito Pessoa da; https://orcid.org/0000-0002-4707-7086; http://lattes.cnpq.br/2655772002844453; Carvalho, Conceição de Maria Belfort de; https://orcid.org/0000-0002-6234-527X; http://lattes.cnpq.br/7821541616565704; Tavares, Andrezza Maria Batista do Nascimento; https://orcid.org/0000-0001-6857-7947; http://lattes.cnpq.br/5187018279016366
Study on the social representations (SR) of “being a teacher” within the scope of the Indigenous Intercultural Degree (Liebi) in Human Sciences at the State University of Maranhão (Uema) with students/interlocutors of the Canela and Guajajara ethnic groups. It identified the elements that constitute the SR hierarchically; the functions they perform in the process of constituting the SR and verified how they impact the praxis of those teachers. It used as a reference the Theory of Social Representations: Moscovici (1978, 2001, 2012) and Jodelet (1984/1986, 2001, 2014); and the Theory of the Central Nucleus based on theorists Abric (1998), Flament (1989), Sá (1996a, 1996b, 1998). It carried out bibliographic research on the theories and training of indigenous teachers; and the documentary in the legal contributions that reference the schooling and training of indigenous teachers. It highlighted that the previous experience of the nonindigenous teacher trainer made it possible for the insertion of the researcher in the locus of investigation and guided , through participant observation, the production of ethnographic records; the application of data production instruments – the Free Word Association Technique (Talp) and semi-structured interviews; and directed the comprehensive reading of the information in light of strategies proposed by Bardin (2020). It concluded that the group's social thinking about BEING A TEACHER is rooted and consolidated in “TEACHING” and indicates that those interlocutors have a positive image of the profession and recognize its importance for their communities. It highlighted that that representation is anchored in the conception of indigenous education centered on particular forms of production and transmission of knowledge. The other constituents refer to the more individualized aspects of the RS, ratify the positive image they have of the profession and guide the praxis of those teachers. Finally, he highlighted the importance of higher education institutions that already offer those degrees creating specific access policies in postgraduate courses at the master's and doctoral level for graduates of those degrees, so that they can continue the training process and assume, also in higher education, the dialogue and mediation between knowledge in courses aimed at their communities.
Memórias de professoras: narrativas em educação, cidades e vínculos de existência em Cidade da Esperança Natal/RN (1966-1996)
(Universidade Federal do Rio Grande do Norte, 2025-07-24) Tavares, Marianna Carla Costa; Stamatto, Maria Inês Sucupira; Pranto, Aliny Dayany Pereira de Medeiros; http://lattes.cnpq.br/7289548301555477; http://lattes.cnpq.br/8997186391714542; Soares Júnior, Azemar dos Santos; http://lattes.cnpq.br/5548182860228173; Castro, Alda Maria Duarte Araújo; http://lattes.cnpq.br/1267050454995209; Barbosa Júnior, Walter Pinheiro; http://lattes.cnpq.br/7532911538772143; Araújo, Rodrigo Wantuir Alves de; https://orcid.org/0000-0003-1744-7848; http://lattes.cnpq.br/2196862058508354; Almeida, Juniele Rabêlo de; http://lattes.cnpq.br/5588377981047859
This thesis investigates the trajectories and experiences of the first female teachers in the Cidade da Esperança neighborhood, in Natal/RN, between the years 1966 and 1996, articulating teaching narratives with the history of education, public history, and oral history. The research is guided by the central question: how did these teachers contribute to the development and formation of the neighborhood, and what were the characteristics of their professional practices during that period? The investigation is grounded in the principles of cultural history and oral history, adopting a sensitive and participatory approach that recognizes teachers' narratives as legitimate sources for the production of historical and educational knowledge. The methodology combined interviews, analysis of school documents, personal archives, and institutional records, articulating active listening, crossreferencing of sources, and community feedback. The use of Tropy software supported the organization and analysis of the narratives. The thesis is structured in five chapters. The first discusses the theoretical foundations of cultural history and teaching narratives. The second addresses public history and the research methodology, with emphasis on shared authority. The third chapter provides a historical contextualization of the Cidade da Esperança neighborhood, highlighting the contrasts between official discourses and local memories. The fourth chapter analyzes the teachers' training and professional experiences, revealing identities shaped by courage, motherhood, resistance, and affection. Finally, the fifth chapter explores the networks of sociability built around the school and the role of teachers in shaping a sense of community and belonging. The results indicate that the teachers played a central role in the social and symbolic construction of the neighborhood, contributing to the development of affective and educational networks that went beyond the school walls. The narratives highlight teaching as a historically situated, affective, and transformative practice, marked by everyday strategies in the face of structural adversities. By giving centrality to the voices of teachers, the research affirms the potential of memory, listening, and public history as tools for valuing and transforming education.
Memória intergeracional crítica da docência em matemática: lutas e resistências no tempo presente
(Universidade Federal do Rio Grande do Norte, 2025-06-27) Silva, Ledevande Martins da; Paiva, Marlucia Menezes de; http://lattes.cnpq.br/2624591870785039; https://orcid.org/0000-0002-1038-9078; http://lattes.cnpq.br/7271539735715606; Lima Neto, Avelino Aldo de; https://orcid.org/0000-0003-4810-8742; http://lattes.cnpq.br/3231870235953025; Menezes, Antonio Basilio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; Espíndola, Elisângela Bastos de Melo; https://orcid.org/0000-0002-3769-0768; http://lattes.cnpq.br/0367382856462792; Péres, Valentín Martínez-Otero
This thesis investigates the critical intergenerational memory of mathematics teaching, focusing on the struggles and forms of resistance that shape its trajectories in the present time. It considers the possibility of emerging contradictory aspects of the teacher as a Jesuit, colonizer, dictator, and coach (self-enterprise trainer) that must be overcome. In this context, the study seeks to understand how identifications related to the constitution of teaching emerge through affective-critical reflection (RAC) in the form of denunciations and annunciations during the reconstruction of the critical intergenerational memory of teachers who teach mathematics today. Based on the method of historicaldialectical materialism (MHD) and grounded in the theoretical contributions of Halbwachs, Candau, Marx, Bosi, Benjamin, and Freire; the research aims to analyze and interpret the memories of mathematics teachers through the central dialectical categories: totality, mediation, particularity, and contradiction, in relation to three strands of memory: formative, political, and work-related, inspired by Bosi and adapted to teaching. To this end, we conducted semi-structured interviews with eight mathematics teachers from the Paraíba and Pernambuco regions, born between 1973 and 1985. The results showed that critical intergenerational memory constitutes a potential and possibility for awareness, struggle, resistance, and transformative action in the face of contradictions in the Brazilian educational system, especially in the context of neoliberal policies and the deprofessionalization of teaching. Finally, the thesis advocates for the critical and continuous education of the mathematics educator as an agent of hope, human emancipation, and social transformation toward a better world, thus contributing to the construction of a humanistic, omnilateral, dialogic, socially referenced mathematical education committed to social justice.
O aporte do Sistema de Avaliação da Educação Básica (SAEB) e do Censo Escolar no desempenho dos estudantes do 5° ano das escolas da rede pública de Natal/RN: impactos da territorialização da educação na trajetória escolar
(Universidade Federal do Rio Grande do Norte, 2025-07-31) Bezerra, Alaine Sinara Ribeiro; Ramalho, Betânia Leite; http://lattes.cnpq.br/1326690619078211; http://lattes.cnpq.br/6924136088917152; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; Santos, Guilherme Mendes Tomaz dos; https://orcid.org/0000-0001-9086-669X; http://lattes.cnpq.br/1594838390650861; Tavares, Andrezza Maria Batista do Nascimento; https://orcid.org/0000-0001-6857-7947; http://lattes.cnpq.br/5187018279016366; Fialho, Nadia Hage; https://orcid.org/0000-0003-1712-6622; http://lattes.cnpq.br/0894339271117102; Castro, Rafael Fonseca de; https://orcid.org/0000-0001-5897-851X; http://lattes.cnpq.br/8727450794536784
The intense debate surrounding the quality of Basic Education provided by Brazilian public schools leads this study to focus on the relationship between the Basic Education Assessment System (SAEB), the School Census, and the territorialization of education. This thesis departs from the premise that, when SAEB assessments, the annual data from the School Census, and territorial dimensions are not treated as convergent and interrelated elements, they produce distortions that significantly compromise diagnostic accuracy regarding the set of knowledge, skills, and competences inherent to students' performance in Basic Education. Therefore, external assessments, when considered in isolation, fail to sufficiently enhance school performance, undermining student learning and limiting the predictive capacity regarding low outcomes. In this regard, the general objective of this study is to investigate the discrepancies and impacts of the diagnostic assessments conducted by SAEB and the School Census, considering the implications of the territorialization of education for student learning and cognitive development during the transition between the early years of primary education. To this end, data from SAEB 2023 and the School Census were analyzed in conjunction with geodemographic, socioeconomic, and cultural indicators of school communities in the 5th year of 48 municipal schools in a municipality in the state of Rio Grande do Norte, Brazil. Data mining and descriptive and inferential statistical analyses reveal that the Basic Education Development Index (IDEB) emphasizes final results, disregarding territorial conditions that influence student performance. Students with lower results are generally located in areas marked by social, demographic, and economic vulnerabilities. Furthermore, infrastructure conditions reported by the School Census are also correlated with IDEB and territorialization dimensions. The findings highlight the need for a conceptual realignment of public policies to overcome current limitations.
Sobre a dialogicidade entre biografia e epistemologia à luz de Ludwik Fleck (1896-1961): subsídios para a Educação em Ciências
(Universidade Federal do Rio Grande do Norte, 2025-07-25) Queiroz, Daniel de Medeiros; Martins, André Ferrer Pinto; https://orcid.org/0000-0001-7719-5043; http://lattes.cnpq.br/2557880242678680; https://orcid.org/0000-0002-7182-5734; http://lattes.cnpq.br/7066221518100494; Alves, Milton Thiago Schivani; https://orcid.org/0000-0003-2143-1750; http://lattes.cnpq.br/5496202392846305; Rocha, Raimundo Nonato Araújo da; https://orcid.org/0000-0001-6246-6138; http://lattes.cnpq.br/2731237954780451; Silva, Henrique César da; https://orcid.org/0000-0003-2129-1460; http://lattes.cnpq.br/1723907000664724; Caluzi, João José; https://orcid.org/0000-0002-6724-7484; http://lattes.cnpq.br/4471455206932709
In this Thesis, we aim to investigate the dialogicity between the biographical genre and the epistemology of Ludwik Fleck (1896–1961). We intend to answer the following question: How may we write about the life trajectories of individuals who make or made science in a pertinent way to the field of Science Education Research? Initially, we seek to understand both the limitations and the potential of biography through sometimes synchronic and sometimes diachronic readings of the academic establishment, placing the biography in suspicion since the beginning of the 20th century, based on the English tradition. Next, we aim to learn about and compare records on the writing of Brazilian biographers-journalists who wrote recent books containing empirical and methodological aspects for biographical research. In addition, we analyze research in the History of Science and Science Education that reflects on the biographical genre and its writing through what Ludwik Fleck (1896– 1961) called journal science. Finally, we explore the Fleckian primary sources in epistemology and articulate them with the biographical perspective in order to support the field of Science Education Research with an open way of investigation of the human dynamism that we perceive to exist in the processes of knowledge construction. The dialogicity that exists between biography and epistemology makes biographical investigation even more complex, since it implies situating the subject of the biography in relation to thought collectives and styles, sometimes in esoteric circles, sometimes in exoteric circles, sometimes as an agent of intracollective circulation of ideas, sometimes as an agent of intercollective circulation of ideas, sometimes more and sometimes less conditioned by coercions in these collectives.
O ensino médio integrado em Institutos Federais da região nordeste e suas relações com a contrarreforma do ensino médio
(Universidade Federal do Rio Grande do Norte, 2024-08-19) Melo, Ticiane Gonçalves Sousa de; Moura, Dante Henrique; http://lattes.cnpq.br/1720357515433453; http://lattes.cnpq.br/8565833823989188; Terto, Daniela Cunha; https://orcid.org/0000-0003-0307-6572; http://lattes.cnpq.br/5995982936289626; Guedes, Gilmar Barbosa; http://lattes.cnpq.br/2027157262023382; Silva, José Moisés Nunes da; https://orcid.org/0000-0002-2799-6835; http://lattes.cnpq.br/4938417125282662; Silva, Lenina Lopes Soares; https://orcid.org/0000-0002-0517-4742; http://lattes.cnpq.br/1487610808390702; Ferreira, Maria Aparecida dos Santos; https://orcid.org/0000-0002-6213-8916; http://lattes.cnpq.br/2209638083101531
This thesis examines the counter-reform of Brazilian Secondary Education (Law No. 13,415/2017) and its implications for Integrated Secondary Education in Federal Institutes of Education, Science, and Technology in the Northeast region. The research adopts an exploratory and bibliographic approach, combined with document analysis and interviews grounded in historical-dialectical materialism. The study focuses on the first two decades of the 21st century and draws on authors such as Ramos (2012), Frigotto (2017), Silva (2018), Ferretti (2018), Moura and Lima Filho (2017), and Kuenzer (2017). To capture the dynamics of reality, we analyzed Pedagogical Course Projects (PPCs) of Integrated Secondary Education (ISE) in Informatics that were modified after 2017, as well as Informatics programs created thereafter. Findings indicate that the Secondary Education counter-reform (Law No. 13,415/2017) undermines the conception of a shared general education for Brazilian youth by introducing the Common National Curriculum Base for Secondary Education (BNCC-EM), which provides only minimal knowledge for a precarious insertion into the labor market. Moreover, it exerts pressure on Integrated Secondary Education in Federal Institutes of the Northeast by reducing the workload of general education subjects and aligning them more closely with the BNCCEM, with greater emphasis on the humanities. This shift weakens the project of integral human formation and distances it from the horizon of polytechnic education.
Educação a distância no ensino superior: análise crítica da produção acadêmica de teses e dissertações (2010-2022)
(Universidade Federal do Rio Grande do Norte, 2025-01-20) Nascimento, Emanuelle Lourenço do; Sousa, Andréia da Silva Quintanilha; http://lattes.cnpq.br/9086814725183565; https://orcid.org/0000-0003-4830-8971; http://lattes.cnpq.br/5231197287830215; Castro, Alda Maria Duarte Araújo; http://lattes.cnpq.br/1267050454995209; Barbalho, Maria Goretti Cabral; http://lattes.cnpq.br/9999709754863111; Cunha, João Paulo Lima; https://orcid.org/0009-0001-4843-9827; http://lattes.cnpq.br/6080394973104888; Bittencourt, Zoraia Aguiar; https://orcid.org/0000-0002-1290-8847; http://lattes.cnpq.br/9415905395080587
This study aims to analyze the State of Knowledge (SoK) in theses and dissertations (2010-2022) addressing the policy of expansion and commodification of Distance Education (DE) within the context of neoliberal rationality. The research is grounded in critical-dialectical epistemology, offering a critical understanding of social reality. The State of Knowledge methodology was adopted in this study, in dialogue with the Cognitive Approach to Public Policies (CAPP) and Critical Discourse Analysis (CDA), employing the tools of Systemic Functional Linguistics (SFL). Accordingly, the study develops a critical investigation of the normative and cognitive framework regarding the policy of expansion of Brazilian higher education, through the analysis of trends and values that constitute the theoretical perspectives of theses and dissertations on Distance Education (DE). For this purpose, 71 works were selected: 22 theses and 49 dissertations, sourced from the following repositories: the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT), and the Institutional Repositories of the Federal University of Rio Grande do Norte (UFRN), the Pontifical Catholic University (PUC) Goiás, the Federal University of Santa Catarina (UFSC), the Federal University of Rio de Janeiro (UFRJ), and Dom Bosco Catholic University (UCDB). The results indicate that the main trend among the researched theses and dissertations is to problematize the effects of commodification, raising concerns about the expansion of higher education through private-mercantile administrative organizations and via distance learning, highlighting the lack of ethical-political commitment to the democratization of access, as well as to the assurance of student retention and quality of higher education.
Docências compartilhadas em teatro
(2025-01-20) Souza, Tatiane Cunha de; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; https://orcid.org/0009-0005-2925-1465; http://lattes.cnpq.br/5257994786200352; André, Carminda Mendes; https://orcid.org/0000-0002-0727-5766; http://lattes.cnpq.br/0337663798764526; Alves, Jefferson Fernandes; http://lattes.cnpq.br/1834832958808690; Haderchpek, Robson Carlos; https://orcid.org/0000-0002-4905-6449; http://lattes.cnpq.br/4286695631161068; Silva, Saimonton Tinôco da; https://orcid.org/0000-0003-4824-5421; http://lattes.cnpq.br/7720030995982568
Com orientação metodológica da cartografia, esta tese se propôs a investigar o que compõe as Docências Compartilhadas em Teatro, por meio de experimentações coletivas de docências junto a estudantes do curso de Licenciatura em With a methodological orientation of cartography, this thesis proposed to investigate what constitutes Shared Teachings in Theater, through collective teaching experiments with students of the Bachelor's Degree in Theater at UFRN, in elementary school classes in three public schools in Natal-RN. Two assumptions that initiated the research are: the principle that there is no teaching without learning, by Paulo Freire; and the encounter as the essence of theater, by Jerzy Grotowski. With this basis, the supposed separation between theory and practice in teaching and learning Theater in schools is questioned and the following question is asked: what constitutes Shared Teachings in Theater? What are its possible clues? What are the artistic-pedagogical contributions of a shared teaching experience in Theater for the initial training of teacher-artists? From the many flows experimented in the research, five tracks emerged that provide possible paths for the implementation of Shared Teaching in Theater. Functioning as a kaleidoscope whose elements can be articulated in different ways and traversed by the principle of collectivity, the five tracks that emerged are: (1) Class as artistic practice; (2) Attitude of presence; (3) It is necessary to keep the game going!; (4) Those who listen, listen to you, speak!; and (5) Art-Life Reflection. Through these tracks, Shared Teaching in Theater is presented in this thesis as artistic-pedagogical experiments for the initial and ongoing training of Theater teachers, which seeks to promote the collective construction of school knowledge in Theater among different teacher-artists (including those still in undergraduate studies), aiming to simultaneously enrich the formative processes (initial and continuing) of Theater teaching, as well as to strengthen the Art component in the school curriculum. Through this approach, theater classes take place as artistic encounters, in which the teachers involved (interns and full-time teachers) act as teacher-artists/teacher-learners/teacher-performers and the school students as student-performers. In this way, all participants are considered artists and alternate moments of learning and teaching, deconstructing certain educational dualisms and constructing new narratives of teacher, artist and learner.
“Universidade, para que te quero?": a Universidade na perspectiva estudantil, no Brasil (UFRN) e na França (UL), sob o prisma da sociobiografia e da fenomenologia
(Universidade Federal do Rio Grande do Norte, 2025-06-27) Medeiros, Marília do Vale Góis Pacheco; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; http://lattes.cnpq.br/6391064405246709; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; Stamatto, Maria Inês Sucupira; http://lattes.cnpq.br/7289548301555477; Sampaio, Sônia Maria Rocha; https://orcid.org/0000-0001-9893-2321; http://lattes.cnpq.br/8410150315315456; Paivandi, Saeed; Tavares, Andrezza Maria Batista do Nascimento
In a world where an increasing number of young people go through Higher Education (HE), where Artificial Intelligence is increasingly taking over the lives and work of millions of people, while at the same time there is hunger, misery and war, questioning HE, this increasingly mass training space, is not only necessary, but urgent. In this sense, this work seeks to contribute to this discussion, since its main objective is to understand student perceptions of the University to discuss contemporary Higher Education (HE) from the inside, beyond the idealized image. The locus of the research is international, although not comparative, and took place in Brazil, at the Federal University of Rio Grande do Norte (UFRN), Natal campus, and in France, at the Université de Lorraine (UL), in Nancy. The research was carried out in the field of sociology of education, from the perspective of social phenomenology, with a qualitative and sociobiographical approach. As methodological strategies, in addition to bibliographical research, observations were made, questionnaires were administered, and interviews were carried out. In total, 220 questionnaires were administered in the Pedagogy (UFRN - Campus Natal) and Education Sciences (UL - Nancy) courses. In Brazil, 110 students answered the questionnaire, corresponding to around 10% of the students enrolled on the Pedagogy course; in France, the 110 students corresponded to more than 50% of those enrolled on the Education Sciences course. Based on the questionnaire data, which was analyzed using statistical software, an expected inequality was observed in the cultural capital of both groups, with the French having a higher level than the Brazilians. On the other hand, there was a more positive outlook towards the university environment among the Brazilians, who were more engaged and delighted with academic life. Of the 220 respondents, 10 students were selected for the interview stage, considering the criteria of gender proportionality (1), parents' schooling (2) and more positive or negative perception of ES (3). Five Brazilian and five French students were selected. The interviews, conducted by video call, the questionnaires and the observations revealed important questions and student positions, from which it was possible to draw up an interpretative perspective and 4 categories to guide this interpretation, which help us to think about ES in contemporary times. We therefore propose the interpretation that the group of students surveyed, during their academic experience, thought of themselves as more than in search of a “professional being”, but rather, they experienced the search for a “social being”, a “developmental being” and a “being in search of itself”. Thus, HEIs were seen as strategic spaces for development, not just professional or social, but above all humans. Thus, this paper seeks to contribute to an understanding of HEIs as privileged spaces of coexistence, especially for students, for their professional, community and social journeys, for development, discovery and the production of meaning about the world and about themselves.
A literatura na formação e inclusão cultural de crianças com necessidades específicas
(Universidade Federal do Rio Grande do Norte, 2025-07-21) Queiroz, Maria Lourena de; Fonseca, Géssica Fabiely; http://lattes.cnpq.br/2836927327702138; http://lattes.cnpq.br/7369337672076293; Freire, Katia Regina Lopes Costa; https://orcid.org/0000-0002-8595-4609; http://lattes.cnpq.br/5021338299284183; Dias, Maria Aparecida; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Peixoto, Janaína Aguiar; http://lattes.cnpq.br/1429930133319336; Fonseca, Michele Pereira de Souza da; https://orcid.org/0000-0003-0355-2524; http://lattes.cnpq.br/3628782671116228
Literary reading, especially during childhood, holds unquestionable formative value, as it encompasses cognitive, affective, and social dimensions. As a human right and cultural asset, literature has the power to shape subjectivities and mediate the meaning of human experience. In this context, understanding how reading development takes place within the school environment is essential, particularly in the face of challenges in Brazilian public education and the need to guarantee cultural rights from early childhood, especially for individuals with specific needs. Based on these premises, this research focuses on the development of literary readers with specific needs in elementary education from the perspective of cultural accessibility. The main objective of this study was to analyze the perceptions and practices related to accessible literature among teachers at the Núcleo de Educação da Infância (NEI/CAp), part of the Education Center (CE) at the Federal University of Rio Grande do Norte (UFRN), regarding the cultural formation and inclusion of students with specific needs in early elementary education. It investigates how reading development practices based on cultural accessibility are conceived, experienced, and implemented by teachers and students at the institution. This study is characterized as action research, adopting a qualitative approach and employing content analysis as the main method of data interpretation. The analytical categories that emerged from the collected data were practices and perceptions, challenges, meanings attributed to the experience, mobilized knowledge, and institutional relations and context. The corpus of analysis includes institutional documents and data from the Integrated System for Academic Activity Management (SIGAA), focused on research and outreach projects developed between 2015 and 2023. It also comprised questionnaires administered to teachers and technical staff, direct observations in the school environment, formative workshops, and interviews with both teachers and students. The findings indicate the existence of a discourse favorable to literary reading practices, with reference to the importance of literature in documents such as the Pedagogical Proposal, PRONEI, and various extension projects. However, the implementation of these ideas in daily school practices still faces limitations such as the absence of ongoing teacher training and weak pedagogical mediation in classrooms and school library. Although these spaces promote direct contact with literature, they still lack pedagogical leadership that ensures the inclusion of children with specific needs. The meanings attributed to literature fluctuate between a formative and humanizing value, as emphasized by institutional guidelines, and a practice confined to school routines. Regarding the knowledge mobilized in these processes, practical, tacit, and experiential knowledge predominates, with no continuous training programs in the field of children's literature or accessible pedagogical mediation. In conclusion, the development of literary readers at the institution is marked by a broad recognition of the importance of this practice within Basic Education, as well as by both individual and collective efforts. The results highlight the need for collective articulation to foster more inclusive reading practices and demonstrate that the institution has a reading policy that recognizes literature as a right and mediation as an essential pedagogical practice in the education of children with specific needs.
Método Dança-Educação Física, voos e plenitudes: uma memória sobre formação e atuação profissional por meio de experiências compartilhadas
(Universidade Federal do Rio Grande do Norte, 2025-06-02) Gama, Leonardo Rocha da; Vieira, Marcilio de Souza; https://orcid.org/0000-0002-2034-0796; http://lattes.cnpq.br/7003467659704271; http://lattes.cnpq.br/3773005402983623; Medeiros, Rosie Marie Nascimento de; http://lattes.cnpq.br/4739820420408872; Nóbrega, Terezinha Petrucia da; https://orcid.org/0000-0002-1996-4286; http://lattes.cnpq.br/6743881635494941; Godoy, Kathya Maria Ayres de; https://orcid.org/0000-0001-7769-2656; http://lattes.cnpq.br/3508130169268695; Zimmermann, Ana Cristina; https://orcid.org/0000-0002-8566-9613; http://lattes.cnpq.br/9176730729451504
The writing of this thesis brings us closer to the phenomenon in question, based on Merleau-Ponty's Phenomenology. Above all, I draw on the concepts of experience, intercorporeality, the lived world (experiential field) and the sensitive (relational space), phenomenological concepts, in order to get closer to Edson Claro's actions, those of art and physical education teachers and dance artists who had/has the MDEF as a reference point for training and professional performance. Based on the researcherphenomenon relationship and anchored by Merleau-Ponty's Phenomenology, the thesis follows: The Dance-Physical Education Method is a theoreticalmethodological approach of a formative nature and a reference for teaching practice which, in dialog with Merleau-Ponty's Phenomenology, introduces to Education a perspective of awareness about a professional plenitude in movement, based on the relationship between training experiences and professional performance. The phenomenon of this study is the Dance-Physical Education Method (MDEF) created by Edson Claro. The questions guiding these reflections are: How did the systematization of the Dance-Physical Education Method take place in space-time? Is it possible to organize a collection of the Dance-Physical Education Method as a memory of this phenomenon? If so, how? In what way do the researcher's experiences of training and artistic and teaching performance, which have their references in the Dance-Physical Education Method, contribute to thinking about professional fulfillment? In order to answer these questions, we have set ourselves three objectives: 1) to systematize the training itinerary of Professor Edson Claro based on a historical elaboration of the process of creating the MDEF, an expression of a fullness of life based on his experiences; 2) to compose an MDEF Archive that corresponds to the memory of this method and that constitutes a source of research for the Thesis; 3) to operate an awareness of professional training and performance in Physical Education and Dance as an expression of a professional fullness in movement. This study uses phenomenology as a research attitude and Aby Warburg's memory panels as a strategy for organizing and producing knowledge through images. The originality of this thesis is ratified in the training experiences of dance artists and teachers in the areas of Physical Education and Dance, based on the records and reflections of their professional practices in relation to the method created by Edson Claro, where the researcher is included. The research proposed here is based on Edson Claro's experiences in creating MDEF; on the memory surrounding the method he created; on an awareness of training and professional practice based on links with this method. The first chapter is entitled DANCE-PHYSICAL EDUCATION METHOD: Itineraries and relationships between creator and creature; an idea of the fullness of training and professional performance and brings Edson Claro's formative and professional trajectory between 1970 and 2006 in the relationship of the systematization and flow of his method. Chapter 2, entitled ARQUIVO MÉTODO DANÇA-EDUCAÇÃO FÍSICA, between the role of the archivist and the work of the weaver, flights on experience, presents a broad collection of information on the phenomenon studied, namely: a State of the Art, a Cartography of the MDEF, a Mnemonic Map of the MDEF and a Journey on the legacy of Edson Claro. This archive constitutes an ontology of the MDEF, a reference of Education that is made in the exercise of creative experience and that is echoed in the constitutive acts of training and professional performance. Chapter 3, entitled METHOD OF DANCE-PHYSICAL EDUCATION: between experience and awareness, a flight over professional training and performance operates an awareness of professional training and performance in Physical Education and Dance as an expression of professional fullness in movement.
O Orfanato Padre João Maria: representações de assistência e educação de meninas pobres no Rio Grande do Norte (1920-1943)
(Universidade Federal do Rio Grande do Norte, 2025-07-22) Silva, Jefferson Melo da; Viveiros, Kilza Fernanda Moreira de; https://orcid.org/0000-0003-1243-7595; http://lattes.cnpq.br/0588907119958839; https://orcid.org/0000-0003-3618-2494; http://lattes.cnpq.br/4295740411301269; Paiva, Marlucia Menezes de; http://lattes.cnpq.br/2624591870785039; Menezes, Antonio Basilio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; Nascimento, José Mateus do; https://orcid.org/0000-0003-4964-5216; http://lattes.cnpq.br/9176401714554967; Nunes, Iran de Maria Leitão; http://lattes.cnpq.br/2313634756775278
This dissertation aims to understand the representations of assistance and education directed toward poor girls at the Orfanato Padre João Maria, located in the state of Rio Grande do Norte, within the temporal scope of 1920 to 1943. Through the analysis of historical documents, we demonstrate that the institution operated as an educational space deeply shaped by strategies and tactics articulated across the political, religious, and legal fields. Anchored in documentary analysis as a theoretical-methodological framework (Aróstegui, 2004), this study mobilizes sources that enable a historical reading of institutional practices (Magalhães, 2004), articulating the political, social, and symbolic representations that shaped its existence (Chartier, 2002; Bourdieu, 2009). The research is based on governmental decrees (1920–1943) and issues of the Catholic newspaper A Ordem (1935–1943), with the aim of understanding how the orphanage was impacted by different political conjunctures, the increasing influence of the Catholic Church, and transformations in public policies related to assistance and education. In the development of the analysis, we discuss the foundations of philanthropy (Marcílio, 2009; Rizzini, 1990) and the mechanisms of social organization of poverty (Viveiros, 2011), operated through the logic of biopolitics and economic rationality, as well as the mechanisms of governmentality (Foucault, 2017). We also examine how the Catholic press constructed and disseminated representations of the institution—sometimes reinforcing its religious identity, other times legitimizing its role within the educational system and the prevailing assistance practices. The results reveal an intricate network of relationships among the State, the Church, and civil society, showing that the orphanage was continuously re-signified in both its functions and representations. Thus, it emerges as a privileged object for understanding policies of assistance to impoverished children and the education of girls in contexts marked by the deep entanglement of religiosity and public power. We therefore conclude that the institution represented a significant advancement in the consolidation of assistance and educational policies in Rio Grande do Norte, marking its historical relevance in the processes of sheltering, disciplining, and vocational training of the orphaned girls under its care.

SIGAA

Navegar

collection.page.browse.recent.head