PPGED - Mestrado em Educação
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Master Thesis O método cubano de alfabetização no Assentamento São Sebastião I: prática educativa é movimento(Universidade Federal do Rio Grande do Norte, 2018-02-16) Dutra, Acácia Barros Fernandes; Pernambuco, Marta Maria Castanho Almeida; http://lattes.cnpq.br/7653580102227055; Paiva, Irene Alves de; http://lattes.cnpq.br/7842254018559167; Costa, Vania Aparecida; http://lattes.cnpq.br/2266891540957637; Nascimento, Hostina Maria Ferreira do; https://orcid.org/0000-0003-2403-9236; http://lattes.cnpq.br/6441332554593185; Nascimento, José Mateus do; http://lattes.cnpq.br/9176401714554967; http://lattes.cnpq.br/9176401714554967The research presented here brings together efforts to investigate a course in EJA occurred in the São Sebastião I settlement, Cerará-Mirim/RN, in the year 2007, using the Cuban literacy method as north. It is proposed to seek, in the narratives recalled by the subjects involved, especially the students and the educator, the main elements that gave movement to this educational practice. For educational practice, we understand the contributions of Netto (2002) and Brandão (1981), which, while not confusing this concept to schooling, clarify that all schooling is immersed as an educational practice and consequently social. To carry out this research were made interviews in which the subjects were led to report narratives of reminders of the time of the course. On the concept of memory, we use Halbwachs's contributions (1990) and his understanding of collective memory. In view of the fact that this course was offered in a settlement of the agrarian reform, we think it is good to bring, although briefly, the debate about the relationship between rural education and social movements, thus approaching the reader to a possible relationship of the rural education and the perspective of popular education, expressed today in the voices of area intellectuals such as Caldart (2002), (2008) and Wanderley (2010), which mainly point out the contributions of Paulo Freire to the area. We also take care of talking about the PRONERA, as a public policy of collective construction, involving rural popular social movements, government and other movements and subjects of society, all this in an attempt to understand what elements support the educational practices in the countryside. Then, we set out to turn our eyes to the Cuban literacy method Sim, Eu Posso; how it was born, with what purpose it was created, how it arrives in Brazil, what institutions and subjects involved with it and the main controversies surrounding it. Finally, we try to make the possible relations between the themes studied and the execution of the Cuban Method in the analyzed reality. For this we start from the observation of the significant speeches of the subjects involved with the classes at the time of their execution. In this sense, the narratives of these made us realize that their life trajectories and schooling were intercalated while linked to the condition of the struggle for land or to the aspects related to this condition. The lack of land allowed these subjects to share similar profiles, generally linked to hunger, early insertion in the labor market, late admission to school; such conditions are examples, within a range of ruthless situations, which were catalysts of the lack of access by these subjects to become literate at the right age. This whole scenario led us to find three elements that proved to be the cursors of the course in EJA investigated. These are: negativity, present in the trajectory of the subjects studied and approached from the studies of Gouvea da Silva (2004) as a possibility, in our understanding, to metamorphose into expressions of denunciation and resistance justified by the struggle; the collective identity, understood from the contributions of Castells (2008) and Halbwachs (1990) as a decisive factor of resistance and association of subjects who share similar histories and aspirations, commonly strengthened through a collective memory; and finally, but not for reasons of hierarchy, participation, an element discussed by Bordenave (1983) and Freire (1978), (2001), (2006) as necessary for the implementation of spaces of democratization. Paiva (2003), when studying the participation in settlements of agrarian reform, observes that the lived dynamics and the settled routine require these subjects to make use of this element.Master Thesis A função da educação infantil: uma análise de concepções e práticas de professoras(Universidade Federal do Rio Grande do Norte, 2025-01-27) Azevedo, Risalva Alves Brazão de; Lopes, Denise Maria de Carvalho; https://orcid.org/0000-0002-1791-0735; http://lattes.cnpq.br/1935167361851222; https://orcid.org/0009-0002-8315-3258; http://lattes.cnpq.br/6896651830155012; Dantas, Elaine Luciana Sobral; https://orcid.org/0000-0003-0331-8180; http://lattes.cnpq.br/5165822357988876; Araújo, Jacyene Melo de Oliveira; https://orcid.org/0000-0001-8170-7961; http://lattes.cnpq.br/7383148053596046; Momo, Mariangela; http://lattes.cnpq.br/6061996250283917; Cancian, Viviane AcheThis dissertation analyzes the role of Early Childhood Education from the perspectives of teachers who work at this stage, considering the historical process of constitution, in Brazil, of the different functions attributed to institutionalized education of children: welfare, compensatory, preparatory and anticipatory. In addition, it analyzes its connection to social, political, cultural and economic contexts, up to its contemporary understanding as the first stage of Basic Education, with the socio-political and pedagogical function of educating and caring for children, with the purpose of promoting their development as integral individuals in complementary action to that of the family and the community (LDB, 1996). The research aimed to understand, together with the teachers participating in the study, how they translate, in their practices, the conceptions they express about the role in institutions. The study established relationships between the professionals' conceptions and practices and historical theories about children, childhood and their education, assuming, as contributions, meanings of children as concrete, contemporary people, historical, social subjects, with rights, with human needs and capacities to interact socially, play, appropriate and produce culture, knowledge, multiple languages and actively participate in their life contexts (Dahlberg; Moss; Pence, 2003; Kramer, 2006; Sarmento, 2007; Vygotsky, 2007). Regarding education, theories from the fields of history, pedagogy, psychology, sociology, anthropology and philosophy were considered (Kulhman Jr., 1989; Smolka, 2000; Kramer, 1989; 2006; Sarmento, 2007; Vygotsky, 2007; Barbosa, 2009; Lopes, 2019; Oliveira et. al, 2019; Oliveira Formosinho, 2019; Vieira; Baptista, 2023, among others), recognizing Early Childhood Education as a right and highlighting the importance of social interactions and play in the integral development of children, as well as pedagogical mediations that respect their specificities and life contexts. The research adopted a qualitative perspective and was guided by principles of the historical-cultural approach (Vygotsky, 2007) and dialogism (Bakhtin, 2003) for research on human processes. In the construction of empirical data, it involved non-participant observations and semi-structured interviews with teachers working at a Municipal Center for Early Childhood Education (CMEI) in a city in the greater Natal/RN area. Data analysis considered the discursive perspective of language, involving triangulation with theoretical and legal contributions, through which it was possible to construct the thematic axes that favored the understanding of the object in the empirical (Kramer, 2005). The research revealed similarities and differences between the teachers' conceptions and the theories that circulate in the educational environment about the function of Early Childhood Education, as well as in relation to their own practices. The teaching practices and statements revealed the coexistence of compensatory and preparatory-anticipatory perspectives on children's schooling, linked to the literacy process in daily tasks, in which the use of textbooks stands out. Such conceptions and practices disregard the specific needs and capabilities of children. At the same time, these gaps revealed relationships with the context of the institution: lack of ongoing training, disarticulations between the coordination and the teachers, restrictions on authorship and teacher autonomy; weaknesses and tensions in the practical processes, such as planning and relationships with families. The research highlights the need for pedagogical practices that value children as historical, integral and interactive subjects, overcoming fragmentations, contradictions and restrictions, as well as the need for ongoing training for teachers, to broaden their understanding of their work with children and foster critical reflection on their role, contributing to a quality education to which children have a right.Master Thesis Ler com arte: a potencialidade estética na mediação literária(Universidade Federal do Rio Grande do Norte, 2025-01-29) Pádua, Jéssica Oliveira de; Amarilha, Marly; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; http://lattes.cnpq.br/7415412765980423; http://lattes.cnpq.br/2427050908516216; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; Navas, Diana; https://orcid.org/0000-0002-4516-5832; http://lattes.cnpq.br/9770050223986051Este estudio investiga el potencial del acercamiento a la literatura, explorando su dimensión artística y estética, para comprender si el placer estético del lector puede beneficiarse de la articulación con otros lenguajes artísticos en el proceso de mediación literaria. Su relevancia radica en enumerar y ejemplificar las posibilidades de vincular la lectura de literatura infantil con otras formas de arte -como el teatro, la música, la danza, las artes visuales, el cine-, así como con juegos y actividades de escritura creativa. Se argumenta que la mediación de la lectura literaria con la intervención didáctica a través del arte amplía la percepción y la recepción de los lectores -extendiendo los momentos de disfrute y creación estética- del texto a la interpretación de la voz, potenciada por las imágenes, el movimiento, la escena, el cuerpo y el juego. Este estudio cualitativo se basa en el enfoque pragmático de la investigación-acción, vinculado a la intervención pedagógica. Sus sujetos y locus son, respectivamente, 16 alumnos de 4º de primaria en proceso de alfabetización y lectoescritura, con una gran distorsión edad/grado en una escuela municipal situada en la periferia de NatalRN. El desarrollo de este estudio se inició con la planificación y ejecución de siete sesiones de lectura en el año escolar 2023, concebidas según el enfoque metodológico de Andaimagem - Andamiaje de la Experiencia Lectora -, basado en Graves y Graves (1995), a partir del corpus compuesto por siete obras literarias del autor potiguar Salizete Freire Soares. El marco teórico se basa en los estudios sobre literatura infantil de Amarilha (1995, 1997, 2010, 2011, 2013, 2016, 2019) y Zilberman (2012); en la experiencia estética de Dewey (2010) combinada con la educación estética defendida por Schiller (2002), Vygotsky (2010, 1991), Read (2013) y Perissé (2014); en los escritos sobre mediación de la lectura literaria de Petit (2008, 2009, 2013, 2019); y en el estudio de la estética de la recepción de Jauss (1979). Sus estrategias didácticas incluyen metodologías activas para la enseñanza de las artes: la propuesta triangular de Barbosa (1998), la percepción cinematográfica de Thiel y Thiel (2009), los juegos escénicos de Spolin (2010), la coreografía de la danza coral de Laban (Araújo et al., 2020); la percepción sonora de Schafer (2011), los juegos de Huizinga (2019), la gamificación de Ausini y Alves (2020), y la escritura en fragmentos de Olegário y Munhoz (2014). A lo largo del estudio, se observó la episteme de la educación como práctica política para la libertad y la emancipación de los sujetos en Paulo Freire (1967, 1989, 1992, 1996, 2017). Los resultados revelan la importancia de la promoción de la lectura multimodal concomitante con el ejercicio de la lectura dialógica (Bakhtin; Volochinov, 2006), en la mediación de la lectura a través de discusiones y actividades artísticas. Observamos el desarrollo de otras habilidades relevantes para una lectura fructífera, como la expresividad creativa, la escucha activa y poética, la interpretación y comprensión del lenguaje simbólico, la lectura referencial y el sentido creativo. El objetivo es crear una experiencia de lectura de literatura infantil que eduque, transforme y libere a través de la educación estética, mediante la experiencia estética de la lectura de la palabra y la percepción sensorial e intelectual de la belleza.Master Thesis A adesão ao Programa Nacional das Escolas Cívico-Militares pelo município de Parnamirim/RN no contexto de ascensão do ultraconservadorismo (2019-2023)(Universidade Federal do Rio Grande do Norte, 2023-10-18) Leal, Francisco Melquiades Falcão; Silva, Maria Vieira; http://lattes.cnpq.br/0726794592785841; http://lattes.cnpq.br/0550209143819719; Sousa, Andréia da Silva Quintanilha; http://lattes.cnpq.br/9086814725183565; Santos, Catarina de Almeida; https://orcid.org/0000-0003-1864-4608; http://lattes.cnpq.br/5082833181682586Este trabajo fue desarrollado en el ámbito del Programa de Posgrado en Educación, Línea de Educación, Políticas y Prácticas Educativas de la Universidad Federal de Río Grande del Norte (PPGed-UFRN), Campus Natal. El objeto de estudio de este trabajo es el Programa Nacional de Escuelas Cívico-Militares (Pecim), implementado en el municipio de Parnamirim/RN. El enfoque es analizar los aspectos constitutivos y constituyentes de dicho programa, problematizando sus implicaciones en la gestión democrática del sistema educativo local. La investigación fue desarrollada desde la perspectiva de la epistemología críticodialéctica, mediante enfoques críticos como el Enfoque Cognitivo de las Políticas Públicas (ACPP) y el Análisis Crítico del Discurso (ACD), con base en las matrices teóricometodológicas de Muller y Surel (2002), Muller (2018), el análisis tridimensional de Farclough (2001) y Marx y Engels (1998). Para fundamentar los estudios sobre el objeto de investigación y el contexto actual, nos referimos a autores clásicos y contemporáneos de la literatura educativa crítica. Se buscó analizar el contexto histórico, social y político en el Municipio de Parnamirim/RN, donde se incluyó el Programa Nacional de Escuelas CívicoMilitares (Pecim) como política pública; construir un marco normativo y cognitivo que permita visualizar el Pecim como política pública educativa para la Educación Básica pública en el periodo de 2019 a 2023; identificar y analizar la participación de los actores sociales involucrados en el proceso de adhesión al Programa Nacional de Escuelas Cívico-Militares en el municipio de Parnamirim/RN y analizar los discursos de los actores involucrados en la implementación del Pecim en dicho Municipio. El objetivo general fue analizar la adhesión al Programa Nacional de Escuelas Cívico-Militares por parte del Municipio de Parnamirim/RN en el contexto de ascenso del ultraconservadurismo, en el período de 2019 a 2023. En el desarrollo de este trabajo, problematizamos el proceso apresurado, centralizado y carente de debates por parte de la gestión municipal de Parnamirim al adherirse a dicho Programa, identificando aspectos lacónicos de su implementación. También analizamos las antinomias de este Programa con los principios políticos y filosóficos de la gestión democrática, fundamentados en la literatura pedagógica crítica y en los dispositivos legales. Presentamos los resultados de nuestros análisis y discusiones con propuestas para un instrumento titulado Comisiones de Análisis de Políticas Públicas (CAPPs).Master Thesis As concepções de qualidade da educação básica presentes no Plano Nacional de Educação 2014-2024(Universidade Federal do Rio Grande do Norte, 2025-01-30) Aquino, Marcos Barbosa de; Silva, Rute Regis de Oliveira da; http://lattes.cnpq.br/9577330602832953; https://orcid.org/0009-0002-4374-6497; http://lattes.cnpq.br/5191735338519981; Garcia, Luciane Terra dos Santos; Souza, Allan Solano; Silva, Ciclene Alves daThis study aims to analyze the conceptions of quality of basic education embedded in Brazil's National Education Plan (in Portuguese, PNE) for 2014–2024. To achieve this goal, the following specific objectives were defined: a) to understand the social, historical, political, and economic factors underpinning the notion of quality education in Brazil; b) to identify the core principles of the conceptions of quality education; and c) to examine the goals and strategies outlined in the PNE (2014–2024), identifying the perspectives on quality education they reflect. This research investigates how the concept of quality education is addressed within the PNE’s goals and strategies, highlighting the historical, political, and economic influences that shape its understanding. Employing a qualitative approach, this investigation combines document analysis with a review of relevant literature. The findings reveal a tension between managerialist perspectives, which prioritize quantitative indicators, and socially grounded approaches, which emphasize equity and inclusion. The study concludes that the PNE reflects multiple, and at times contradictory, conceptions of quality education. These contradictions stem from broader historical, social, and economic factors, as well as the inherent ambiguity of the quality education concept itself. This complexity underscores the challenges in reaching a consensus on implementing educational policies that foster a fair and inclusive educational system.Master Thesis A gestão da educação pública estadual no Rio Grande do Norte: concepções e orientações dos documentos oficiais(Universidade Federal do Rio Grande do Norte, 2025-01-31) Bezerra, Elizabeth Pedro; Barbalho, Maria Goretti Cabral; http://lattes.cnpq.br/9999709754863111; http://lattes.cnpq.br/9363015087888983; Silva, Rute Regis de Oliveira da; http://lattes.cnpq.br/9577330602832953; Araújo, Sueldes de; http://lattes.cnpq.br/1771506535364542The general objective of this dissertation, “The management of public education in Rio Grande do Norte: conceptions and guidelines in official documents”, was to analyze the management of public education in Rio Grande do Norte based on the conceptions and guidelines present in official documents, seeking to understand the challenges and possibilities of its implementation in different regional and institutional contexts. To investigate this research, specific objectives were set: 1) Contextualize national education management, considering the current scenario of public policies for the educational field; 2) Analyze the conceptions of education management present in the main official documents, identifying the possible influences on the daily practice of management in public institutions; 3) Study the official documents related to education management in the state of Rio Grande do Norte to analyze the guidelines and policies that promote democratic management in the state public network. The methodological framework was based on historical-dialectical materialism, and the research was based on documentary and bibliographic analysis, which allowed us to go beyond simply quantitative data, exploring the meanings and significance attributed to the practices and discourses related to educational management in Brazil. From this perspective, we sought to understand the historicity of educational policies, analyzing how they were constructed and the interests that guide them, the contradictions between the normative principles of democratic management, made explicit in official documents, and the actual practices in educational institutions, and the interrelationship between the concrete conditions of management and the ideal of an emancipatory and critical education. The results of the research showed that bureaucratic management still prevails in public schools in Rio Grande do Norte, and that the traditional model of school management still persists within these schools. Based on an analysis of the legislation relating to educational management, we highlight a greater emphasis on democratic management, despite the great mobilization since the 1988 Constitution. We believe it is essential to deepen the analysis of the impacts of educational reforms at local level, especially with regard to the effective participation of civil society in school management processes, in order to move towards a truly democratic, inclusive and participatory education.Master Thesis A espiritualidade como expressão da natureza(Universidade Federal do Rio Grande do Norte, 2025-05-14) Silva, Ione Pereira; Soares Júnior, Azemar dos Santos; http://lattes.cnpq.br/5548182860228173; Barbosa Júnior, Walter Pinheiro; http://lattes.cnpq.br/7532911538772143; Sousa, Jair Moisés de; http://lattes.cnpq.br/1937979982636984Master Thesis Educação física e linguagem: uma análise dos materiais didáticos a partir da perspectiva dos multiletramentos(Universidade Federal do Rio Grande do Norte, 2024-07-30) Medeiros, Hugo Ramon Cordeiro de; Oliveira, Márcio Romeu Ribas de; https://orcid.org/0000-0003-2629-920X; http://lattes.cnpq.br/0118293761427492; http://lattes.cnpq.br/1548136768364107; Araújo, Allyson Carvalho de; https://orcid.org/0000-0003-0114-8122; http://lattes.cnpq.br/3443942683481696; Souza Júnior, Antonio Fernandes de; https://orcid.org/0000-0003-3994-4909; http://lattes.cnpq.br/4131024188428910The present study addresses the integration of Physical Education and the different notions of language in the educational materials of the Moderna publishing house, from the perspective of multiliteracies. The general objective was to analyze the understanding of School Physical Education as a language in the elementary school II teaching manuals approved in the PNLD for the 2024-2027 quadrennium and to examine how these works relate to the different types of modes from the perspective of multiliteracies. To achieve this objective, some specific objectives were defined, such as: identifying the different types of language in the teaching manuals, such as verbal, visual, gestural, auditory, and other forms of representation; understanding to what extent these manuals bring Physical Education closer to or further from the field of language; and verifying how the proposed activities explore the different forms of language and their intersections with other areas of knowledge. The methodology used was exploratory descriptive, with a qualitative approach. The data were obtained through a survey of textbooks and analyzed according to the Content Analysis method proposed by Bardin (1977). The results indicated a greater predominance of written and oral languages in the context units of the teaching materials, and although there were representations of other languages, it was not possible to identify a multimodal perspective among them. A reinforcement of productivist pedagogies based on technicism was also identified, as well as the perspective of motor praxeology and the curricular incorporation of the BNCC in these materials. It is concluded that, from the perspective of multiliteracies, the textbooks of the Moderna publishing house, in specific evaluation parts, more often distance Physical Education from the area of languages than bring them closer.Master Thesis Atividade criadora e experiências estéticas na formação docente inicial: um estudo a partir da psicologia históricocultural(Universidade Federal do Rio Grande do Norte, 2025-01-31) Souza, Amaxwell Davi Barros de; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; https://orcid.org/0000-0001-5545-653X; http://lattes.cnpq.br/6140018862932284; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934; Soares, Júlio Ribeiro; https://orcid.org/0000-0002-3288-7756; http://lattes.cnpq.br/8600246395844649; Calado, Vânia Aparecida; http://lattes.cnpq.br/5372263581358789This study seeks to understand how initial teacher training can favor the development of creative activity as a constitutive dimension of teaching. As specific objectives, it investigates which determinants impact this development in undergraduate students and analyzes the relationship between creative activity and the aesthetic dimension in this process. The theoretical foundation is based on Historical-Cultural Psychology and historical-dialectical materialism, guiding reflections on education, teaching work, creation, and aesthetics as counterpoints to the current technical rationality. The research was carried out through a Formative Experiment developed during Assisted Teaching, in the semester 2024.1, in one of the curricular components of mandatory internship of the undergraduate course in Visual Arts, offered by a public university in Rio Grande do Norte. Of the 20 students enrolled in this class, 10 agreed to participate in the research. The methodology followed four stages: 1) diagnosis of the class; 2) planning of the experiment; 3) development of activities and 4) data analysis. The analyses resulted in three categories established a posteriori: a) the influence of technical rationality in teacher training; b) the aesthetic dimension as an invitation to creative activity; c) the importance of the teacher trainer in the development of the creative activity of undergraduate students. The analysis of the data indicates that initial teacher training can promote creative activity in teaching, as long as there are conditions in place for creation to become a foundation of this process. The challenge, therefore, is to favor and situate creation throughout the entire educational experience of undergraduate students. We understand that this permeates, dialectically, both the conception of teaching and the curricular organization and the relationships between teacher trainers and undergraduate students, in addition to the commitment of the trainer to project himself into the future, putting tension on the established order. Treating creation as the foundation of initial teacher training implies understanding it, differently from a skill or competence, as a constitutive dimension of teaching training and work, which requires, in addition to persistent commitment, collective, intentional and systematized actions.Master Thesis Trilhas formativas: escolhas de futuros pedagogos para a leitura de contos de literatura infantil negra na escola(Universidade Federal do Rio Grande do Norte, 2024-07-30) Xavier, Alice de Oliveira; Amarilha, Marly; Lima, Juliana de Melo; http://lattes.cnpq.br/6338434855229996; http://lattes.cnpq.br/7415412765980423; http://lattes.cnpq.br/6510911917061746; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; Saldanha, Diana Maria Leite Lopes; https://orcid.org/0000-0002-5239-0317; http://lattes.cnpq.br/0036796669288785This dissertation, entitled "Formative trails: choices of future pedagogues for the reading tales of black children's literature at school", investigates the selection criteria of tales of black children's literature by future pedagogues for classes of the 5th year of Elementary School. The tale is a literary genre short and linear, focused on only one action. And, when linked to African and Afro-Brazilian cultures, it is an act of resistance to silencing, marginalization and discrimination against black existence, transmitting this knowledge from generation to generation. Therefore, it is argued that the reading of tales from the tradition of African or Afro-Brazilian peoples in formative environments, from basic to higher education, is crucial to promote an anti-racist education. For this, it is necessary that pedagogues, as responsible for introducing children to the literate and literary world, are readers, primarily, and judicious in choosing literary books for pedagogical work with their students. In addition, they must be aware of Law 10,639/2003, in order to include the history and culture of the black population in their planning, preferably through Black Children's Literature. Some theorists who make up the framework of this study are Meireles (2016) and Queirós (2009), discussing children's literature; Amarilha (2010; 2012; 2013; 2016) and Azevedo (2005), who reflecton the importance of literature and its work in the school environment; Amarilha (2021) and Saldanha (2018), on the need to have a pedagogue prepared to mediate children's contact with children's literature books; Cavalcante (2009) and Colomer (2017) on the importance of choosing books and defining criteria for it; Jauss (1979), Stierle (2002) and Zilberman (1989) regarding the aesthetic reception of works of fiction; Duarte (2002; 2011) and Campos (2016) on what constitutes works of black children's literature and AfroBrazilian literature. The research has a qualitative approach, realized by a case study with a group of 17 future pedagogues, students of the Pedagogy course at the Universidade Federal do Rio Grande do Norte (UFRN), in order to apply two methodological instruments: a form, seeking to know the profile, conceptions and experiences of the subjects, and; a portfolio, whose purpose is to understand the aesthetic reception resulting from the reading of 5 short stories of Black Children's Literature; and what aspects of the works read are considered for your selection. The results indicate that the subjects relate several aspects to define the Black Children's Literature. In their formative paths, they reveal little access to this type of literature, being UFRN the place where the literary repertoire with ethnic-racial themes is most developed. Just as future pedagogues have valued the reading of these tales, during their aesthetic reception, recognizing their importance for human formation, it is necessary for them to be more attentive to the definition of selection criteria, considering the literary function of these texts, since othe selections are justified, for the most part, by their thematic aspects and their educational function.Master Thesis Faculdade de Filosofia de Natal: a presença da mulher no ensino superior (1955-1964)(Universidade Federal do Rio Grande do Norte, 2024-03-20) Cunha, Francisca Liliane da; Viveiros, Kilza Fernanda Moreira de; https://orcid.org/0000-0003-1243-7595; http://lattes.cnpq.br/0588907119958839; https://orcid.org/0000-0002-6318-0577; http://lattes.cnpq.br/4789837956598224; Paiva, Marlucia Menezes de; Nunes, Iran de Maria LeitãoThis study is the result of historiographical, documentary, and qualitative research conducted at the Faculty of Philosophy of Natal (RN), with the aim of analyzing the history of women's integration into the Bachelor's programs in History, Geography, and Neo-Latin Languages. The time frame covers the years 1955 to 1964, chosen due to the creation of the Faculty of Philosophy of Natal according to Resolution No. 1 of March 12, 1955, which was incorporated into the University of Rio Grande do Norte and federalized by Law No. 3,849, sanctioned on December 18, 1960, by President Juscelino Kubitschek de Oliveira. Between 1961 and 1964, it was observed that 17 women graduated, with a higher presence in the Neo-Latin Languages course. These students had subtle participation in events such as the ceremony for the selection of the triple list for the Rectory of the University of Rio Grande do Norte. The historical record of these women in their academic lives is scarce; our research found documentation of only 03 women who experienced the impacts of these courses on society. To develop this study, we used documentary sources such as reports, minutes, official letters, and student registration books. We also turned to bibliographic sources to understand the historical pathways and support our theoretical and methodological approach. The study is grounded in Cultural History, valuing the representation of women in higher education in Natal (Chartier, 1988). The research was conducted at the General Archive of UFRN and the Zila Mamede Library (BCZM), especially in rare and special works. To substantiate the presence of women in higher education institutions in Natal, we referred to the writings of Bourdieu (1997, 2007, 2012) on processes of exclusion; Cunha (1980, 1989, 2003, 2004) on higher education in Brazil; Duarte (1985); Melo and Calado (2019) on the journey of female students in Natal; Perrot (1988, 1998, 2005, 2006, 2017, 2019) and Saffioti (1976, 1992) on women's access and invisibility in public educational spaces. At the end of the study, we concluded that women's access to the Bachelor's programs in History, Geography, and Neo-Latin Languages in Natal was significant for opening a space and a field of scientific training in the society of Natal, as well as for the integration of women into the labor market.Master Thesis A representação do corpo infantil das meninas atendidas pelo Centro Especializado em Reabilitação de Parnamirim/RN: um estudo acerca da infância contemporânea(Universidade Federal do Rio Grande do Norte, 2025-04-28) Araújo, Delcimária Dantas de; Viveiros, Kilza Fernanda Moreira de; https://orcid.org/0000-0003-1243-7595; http://lattes.cnpq.br/0588907119958839; http://lattes.cnpq.br/4539855340031697; Barbosa Júnior, Walter Pinheiro; Nascimento, José Mateus doThis research addresses contemporary childhood, children's bodies and their sociocultural transformations, especially in the Brazilian context, from a socio-historical and cultural perspective. Through na investigative approach and a socio-historical approach, we will discuss the representation of childhood in our society from dialogues carried out with five girls attended at the Specialized Center for Rehabilitation - CER, using bibliographic sources, medical records and documentary collection of care at the center Focusing on girls attended at the Specialized Center for Rehabilitation of Parnamirim/RN, The research investigates how the female child body reveals stories and culture. This research is qualitative, investigative and documentary, in the socio-historical approach to education. As a theoretical-methodological contribution, we will resort to the studies of the socio-historical representation of childhood in CHARTIER (2002); we will understand about the docilization of bodies in FOUCAULT (2014), we will base ourselves on ARIÈS (1986) , in his singular work on the social history of childhood and finally the child in KULHMANN (2004). Throughout the study, fundamental concepts are discussed, such as childhood is revealed through girls' bodies, the docilization of bodies, the invisibility of childhood in certain sociocultural contexts and the influence of media on children's behavior. The dissertation also reflects on the importance of preserving childhood and promoting healthy development, considering the cognitive and socio-emotional aspects of children. In short, a critical analysis of the representations of childhood in contemporary times is proposed, suggesting constructive dialogues about the socio-historical role of the child.Master Thesis Avaliação de uma intervenção implementada pelos pais no ensino de mandos por comunicação alternativa e ampliada para uma criança com autismo(Universidade Federal do Rio Grande do Norte, 2024-11-01) Bezerra, Georgia Patrícia Pontes; Nunes, Débora Regina de Paula; Gonçalves, Maria de Jesus; https://orcid.org/0000-0001-8758-8916; http://lattes.cnpq.br/1188086132826132; http://lattes.cnpq.br/3112539675339733; Viana, Flávia Roldan; Elias, Nassim ChamelMaster Thesis Literatura de cordel na educação infantil: uma proposta para a formação docente(Universidade Federal do Rio Grande do Norte, 2025-01-30) Gomes, Edvan Gonçalves; Amarilha, Marly; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/7415412765980423; http://lattes.cnpq.br/3516395393464919; Paiva, Maria Cristina Leandro de; Saldanha, Diana Maria Leite LopesThe object of this research is the inclusion of cordel literature in the continuing education of Early Childhood Education teachers for the development of young children's orality. Our general objective is to investigate the possibilities of cordel literature's contributions to the pedagogical practices of Early Childhood Education teachers, with a focus on the development of children's orality. With regard to the theoretical-methodological foundations, we chose as our main authors: Conde (2013), Gonçalves (2009), Ibiapina (2008), Lúcio and Pinheiro (2012) and Freire (2013), among others. The research is qualitative in nature with an intervention in teaching practice. The intervention consisted of 10 training sessions and we used, initially, the application of a questionnaire, then studies on cordel and pedagogical practice in Early Childhood Education and, finally, a semi-structured interview. As for the results, the teacher revealed that she had not received any training in working with cordel during her Pedagogy course. Nevertheless, he said that the intervention provided theoretical and practical foundations for approaching the genre. There are many challenges to be faced, such as: the lack of knowledge on the subject, the lack of collections in educational institutions and the lack of training on pedagogical strategies for reading with children; however, there are several possibilities for pedagogical practices focused on reading cordel in order to contribute to the development of children's orality, making learning more meaningful by (re)getting to know popular culture through narratives in verse, rhyme and meter. With regard to the development of the children's orality, the teacher said that reading cordel is significant because it encourages the children to be expressive, as they are motivated to talk about the everyday themes addressed in the cordel; in addition to expressiveness, it also broadens their vocabulary and helps them to perceive the sonority (rhymes) present in the structure of the text, as well as playing with words. In conclusion, we believe that broad changes are needed in the initial and ongoing training of teachers who work in the first stage of basic education, so that training courses can include topics that are relevant to children's development and that involve children's literature and cordel literature. We know that there are endless possibilities for this in the classroom.Master Thesis Fotografia e histórias do Instituto Educação Presidente Kennedy (1971-1996)(Universidade Federal do Rio Grande do Norte, 2024-11-28) Ferreira, Beatriz Marques; Stamatto, Maria Inês Sucupira; http://lattes.cnpq.br/7289548301555477; http://lattes.cnpq.br/4566874239773627; Barbosa Júnior, Walter Pinheiro; Aquino, Luciene Chaves deThis study aims to compose and narrate the history of the Presidente Kennedy Education Institute between the years 19971-1996, through photographs, presenting this source as a document full of information and loaded with historical, social and cultural meanings. The analysis of the images seeks to present how the institution has consolidated itself over the years, reflecting on its identity through reflections on its transformations and permanence. To theoretically support the study of photography, the works of Kossoy, Dubois, Ciavatta and Mauad were used. As for the History of School Institutions, the works of Gatti and Magalhães offer support for the work. The documentary corpus is made up of photographs found in the Collection at the Presidente Kennedy Institute of Higher Education, as well as Legislation (Laws and Decrees), Newspapers and school documents that helped to contextualize the time. Finally, this study seeks to highlight photography as a historical source, enabling composition and historical narrative, in addition to encouraging its use in areas of the history of school institutions.Master Thesis A cultura política de participação do conselho escolar da Escola Municipal Professor Carlos Bello Moreno em Natal-RN(Universidade Federal do Rio Grande do Norte, 2021-11-30) Cunha, Barbara Ellen Rebouças; Guedes, Gilmar Barbosa; http://lattes.cnpq.br/2027157262023382; http://lattes.cnpq.br/6536127094802159; Barbalho, Maria Goretti Cabral; Medeiros Neta, Olivia Morais de; Ferreira, Maria Aparecida dos SantosEducational management needs to walk alongside the precepts of democratic management. Public school management is a challenge for everyone, it has to honor everyone involved in the education journey: teachers, employees, parents or guardians, students and the community. The object of this research is the political culture of participation of the School Council in the context of Democratic Management at the Professor Carlos Bello Moreno Municipal School in Natal-RN (2019-2021). Political culture is the sum of ideas that delineate political projects and these conceptions provide the articulation of the struggle for control of political power in various social institutions. Furthermore, political culture stimulates emotions, moral and ethical values and thus strengthens social traditions . Social institutions are spaces for the sociability of subjects, these relationships are established in the long term, such as within the family or in school institutions. It is precisely in these environments that the reproduction of political cultures takes place. Because these social institutions are where reproduction takes place, they are also where responses to social problems are manifested, thus becoming places of social development. It is therefore necessary that the political culture of school institutions is in line with the principles of democratic management, with the participation of members of the school community in the preparation of the school's pedagogical project and especially with the participation of the school community in the School Councils. Only through the implementation of democratic management principles will public schools satisfy the wishes of everyone involved in the learning process. This agenda was also reproduced in legal instruments of the most diverse natures: in the Federal Constitution/1988, in the Guidelines and Bases of National Education Law (LDB) no. 9394/96, in the National Education Plan - PNE, Law No. 13.005/2014, in the Municipal Complementary Law nº 147/2015 and in the Municipal Education Plan - PME Ordinary Law nº 6603/ 2016. The general objective of this research is to analyze the culture of political participation of the school council in the Professor Carlos Bello Moreno Municipal School, and has as specific objectives: to identify in the legislation pertaining to democratic management, especially Municipal Law No. 147/2015, which attributions, powers, prerogatives and delegations are attributed to the Council and the school counselor; and understand the political and cultural reasons for the actions of the School Council. To achieve these goals, we used conversational free interviews as a methodology and applied a questionnaire with members of the School Board and we studied the literature produced on Political Culture, Democratic Management, Political Participation and School Board, and analyzed the school's internal documents as: Political Pedagogical Project, School Board Regulation and School Board Meeting Minutes Book. Our research pointed out that in this school studied, democracy has been confirmed as a political action. The interviews, the questionnaire, the observations and documental analyzes carried out at the school reveal that the school management has really been structuring itself in a democratic way and indicate that the school council has a democratic political culture.Master Thesis A representação social de gênero em crianças pré-escolares (05 a 06 anos)(Universidade Federal do Rio Grande do Norte, 1997) Andrade, Erika dos Reis Gusmão; Alloufa, Jomária Mata de Lima; https://orcid.org/0000-0003-4935-0039; http://lattes.cnpq.br/9209334172096854; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; Arruda, Angela Maria Silva; http://lattes.cnpq.br/9599847497929702; Madeira, Margot Campos; http://lattes.cnpq.br/4377305193352866; Moura, Maria da ConceiçãoCe travail a comme object central les représentations sociales de genre représentations se construisent sous 1’influence duvniclieu scoleire. Nous sommes partis des propositions théoriques proposées par Moscovici antour des Représentations Sociales, en essayants de traiter le théme en question d’entreprenche a ête basé sur la methodologie qualitative. Nons avons utilisé 1’analyse de 1’enunciation pour étudier le corpus qui a èté constitué du discours des ces intelecuteurs dans la salle de classe, aussi bien que des observations et de ses activités en salle de classe. L’analysedu matériel met en évidence des relations sexistes, dont ateréotipés dans le niclieu scoleire chez dez enfants de 05 et 06 ans. II essaye de comprendre comment ces dans une approche psychossiale. La recherche que nous essayonsMaster Thesis Representações sociais dos docentes do curso de Ciências Biológicas da UFCG sobre as tecnologias digitais(Universidade Federal do Rio Grande do Norte, 2024-12-10) Gomes, Flávia Albuquerque; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; https://orcid.org/0000-0001-6972-3061; http://lattes.cnpq.br/5806628283996738; Costa, Ademarcia Lopes de Oliveira; Cunha, Marlecio Maknamara da SilvaThis research focuses on teaching in higher education and falls under the study area of Education, Pedagogical Practices, and Curriculum. It's linked to the Graduate Program in Education at the Federal University of Rio Grande do Norte. We used Serge Moscovici's Theory of Social Representations (1961) as the theoreticalmethodological approach, which examines how knowledge is constructed and shared between groups of subjects in everyday life and its repercussion on interaction based on interpersonal communications, seeking the interpretation of reality and the understanding of social phenomena. We chose to engage with professors of the Biological Sciences Bachelor's degree course at the Federal University of Campina Grande (UFCG). The course is offered at three campuses: Cajazeiras, Cuité, and Patos. Our premise is the social representation of digital technologies and their contribution to the educational process for these professors. This led to our research question: “How are the social representations of digital technologies constituted for the professors of the Biological Sciences Bachelor's degree course at UFCG?” Our general objective was to analyze these social representations of digital technologies are constituted by the UFCG Biological Science Degree professors at the three UFCG campuses. Specifically, we aimed to understand the professors’ views on digital technologies, categorize the contents of their social representations linked to digital technologies, and identify the most commonly used digital technologies as methodological tools. Our research, conducted with a qualitative approach, involved fieldwork. We collected information through profile questionnaires and semi-structured interviews, analyzing the data using Arruda's Contextualization Spiral approach (2005) within the Theory of Social Representations framework. The findings revealed three dimensions of social representations of digital technologies: 1) distance learning, 2) devices with internet and tools and 3) technology as a didactic resource. We noted that while professors acknowledged their limitations in using digital technologies as a tool in their classes, their social representations are shaped by their personal and professional learning experiences, influenced by recent technological innovations in this decade. We observed that, by naturalizing the contents of social representations, they revealed the image of the computer as a social representation of the concept of devices with internet and tools. Furthermore, after the Covid-19 pandemic, professors reported that they continue to use some technological tools as teaching support in their primarily expository classes, especially messaging applications and Google tools. In this way, we were able to see the reproduction of the same practices, using only new technological means.Master Thesis Reflexões sobre corpo e diversidade corporal na educação física escolar: uma revisão integrativa(Universidade Federal do Rio Grande do Norte, 2025-01-29) Odon, Camila da Costa Oliveira; Baptista, Tadeu João Ribeiro; https://orcid.org/0000-0001-5140-2032; http://lattes.cnpq.br/9002864045147738; https://orcid.org/0009-0003-6184-0273; http://lattes.cnpq.br/7253172818728830; Medeiros, Rosie Marie Nascimento de; https://orcid.org/0000-0003-3984-0720; http://lattes.cnpq.br/4739820420408872; Silva, Renan Antônio da; https://orcid.org/0000-0003-1171-217X; http://lattes.cnpq.br/5491042310888384Physical Education has been impacted by significant transformations over time, due to social, political and cultural factors, highlighting the body as a sociocultural expression. However, educational practices continue to perpetuate hegemonic standards that disregard bodily diversity. In this context, this research conducted an integrative review of scientific articles published between 2012 and 2022 in the Web of Science, Capes and SciELO databases, using the descriptors body, diversity and Physical Education. After applying inclusion and exclusion criteria, 12 articles were selected for analysis, enabling a quantitative-qualitative approach to empirical and theoretical literature. The studies analyzed were organized around main themes, showing that the majority recognizes the body as a sociocultural construction, while criticizing biological and normative perspectives. However, pedagogical practices that reinforce aesthetic and functional standards persist, not valuing bodily diversity. Furthermore, the articles highlight significant gaps in teacher training. While some research identifies the transformative potential of Physical Education by embracing bodily differences, others reveal that maintaining traditional practices limits processes of inclusion and recognition of diversity. There is a consensus that to promote greater equity, Physical Education must recognize the body as a space of subjectivity, resistance and social transformation.Master Thesis Transfluências cartográficas: experimentações cênicas na formação docente(Universidade Federal do Rio Grande do Norte, 2024-07-30) Laux, Beatriz Simonetti; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; http://lattes.cnpq.br/2944551026128326; Haderchpek, Robson Carlos; https://orcid.org/0000-0002-4905-6449; http://lattes.cnpq.br/4286695631161068; Silva, Saimonton Tinoco daWhat are the potentialities of the arts in teacher education? driven by this question, this master’s research aimed to map scenic experiments in initial teacher education, with students from various undergraduate programs (physics, theater, mathematics, visual arts, physical education) in a mixed didactics class offered at the federal university of rio grande do norte. to this end, eight scenic experiments were conducted during the classes of this curricular component, proposed in workshops with the class, exploring body movements that are generally not part of learning to be a teacher at the university. accompanied by studies that open the doors to researching the interfaces between arts and education — freire (1992), hooks (2013), rufino (2019), loponte (2005, 2014, 2017), ciotti (2013), hoff (2011), coutinho (2018, 2022, 2024), among others — the research was not concerned with “solving a problem” in the field of teacher education, but focused on experimenting, along with the undergraduates, with formative pathways influenced by what the poetic learning studies collective (cnpq-ufrn) calls “poetic movements” of teaching (coutinho, 2024). in this context, the practices with the didactics class were initially proposed in this research to provoke work with three specific poetic movements: listening, creation/improvisation, and play. during the work, the emergence of three other movements that intersected the limits of the practices was observed: presence, time, and affection. these poetic movements outlined the mobile map of the potentialities of scenic experiments in initial teacher education. as these are movements, it is important to state that, in its methodological orientation, the processes that composed the mobile map of this research were immersed in lines that connect, intersect, and/or unfold, endowed with different meanings with each new look that is cast upon them.