Programa de Pós-Graduação em Educação
Permanent URI for this communityhttps://repositorio.ufrn.br/handle/123456789/11945
Browse
2 results
Search Results
Doctoral Thesis 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/8252328432864159The 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.Doctoral Thesis 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/5187018279016366Study 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.