Programa de Pós-Graduação em Educação
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Doctoral Thesis Leitura e letramentos em visualidade como experiência estesiológica(Universidade Federal do Rio Grande do Norte, 2017-02-22) Bezerra, Adeilza Gomes da Silva; Porpino, Karenine de Oliveira; http://lattes.cnpq.br/5255588024266396; http://lattes.cnpq.br/3196602813479690; Damiano, Gilberto Aparecido; http://lattes.cnpq.br/1389354598345236; Martins, Mirian Celeste Ferreira Dias; https://orcid.org/0000-0002-3418-0471; http://lattes.cnpq.br/7167254305943668; Caminha, Iraquitan de Oliveira; https://orcid.org/0000-0002-1331-3669; http://lattes.cnpq.br/0554271319840687; Alves, Jefferson Fernandes; http://lattes.cnpq.br/1834832958808690; Nóbrega, Terezinha Petrucia da; https://orcid.org/0000-0002-1996-4286; http://lattes.cnpq.br/6743881635494941; Petry, Arlete dos Santos; http://lattes.cnpq.br/7426037066308934This thesis argues that in the movement of the gaze, things pass through us, just as we pass through things, and the experience of seeing gives us the reading entangled in this movement, configuring itself in the mode of the visible as Visuality. This event is moved between the appearing and disappearing of the images attached to the tissue of the world indissociated from the ossiological body. Imbrication and interweaving of the reading experience to the experience of seeing immersed in the chiasmatic game of the visible and the invisible. Such arguments lead us to say that the experience of reading the visuality is esoiological. In order to understand this interlace, we try to apprehend the senses of the reading of visuality as an experiential esoilogica, considering that on the map of the visible experiences of the lyrics emerge; The formation of the reader's eye is discussed, interweaving it to the experience of reading the visuality, imbricated to the estania of the body and to the social and cultural experiences of the gaze; To perceive in films and in the experience of seeing of teaching of Arts the senses of the reading Iaithological, evidencing the style of being Teaching mediator of Literature. The text moves through the metaphor of a train trip imbricated to the phenomenological attitude, is ingrained by the notions of the reversibility of the meat and osiology coming from the philosophical thought of Maurice Merleau-Ponty, by the conception of Multiletramentos of The New London Group and by the studies Of Visual Culture, according to Fernando Hérnandez, among other interlocutors. Inserted in the field of the phenomenological approach in dialogue with the philosophy of the body, we start with the description of the experiences of seeing, whose interpretation materials are: verbal, written and imagery records, derived from the work developed in Continuing Teacher Training of teachers in the area of Arts of the municipal schools of Natal / RN, referring to the period from 2008 to 2016; The films "As A Star on Earth Every Child Is Special" (2007) and "The Smile of Monalisa" (2003) and letters from teachers and teachers, in which one can access the description of experiences of appreciation of the first film mentioned. It is understood that the field classes in different cultural spaces and the film are visual powers mediating of experiences of Literature, which contribute in the formation of the reader's glance; Both aesthetic experience and aesthetic experience are essential dimensions not only in school education, but also in teacher training, whether initial or continuing; Intercorporeality, expressiveness, freedom, spatiality and temporality are dimensions that make the quiasmatic play of seeing the unveiling of the in vitro and inosiological reading.Master Thesis A socialização extraclasse e extrauniversidade como estratégia de sobrevivência acadêmica de estudantes do ensino superior na UFRN(Universidade Federal do Rio Grande do Norte, 2018-08-31) Medeiros, Natália Cristina de; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; http://lattes.cnpq.br/3182631777783694; Tavares, Andrezza Maria Batista do Nascimento; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; Santos, Fabio Alexandre Araújo dos; Silva, Rosalia de Fátima eThis study has as central theme the discussion about extraclass and extrauniversity socialization as strategies that facilitate academic survival and facilitate to promote the success of university students. With a qualitative approach, a field research was delineated that has as subject students and former students of the Pedagogy course at UFRN, central campus. To understand the phenomena observed, it also made use of my sociobiographical account, which are contained expressive passages of my owner trajectory as a university student. In the process of producing this study I sought to associate impressionist findings with my own understanding (experiential, contextualized and theoretical) to systematize the knowledge coming from my multiple fields, building languages and knowledges. This effort has been configured as an objective academic text that elucidates socialization as one of the most important elements used by university students in their processes of academic survival. I realized that, although it is not much debated in scientific productions, the relationships established between peers cooperate with student success in many situations. In an easier perspective to be read in texts of this nature, they are often presented as one of the keys to the understanding of theorizations and concepts seen in the classroom, but not assimilated for several reasons, for example, the existence of a latent pressure, characteristic of this environment. In addition, from the subject’s speeches and from my self-reflection, it be perhaps the most important role of socialization established among colleagues is precisely the academic motivation promoted by affective relationships. I consider in brief that enlarged comprehension about the affective aspects of the academic socialization, with remarkable effects over pedagogical performance and professional formation, as be the thematic differential and the relevant contribution of this study.Master Thesis Alfabetizar letrando na EJA: das dificuldades docentes à busca de superação(Universidade Federal do Rio Grande do Norte, 2016-07-29) Fernandes, Ambrosiana da Silva; Campelo, Maria Estela Costa Holanda; http://lattes.cnpq.br/2527223181575594; http://lattes.cnpq.br/5384565228693273; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Ramalho, Betania Leite; http://lattes.cnpq.br/1326690619078211; Soares, Julio Ribeiro; Costa, Maria Antônia Teixeira daUnder the theme 'training of literacy teacher of youth and adult education', our work investigated, from the perspective of EJA teachers, teachers difficulties encountered and coping strategies used in teaching practice of literacy youth and adults. The work forms part of the qualitative study and uses as data construction procedures the questionnaire and semi-structured interview, document analysis and note. The empirical field was a public school in the city of Natal/RN, and subjects were four teachers of youth and adult literacy classes. From analysis of data, based on principles of Content Analysis, emerged the theme Teaching in Literacy for Youth and Adults, with three categories – Teachers Difficulties; Explanatory Reasons of Difficulties; Overcoming Difficulties Strategies of Teachers, with their respective subcategories. The Teachers Difficulties relating to professor configured in: Gaps/Misconceptions’ own teacher training; (In)Reconciliation Variables: operation and curricular organization inflexible X seasonal possibilities of student work; Management of the heterogeneity of classes; Exhaustion motivated by heavy working days of teaching and domestic work. The difficulties relating to students are: evidence very tired by daily toil extending the turn of the classes; (In)Reconciliation variables: unstable after school journey X school attendance; Lack of assiduity; Low self esteem; Fear of making mistakes/to risk themselves; Anxiety to learn a lot in a short time; Setbacks (retreats, fails), due to advances from colleagues; Disbelief in the very achievement of autonomy in literacy. In seeking to overcome the difficulties of teachers teaching practice, 15 (fifteen) strategies were listed, from the experience of the teachers. We note that on a single subject teachers organize their narratives, indicating that the issue of teaching is the central object of their reflections. However, there is evidence that are more focused on general difficulties inherent in the organization of the working conditions of teachers in youth and adult education and the material conditions of existence of teachers and students. It is not present, more explicitly, difficulties with regard to the specific practice for youth and adults literacy, leading to assume that they not feel it. The closer examination of their speech, however, will show facets of this category, although diluted between general aspects of existential daily life of students and teachers, a fact that we attribute to the severity of the structural problems they experienced in after school daily, with profound repercussions in everyday school life and teaching. Highlighting the significance of this to our professional training, we recorded the findings of our research confirm our understanding of the structure, organization and functioning of the ideal school we have, with strict schedules and curriculum organization (in)flexible for public (un)real Youth and Adult Education – urgently need to be rethought.Master Thesis Compreensões de corpo e prática pedagógica na educação física: uma análise do material didático produzido pelo paideia(Universidade Federal do Rio Grande do Norte, 2010) Rocha, Silvaneide Maria Alves da; Nóbrega, Terezinha Petrucia da; Melo, José Pereira de; Silva, Ana Márcia; http://lattes.cnpq.br/8796051544530436; Mendes, Maria Isabel Brandao de SouzaIn this search we intend to identify the body and pedagogyc practice comprehension in the didactic materiais produced by PAIDEIA. We also intend to reflect about the relation between the body comprehension and the theoretical-methodological orientations indicated on the analyzed material and to construct arguments concerning the relation of body knowledge in this area. As search methodology we used the content analysis which was proposed by Laurence Bardin (1977). This content analysis is composed by three moments: first-analysis or organization, codification and referential analysis. At the first chapter we discuss the body comprehension from the thematic categories Body and History, Body and Culture and Body and Experience; at the second moment, we identify the implications of these comprehensions on the pedagogic doing, beginning from criticai orientation and practices diversities categories. At the third chapter, we discuss the epistemological matters, concentrating the discussion on the Movement Culture, as academic area or curricular component. From these analyses we identify a body phenomenological conception, which is comprehended as subject body, biocultural, with intelligence, which communicates with the world by its language, its gesture. The methodological proposition are coherent with this comprehension, leading classes open to the pupils experiences, and may the pupil comprehend itself as body condition of intervention on social history. It brings to us a reflection about our pedagogic doing concerning to respect each pupil movement experiences.Master Thesis Música na educação infantil: experiências vivenciadas e sentidos atribuídos por crianças(Universidade Federal do Rio Grande do Norte, 2018-11-01) Ribeiro, Áquila Rosângela Freire; Lopes, Denise Maria de Carvalho; https://orcid.org/0000-0002-1791-0735; http://lattes.cnpq.br/1935167361851222; http://lattes.cnpq.br/5348213763786155; Dantas, Elaine Luciana Sobral; Amorim, Giovana Carla Cardoso; Paiva, Maria Cristina Leandro de; Momo, Mariangela; http://lattes.cnpq.br/6061996250283917Esta disertación consiste en la presentación de los resultados de una encuesta realizada en un Centro Municipal de Educación Infantil ubicado en un barrio situado en la Zona Norte de Natal / RN. La investigación se realizó con niños de cinco años y la profesora de una clase de nivel IV. El estudio tiene como objetivo: analizar experiencias y sentidos atribuidos a la música por niños en la Educación Infantil. Su elaboración está basada en las siguientes premisas: a) La música es una práctica artístico-cultural del mundo de los seres humanos; b) La música en la educación escolar de la infância c) La presencia de la música en la cultura de la infancia y en la educación infantil brasileña. La investigación busca responder al problema: ¿qué sentidos de la música son producidos por niños y profesora de Educación Infantil? El estudio fundamentado en un abordaje cualitativo, de inspiración etnográfica, abarcó los siguientes procedimientos metodológicos: observaciones del tipo semiparticipativas y entrevistas individuales del tipo semiestructuradas. Asumió como aportes teórico-metodológicos los principios del abordaje histórico-cultural de Lev Semenovich Vigotski acerca de los procesos humanos y las proposiciones del dialogismo de Mijaíl Bakhtin para la investigación en las Ciencias Humanas, según los cuales, los estudios no analizan objetos estáticos, sino procesos; comprendiéndolos como permanente construcción de movimiento / cambio; resultantes de relaciones; que las acciones y relaciones entre los humanos son producciones discursivas - de lenguaje; y el objeto de investigación (un sujeto con voz) es el texto; el lenguaje es el objeto y el método; y lo que se produce son discursos-textos en interacciones investigador e investigados (coproductores). La construcción y análisis de los datos demostraron que: la música, como práctica de la cultura es experimentada y significada por los niños en el cotidiano escolar en situaciones: 1) mediadas por la profesora, con el propósito de: a) regulación / control del comportamiento; b) enseñanza de contenidos escolares y fechas conmemorativas; 2) producidas por los niños, teniendo como hilo conductor: la broma. Aunque las situaciones mediadas por la profesora no contemplaban la música como conocimiento sonoro-artístico y cultural, sino un mecanismo de control de las acciones del colectivo infantil y recurso de aprendizaje de los contenidos escolares y fechas conmemorativas; los niños, por medio del juego vivenciaban la música de diferentes modos, de acuerdo con sus deseos: reinventando y parodiando canciones, improvisando e imitando sonidos de instrumentos musicales; los niños produjeron sentidos múltiples en relación a la música, organizados en centros-ejes de sentidos: 1) Práctica religiosa; 2) Artistas y producciones musicales infantiles y 3) Sentimientos y sensaciones. La principal contribución de este estudio se sitúa en la comprensión de que la música es una práctica cultural que los niños aprecian, vivencian y desarrollan en los contextos escolares, y que, por lo tanto, debe ser pensada, planificada y efectiva no como un recurso pedagógico restringido a la organización del espacio y tiempo de la EI, sino como una actividad cultural que desarrolla en los niños el sentimiento estético y potencia las funciones psicológicas culturales, promoviendo el desarrollo integral de ellas.Master Thesis A biblioteca como contexto de formação da criança leitora: ações e significações de crianças e professoras(Universidade Federal do Rio Grande do Norte, 2012-10-02) Sousa, Rutilene Santos de; Lopes, Denise Maria de Carvalho; https://orcid.org/0000-0002-1791-0735; http://lattes.cnpq.br/1935167361851222; http://lattes.cnpq.br/5815821435786227; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; Ferreira, Carla Mercês da Rocha JatobáThe present study’s objectives were: a) to collaborate in the implementation and dynamization of a school library and b) to analyze the practices developed in the library and their contribution as to constitute a child reader according to the meanings of the children and teachers involved. Taking a public school library as a reflection and analysis space is also recognizing its importance as a multiple learning tool about the act of reading itself as well as reading as a social practice that, to be learnt and developed, intentional and systematic mediations must be undertaken, that promote, to the children, the interaction with diverse and meaningful written works. The school library, once regarded as an alternative, even optional space in school’s context, is now a mandatory space in all teaching facilities, public or private, according to federal law nº 12.244/24 may/2010. We conceived the idea that this space needs guaranteeing and strengthening in teaching facilities as a legitimate spot of formation of reader subjects. The principals of qualitative approach and the premises of critical-collaborative research-action ruled the investigation. The latter who involved both the analysis of teachers’ and students’ meanings on library practices and a joint effort, solicited and negotiated with the school staff in implementing their library. The study was carried out in a public school in Parnamirim/RN. The subjects were, beyond everyone engaged in constructing the library as a reading practices space, four teachers (three classroom heads and one librarian) and ten children, aged between six and eight, enrolled in three classes of first and second grades of the Elementary School. The research involved participatory observations, semi-structured interviews, and document analysis and field diaries. The teachers’ and children’s meanings point out that the practices experienced in the library under mediation of the teacher responsible can improve absorption of knowledge, procedures and attitudes relevant to the constitution of a child reader, further proving that the school library is/can be/needs to be a fundamental space of experimenting reading practices and formation of reader subjects, which requires public policies enabling physical structures, collections and formation/availability of qualified professionals to library specific tasks.Doctoral Thesis A inclusão de pessoas com deficiência intelectual na educação de jovens e adultos (EJA): um estudo de caso(Universidade Federal do Rio Grande do Norte, 2012) Dantas, Dulciana de Carvalho Lopes; Martins, Lúcia de Araújo Ramos; Denari, Fátima Elizabeth; Miranda, Teresinha Guimarães; http://lattes.cnpq.br/4028503466396532; http://lattes.cnpq.br/6908423771789113; Pereira, Francisco de Assis; http://lattes.cnpq.br/4147987722156261; Pires, José; http://lattes.cnpq.br/6848746516562543; Melo, Francisco Ricardo Lins Vieira de; Silva, Luzia Guacira dos Santos; http://lattes.cnpq.br/1032425601643160; Rodrigues, Janine Marta Coelho; http://lattes.cnpq.br/8491430816252531In Brazil, amid the spread of the discourse and legitimation of the Inclusive Education, and the government policies aimed to include “everyone” in school, the Education for Youth and Adults (EYA) has been identified as a form of education adequate for people with intellectual disabilities. Upon the Reality of Natal (RN), although, according to the data obtained from the State Department of Education (SEEC / RN) in 2009, the demand for EYA, by those with intellectual disabilities was minimal, presence of these students in this type of education is now a fact, that requires attention to the prevailing conditions of the service offered to this particular population. This realization led to the execution of this research work, starting from the questionings about the conditions of effective school inclusion in the EYA, recognized as a learning and development space for these students, in their juvenile and adult stages of lives. It commences with the hypothesis that among the conditions that make up the school inclusion, predominate the conceptions of EYA's teachers and students about this procedure, being such concepts as an object of the present research, questioning its impact and role in shaping the ways of effective inclusion. Thus, the study aims to investigate the general conceptions of teachers and students on issues that arise in the procedure of schooling for people with intellectual disabilities in EYA, that reverberate on the form of inclusion of these people in this educational modality. To that end, the specific objectives are placed: analyze the stance of the participants, against the proposal of school inclusion; ascertain how intellectual disability is considered, by the participants; assess how to develop educational ways with the teachers and students, outlining the practices of teaching and learning; understand how the interpersonal relationships between the participants in the procedure of schooling happens. The research was established as a case study of the inclusion carried out in an Education Center for Youth and Adults in Natal (RN), and it was attended by 16 participants, students and teachers of the institution. The research takes as theoretical reference, the contributions of researchers in the field of education that address the issue of inclusion, as well as the historical-cultural perspective of psychology, more specifically, the contributions of Vygotsky and his critics on the social nature of human development, the importance of schooling for this process and the settlement of intellectual disability as a condition, in which, the biological and cultural factors are interrelated. The work analysis is based on the contributions of discourse analysis and consists of a qualitative approach of data obtained through questionnaires, interviews and observations. The thinking that resulted from it confirms the thesis that the conceptions of teachers and students on the aspects studied redeems a preponderant role in the processes of educational inclusion of people with intellectual disabilities. The ignorance, the prejudice and the negativity unraveled in the conceptions expressed by participants about the inclusion in EYA and about the students with disabilities, stand out as defining condition limits and educational difficulties faced by students and teachers, restricting the possibilities of social life and on this, the learning and development. The work emphasizes the need for further investigations on the subject, aiming to reconstruct, by the teachers and students, in EYA, ways of conceiving and relate with it, in a way that the processes of teaching, learning and development be encouraged, in a convivial the most promising educational inclusion of all students, socializing in a more promissing way to the school inclusion of all students.Doctoral Thesis Formação, subjetividade e criatividade: elementos para a construção de uma escola inclusiva(Universidade Federal do Rio Grande do Norte, 2012) Vieira, Francileide Batista de Almeida; Martins, Lúcia de Araújo Ramos; Ribeiro, Márcia Maria Gurgel; http://lattes.cnpq.br/3426259793325875; Silva, Luzia Guacira dos Santos; http://lattes.cnpq.br/1032425601643160; http://lattes.cnpq.br/4028503466396532; Carvalho, Maria de Fátima; http://lattes.cnpq.br/1875338693729537; Lima, Francisco José de; Magalhães, Rita de Cássia Barbosa Paiva; http://lattes.cnpq.br/0351736925269307This research aimed to understand how a process of training can contribute to the Creative expression of professional education, aiming the inclusive education. For that, it was endorsed on the Theory of Subjectivity, developed in a historical-cultural perspective by González Rey, as well as the concept of creativity developed by Mitjáns Martinez, talking with other authors who discuss teacher and inclusive education. To do this work, it was developed an action research, as a strategy intervention, which was accomplished through a training course developed in a public school, in the city of Assu-RN, with three supervisors and two teachers, who work in specialized educational Services and they are crowded in the Resource Room Multifunction of that institution. To get the information, it was opted for Qualitative Epistemology, which guides the production of knowledge through constructive- interpretative analysis. For that, it was used written and unwritten Instruments. Information analysis revealed that not all the participants have developed Creative strategies for the realization of inclusive education as a result of their participation in the training course, although two of them had developed Creative alternatives rather significant. Our researches pointed out some aspects that contributed to these changes so that they were achieved. However, we believe that these changes - by itself - do not explain why some started to act more Creative than the others. Thus, it was found that creativity is an expression of subjectivity in their individual and social dimensions. It was found that these elements of social subjectivity in school, mostly, were inconsistent with the inclusive educational practices and impacted negatively to some participants. However, the ones who had expressed themselves more Creative, they had their own posture, active and intentional exercise, showing the condition of the subject, in opposition to those elements and trying to overcome them. It was also realized that the subjective elements were also involved in the Creative and non- creative expression of the participants. Therefore, it was found that a formation process can contribute to the Creative expression if it is considered the intervention of the personal dimension of the participants, boosting the development of subjective elements that favor, as well as the condition of the subject. This production shows reflections and contributions to the training of education professionals, for studies of creativity, for inclusive education and teaching practices, among other aspects on the educational school.Master Thesis Efeitos de estratégias sensoriais para um aluno com autismo na sala de aula regular: contribuições da terapia ocupacional(Universidade Federal do Rio Grande do Norte, 2017-02-24) Souza, Renata do Monte Ferreira de; Nunes, Debora Regina de Paula; http://lattes.cnpq.br/1188086132826132; http://lattes.cnpq.br/5061054622332441; Melo, Francisco Ricardo Lins Vieira de; http://lattes.cnpq.br/6848746516562543; Dias, Maria Aparecida; http://lattes.cnpq.br/1131977255034974; Schmidt, Carlo; Souza, Vera Lúcia Vieira deRecent studies have indicated a high incidence of Sensory Processing Disorders (SPD) in subjects with Autism Spectrum Disorder. As a consequence of the high prevalence and the impact on the functionality of these individuals, the sensorial alterations were included by the DSM V as one of the symptomatologic characteristics of such disorder. Seeking to minimize the behaviors resulting from SPD, the intervention referenced in the Sensory Integration approach has been used by occupational therapists in the clinical setting. However, it is essential that strategies based on theory of sensory integration be proposed in the child's common and natural environment, such as the school. Based on these assumptions, the present research was developed, aiming to analyze the effects of sensory strategies on the maladaptive behavior of a student with ASD in the regular classroom. The research was carried out in a Federal public school, in the city of Natal / RN. The study comprised a student with autism, enrolled in the 2nd year of elementary school, and two female teachers of the referred student participated in this study. The instruments used in the research were Sensory Processing Measure; semi-structured interview script for parents and teachers; and field diary. The research utilized the quasi-experimental intrasubject design, type A-B. The general procedures of the research were developed in three phases: 1) institutional agreements, 2) evaluation, and 3) experimental phase. The experimental phase consisted of baseline, intervention and follow-up. The intervention was structured in three moments: 1) teacher training, 2) selection of sensory strategies, and 3) application of sensory strategies. The findings were discussed from the following axes: 1) student sensorial profile characterization, 2) effects of the collaborative formation with the teachers, 3) application of the sensorial strategies by the teachers, and 4) effects of the sensorial strategies on the student maladaptive behavior. After the research was completed, the social validity procedure was performed. The quantitative and qualitative results of the study indicated positive effects on teacher training, which was developed through collaborative consultation between the occupational therapist and teachers, as well as in the use of sensory strategies and responses of the student. It was thus concluded and highlighted the importance of the work of the occupational therapist based on collaborative consulting, on the inclusive educational context, as well as the need to carry out other studies to validate such practice.Master Thesis Protagonismo feminino na literatura infantil: implicações pedagógicas(Universidade Federal do Rio Grande do Norte, 2019-08-27) Brandão, Isaura de França; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; http://lattes.cnpq.br/2601765700707976; Santos, Cassia de Fátima Matos dos; http://lattes.cnpq.br/1635261635234216; Rodrigues, Lilian de Oliveira; http://lattes.cnpq.br/0198871242593926; Stamatto, Maria Inês Sucupira; http://lattes.cnpq.br/7289548301555477; Ribeiro, Vandiner; http://lattes.cnpq.br/5257845839536488The master’s dissertation addresses the representation of the feminine in the configuration of characters in the literature intended for childhood. It is assumed that the reflection on gender equality favors the constitution of a fairer and more equal society, and that the literature, while a “language that writes the history of our human condition with creativity” (AMARILHA, FREITAS, 2016), can favor the discussion about the feminine in the language and, by extension, in life, in a critical way. The relevance of this work consists in presenting the literature as an alternative to favor the understanding of children and adolescents about the subject in discussion.The study was based on the works of Zolin (2009; 2009), who considers the feminist criticism aspolitical; Beauvoir (2016), who criticizes the patriarchal system and the devaluation of women; Bourdieu (1989, 2002, 2001), who highlights the social relations between the sexes; Hollanda (1994), who proposes the deconstruction of stereotypes and false dichotomies; Louro (2003), whose research deals with gender as a category of analysis; Perrot (1998), who addresses the active role of women in various areas; among others dealing with the feminist perspective. In the studieson the literature, we were mainly supported by Amarilla (2004, 2013, 2016), whose reflections converge on the study of the literature in the school context, highlighting it as a transdisciplinary discourse; Yunes (2003), who relates reading as an experience, highlighting the literature; and Coelho (1987), Held (1980) and Zilberman (1982; 1989), who emphasize the reading of the literature from the aesthetic reception perspective. From these studies, we aimed to highlight the literature as a unique alternative to the discussion, in the classroom, about the representation of the feminine in language and society. Specifically, we intend to describe how the construction ofthe female character occurs in literary narratives from the physical, psychological and behavioralpoints of view, based on the stereotypes built about the feminine; explain how the identity construction may suggest data on the condition of women in the narratives analyzed; and relate the implications of the study on the pedagogical mediation in the school context. Methodologically, it is a qualitative research comprising a bibliographic and documentary review, adopting the perspective of the inferential data analysis. The analysis performed showed that the characteristics inherent to the literature allow the construction of new looks and reflections about the representation of the feminine. Thus, the discussion on the theme contributesto the formation of children and adolescents, aiming to rethink the daily actions marked by inequality, prejudice, and exclusion of women. This alternative is possible, mainly because of theinvolvement promoted by reading literary texts, which allows students to see, from the fiction, possibilities for change, thus favoring intellectual and social ventilation.