Programa de Pós-Graduação em Educação
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Doctoral Thesis “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/8470380326040678Since 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.Doctoral Thesis 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/7720030995982568Com 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.Doctoral Thesis 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/9176730729451504The 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.Master 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.Doctoral Thesis "Índio escreve livros": a literatura infantil com temática indígena na formação docente(Universidade Federal do Rio Grande do Norte, 2024-07-26) Oliveira, Manoilly Dantas de; Amarilha, Marly; http://lattes.cnpq.br/7415412765980423; http://lattes.cnpq.br/3993334943219574; Freitas, Alessandra Cardozo de; Freitas, Daniela Amaral Silva; Santos, Cassia de Fátima Matos dos; Valente, Thiago AlvesThis thesis examines the contributions of ongoing training on the mediation of children's literature with indigenous themes that enable discussions about indigenous cultures in the classroom and the formation of readers, contributing to critical teaching practices. It is based on the studies of Amarilha (2012), Barthes (2013), Candido (2017), and Coelho (2000) on literature and reader formation; Bonin (2009; 2008), Graúna (2013), and Thiel (2012) on children's literature with indigenous themes; Baniwa (2006) and Munduruku (2019; 2012) on indigenous history and culture; Freire (2013; 1979), Imbernón (2010), Nóvoa (2022), Ramalho, Nuñez, and Gauthier (2004) on teacher training; Candau (2008) and Fleury (2003) on interculturality and education. The school institution should provide knowledge of indigenous culture in a contemporary way, through intercultural practices that encourage respect and democracy among cultures, fulfilling Law No. 11,645/2008, which mandates these discussions in classrooms. Children's literature with indigenous themes presents itself as a way to bring children closer to these cultures, requiring a mediator who is aware of their formative role. This qualitative, exploratory investigation with pedagogical intervention studied the results of the continuing education course "Children's Literature with Indigenous Themes in the Classroom," with 60 hours, conducted with 50 pedagogues working in the public education network of the state of Rio Grande do Norte. Of these participants, 15 teachers composed the study's focus group, with 7 working in Early Childhood Education and 8 in the initial years of Elementary Education. The corpus of Literature with indigenous themes included the following works: Ay Kakyri Tama: eu moro na cidade (Kambeba, 2018), A mulher que virou urutau (Jekupé; Kerexu, 2011), “Brasil” do livro Metade cara, metade máscara (Potiguara, 2019), “Cobragrande” do livro Cobra-grande: histórias da Amazônia (Taylor, 2008), “É índio ou não é índio” da obra Histórias de índio (Munduruku, 2016), Meu vô Apolinário: um mergulho no rio da minha memória (Munduruku, 2005), “Somos” do livro Infinito (Araújo, 2022). The data included responses to the initial and final questionnaires, discussions on three works of indigenous literature, and dialogues in the focus group meetings. Content Analysis (Bardin, 2016) was used for data analysis. It was found that teachers lack training to mediate discussions about indigenous culture in school, leading to practices that dehumanize these peoples. Regarding literature, there was an observed lack of training on children's literature and reader formation, which was more pronounced concerning indigenous literature, as they were unaware that indigenous people write books. By reading and discussing literature with indigenous themes, the teachers learned the characteristics of these works, shared interpretations, judged situations, and empathized with the characters. Experiencing this, combined with theoretical discussions in the course, led the teachers to advance in their awareness process as educators. It was found that continuing education can contribute to revising conceptions and raising awareness among teachers about their pedagogical and critical roles in discussing indigenous culture and forming literature readers. This study emphasizes the need for children's literature with indigenous themes and reader formation in curricula aimed at the initial and continuing training of educators to overcome monocultural education.Master Thesis Autonomia profissional docente, aprendizagens coletivas e trabalho colaborativo como domínios para uma experiência pedagógica exitosa: o caso de uma escola da Rede Municipal de Natal/RN(Universidade Federal do Rio Grande do Norte, 2024-03-26) Barros, Norma Bezerra; Ramalho, Betania Leite; http://lattes.cnpq.br/1326690619078211; http://lattes.cnpq.br/3196744111870035; Núñez, Isauro Beltran; http://lattes.cnpq.br/8921901031367516; Bormann, Maria Aliete Cavalcante; https://orcid.org/0000-0001-7780-3985; http://lattes.cnpq.br/9727239185925676; Tavares, Andrezza Maria Batista do Nascimento; https://orcid.org/0000-0001-6857-7947; http://lattes.cnpq.br/5187018279016366This study focuses on the dimensions of teacher professional autonomy, collective learning, and collaborative work as domains for a successful pedagogical experience. Its aim was to understand and reveal how collaborative work and dialogic engagement, shared in the didactic-pedagogical work carried out by teachers and the pedagogical team, contributed to the development of teacher autonomy, understood as enhancing student learning, within the scope of IDEB (Basic Education Development Index). This is a qualitative research with a case study approach - the case of a Municipal School in Natal/RN (early years of Elementary Education). The methodological approach involved literature review, document analysis, and narratives collected through an online questionnaire administered to 20 teachers from the investigated school. The study was grounded in the works of Freire (1979; 1995; 1996; 2005); Charlot (2012); Nóvoa (2009; 2022); Flores and Viana (2007); Day (2001; 2007); Ramalho and Núñez (2003; 2004; 2007; 2009; 2014); Tardif (2002); Garcia (1999; 2009); Pacheco and Morgado (2001); Pimenta (2000; 2017); Gatti (2014), among others. It was assumed that teacher training requires knowledge and expertise inherent to the teaching profession and that these, through the exchange of knowledge and experiences, contribute to the construction of the teaching identity that enhances professional development (Ramalho, Núñez, and Gauthier, 2004). The study is based on the Basic Education Development Index (IDEB/SAEB/INEP) of the school, which stands out for showing a progressive increase in this index, going from 3.5 in 2011 to 5.6 in 2021, despite the numerous challenges faced. The teachers link teacher autonomy to creative, dynamic didactic-methodological activities permeated by themes of local culture, enhancing student participation with innovative activities that motivated the advancement of their learning and the teachers' own learning, including: the use of dynamics involving reading and writing; periodic diagnostic activities; text production; field trips; dynamics to encourage parental involvement in the school; student-led interviews; grouping to minimize learning difficulties in literacy; and the didactic sequence of the reading activity project ‘Tenda Literária’, organized as a portfolio (see attached technical sheet). It is revealed that a large part of the participants recognizes collaborative nature, collective learning, and shared work as strategies responsible, to a large extent, for the successful experience of the school within the scope of IDEB and beyondDoctoral Thesis Entre saberes docentes e práticas pedagógicas: um processo formativo sobre a alfabetização de crianças com deficiência intelectual(Universidade Federal do Rio Grande do Norte, 2024-03-25) Silva, Andrialex William da; Magalhães, Rita de Cássia Barbosa Paiva; https://orcid.org/0000-0003-0177-2902; http://lattes.cnpq.br/3980322776155196; Lopes, Denise Maria de Carvalho; https://orcid.org/0000-0002-1791-0735; http://lattes.cnpq.br/1935167361851222; Jesus, Denise Meyrelles de; Silva, Luzia Guacira dos Santos; Soares, Marcia Torres NeriDiscussions on teacher training are wide-ranging in the educational field, with literacy and Special Education being frequent themes. The study developed here aligns the three themes, thinking specifically about the continuing education of literacy teachers in inclusive contexts with students with intellectual disabilities. In this sense, the main objective is to analyze continuing teacher education in the field of literacy for children with intellectual disabilities, considering its possible contributions to teaching knowledge and pedagogical practice. The research approaches disability from the social model, considering the learning potential of students with intellectual disabilities and the need to think about literacy practices from the perspective of literacy that include the student in the context of the regular school; in the field of continuing education, with regard to literacy and special education, the study understands that training proposals need to be aligned with the reality of the educational context, promote spaces for reflection, and encourage critical and reflective thinking. With this in mind, this qualitative, interventional study investigated a continuing education course for public school teachers in the state of Rio Grande do Norte, which focused on the literacy of students with intellectual disabilities. As a result, we identified that the space for ongoing training can move teaching knowledge in such a way as to bring about qualitative gains, such as broadening the understanding of school inclusion, refining what is meant by intellectual disability and reorganizing what is read about literacy. We understand that a change in teaching knowledge can have an impact on pedagogical practice. In this sense, still in the research findings, we mapped didactic proposals that took two curricular paths: the first, individualizing literacy practices, which make use of adaptations in the curriculum aimed at the learning of students with intellectual disabilities; the second; universalizing proposals, draws practices that when considering an open curriculum, avoid differentiations with activities that contemplate the diversity of the students. Finally, we understand continuing education in the field of literacy for students with intellectual disabilities as a necessary space for maintaining teaching knowledge and reflecting on pedagogical practice, arguing that there is an intimate relationship between these two elements.Master Thesis Plano de Ações Articuladas (PAR): implicações na formação de professores da rede municipal de ensino do município de Riachuelo-RN (2007/2010)(Universidade Federal do Rio Grande do Norte, 2020-11-30) Ramos, Janaína Silmara Silva; Barbalho, Maria Goretti Cabral; http://lattes.cnpq.br/9999709754863111; http://lattes.cnpq.br/6490723724799906; Castro, Alda Maria Duarte Araújo; http://lattes.cnpq.br/1267050454995209; Terto, Daniela Cunha; Alves, Fadyla Kessia Rocha de Araújo; Silva, Rute Regis de Oliveira daThe teacher training policy in Brazil has undergone changes over the decades. In order for these policies to be implemented, it is required planning by all the federal entities involved and the guarantee that each one fulfills its role in this operationalization. The Plano de Ações Articuladas (PAR), which could translated as Articulated Actions Plan, launched in 2007, consists of a federal multi-annual planning which proposes actions for state and municipal public education. This study specifically discusses the actions aimed at the teachers's initial and continuing training in Riachuelo, town in Rio Grande do Norte, Brazil. The methodology of this research has been constituded by a qualitative approach, considering the bibliographic survey, document analysis and semi-structured interviews for the construction of its object. Its objective has been to analyze the repercussion of the actions proposed by the 2007-2010 Articulated Action Plan for teacher training in the Riachuelo. The Articulated Action Plan shows, specifically in its actions for teacher training, that it has been provided for the teachers training contexts for their professional development. However, this plan also exposes the fragility of the federal entities, which have less financial capacity and, for this reason, are unable to consolidate an educational policy for teacher training. The study also points out the tensions and limitations of the Collaboration Regime and the municipal autonomy.Master Thesis Atravessamentos da psicanálise na formação de professoras(Universidade Federal do Rio Grande do Norte, 2023-07-31) Freitas, Amanda do Nascimento Barreto; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Nascimento, Zaeth Aguiar doThe work intends to analyze the effects produced by the crossing of psychoanalysis in the trajectories of initial and continued teacher training of teachers working in differents educational institutions. For that, was carried out a bibliographical research about the relations between psychoanalysis and teacher training, as well as interviews with three pedagogues whose professional trajectories were impacted by the encounter with the psychoanalytical referential. The bibliographical research carried out considered the articles published in the last ten years, in the CAPES Portal and in the SCIELO Platform, being selected the publications referring to the formative processes of teachers. The analyses of these articles emphasize the discussion about possible contributions of psychoanalysis in the formative trajectories of the teachers, indicating that such subsidies are composed of three axes: (1) the teacher as a subject; (2) transference relationships between professors and students; and (3) the effects of contemporaries educational imperatives on pedagogical relationships. In turn, the results of the interviews point to the singular character of the interviewed pedagogues' encounters with psychoanalysis, confirming that this crossing is considered by them as essential in their formative trajectories, being of the order of a choice that occurs in the interweaving between the professional and personal, guided, mainly by the desire of the subject. In the formative trajectories of these pedagogues, the encounter with psychoanalysis took place, as a rule, during continuing education, a moment in which there was an encounter with psychoanalysis through personal analysis, with the search for psychoanalytic care motivated by questions arising from teaching practice with children. According to the interviewees, teaching is considered challenging from a subjective point of view, as it demands processes of listening and acceptance that require considering children and adolescents as subjects who are protagonists of their learning processes, which require the redefinition of idealizations existing in relationships with peers, students and families. Based on the constructed data and the resulting analyses, it’s possible to conclude that the presence of psychoanalysis in teacher training is currently lacking in initial training, generating resistance as it refers to historical practices that need to be overcome, for this reason, the teaching meeting with the psychoanalytic referential takes place, mostly, in continuing education. Additionally, it was evident that the choice of psychoanalysis as one of the references that underlie teaching postures and practices allows to deal in a differentiated way with issues inherent to professional practice in its interweaving with the personal dimension.Doctoral Thesis O AEE e o trabalho articulado na educação infantil: por uma escuta ao corpo e um olhar sensível às diferenças(Universidade Federal do Rio Grande do Norte, 2023-08-24) Peixoto, Sara Maria Pinheiro; Dias, Maria Aparecida; http://lattes.cnpq.br/1131977255034974; http://lattes.cnpq.br/3578244122989097; Magalhães, Rita de Cássia Barbosa Paiva; http://lattes.cnpq.br/0351736925269307; Fonseca, Gessica Fabiely; Machado, Roseli Belmonte; Fonseca, Michele Pereira de Souza daStarting from the assertion that the body is the axis of relation with others and the environment, considering time, space, culture, and the individuals' experiences, we defend the understanding that it is through the body that one comes to know the world, and the world is embodied in the body through its experiences and subjective relationships established by it. From this perspective, this doctoral research emerged with the objective of analyzing the dimensions of a collaborative training proposal, considering the body in the learning processes of children with/without disabilities and its implications for the practices of Special Education teachers and regular classroom teachers in Early Childhood Education. Methodologically, we anchor ourselves in the alterity and dialogical dimensions of qualitative research, through the lens of collaborative research, defending the thesis that when we consider the body as the protagonist of the educational act, we are contributing to the learning processes of children with/without disabilities (BOGDAN; BIKLEN, 1994; IBIAPINA, 2008; GASPAROTTO; MENEGASSI, 2016). Considering this, we seek the realization of formative work within the inclusive perspective, integrating the practices of the Special Education Teacher (AEE) with the regular classroom at a Municipal Center for Early Childhood Education in the city of Natal. The teacher training was grounded in the theoretical epistemology of philosopher MerleauPonty (1999), considering that the teacher needs to sensitize their pedagogical practice through paths that take into account the body in motion, in light of the phenomenology of perception. This includes considering the experience of feeling and perceiving beyond a physical and biological body, but a body that is constituted by the stories, affections, and memories built upon their learning, intertwined in a relationship of senses and meanings (NÓBREGA, 2015). Regarding the collaborative nature, we developed formative moments through an extension course, considering the ten workshops, theoretical studies, planning sessions, and the development of a work plan that could be implemented in the Specialized Educational Assistance (AEE) alongside the regular classroom, thus comprising a group of seventeen participants. In order to gather data, we utilized document analysis, interviews, and observations, as well as the reflective records in the Portfolios, which constituted Field Journals 1 and 2 (GIL, 2008; TRIVIÑOS, 2007; ARAÚJO, 2013). The data was triangulated and categorized following the frameworks of Bardin (2016) and Franco (2018), fostering the theoretical discussions that underpin the thesis. As results, we highlighted that the formative process led to changes in conceptions and the breaking of stigmas regarding the corporealities of children with/without disabilities. Reflective and critical attitudes towards practices emerged, permeating dialogue and the exchange of experiences, guided by the action-reflection of the act itself, resonating in the planning and implementation of the developed work plan, which reaffirms the thesis defended in this study. Bringing this knowledge about the body as sense and meaning was to invest in the experiences of sensitivity (MERLEAU-PONTY, 1999). These experiences provided an opportunity to bring a sensitive gaze and listening to this body, starting from early childhood, as a fundamental act for the child to establish this encounter with oneself, with others, embracing the diversity of bodies, expanding their knowledge, and constituting themselves in relationships of being and being in the world as a thinking and learning subject who, despite limitations, has potentialities. We inferred that the research aimed not only to bring forth the discussion and importance of working on this object of study but also to articulate the dimension of this body within pedagogical practices in different spaces within the school. This was anchored in collaborative and coordinated work for and with all children, providing visibility and giving voice to these bodies, contributing to their learning processes in the pursuit of building the inclusive school we aspire to.