Programa de Pós-Graduação em Educação
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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.Doctoral Thesis Representações sociais de docentes da educação profissional em saúde sobre envelhecimento e morte e suas repercussões na formação(Universidade Federal do Rio Grande do Norte, 2025-07-30) Almeida, Sheyla Gomes Pereira de; Andrade, Erika dos Reis Gusmão; http://lattes.cnpq.br/5466756553719735; Nóbrega, Danielle Oliveira da; Guimarães, Jacileide; Bosco Filho, João; Silva, Lenina Lopes SoaresNational reality reveals a demographic transition which quickly unfolds based on the perspective that the percentage of elderly people will surpass the percentage of children around the year 2031. Thus, this study aimed to analyze the social representations of professors of Health Professional Education field about aging and death, and its repercussions on the training of professionals for the field. The theoretical and methodological framework for this study was based on the Social Representations Theory as its main lens, in addition to classical and current exponents in the relevant literature. This is basic research, of the explanatory type, with a qualitative approach. The research locus was the School of Health of the Federal University of Rio Grande do Norte and its academic unit specialized in Health Professional Education, located in the central campus, at Natal/RN. The collection of data happened through an instrument of semi structured interview, with a previously elaborated script, during the months of August through November 2022. Twenty professors were interviewed, which teach in the three courses that prepare for direct assistance in health. Following the collection of data, we analyzed them in two different stages: the first one was composed of pre-analysis through floating reading of the interviews and the constitution of the analysis corpus; and the second stage consisted of the work of interpretation based on the Contextualization Spiral proposed by Arruda (2018c). The results brought light to two dimensions: dialogues about aging and death, and dialogues about the training of health professionals and their practice and at the Health Professional Education. In the first dimension, there was the unfolding of the social representation about aging and death, guided by the prerequisites of elaborating social representations, anchoring, and objectification. Aging was seen as a synonymous of old age, mainly characterized in their negative aspects, and death was seen as the loss and fear of the unbearable. The repercussions in the training at a high school level to deal with the demographic transition receive relevant impacts of the social representation, with everyday and scientific knowledge traversing this training. The presence of this biomedical assistance model is notable as a relevant guide in the training of health professionals which will subsequently be professors, echoing the same way of practicing while guides of technical-level professionals in the same field. We found social representation for aging to be a bio pathological condition, which may constitute as a plausible justification for the fact that the social representation of denial and social distancing regarding aging, and the fear of loss for death, reverberate in the maintenance of the emphasis on biological aspects for technical health training.Doctoral Thesis Racionalidade nos conselhos escolares de Mossoró/RN: democratização e instrumentalização das práticas deliberativas(Universidade Federal do Rio Grande do Norte, 2025-08-15) Freitas, Thayse Mychelle de Aquino; Menezes, Antonio Basilio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; https://orcid.org/0000-0002-6260-6636; http://lattes.cnpq.br/3686766246397438; Medeiros, Arilene Maria Soares de; http://lattes.cnpq.br/5952418386886733; Sousa Filho, José Ivan Rodrigues de; http://lattes.cnpq.br/3085919257774539; Carneiro, Rosalvo Nobre; https://orcid.org/0000-0003-3468-5194; http://lattes.cnpq.br/8412414250233687; Barbosa Júnior, Walter Pinheiro; http://lattes.cnpq.br/7532911538772143This research aims to identify and analyze the rationality(ies) manifested in the deliberative practices of the municipal public elementary school councils in Mossoró/RN. This paper engenders reflections theoretically grounded in Jürgen Habermas regarding these Councils, their principles and rationales, and the logic that is actually being reflected in the participation of the council members. The research focuses on two Elementary School Councils (grades 1-9) from the Municipal Education Network of Mossoró/RN, these being the most representative councils, located in the east and west zones of the city. Using a qualitative approach, the research presents the following methodological path: bibliographic review; documentary research; nonparticipant observation (carried out in ordinary and extraordinary meetings); and semistructured online interviews (conducted with full members of each of the segments represented in the researched School Councils). The analyses highlight the presence of communicative rationality and instrumental rationality operating in the dispute over the coordination of action within the context of the school councils analyzed. The documentary analysis reveals a strong influence of managerialism on Mossoró's educational policy, reverberating in the deliberative practices of the municipal education network of Mossoró/RN principles such as regulation, accountability, and results-based management, which align with instrumental rationality and strategic action. Therefore, it is suggested that, although the School Council constitutes a public sphere, the deliberative practices of the collegiate bodies are unable to be fully achieved through communicative rationality due to the systemic colonization imposed by a logic based on managerial assumptions.Doctoral Thesis Corpoflor: para uma educação como experiência da diversidade(Universidade Federal do Rio Grande do Norte, 2025-06-27) Barbosa, Sanzia Pinheiro; Almeida, Maria da Conceição Xavier de; http://lattes.cnpq.br/9961862139964562; http://lattes.cnpq.br/6300880545872909; Oliveira, Josineide Silveira de; http://lattes.cnpq.br/5439210347544379; Oliveira, Margarida Maria Dias de; https://orcid.org/0000-0002-8542-4173; http://lattes.cnpq.br/5565266295414497; Mendes, Iran Abreu; https://orcid.org/0000-0001-7910-1602; http://lattes.cnpq.br/4490674057492872; Silva, Carlos Aldemir Farias da; https://orcid.org/0000-0001-5463-1316; http://lattes.cnpq.br/7226908910873590Grounded in a critique of humanist education—and understanding humanism as the structuring foundation of Western, white, heteronormative, and patriarchal society, which sustains the notion of human exceptionalism—this dissertation seeks to comment on, question, and perhaps reveal a fissure that may contribute to addressing the current educational crisis. Following the example of artists operating within the field of contemporary art, it engages with the poetic practice of Castiel Vitorino Brasileiro—an artist, writer, Black travesti, and psychologist—whose work offers a powerful contestation of dominant imaginaries and narratives. By affirming transmutation as a condition of life and refusing the notion of permanence, Castiel centers transformation as the foundation of existence, with perishability understood as the essential condition of life itself. Her exploration of interspecies relations disrupts the binary between human and non-human, proposing a way of life in which humans, plants, spirits, waters, and other beings coexist within networks of care, mutual learning, and affect. These relations are non-hierarchical; they are characterized by exchange, deep listening, and co-vibration between different forms of life. This dissertation seeks to cultivate a form of listening and a relational, sensitive dialogue—not to analyze the artist’s work as an object to be deciphered, but to allow oneself to be affected by it, to let it interrupt forms of knowledge presumed to be complete. The work is not framed within predetermined categories; instead, it is recognized as a co-author of thought, operating as a body that feels, listens, and moves. Here, the artwork ceases to be an “object of analysis” and becomes a companion in the crossing. I intertwine Castiel’s visual and narrative production with the fabulation of Conceição Almeida, who advocates education as an experience of diversity; with Denise Ferreira da Silva’s concept of “deep implicancy”; and Donna Haraway’s string figure play. Diversity here is understood as that which makes life on Earth possible. Artistic practices can offer pathways to a complex education grounded in the multi-referential nature of contemporary art, the learning of interspecies relationships, and the acceptance of transmutation as life’s purpose. I selected three key works by Castiel—Corpoflor (Bodyflower), A cambonagem e o incêndio inevitável (The Cambonagem and the Inevitable Fire), and Eclipse: espaço perecível de liberdade (Eclipse: Perishable Space of Freedom)—alongside a set of four pieces in which plants participate: Um punhado de onze-horas (A Handful of “Onze-Horas” Flowers), Julite, Novos ancestrais (New Ancestors), Plantas que curam (Plants That Heal), and Comigo-ninguém-pode (No-One-Can-Harm-Me). The dissertation follows a rhizomatic logic, exploring the materialities and questions embedded in these works, as well as the forms of otherness that traverse Castiel’s production and, more broadly, significant strands of recent Brazilian contemporary art. What connects these artistic practices is their commitment to challenging the structures of colonial societies, questioning the notion of fixed identity, destabilizing dominant discourses, and proposing alternative ways of being. These works are marked by both radical vitality and profound delicacy. The concluding reflections point toward an education centered on interspecies relations and transmutation, which unfolds as a sensitive and radical practice in which learning becomes a gesture of deep listening to the diversity that sustains life on Earth. Castiel’s poetic practice inspires an educational paradigm that embraces the experience of difference and, consequently, understands life as movement, as passage, as performance in its infinite possibilities. It is a pedagogy of intimacy with perishability—one in which learning occurs with the earth and the winds, with the memories of the moon, fungi, and flowers, and with that which insists on living despite the violence of normative structures. In this invitation, knowledge ceases to be power and becomes kinship: a call to share, care, and coexist.Doctoral Thesis Memorial escolar como ritual de passagem e a escola como lugar de memórias(Universidade Federal do Rio Grande do Norte, 2025-08-15) Costa, Patrícia Lúcia Galvão da; Passeggi, Maria da Conceição Ferrer Botelho Sgadari; https://orcid.org/0000-0002-4214-7700; http://lattes.cnpq.br/5015707256397317; https://orcid.org/0000-0002-2481-9411; http://lattes.cnpq.br/8202119666958630; Freitas, Alessandra Cardozo de; http://lattes.cnpq.br/4424220937257634; Nazário, Cláudia Roberto Soares de Macedo; http://lattes.cnpq.br/9417830437071682; Furlanetto, Ecleide Cunico; http://lattes.cnpq.br/5482444929146466; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; Conti, Luciane de; https://orcid.org/0000-0002-6022-9259; http://lattes.cnpq.br/1172756538624937; Câmara, Sandra Cristinne Xavier da; http://lattes.cnpq.br/4591217164987633Based on the assumption that children are subjects of rights, languages, and memories, we acknowledge that listening attentively to their oral and written narratives is a powerful way to understand, beyond everyday school life, the subjective and collective dimensions that permeate their experiences at school during childhood. In our research, we investigated school memoirs as a pedagogical practice in the school under study, with the aim of understanding what children said about school as a place of memories and about writing about themselves in childhood. We adopted an interdisciplinary perspective as our theoretical framework. The theories of Piaget (2009), Vygotsky (1991, 2009), and Wallon (1975), in the field of genetic psychology, provided a solid foundation for understanding child development in its cognitive, social, emotional, and cultural dimensions. Contemporary studies in the sociology of childhood, from the perspective of Sarmento (2004, 2006, 2009), Corsaro (1997, 2011), Oliveira (2005), Kramer (1996, 2003, 2016), Ariès (2014), Del Priori (2021), Kuhlmann Jr. (1998), Stearns (2006), Sarmento and Gouvea (2009), have enabled the understanding of children as subjects of rights and a sensitive reading of the ways of speaking in childhood. In turn, for studies based on self-narratives, we used Bruner (2014) and Passeggi (2014, 2018), who helped us to question children's reflective capacity and their ways of making sense of what happens to them. To discuss memorials, we drew on Passeggi (2000, 2002, 2006, 2008) and Câmara (2012). From a methodological point of view, we adopted a qualitative and interpretative approach to the research sources and used the authors Bogdan and Biklen (1994), Minayo (1993), Stake (2011), Gaskell (2003), Jovchelovitch and Bauer (2003), Ludke and André (1986), and Clapier-Vallandon Raybaut (1996). The empirical data consists of four sources: a) nine (9) Memory Books, produced from 2017 to 2022, bringing together school memoirs of children in 5th grade elementary school classes; b) interviews with twenty-nine (29) children who wrote their memoirs in 2022; c) conversations with the four teachers who accompanied the work developed by these children throughout the year; d) observation of 5th grade classes on days dedicated to the memoirs. The analysis of the children's oral and written narratives allowed us to understand, on the one hand, the importance of the school memoir as a pedagogical device for reworking the school memories that accompany each individual throughout their life and, on the other hand, to understand writing about oneself as a rite of passage, a privileged space-time for reflection on oneself as the author of one's own history, in light of what they have already experienced and the challenges that arise in new school spaces and times. In conclusion, this thesis argues that by promoting spaces for the oral and written production of narratives of the self, schools expand their commitment to children's right to rework their memories, to express themselves on issues that directly concern them, and to inscribe their ways of thinking and seeing school as a form of social participation. The school memorial is thus configured as a pedagogical and political practice capable of strengthening bonds between members of the school community, building belonging, and legitimizing childhood in its multiple forms of being and existing in school.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 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 A escola e o saber escolar em uma teia de sentidos: representações de alunos do 6° e 7° ano e suas implicações na relação com o saber(Universidade Federal do Rio Grande do Norte, 2024-03-22) Freitas, Andrielly Karolina Duarte Braz de; Azevedo, Crislane Barbosa de; https://orcid.org/0000-0003-3456-0025; http://lattes.cnpq.br/6943286950201331; http://lattes.cnpq.br/2284483363415263; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Silva, Flávio Caetano da; http://lattes.cnpq.br/7889803676083470; Nascimento, Francinaide de Lima Silva; Andrade, Francisco Ari de; Viveiros, Kilza Fernanda Moreira deThis research investigated the representations of 6th and 7th year students about school and their relationship with school knowledge. Held in a municipal school in Natal-RN, the research aimed to analyze the representations that 6th and 7th year students had about the school, school knowledge and their teachers, analyzing how they all relate to each other. they intertwined and had a direct impact on the relationship that the subjects maintained with the school and school knowledge. Based on a socio-historical perspective, we draw on Chartier (1990) from his concepts of representations, practices and appropriation, and on Charlot (2000) through the notions of the Relationship with Knowledge and its basic elements such as: desire, meaning, mobilization, figures of learning and identity and epistemic relationships with knowledge. Supported by the principles of the qualitative approach, we adopted the questionnaire and semi-structured interview as methodological procedures. The data showed that in a multiplicity of senses, the school represents a means of access to the future and socio-professional insertion, at the same time as it constitutes an important space of sociability for youth and, contradictorily, a space of exclusion marked by different forms of violence and demobilization. In accordance with such representations, school knowledge, in the figure of learning, assumes the status of a commodity to meet a classificatory evaluative logic, in a relationship in which one learns to get good grades, pass the year and reach the idealized future and as a related mode of social insertion to its use in everyday social practices, increasingly distancing itself from the social function of the school as a place of knowledge, intellectual formation and critical and human development of subjects. The representations about teachers revealed the practices that fueled those inadequate appropriation processes. The mediating teachers established factors for mobilization and monitoring of learning, but they came up against a practice based on the transmission of decontextualized information, reinforcing the sense of knowledge as necessary to serve, as a priority, the evaluation process. Authoritarian teachers, in turn, drastically deepened this meaning, configuring themselves as agents of exclusion and demobilization of students, adopting inadequate postures and theoretical-methodological uncertainties that directly affected the relationships that subjects maintained with the school and school knowledge. The research demonstrated the urgency in rescuing the meaning of school based on an anthropological perspective, in which the processes of learning and teaching must be based on the intellectual formation and humanization of subjects.Doctoral Thesis As representações sociais dos supervisores pedagógicos acerca de suas funções e suas implicações no cotidiano escolar da educação básica em Mossoró/RN(Universidade Federal do Rio Grande do Norte, 2025-06-30) Soares, Sâmia Magaly Lima de Medeiros; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; http://lattes.cnpq.br/2980807032013975; Costa, Ademarcia Lopes de Oliveira; https://orcid.org/0000-0001-9570-6660; http://lattes.cnpq.br/3389381045338422; Ignácio, Patricia; https://orcid.org/0000-0003-2145-2957; http://lattes.cnpq.br/3042180832996423; Vieira, Antonia Maira Emelly Cabral da Silva; https://orcid.org/0000-0002-0136-4151; http://lattes.cnpq.br/5970736742395375; Silva, Lenina Lopes Soares; https://orcid.org/0000-0002-0517-4742; http://lattes.cnpq.br/1487610808390702The training in School Supervision, previously established as a specific qualification within the Pedagogy degree, was focused on preparing professionals to work in the management of educational processes in school institutions. However, this training model was discontinued in 2006, and currently, the Pedagogy program seeks to educate professionals for roles that extend beyond teaching, also encompassing management in both school and non-school contexts, without the need for fragmentation into specific qualifications. As a result of the transformations that have taken place in the educational landscape and the new demands of society, the concept of supervision has become polysemic. Initially tied to the idea of control and inspection of work, supervision has undergone—or is still undergoing—a process of resignification, acquiring contours oriented toward the coordination of pedagogical processes, shifting from a traditional and authoritarian model to a critical and democratic one. Based on this principle, the research aims to analyze the Social Representations of supervisors regarding their role. To achieve this goal, this explanatory research adopts a qualitative approach of a basic nature, using the semistructured interview as a data construction instrument, which allows for the analysis of the discourse of participants working in the role. The locus of the research consists of 10 (ten) public basic education schools linked to the 12th DIREC in Mossoró/RN, specifically at the stage of the early years of elementary education. The sample is composed of ten supervisors, two from each urban region of the city (North, South, East, West, and Center), and includes supervisors who work in this stage of education. The study is grounded in Serge Moscovici’s (1961) Theory of Social Representations, recognizing the importance of accumulated knowledge shaped by the experiences of social actors and the models of thought they receive, re-elaborate, create, and transmit through tradition, education, and communication. For data analysis, the theoreticalmethodological framework of the contextualization spiral (Arruda, 2014) was used, which examines the observed scenario as well as broader structural contexts (political, cultural, historical, socioeconomic, and others). The defended thesis is that the Social Representations of pedagogical supervisors in Mossoró/RN integrate the technicalnormative and collaborative dimensions of the role. These representations influence the practices of these professionals in daily school life, demonstrating that, although the qualification in School Supervision has been removed from the specific curricula of Pedagogy programs, the role remains active in schools. The representational field of pedagogical supervision is configured as a multitasking role, articulating different institutional demands oriented toward technical and collaborative support. These representations reflect the history and transformations of the field and guide practices that respond to institutional demands, reaffirming the relevance and complexity of the role in the school context.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.