Programa de Pós-Graduação em Educação
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Doctoral Thesis Letramento matemático e a atividade de ensino-aprendizagem de professoras: um olhar a partir da teoria da objetivação(Universidade Federal do Rio Grande do Norte, 2024-09-30) Silva, Silene Cerdeira Silvino da; Noronha, Claudianny Amorim; https://orcid.org/0000-0002-4238-065X; http://lattes.cnpq.br/3258090174478169; http://lattes.cnpq.br/4834117736093095; Gomes, Luanna Priscila da Silva; Ignácio, Patricia; Lima, Marteana Ferreira de; Sousa, Ana Cláudia Gouveia deThis study aimed to analyze how the objectification and subjectification processes of 4th grade elementary school teachers in teaching-learning activities involving literacy, mathematical knowledge and reading enable them to rethink their pedagogical practice in teaching mathematics. The research was based on the Theory of Objectification and the perspective of Social Literacies. This is a research whose methodological basis is dialectical materialism, in the research-action-training modality, which involves the approximation of research and training, in which research regulates training and training offers support to research, in a complementarity of the approaches put into practice simultaneously. It trains five participating teachers of the 4th grade of Elementary School in the municipality of Brejo Santo -CE. The research-action-training was carried out in three stages called: exploratory, joint work and description and analysis of results. The three stages were developed through a training course, with five meetings totaling 20 hours/week, through Teaching-Learning Activities (AEA), structured by the didactic components of the object, objective and task, as guided by the Theory of Objectification. The data were produced through multimodal analysis that consists of the recognition of different semiotic systems - gestures, expressions, language, intonation, etc. - which become fundamental elements in the observation and analysis of the meanings chosen in the processes of objectification and subjectification, when they express their ideas, whether mathematical or not. To this end, it was necessary to record the face-to-face training meetings, the questionnaire and the researcher's field diary. The three stages resulted in the identification of three categories of analysis. The study points out some results in response to the specific objectives: that the joint work between the teachers highlighted new subjectivities as a constitutive element of teaching-learning, by valuing their human nature, their daily interactions, their pedagogical practices, their individual stories; Another result is that the updating of the teachers' knowledge about teaching problem-solving can be conducted through Literacy practices, in which new subjectivities emerge when they rethink their pedagogical practice, in conducting their Mathematics classes; As a third result, the research indicates that the processes of objectification and subjectification did not occur in the same way for the teachers, because they are unique and independent beings in their reflections and thoughts and because it does not consist of imposing a way of looking at the situation, but rather an encounter with knowledge, in which new subjectivities are created, in a critical, dialogical and collective way. Finally, the results obtained are indicative that a teacher training proposal based on these theoretical references becomes a transformative and powerful training space, which leads us to a critical position regarding the teacher training offered by the programs, secretariats and state, where the vast majority are hierarchically organized without considering the real training needs of the teachers.Doctoral Thesis Arte contemporânea, corpo e experiência multissensorial: diálogos inclusivos na formação de professores das infâncias(Universidade Federal do Rio Grande do Norte, 2024-12-09) Oliveira Neto, Rivaldo Bevenuto de; Alves, Jefferson Fernandes; Costa, Robson Xavier da; http://lattes.cnpq.br/1834832958808690; https://orcid.org/0000-0002-3683-1207; http://lattes.cnpq.br/0626374189871242; Pillar, Analice Dutra; Coutinho, Karyne Dias; Silva, Luzia Guacira dos Santos; Dias, Maria Aparecida; https://orcid.org/0000-0003-3644-604X; http://lattes.cnpq.br/1131977255034974; Carvalho, Martha Milene Fontenelle; Costa, Silvia Carla MarquesThis research, entitled Contemporary Art, Body and Multisensory Experience: inclusive dialogues in the training of childhood teachers, is linked to the line of research Education and Inclusion in educational contexts, of the Postgraduate Program in Education at the Federal University of Rio Grande do Norte (UFRN). The aim of this study was to analyze the multisensory experiences of teachers in a training process and their repercussions on pedagogical practice, considering the participation of children with and without disabilities in art teaching. The theoretical-methodological foundation of this research is anchored in the field of Philosophy and Art, establishing dialogues between authors who bring contributions to thinking about education through sensitivity, based on concepts such as: dialogism and alterity (Bakhtin, 2003); experience (Larrosa, 2002); body and aesthetics (Merleau-Ponty, 1994; Le Breton, 2016); Multisensoriality (Soler, 1999; Silva, 2022). The methodological approach is qualitative. In terms of objectives, it is characterized as exploratory research (Gil, 2002). In terms of technical procedures, it is an intervention research (Jobim and Souza, 2005). Our interlocutors were 16 art teachers who work in elementary school (initial and final years), in the municipal public school system of Parnamirim, in the state of Rio Grande do Norte (RN), associated with an extension course (Contemporary Art, Body and Multisensory Experience - 60h), promoted by the Childhood Education Center (NEI), UFRN's College of Application (CAp). The course program covered: the body in the history of Special Education and in Contemporary Art; the body, esthesiology and aesthetic experience; the body and objects in the multisensory aesthetic relationship; and the contributions of Lygia Clark and Lygia Pape to contemporary art, artists who inspired our training. The data was gathered through individual and collective semi-structured interviews; observation; pedagogical workshops; photographic and videographic records. The results of the research show that dialogism, alterity and intercorporeality can be guiding threads in working with contemporary art with teachers and children from an inclusive perspective. In this sense, we argue that the interface of body, aesthetics, multisensoriality and disability is a possibility for thinking about pedagogical practices for all students in the school context. From this perspective, by participating in formative processes through corporeality, teachers broaden their body awareness and can promote proposals for sensitive and aesthetic pedagogical practices in the teaching of Contemporary Art at school, taking into account the participation of children with and without disabilities.Doctoral Thesis As práticas educativas do medo e os discursos sobre crimes de feminicídio na Paraíba: o caso Valdemarina Zominho e Maria Helena Freitas (1972-1996)(Universidade Federal do Rio Grande do Norte, 2024-08-09) Silva, Eduardo Sebastião da; Lima Neto, Avelino Aldo de; https://orcid.org/0000-0003-4810-8742; http://lattes.cnpq.br/3231870235953025; Silva, Alômia Abrantes da; Rabay, Gloria de Lourdes Freire; Cipriano, Maria do Socorro; Nascimento, Regina Coelli GomesThis thesis aims to analyze the legal and journalistic discourses built on two crimes of violence committed against women, namely Valdemarina Zominho, in 1972 and Maria Helena Cruz de Freitas, in 1986. Although the murders occurred respectively in these years, the time frame of this thesis begins in 1972, as it was the date of the first case, and ends in 1996, the date of the last record found in the Court of Justice of Paraíba regarding the Maria Helena case. Spatially, I took the geography of Paraíba as a focus, not only because the crimes took place in the cities of Santa Rita and João Pessoa, but because the speeches produced and published in newspapers circulated throughout the various cities in the state. Although the murders of women were considered homicides at the time, I treat them in this text as feminicides, due to a political and fighting stance. Some conceptual categories were fundamental to understanding the theme and writing this text: feminicide, based on Izabel Gomes (2018) who dealt with violence committed against women due to their gender condition, in this case, in its most violent form, death; discourse in its forms of regularity, understood by Michel Foucault (2010) as possessing order, correlations, positions and functionings, linked and hierarchical transformations; regime of truth, thought of by Foucault (2009) as models of discourses produced and put into activity as true, in general, elaborated by institutions as a result of power and widely disseminated through so-called educational instances. I defend as a thesis argument the production of two distinct educational movements: an educational practice of fear imposed on women based on the discourses produced about the crimes of feminicide; and the production of movements of resistance to speeches about these crimes and against the impunity of the defendants. These movements were created from a cruel educational practice that I call the pedagogy of fear, a form of power full of devices capable of training bodies to historically agreed hegemonic machismo, and, sometimes, silently as an “agreement between gentlemen” who direct the institutions. Methodologically, I used Foucauldian discourse analysis to problematize how discursive statements were constructed as regimes of truth capable of educating, intimidating, punishing and absolving individuals who in this story defended the machismo pact, as well as, it was possible to perceive the regularities discursive forms of resistance. The historical sources collected and analyzed made up the archive, which according to Michel Foucault (2010) is the law of what can be said, the system that governs the appearance of the statement as singular events not necessarily written in linearity but that are composed of each other in relationships multiple. Therefore, in this file, I gathered news published in the newspapers A União, O Norte, Correio da Paraíba and Diário da Borborema, the criminal proceedings of the Valdemarina Zominho case and other statements produced around the cases. It is concluded that the pedagogy of fear functioned as an educational practice capable of training women's bodies and minds according to the logic of hegemonic machismo, responsible for violating those who broke the rule, as well as creating demonstrations of struggle and resistance to this regime of truth through self-techniques.Doctoral Thesis O corpo, o sagrado e a educação: uma abordagem fenomenológica(Universidade Federal do Rio Grande do Norte, 2022-02-15) Oliveira, Ingrid Patrícia Barbosa de; Nóbrega, Terezinha Petrúcia da; http://lattes.cnpq.br/6743881635494941; http://lattes.cnpq.br/7836954364025567; Vieira, Marcilio de Souza; Medeiros, Rosie Marie Nascimento de; Assunção, Luiz Carvalho de; Saura, Soraia Chung; Viana, Raimundo Nonato Assunção; Caminha, Iraquitan de OliveiraMaster Thesis Representações sociais dos docentes do curso de Ciências Biológicas da UFCG sobre as tecnologias digitais(Universidade Federal do Rio Grande do Norte, 2024-12-10) Gomes, Flávia Albuquerque; Andrade, Erika dos Reis Gusmão; https://orcid.org/0000-0002-5296-8481; http://lattes.cnpq.br/0778953049451033; https://orcid.org/0000-0001-6972-3061; http://lattes.cnpq.br/5806628283996738; Costa, Ademarcia Lopes de Oliveira; Cunha, Marlecio Maknamara da SilvaThis research focuses on teaching in higher education and falls under the study area of Education, Pedagogical Practices, and Curriculum. It's linked to the Graduate Program in Education at the Federal University of Rio Grande do Norte. We used Serge Moscovici's Theory of Social Representations (1961) as the theoreticalmethodological approach, which examines how knowledge is constructed and shared between groups of subjects in everyday life and its repercussion on interaction based on interpersonal communications, seeking the interpretation of reality and the understanding of social phenomena. We chose to engage with professors of the Biological Sciences Bachelor's degree course at the Federal University of Campina Grande (UFCG). The course is offered at three campuses: Cajazeiras, Cuité, and Patos. Our premise is the social representation of digital technologies and their contribution to the educational process for these professors. This led to our research question: “How are the social representations of digital technologies constituted for the professors of the Biological Sciences Bachelor's degree course at UFCG?” Our general objective was to analyze these social representations of digital technologies are constituted by the UFCG Biological Science Degree professors at the three UFCG campuses. Specifically, we aimed to understand the professors’ views on digital technologies, categorize the contents of their social representations linked to digital technologies, and identify the most commonly used digital technologies as methodological tools. Our research, conducted with a qualitative approach, involved fieldwork. We collected information through profile questionnaires and semi-structured interviews, analyzing the data using Arruda's Contextualization Spiral approach (2005) within the Theory of Social Representations framework. The findings revealed three dimensions of social representations of digital technologies: 1) distance learning, 2) devices with internet and tools and 3) technology as a didactic resource. We noted that while professors acknowledged their limitations in using digital technologies as a tool in their classes, their social representations are shaped by their personal and professional learning experiences, influenced by recent technological innovations in this decade. We observed that, by naturalizing the contents of social representations, they revealed the image of the computer as a social representation of the concept of devices with internet and tools. Furthermore, after the Covid-19 pandemic, professors reported that they continue to use some technological tools as teaching support in their primarily expository classes, especially messaging applications and Google tools. In this way, we were able to see the reproduction of the same practices, using only new technological means.Master Thesis Reflexões sobre corpo e diversidade corporal na educação física escolar: uma revisão integrativa(Universidade Federal do Rio Grande do Norte, 2025-01-29) Odon, Camila da Costa Oliveira; Baptista, Tadeu João Ribeiro; https://orcid.org/0000-0001-5140-2032; http://lattes.cnpq.br/9002864045147738; http://lattes.cnpq.br/7253172818728830; Medeiros, Rosie Marie Nascimento de; http://lattes.cnpq.br/4739820420408872; Silva, Renan Antônio daPhysical Education has been impacted by significant transformations over time, due to social, political and cultural factors, highlighting the body as a sociocultural expression. However, educational practices continue to perpetuate hegemonic standards that disregard bodily diversity. In this context, this research conducted an integrative review of scientific articles published between 2012 and 2022 in the Web of Science, Capes and SciELO databases, using the descriptors body, diversity and Physical Education. After applying inclusion and exclusion criteria, 12 articles were selected for analysis, enabling a quantitative-qualitative approach to empirical and theoretical literature. The studies analyzed were organized around main themes, showing that the majority recognizes the body as a sociocultural construction, while criticizing biological and normative perspectives. However, pedagogical practices that reinforce aesthetic and functional standards persist, not valuing bodily diversity. Furthermore, the articles highlight significant gaps in teacher training. While some research identifies the transformative potential of Physical Education by embracing bodily differences, others reveal that maintaining traditional practices limits processes of inclusion and recognition of diversity. There is a consensus that to promote greater equity, Physical Education must recognize the body as a space of subjectivity, resistance and social transformation.Master Thesis Transfluências cartográficas: experimentações cênicas na formação docente(Universidade Federal do Rio Grande do Norte, 2024-07-30) Laux, Beatriz Simonetti; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; http://lattes.cnpq.br/2944551026128326; Haderchpek, Robson Carlos; https://orcid.org/0000-0002-4905-6449; http://lattes.cnpq.br/4286695631161068; Silva, Saimonton Tinoco daWhat are the potentialities of the arts in teacher education? driven by this question, this master’s research aimed to map scenic experiments in initial teacher education, with students from various undergraduate programs (physics, theater, mathematics, visual arts, physical education) in a mixed didactics class offered at the federal university of rio grande do norte. to this end, eight scenic experiments were conducted during the classes of this curricular component, proposed in workshops with the class, exploring body movements that are generally not part of learning to be a teacher at the university. accompanied by studies that open the doors to researching the interfaces between arts and education — freire (1992), hooks (2013), rufino (2019), loponte (2005, 2014, 2017), ciotti (2013), hoff (2011), coutinho (2018, 2022, 2024), among others — the research was not concerned with “solving a problem” in the field of teacher education, but focused on experimenting, along with the undergraduates, with formative pathways influenced by what the poetic learning studies collective (cnpq-ufrn) calls “poetic movements” of teaching (coutinho, 2024). in this context, the practices with the didactics class were initially proposed in this research to provoke work with three specific poetic movements: listening, creation/improvisation, and play. during the work, the emergence of three other movements that intersected the limits of the practices was observed: presence, time, and affection. these poetic movements outlined the mobile map of the potentialities of scenic experiments in initial teacher education. as these are movements, it is important to state that, in its methodological orientation, the processes that composed the mobile map of this research were immersed in lines that connect, intersect, and/or unfold, endowed with different meanings with each new look that is cast upon them.Master Thesis Mulheres discentes com deficiência : uma análise política da política de inclusão e acessibilidade da Universidade Federal da Paraíba(Universidade Federal do Rio Grande do Norte, 2024-07-29) Bezerra, Andreza Vidal; Magalhães, Rita de Cássia Barbosa Paiva; http://lattes.cnpq.br/0351736925269307; https://orcid.org/0000-0002-7210-2853; http://lattes.cnpq.br/6185388564510411; Viana, Flávia Roldan; https://orcid.org/0000-0002-7289-4512; http://lattes.cnpq.br/4756646407294958; Farias, Adenize Queiroz deThroughout the history of humanity, different derogatory paradigms have emerged about what disability is, and they still manifest themselves today through ableist attitudes that marginalize people with disabilities. In the context of this dissertation, we base ourselves on the theoretical assumptions of Feminist Disability Studies, which propose challenging conceptions that label and inferiorize people with disabilities from an intersectional perspective, since the intertwining of different identity markers results in an intensification of human vulnerabilities. Based on these assumptions, this research aimed to analyze the conceptions of women students with disabilities about inclusion and accessibility at the Universidade Federal da Paraíba (UFPB), in the light of its institutional policies. In order to achieve this goal, we used a qualitative approach, carrying out bibliographical and documentary research on women, disability and higher education, as well as applying a questionnaire disseminated at UFPB, the locus of this study, in order to characterize the institution's female students with disabilities from an intersectional perspective. Finally, using the Thematic Oral History methodology, we conducted interviews with six women students with disabilities, whose narratives were analyzed using Dialogic Discourse Analysis. The results indicate that women students with disabilities face challenges related to subordination from the moment they choose a course, throughout their academic career, and also when they enter the job market; There is a predominance of research on women students with disabilities in the Northeast and South regions of the country; There is a lack of studies investigating the experiences of women students with disabilities in higher education; There has been progress in the inclusion of intersectionality as an integral part of the experience of disability in guiding and normative documents; There are signs of efforts by different subjects and groups to make UFPB a more equitable institution for all people; There are under-representations within the group of women students with disabilities, such as those who are black, quilombola, indigenous or LGBTQIAPN+ at UFPB. Based on these results, and also on the speeches of the research participants, we conclude that women students with disabilities are continually affected by countless obstacles stemming from a society that is notoriously ableist, sexist, racist, lgbtphobic, among other forms of oppression which, when intersecting, constitute obstacles to access, permanence, participation and learning within the scope of Higher Education. Based on Feminist Disability Studies, we consider it essential not only to draw up and implement institutional inclusion and accessibility policies, but also to adopt transformative attitudes committed to the anti-capacity struggle from an intersectional perspective, thus making the university a truly welcoming space for all people.Doctoral Thesis As implicações da Lei n. 5.692/1971 no cenário educacional norte-rio-grandense (1971-1985)(Universidade Federal do Rio Grande do Norte, 2024-08-23) Leite, José Evangilmárison Lopes; Soares Júnior, Azemar dos Santos; http://lattes.cnpq.br/5548182860228173; http://lattes.cnpq.br/2434511907733368; Pranto, Aliny Dayany Pereira de Medeiros; https://orcid.org/0000-0001-8998-2343; http://lattes.cnpq.br/2481333551162411; Squinello, Ana Paula; Mendes, André Gustavo Barbosa da Paz; Stamatto, Maria Inês Sucupira; Freitas, Rita Diana deLaw no. 5,692/1971, configured as part of the educational project of the civil-military dictatorship (1964-1985), established the guidelines and bases for primary and secondary education, highlighting the principles defended by military governments, based on the rationalization of school work and in secondary vocational education, principles that constituted the core of the reform proposed at the beginning of the 1970s, linked to the economic principles put into practice at the time. The publication of this legal provision brought changes to 1st and 2nd grade education in Rio Grande do Norte with regard to the physical, administrative, curricular and pedagogical structure of education. These changes practically eliminated the general training part of the high school curricula, mainly in the area of human sciences, and replaced them with subjects linked to the assumptions defended by the military, mainly linked to professionalization. Teaching was based on the technical pedagogical trend, in which teachers and students presented a passive stance in the teaching and learning process. Based on these considerations, the objective of this thesis is to analyze the implications of Law no. 5,692/1971 in the educational scenario of North Rio Grande do Sul during the period of the civil-military dictatorship (1971-1985). And to achieve the objective, I used as sources two printed newspapers that circulated during the period established for the research: newspaper A República (physical collection available at the Rio Grande do Norte Public Archive) and newspaper Diário de Natal (virtual collection available at the Library's Digital Hemeroteca Nacional), analyzed as records of the recent past of Brazilian history that addressed the implications made possible by Law n. 5,692/1971 in the educational scenario of Rio Grande do Norte, in addition to the official legislation regarding education in the space-time framework. To support the research, I used authors such as Barbosa (2007; 2019), Bittencourt (2004), Burke (2010), Certeau (2008), Costa (2022), Faria Filho (1998), Ghiraldelli Júnior (2009) as a theoretical-methodological contribution. , Julia (2001), Libâneo (2009), Martins; Luca (2018), Saviani (2015), Tardif (2014), among others. And based on the analysis carried out, it concluded that the idealization of a new educational model and its institutionalization based on a legal device, conveyed by the printed newspapers used as a source in this research, did not guarantee the implementation of the government's ideals in their entirety in schools, thus highlighting the gap between what educational legislation proposes and what actually takes place on the “school floor”. The implementation of the teaching reform depended not only on guidelines to be followed and which, in the case under analysis, were at the service of an anti-democratic project, which sought to restrict dissenting voices, but would imply the combination of several aspects concerning the implementation of the teaching practice that , as they were not considered in their entirety, contributed to the failure of the reform of primary and secondary education proposed by the military governments.Doctoral Thesis Educação ancestral do meu povo Karirí Tapuia-Tarairiú(Universidade Federal do Rio Grande do Norte, 2024-08-29) Santos, Marinalva Valdevino dos; Viveiros, Kilza Fernanda Moreira de; https://orcid.org/0000-0002-7228-2065; http://lattes.cnpq.br/3404444463361439; Azevedo, Crislane Barbosa de; https://orcid.org/0000-0003-3456-0025; http://lattes.cnpq.br/6943286950201331; Medeiros Neta, Olivia Morais de; Barbosa Júnior, Walter Pinheiro; Nascimento, José Mateus do; Lima, Maria Aldecy Rodrigues deThe central objective of this research is to present orality as an educational strategy for culture. This work aims to systematize the traces of indigenous ancestral memory in key points of the semi-arid region of Paraíba, through the family narratives of my maternal and paternal roots. Having as object of study the ancestral education of my Karirí Tapuia-Tarairiú people, understanding that education is also learning about culture. Family narratives are worked here as sparks that activate ancestry, to show how orality is a strong mechanism of culture, which enhances what is passed on between different generations, through educational modes of resistance through ethnic culture. The methodology used for this work is qualitative, using narratives that make up orality as a socio-educational practice of semi-arid people, which makes use of different spheres of knowledge to compose multiple epistemologies of ancestry, as a dialogue of different knowledge. The way the narratives are worked on in the thesis does not intend to restrict these narratives to a single people from the semi-arid region, but rather they are narratives from different peoples who together form diverse cultures and multiple worldviews. Therefore, the main proposal established here is the sharing of knowledge, dialogue of knowledge, but with the living character of this memory, which is not just in the past, it is in the field of experience of the present, so to say that there are modes of experience, which are ancient and that provide a deep rooting with Mother Earth. This thesis contributes to the appreciation of ancestry through orality, in the form of family narratives, to the perpetuation and maintenance of the ethnic cultural tradition and to the strengthening of the resistance of these people, which represents one of the paths back to the most archaic roots of humanity, activating memories of ancestry that can converge to a human consciousness with the nature that we are part of.