Programa de Pós-Graduação em Educação
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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 aporte do Sistema de Avaliação da Educação Básica (SAEB) e do Censo Escolar no desempenho dos estudantes do 5° ano das escolas da rede pública de Natal/RN: impactos da territorialização da educação na trajetória escolar(Universidade Federal do Rio Grande do Norte, 2025-07-31) Bezerra, Alaine Sinara Ribeiro; Ramalho, Betânia Leite; http://lattes.cnpq.br/1326690619078211; http://lattes.cnpq.br/6924136088917152; Paiva, Maria Cristina Leandro de; http://lattes.cnpq.br/5008583007971704; Santos, Guilherme Mendes Tomaz dos; https://orcid.org/0000-0001-9086-669X; http://lattes.cnpq.br/1594838390650861; Tavares, Andrezza Maria Batista do Nascimento; https://orcid.org/0000-0001-6857-7947; http://lattes.cnpq.br/5187018279016366; Fialho, Nadia Hage; https://orcid.org/0000-0003-1712-6622; http://lattes.cnpq.br/0894339271117102; Castro, Rafael Fonseca de; https://orcid.org/0000-0001-5897-851X; http://lattes.cnpq.br/8727450794536784The intense debate surrounding the quality of Basic Education provided by Brazilian public schools leads this study to focus on the relationship between the Basic Education Assessment System (SAEB), the School Census, and the territorialization of education. This thesis departs from the premise that, when SAEB assessments, the annual data from the School Census, and territorial dimensions are not treated as convergent and interrelated elements, they produce distortions that significantly compromise diagnostic accuracy regarding the set of knowledge, skills, and competences inherent to students' performance in Basic Education. Therefore, external assessments, when considered in isolation, fail to sufficiently enhance school performance, undermining student learning and limiting the predictive capacity regarding low outcomes. In this regard, the general objective of this study is to investigate the discrepancies and impacts of the diagnostic assessments conducted by SAEB and the School Census, considering the implications of the territorialization of education for student learning and cognitive development during the transition between the early years of primary education. To this end, data from SAEB 2023 and the School Census were analyzed in conjunction with geodemographic, socioeconomic, and cultural indicators of school communities in the 5th year of 48 municipal schools in a municipality in the state of Rio Grande do Norte, Brazil. Data mining and descriptive and inferential statistical analyses reveal that the Basic Education Development Index (IDEB) emphasizes final results, disregarding territorial conditions that influence student performance. Students with lower results are generally located in areas marked by social, demographic, and economic vulnerabilities. Furthermore, infrastructure conditions reported by the School Census are also correlated with IDEB and territorialization dimensions. The findings highlight the need for a conceptual realignment of public policies to overcome current limitations.Doctoral Thesis Crianças click e infâncias ciber na educação infantil: experiências com a cibercultura em meio a cultura local(Universidade Federal do Rio Grande do Norte, 2025-01-30) Santos, Daniel Medeiros dos; Momo, Mariângela; http://lattes.cnpq.br/6061996250283917; http://lattes.cnpq.br/8023221982321014; Mello, Darlize Teixeira de; Lopes, Denise Maria de Carvalho; Amorim, Giovana Carla Cardoso; Paiva, Maria Cristina Leandro de; Quadros, Marta Campos de; Ignacio, PatriciaIn contemporary society, individuals are generally influenced by a wide range of technological and media resources in their daily lives. This relationship contributes to the formation of concepts such as digital culture, cyberculture, and cyberspace, which operate socially, especially in the lives of children who are immersed in this context. This research aims to analyze the experiences of children in Early Childhood Education and their childhoods shaped by cyberculture within the local culture of a municipality in the interior of Rio Grande do Norte, Brazil. The qualitative research, inspired by ethnography, was based on the theoretical contributions of authors who address the following concepts: technology, media, and digital culture (Kenski, 2012; Bortolazzo, 2020; Santaella, 2003); children and childhoods in the digital age (Dornelles, 2012; Veen & Vrakking, 2009; Buckingham, 2007; Momo, 2007); research with children (Oliveira, 2002; Kramer, 2005; Corsaro, 2011; Bujes, 2001; Muller, 2010); culture and cyberculture (Lévy, 2012; Costa, 2002; Hall, 1977); and ethnography (Geertz, 2002; Velho, 2004). The empirical research was carried out in two contexts: a public Early Childhood Education Center with eighteen children aged 5 to 6 years, and a rural area (a farm), where one of the participating children lives. Conducted from March to September 2024, the research involved weekly or biweekly visits to the institution and four visits to the rural site. Data collection tools included a field diary, voice recorder, photographs, video recordings, and drawings. Three analytical axes were developed: (1) children’s play, online searches, and digital interactions; (2) experiences in cyberspace and the construction of contemporary childhood identities; and (3) the experiences of a child living in a rural area and their navigation between local culture and global digital influences. The findings show that children demonstrated knowledge and engagement with cyberculture through activities such as conducting searches, playing games, communicating with family and friends, taking selfies, sending voice messages, making video calls, and accessing digital platforms. These experiences contribute to the formation of their ways of being, acting, and connecting with the world within their local cultural context.Doctoral Thesis A escuta é uma pedagogia dos afetos: uma análise discursiva sobre a sexualidade na Oficina Lugares dos Afetos(Universidade Federal do Rio Grande do Norte, 2024-07-26) Maia, Robério Nunes; Lima Neto, Avelino Aldo de; https://orcid.org/0000-0003-4810-8742; http://lattes.cnpq.br/3231870235953025; http://lattes.cnpq.br/3991163444439301; Soares Júnior , Azemar dos Santos; Bezerra, Josenildo Soares; Oliveira, Iranilson Buriti de; Cunha, Marcelio Maknamara da SilvaIn this thesis, we argue that listening is a pedagogy of affections. We started with the following question: What do the discourses of homosexual students about sexuality reveal in the encounter between the discursive materialities (the film, the drawings, the interviews) of the Places of Affection workshop? We seek to analyze the discourses of homosexual students from the Technician High School level of the IFRN/Natal-Central Campus about sexuality, based on the Places of Affection workshop. As specific objectives, we aim to (i) problematize, through the film Marvin (2017), the discourses on sexuality based on an affection politic. (ii) Understand, through the Places of Affection workshop, how the imagery production of the drawing enabled the students’ discourse on sexuality. (iii) Describe, based on the discourses of the self, the possibility conditions for listening as Affections Pedagogy of in the educational context. The analytical corpus, made up of the film, drawings and interviews, was examined according to the theoretical framework of gender and sexuality studies and analyzed, as a archive, based on Discourse Analysis from a Foucauldian perspective. The methodological approach of the research was qualitative within an exploratory mindset. For this purpose, a group of homosexual students from the IFRN/Natal-Central Campus were invited to join in Places of Affection workshop. During the workshop, we could carry out Marvin (2017) film review and the making of drawings by the participants, followed by an interview, as a strategy to problematize the possibilities condition for the sexuality discourse emergence. The results we have got with the analysis were as follows: the Places of Affection workshop proved to be a powerful political-pedagogical resource, because based on its discursive concreteness, it brought out the discourses of sexuality in a dialogical process that mediated listening as a pedagogy of affections between students and the institution; the film made prominent the knowledge and forces that intertwine the processes of subjectivation of sexuality at the school as a political space for affections; the drawings constitute a pedagogy, as they educate people to listen and access the archive of affections in the subjects' speeches; the participants feel comfortable in talking about their sexuality at school, because they see it as a safe environment; their friends’ groups constitute as a space for listening and the sexuality subjectivation at school environment.Doctoral Thesis As dimensões formativas da educação em direitos humanos segundo Hannah Arendt: uma travessia de combate à educação totalitária(Universidade Federal do Rio Grande do Norte, 2024-07-22) Farias, Ana Santana Batista; Menezes, Antônio Basílio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; http://lattes.cnpq.br/7241238853897537; Viveiros, Kilza Fernanda Moreira de; Paiva, Marlucia Menezes de; Casado, Marcos Saiande; Vidal, Maria José da Conceição Souza; Freire, Antonio Júlio Garcia; Oliveira, Carlos Moisés deThe present work intends to analyze the political-philosophical reflections of Hannah Arendt, aiming to understand the genesis of human rights education, in an attempt to identify its formative dimensions. The research path outlined, firstly, investigates its contributions, starting methodologically from the bibliographic study of Arendt's main works, which bring to light the repercussions for education and human rights, based on the cornerstones of education and foundational validity of human rights. In a second moment, it proposes to analyze the nature of totalitarian education, based on the totalitarian elements, warned by the author, arising from the crisis of the modern world, represented to a large extent by the misfortune bequeathed by the totalitarian regimes that occurred in the 20th century. Subsequently, the aim is to emerge, according to the Arendtian perspective, another foundation of anti-colonial human rights education, beyond the normative framework, with the task of understanding it as a new perspective, ensuring that the binding promise of protecting human dignity Humanity lies in everyone's responsibility for the common world, based on human plurality and, therefore, opposed to any totalitarian development.Master Thesis O que seria de nós sem a expressão artística? Teatros feministas natalenses: reconhecimento como efeito político-educativo(Universidade Federal do Rio Grande do Norte, 2023-07-14) Julião, Jullyana Maria Moreira; Coutinho, Karyne Dias; http://lattes.cnpq.br/6013805360280552; http://lattes.cnpq.br/4149828797170104; Lopes, Melissa dos Santos; Fusaro, Márcia do Carmo FelisminoThis Master’s in Education research has as its theme the Feminist Theater from Natal and its educational reaches and/or effects. Analyzing possibilities and powers of educational reverberations of theatrical performances, this work aims to investigate the educational dimension of theater from Natal that refers to women, from the perspective of the artists of the feminist scene in Natal-RN. The women of the plays Violets (2016) and Invisible women (2018) are part of the study. Among the questions that drive the research, the following stand out: in what directions are shows produced and/ or performed by women capable of provoking political-social transformations? Do the plays have (or did they have) educational implications for the artists who made them? In line with the qualitative nature of the research, the interview with the artists was chosen as the main methodological procedure, developed in the form of conversation groups, to dialogue about the theme of this work and identify educational elements present in the aforementioned plays. Among the results, it is highlighted that the reverberations, educational reaches and/or effects provided by feminist theaters from Natal are in a constant exercise of recognition of the significance of being a woman in historical, cultural, social and political spheres.Doctoral Thesis O corpo e a linguagem da capoeira: apontamentos para uma educação pela estesiologia do corpo(Universidade Federal do Rio Grande do Norte, 2023-12-04) Mesquita, Olênia Aidê Leal de; Medeiros, Rosie Marie Nascimento de; http://lattes.cnpq.br/4739820420408872; http://lattes.cnpq.br/4028552915779150; Assunção, Luiz Carvalho de; https://orcid.org/0000-0002-0718-0492; http://lattes.cnpq.br/6232503538224768; Vieira, Marcilio de Souza; Zimmermann, Ana Cristina; Silva, Luiz Arthur Nunes daThe proposition of this thesis is that the experience of the body in Capoeira is evidence of an esthesiological and sensitive education, which amplifies its senses and contributes to the process of building subjects who are conductors of their own histories and also of a better understanding and appreciation of the culture in which they are inserted. As objectives, we sought to highlight education from the gestures and experiences of Capoeira; point out the educational meanings present in Capoeira; reflect on an esthesiological education in Capoeira, using Merleau-Ponty's phenomenological method as methodological support, together with the network of meanings. In the search for these meanings, I report on my own history and experience with Capoeira and on my experience and perception with the visit to the Capoeira Memorial, located in the Cidade Nova neighborhood in Natal, we also conducted structured interviews with Capoeira Mestres and Contramestres and the description and discussion of the film Besouro and all this data and impressions were gathered and discussed, following the first order of perception, then description, reduction and understanding of the phenomenon investigated with the help of authors such as Merleau-Ponty (1992; 2000; 2011), Paul Zumthor (1993), Medeiros (2010), Nóbrega (2010; 2015; 2016) and Freire (1987). As a result, we were able to discuss and confirm the body as the first and unified source of knowledge and that sensitive education has a lot to contribute to education, highlighting aesthetiology as enabling the structure of communication given by perception, which will trigger new learning, new knowledge. We therefore conclude that learning Capoeira cannot be a simple repetition of movement, but must give meaning to the movements, communicate through its gestures, get to know the elements that make it up, that form the roda, be they the instruments, the rituals, the music or the strokes, picking up their meanings that are there, latent and ready to fill our being, educating through the aesthetiology of the body.Doctoral Thesis Educação em e para os Direitos Humanos no currículo dos Cursos de Direito(Universidade Federal do Rio Grande do Norte, 2024-03-04) Silva, Cristóvão Teixeira Rodrigues; Menezes, Antonio Basílio Novaes Thomaz de; http://lattes.cnpq.br/5195640047312319; http://lattes.cnpq.br/3792000060961001; Paiva, Marlucia Menezes de; http://lattes.cnpq.br/2624591870785039; Barbosa Júnior, Walter Pinheiro; Oliveira, Francisca Clara Paula de; Torres, Cícero Magerbio GomesThe search for a critical and dialogical teaching process in Law courses is in opposition to its status quo, namely the traditionalism, dogmatism and technicality that have characterized it since its implementation in Brazil in 1827. It is in this context that the research problem is established: what rationale guides the curricularization of HRE in Law courses at public HEIs in the northeastern Sertão? In order to achieve the general objective of identifying rationality, the following specific objectives were established: to formulate structuring principles for Human Rights Education (HRE), based on communicative rationality, for multidimensional legal teaching; to understand the predominant characteristics of law courses in the northeastern Sertão from a socio-historical perspective; analyze the PCPs of law courses at public HEIs in the northeastern Sertão, in force in 2023, with regard to the curricularization of HRE; indicate the implications of adopting HRE in the preparation of the Pedagogical Course Project (PCP) of law courses with regard to teaching, research and extension. Each of these is developed in chapters 2, 3 and 4 of the thesis, which follow a theoretical-methodological approach based on the concepts of society as a system and the world of life, instrumental and communicative rationality, pragmatic normativity of speech acts - reflexivity and reciprocity, structuring principles of HRE - interlocution of knowledge and dialogic interaction between subjects, and dialogic pedagogy and multidimensional curriculum. Through authors such as Habermas (2019a; 2019b), and his interpreters and transposers to the field of education, such as Prestes (1999), Mühl (2020; 2021), Marques (1996), Macedo (1993), Goergen (2015), Bannel (2013) and Boufleuer (2001), the proposed theme is approached in conjunction with Freirean thinking based on dialogue. The study adopts a qualitative methodological approach, with explanatory objectives, basic nature and research techniques of literature review and document analysis. The courses analyzed are URCA (Crato-CE), UESPI (Picos-PI), UPE (Arcoverde-PE), UNEB (Juazeiro-BA), UFRN (Caicó-RN) and UFCG (Sousa-PB), under six aspects: socio-environmental contextualization; contextualization of the internal community; conception of education; teaching methodologies; promotion and structure of research; promotion and structure of extension. In the end, it can be concluded that law courses at public HEIs in the northeastern Sertão make partial and limited use of communicative rationality to build a multidimensional curriculum, especially due to the lack of contextualization of knowledge, which is evidenced by the lack of use of the potential and challenges present in the territory. The courses still need to make progress in establishing a curriculum that articulates academic knowledge with local/traditional knowledge and promotes a dialogical relationship through a teaching process that favors doubt, questions and curiosity as educational foundations.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 A arte do corpo brincante de Antônio Nóbrega como potência educativa(Universidade Federal do Rio Grande do Norte, 2023-02-27) Santos, Emanuelle Justino dos; Medeiros, Rosie Marie Nascimento de; http://lattes.cnpq.br/4739820420408872; https://orcid.org/0000-0002-8061-0217; http://lattes.cnpq.br/3300287843174435; Vieira, Marcilio de Souza; https://orcid.org/0000-0002-2034-0796; http://lattes.cnpq.br/7003467659704271; Nóbrega, Terezinha Petrucia da; Silva, Luiz Arthur Nunes da; Zimmermann, Ana CristinaThe thesis is based on the argument that Antônio Nóbrega the body art "brincante" reveals itself as an educational power through the aesthesiological meanings that exist in his productions of dance, poetry, and cinema. In this exercise, we aim to interpret how these productions express the esthesis of an educational power capable of inviting us to a bodily exercise of seeing, moving, feeling, and experiencing the connections and resignifications of the Brazilian tradition. We adopted the phenomenology of the French philosopher Maurice Merleau-Ponty (1971; 1999; 2003) for the description, interpretation, and expansion of the horizons of the meaning of the studied phenomenon. The task of this study is delimited to the following productions: Brincante – the film, Lunário Perpétuo and Rima, woven from the experiences of the course Na rima: Brazilian popular poetry, in a remote way, and from Sambada Junina, in person, both offered by Instituto Brincante, and also to other face-to-face events by the artist in the State of São Paulo: the cycle of meetings Brasisbrasil, at Unicamp/Campinas and the Cycle of Lectures with Antônio Nóbrega at the Centro de Pesquisa and Formation of SESC Bela Vista, the latter in São Paulo. These threads of meaning are intertwined with others through dialogues and explanations of classes, lectures, and interviews with him, seeking to understand more, in the methodological fabric of a network of meanings, regarding the educational relevance of the expressiveness of the playing bodies, the aesthetic and the knowledge of Brazilian culture. The dialogue was expanded with some main interlocutors: Edgar Morin (2003), Patrice Pavis (2011), Paul Zumthor (1997; 2007) and Susanne Langer (1980); with this, we support the thesis that Antônio Nóbrega the body art "brincante" reveals itself as an educational power, inspiring many educators, cultural scholars, other artists, and the public, in general, who identify with the exercises of aesthetic resignification of knowledge of tradition, configuring a sensitive education through looking, feeling and moving, recreating our world. The artist, in his artistic work, of an armorial nature, gives greater visibility to the world of tradition, re-signifying and dialoguing with the elements of erudite art with popular art. The writing is divided into three acts. In the first one, we show biographical traits of the artist and the language of cinema, emphasizing the reflective appreciation of some scenes from the film Brincante - the film, considering the artist, his character Tonheta and expressions of dance in the cinema, weaving some relationships with education. In the second, we approach ideas of performance and poetic language, highlighting the perceptive experience of the shows Lunário Perpétuo and Rima, weaving sensitive learning with the remote course Na rima, with the artist, in the movement of directing our gaze to think education. In the third, we highlight the notions of aesthetics and the language of dance, highlighting the researcher's main learning experiences with Brazilian dances, in dialogue with poetry, in the courses and lectures given by him in person, as well as the festive experience of Sambada Junina, seeking to strengthen the thesis argument related to the multiple ways in which Antônio Nóbrega the body art "brincante" shows itself as an educational power due to its sensitive, poetic, laughable and dancing aesthetics. Finally, we conclude that the thesis admits the exercise of thinking about education as an educational power that is given by the invitation to learn more about the art of the playing body, inviting us to commune more with playfulness, creativity, solidarity, community, expressiveness, feeling, historicity, creativity, autonomy, dance, poetry, festivity, approaching the ancestral knowledge of traditional Brazilian culture that values being more than having, the joy that life sadness, the social than the individual.