This dissertation analyzes the function 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 the institutionalized education of children: assistance, compensatory, preparatory, anticipatory, as well as their connection social, political, cultural and economic contexts, up to its contemporary understanding as the first stage of Basic Education, with a socio-political and pedagogical function of educating and caring for children, with the aim of promoting their development as an integral person in complementary action to that of family and community (LDB/1996, Article 29). The investigation aimed to understand, together with the teachers participating in the study, how they translate, into their practices, the conceptions they express about the function of institutions and established relationships between their conceptions and practices with 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 capabilities 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; Vigotsky, 2007). Regarding education, theories from the fields of history, pedagogy, psychology, sociology, anthropology and philosophy were considered (Perez, 1993; Kulhman Jr, 1989; Smolka, 2000; Kramer, 1989; 2003; 2006; Sarmento, 2007; Vigotski , 2007; 2011; Pagni, 2012; Ubarana; Baptista, 2012; Oliveira et.al, 2019; the importance of social interactions and games in the integral development of children, as well as pedagogical mediations that respect their specificities and life contexts. The research took a qualitative perspective and involved, in the construction of empirical data, non-participant observations and semi-structured interviews with teachers working in a Municipal Early Childhood Education Center (CMEI) in a municipality in greater Natal-RN. Data analysis considered the discursive perspective of language, involving triangulation with theoretical and legal contributions. The research revealed similarities and differences between the teachers' conceptions and the theories that circulate in the educational environment regarding the function of Early Childhood Education, as well as in relation to their own practices. In teaching words and practices, the coexistence of compensatory and preparatory-anticipatory perspectives on children's schooling was revealed, linked to the literacy process in everyday tasks, where the use of textbooks stands out. Such conceptions and practices disregard children's specific needs and capabilities. At the same time, these distances revealed relationships with the context of the institution: lack of continued training, disarticulations between coordination and teachers, restrictions on authorship and teaching autonomy; weaknesses and tensions in practice 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, in order to broaden their understanding of their work with children. and to fuel critical reflection about its function, contributing to a quality education to which children have the right.

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This research refers to the Master's Thesis of the Graduate Program in Education - PPGEd at the Federal University of Rio Grande do Norte. It arose in the face of the new challenges that the education system in our country has faced and continues to face, exacerbated by the Covid-19 pandemic scenario, which led to the suspension of in-person activities and sparked the need to rethink pedagogical practices, with the insertion of digital technologies into their contexts in such an intense manner, causing us to rework concepts and reframe practices in the learning contexts in which children are immersed. Thus, our general objective is to investigate how digital information and communication technologies (DICT) are being highlighted in the curriculum and pedagogical practice of a Municipal Early Childhood Education Center in the Municipal Education Network of Natal/RN, and specifically: to identify the treatment given to digital information and communication technologies (DICT) in the curriculum; to analyze the perceptions of early childhood educators regarding the use of digital information and communication technologies (DICT) in teaching practice; and to contribute to the discussion on digital information and communication technologies (DICT) as a language to be experienced in the Early Childhood Education curriculum. As this is a descriptive and exploratory case study, we will use questionnaires, semi-structured interviews, participant observation, and document analysis, focusing on the interpretations of the context in which the research participants are embedded, relating the use of digital information and communication technologies to their pedagogical practice. The research was conducted with early childhood educators working in four preschool classes, the pedagogical coordination, the pedagogical management, and the administrative management of a Child Education Center in the Municipal Network of Natal, RN. Along the way, we examined the interests in participating in the research, verified the characteristics, expectations, and receptiveness to the data collection methodology, as well as the procedures and techniques used throughout the entire investigation. We also requested the following documentation for analysis: Political-Pedagogical Project, records of planning and practices that were documented, and finally, we conducted Content Analysis based on the floating reading of the collected data. According to the initial impressions, we highlighted the indices/themes that stood out the most in the reading of the documents to develop the system of categories and subcategories that guided the data analysis. The research contributed to the discussions on the use of digital technologies in teaching and learning processes, and it also enabled reflection on the thinking about innovation in education for the use of technologies in practice.

Cultural Heritage can be understood as a set of knowledge and inhabited spaces, meanings and re-meanings by subjects, which reveal the history of a people (Amaral, 2020) and contribute to the construction of cultural identities. The Cultural Heritage of the municipality of São Gonçalo do Amarante/RN encompasses material and immaterial aspects of local culture, contributing to the construction of the identity of its people. Based on the understanding that Cultural Heritage must be an inherent element in the preparation of pedagogical documents aimed at children and Early Childhood Education teachers. The objective was to analyze how the Cultural Heritage of the municipality of São Gonçalo do Amarante/RN is materialized in the Political Pedagogical Projects of the Municipal Early Childhood Education Centers. To this end, the research is anchored in the concept of Cultural Heritage based on Oliveira, (2023), Brito (2022), Amaral (2020), (Oliveira and Souza, 2019), Araújo (2015), Gurgel (2010), Gonçalves (2009) and Brasil (1988), in the concept of Political Pedagogical Project in authors such as Veiga (2003, 1998) and Vasconcellos (2002) and in the concept of Curriculum in Early Childhood Education based on the studies of Dantas (2016), Moreira and Candau (2007) and Moreira and Silva (2005). The methodological approach was qualitative with bibliographic studies and documentary analysis, supported by studies such as those by Gil (2002) and Bourguignon (2019). Of the thirteen Municipal Early Childhood Education Centers in the municipality, twelve Political Pedagogical Projects were analyzed based on the theoretical framework studied and the official documents that guide and regulate Early Childhood Education in the country. One Municipal Early Childhood Education Center did not have a Political Pedagogical Project and was therefore not considered for the research. Three analytical axes were constructed to carry out the analyses. The first of them is entitled “The materiality of the Cultural Heritage of the municipality of São Gonçalo do Amarante/RN in the PPPs”. In this axis, the results show that the Cultural Heritage of the municipality of São Gonçalo do Amarante/RN is materialized in an incipient way in the PPPs, so the Cultural Heritage, understood globally, is vehemently materialized in the other PPPs, except for that of CMEI 11. The second analytical axis entitled “The Cultural Heritage materialized in the propositions of the pedagogical practice present in each PPP” has as its main results the materialization of the Cultural Heritage of a global nature, thus, the Cultural Heritage of the municipality of São Gonçalo do Amarante/RN was not contemplated in the school documents. And the third axis “Scores on the construction of children's cultural identities based on PPP” demonstrates that when considering the social, cultural and local aspects of children in school institutions that offer Early Childhood Education, it is reaffirming the relevance of Cultural Heritage during the teaching-learning process.

This study aims to understand the possibilities that initial teacher training can provide
for the development of creative activity as a constitutive dimension of teaching,
based on the contributions of Historical-Cultural Psychology. It is based on historical-
dialectical materialism, a theoretical framework that provides conceptual support for

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reflections on teaching work, creative and imaginative processes, and aesthetics as
potential counterpoints to the alienation promoted within capitalist society. In order to
understand this potential regarding initial teacher training, a Formative Experiment
was carried out during Assisted Teaching in a mandatory internship curricular
component in a teaching degree course at a public university in Rio Grande do
Norte. The experiment was developed in four stages: 1) diagnosis of the participating
class; 2) planning of the formative experiment; 3) development of the formative
experiment; and 4) analysis of the data from the formative experiment. Of the
students enrolled in the class in which the experiment was carried out, ten declared
their consent to participate in the research. Based on the results found, three
categories of analysis were established a posteriori, namely: the influence of
technical rationality in the initial teacher training of students; the aesthetic dimension
as an invitation to creative teaching activity; and the importance of the role of the
teacher trainer in the development of the creative activity of undergraduate students.
The data analyzed allow us to conclude that initial training, when guided by the
development of creative activity, favors a more critical, humanizing, transformative
and aesthetic performance. It is considered essential to treat creation as a
transversal theme in teacher training, requiring collective efforts to review
pedagogical practices, formulate public policies and value the teacher as a
humanizing and creative agent. The consolidation of this perspective demands
alignment between educational policies, training practices and continuing education,
recognizing creation as an essential and inseparable dimension of teaching work.

This work aims to understand the configuration of school management in the municipal network of Natal/RN made possible by the use of indicators determined by the Basic Education Development Index (Ideb). The study addresses the performance of school management, considering social and economic factors that give rise to a prominent position in external evaluation processes in basic education and the creation of Ideb. This indicator was created in 2007, with the aim of monitoring quality goals for basic education, using information regarding performance in standardized exams and information from the school census. From a methodological point of view, we used dialectical historical materialism as a basis and technical research procedures: bibliographical review, document analysis and interviews with management teams in schools in the municipal public network of Natal, as well as technicians from the Municipal Department of Education of Natal/ RN. The analysis of the research shows that based on the Ideb result, school managers feel anxious, responsible for the index score, which is why when it is announced, they already look for ways to (re)plan actions, in case of low performance; they also organize ways to dialogue with the school community about the grade and how to improve it.

This research looks at contemporary childhood, the child's body and its socio-cultural transformations, especially in the Brazilian context, from a socio-historical and cultural perspective. Through an investigative and socio-historical approach, we will discuss the representation of childhood in our society, using bibliographical sources, medical records and the documentary collection of the Specialized Rehabilitation Centre. Focusing on girls treated at the Specialized Rehabilitation Centre in Parnamirim/RN, the research investigates how the female child's body reveals stories and culture. This research is qualitative, investigative and documental, using a socio-historical approach to education. As a theoretical-methodological contribution, we will draw on studies of the sociohistorical representation of childhood in CHARTIER (2002); we will understand about the docilization of bodies in FOUCAULT (2014), we will base ourselves on ARIÈS (1986) , in his unique work on the social history of childhood and finally the child in KULHMANN (2004). Throughout the study, fundamental concepts are discussed, such as the docilization of bodies, the invisibility of childhood in certain socio-cultural contexts and the influence of the media on children's behaviour. The dissertation also reflects on the importance of preserving childhood and promoting healthy development, taking into account children's cognitive and socio-emotional aspects. In short, it proposes a critical analysis of contemporary representations of childhood, suggesting constructive dialogues on the socio-historical role of children

This research discusses education within the universe of the Brazilian sertões. Its aim is to understand the theoretical and social formulations of oral education in the vidartistic journey of Tom Zé. This singer and composer from the sertão of Irará-BA, raised within an oral culture, affirms collective voices and territories, whose sabenças (embodied wisdom) rise beyond the legitimization of Cartesian knowledge, which significantly contributes to the standardization of subjects. The work is traversed and guided by what the writer Conceição Evaristo (2020) calls escrevivência, and is therefore written in the first person. I employ the theoretical-methodological approach of the Research Group Sertania e Educação (UFRN), grounded in its fluid pillars or "mobile foundations": vastness, anthropophagy, itinerancy, and personhood. In contemplating Science and Education where the sertões are possible, the contributions of Barbosa Junior (2017, 2023), Ferreira (2010), Senna (2003), Piúba (2022, 2023), and Rezende (2024) were essential, as were the decolonial perspectives of Quijano (2005), Marcelo Lemos (2019), Walter Mignolo (2007), Lélia Gonzalez (2020), and the Afro-Indigenous insights of Krenak (2019, 2020, 2022) and Nêgo Bispo (2022, 2023), the latter with a counter-colonial perspective. The study revealed that the Education of the Sertões is an education of the senses, not merely oral, as it evokes and mobilizes worldviews and forms of learning that engage the being in its entirety. The flow of oral education from the sertão of Irará affirmed Tom Zé as a pessoa acesa (an enlightened being), present both in and with the world, reinventing himself daily and resisting the fierce attempts to standardize individuals— a process that characterizes him as a counter-colonial educator.

With a methodological orientation of cartography, this thesis proposed to investigate what constitutes Shared Teachings in Theater, through collective teaching experiments with students of the Bachelor's Degree in Theater at UFRN, in elementary school classes in three public schools in Natal-RN. Two assumptions that initiated the research are: the principle that there is no teaching without learning, by Paulo Freire; and the encounter as the essence of theater, by Jerzy Grotowski. With this basis, the supposed separation between theory and practice in teaching and learning Theater in schools is questioned and the following question is asked: what constitutes Shared Teachings in Theater? What are its possible clues? What are the artistic-pedagogical contributions of a shared teaching experience in Theater for the initial training of teacher-artists? From the many flows experimented in the research, five tracks emerged that provide possible paths for the implementation of Shared Teaching in Theater. Functioning as a kaleidoscope whose elements can be articulated in different ways and traversed by the principle of collectivity, the five tracks that emerged are: (1) Class as artistic practice; (2) Attitude of presence; (3) It is necessary to keep the game going!; (4) Those who listen, listen to you, speak!; and (5) Art-Life Reflection. Through these tracks, Shared Teaching in Theater is presented in this thesis as artistic-pedagogical experiments for the initial and ongoing training of Theater teachers, which seeks to promote the collective construction of school knowledge in Theater among different teacher-artists (including those still in undergraduate studies), aiming to simultaneously enrich the formative processes (initial and continuing) of Theater teaching, as well as to strengthen the Art component in the school curriculum. Through this approach, theater classes take place as artistic encounters, in which the teachers involved (interns and full-time teachers) act as teacher-artists/teacher-learners/teacher-performers and the school students as student-performers. In this way, all participants are considered artists and alternate moments of learning and teaching, deconstructing certain educational dualisms and constructing new narratives of teacher, artist and learner

The research aims to map a teacher's feelings towards childhood, arts and nature, seeking to extract from them what can empower a teacher of children to think about an education with them. To this end, artistic experiments were carried out with children, artists and nature, initially driven by the following questions: Can artistic experiments between childhood and nature reinvent school times and spaces? What can a teacherartist-performer-wanderer do when rehearsing artistic experiments with childhood and nature? What shifts can these experiments provoke in the context of childhood education? What can this composition — childhood, arts and nature — do at school? The experiments took place through 22 workshop classes involving different artistic languages, with contemporary visual arts, graffiti, performances, 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, Colégio de Aplicação da Universidade Federal do Rio Grande do Norte (NEI-CAp/UFRN), where the author works as a teacher, aiming to destabilize her usual pedagogical practices and open space for other ways of learning and teaching with children, inspired by the modes of the arts. Bordering between borders in agencies, in multiple compositions and seeking to find a zone of indiscernibility between different fields (between arts, philosophy and education), a mobile map was drawn up composed of surface effects called in this thesis childlike experiments between poetic movements in school, which sparkle together with playing, being a child, creating, paying attention, finding, moving.

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This thesis investigates the contributions of poetic mediation on the "Tree Being" through artistic-sensory experiences, aiming to understand its effect on the participants' environmental aesthetic perception. In the face of the current ecological crisis and the phenomenon of "plant blindness" (Wandersee and Schussler, 1998), which highlights the diminishing ability to perceive plants, the relevance of this research lies in contributing to theoretical and practical reflections on teaching and learning processes in environmental education and the arts. These processes are aimed at broadening and transforming environmental aesthetic perception (Bonotto, 2012) and fostering more conscious, sensitive, and affective human actions toward nature. Based on the applied qualitative research approach and Artography (Dias; Irwin, 2013), the pedagogical intervention took place in a continuing education course (extension program - UFRN). It involved dialogued lectures, the mediation of five illustrated children's literature books (LILI), artistic-sensory experiences, appreciation of participants’ artistic productions, and activities of reading and describing images. The theoretical framework articulated the works of various authors, including Martins (2017) and Barbosa (1989) on sensitive education, aesthetics, and poetic mediation, as well as Amarilha (2002), Coelho (2003), and Nikolajeva and Scott (2011) on children's literature, aesthetic reception, and the image-text relationship. Additionally, it engaged with studies on aesthetic attitude, everyday aesthetics, and the cartographic method by Stolnitz (2007), Saito (2017), and (Kastrup; Passo ; Escóssia, 2009), respectively. The analysis of the information generated by the study revealed a lack of prior training among participants for the poetic mediation of nature. However, it also indicated that, after the artistic-sensory experiences, participants showed an expanded and transformed environmental aesthetic perception and a heightened interest in the "Tree Being." This highlights the methodological contribution developed in this research and underscores the need to create teaching and learning processes in environmental education that integrate aesthetic, artistic, and affective aspects, making plant beings more visible and fostering more positive and meaningful relationships with nature.

Promoting inclusive education is a constant challenge for basic education professionals, since there are many players involved in school decisions, and the need for effective dialogue is the way to achieve meaningful actions that allow the entire school community to be part of this process. In this (post) pandemic period, the advances and setbacks caused by face-to-face, remote and hybrid teaching modalities have allowed for a more unveiled reflection on the problematization of aspects such as Inclusion, Teacher Training and Interdisciplinarity. In the construction of training from an inclusive perspective, the participation of the school community in the legitimacy of the National Policy for Special Education from the Perspective of Inclusive Education (PNEEPEI) is an important point to consider. These initial reflections led our investigation to the following problem: “How do teachers define, based on their experiences, training from an inclusive perspective?”, based on Collaborative Action Research. Mobilized by this question, we set ourselves the general objective of “Problematizing teacher training in the construction of a pedagogical practice from an inclusive perspective in childhood”. In addition, our specific objectives are to analyze the structure and needs of teachers in the consolidation of teacher training from an inclusive perspective; and to propose/apply/evaluate a collective construction of formative action from an inclusive perspective, considering the experiences of NEI CAp/UFRN teachers, the (post) Covid-19 pandemic context and dialogue with other school inclusion actors. This research aims to investigate the permanent teachers at NEI CAp/UFRN who worked during the (post) pandemic period in Early Childhood Education and/or Early Years of Primary Education.The analysis was divided into four stages: 1) Application of a questionnaire; 2) Preparation of a work plan; 3) Training meetings and 4) Collective interview. O The formative meetings were developed with the collaboration of the participants themselves and other school inclusion actors, with the expectation of provoking collective processes from an inclusive perspective, based on an epistemology of pedagogical practice. In total, there were five training meetings that considered organizational, didactic, methodological and conceptual aspects, of which four were remote interventions and only one in person, with the following themes: 1) Emerging problems and possible ways forward; 2) Place of speech of the actors involved; 3) Didactic organization and children with SEN; 4) Curriculum movement, and 5) Mastering tools to improve teaching practice. Initially, these moments were only offered to the participants from the previous stages of the research, but as the planning progressed, the participation of other groups from the school was crucial, such as the technicians and scholarship holders.Thus, the entire NEI CAp/UFRN team was invited to participate and contribute to the collaborative training process.At the end of the interventions, with the collective interview, we realized the importance of spaces for shared dialogue in a collaborative way to make education effective from an inclusive perspective. Finally, we concluded that (collaborative) teacher training is a successful way of promoting education from an inclusive perspective, legitimizing pedagogical practice in spaces of shared dialogue, and provoking the school environment to question its own practice, as well as signaling that interdisciplinarity and collaboration are potential elements of this scenario.We identified that provoking ruptures and allowing freedom to build dialog is an opportunity to broaden our view of inclusion issues. In this case, including social markers in the debate was an opportunity to bring the results of this research closer to concepts such as intersectionality, provoking interesting movements and future research agendas that guide teacher training from an inclusive perspective. teachers from an inclusive perspect

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This research aims to investigate the decentralization and management of financial resources related to the Programa Dinheiro Direto na Escola (PDDE) in the Northeast Region of Brazil (from 2010 to 2020). This program is a part of the Financing Policy to the Brazilian Basic Education since 1995. This research is based on the following question: how the PDDE is configured in a managerial policy of taking responsibility and deconcentration in the context of financing Basic Education in the Northeast Region? This program transfers responsibilities from the federal government to subnational governments and schools, requires public responsibility, efficiency, accountability for the use of public resources, proof and publication of results based on goals and objectives previously defined by the Ministry of Education, which controls this program. The theoretical-methodological support is historical-dialectical materialism, with a qualitative approach, bibliographic review based on authors who discuss the education financing policy, federalism, system of collaboration and the implementation of the PDDE based on financial decentralization and management imposed by the State Reform. Data collection is based on research of the historical series from 2010 to 2020 related to the evolution of the financial execution of the PDDE, based on the annual management reports of the Fundo Nacional para o Desenvolvimento da Educação (FNDE), in the PDDE-Info system, Statistic Synopsis from the School Census of the Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, in addition to interviews with technicians from FNDE, representants of the União Nacional dos Dirigentes Municipais de Educação, technicians from the State Secretaries of Education of the Northeast Region and coordinators of the Cecampe-NE Project. Investments of the Basic PDDE in the State Educational System of the Northeast Region were an amount of R$ 657.440.871,20 (six hundred and fifty-seven million, four hundred and forty thousand, eight hundred and eighty-one reais and twenty cents). The PDDE Ações Integradas program depends on the MEC politics and its investments during this period were R$ 895.545.730,14 (eight hundred and ninety-five million, five hundred and fortyfive thousand, seven hundred and thirty reais and fourteen cents), that means more R$ 238.104.858,94 (two hundred and thirty-eight million, one hundred and four thousand, eight hundred and fifty-eight reais and ninety-four cents) than Basic PDDE program. This study concludes that there are contradictions in the speeches related to the benevolence of the participative character and local autonomy of the school and the policy that actually guides the management of the program, this is an evidence of the process of distributing responsibilities and functions among the three levels of government and schools, using Executive Units (UEx). This research indicates that the PDDE is a financial decentralization program, of a supplementary and managerial way, since the resources are not sufficient for the maintenance and operation of schools.

In a world where almost half of all young people go through Higher Education (HE), where Artificial Intelligence is increasingly taking over the lives and work of millions of people, while at the same time there is hunger, misery and war, questioning HE, this increasingly mass training space, is not only necessary, but urgent. If we want social and human real development, with the collaboration of Higher Education Institutions (HEIs), it is essential to question them. In this sense, this work seeks to contribute to this discussion, since its main objective is to understand student perceptions of the University to discuss contemporary Higher Education (HE) from the inside, beyond the idealized image. The locus of the research is international, although not comparative, and took place in Brazil, at the Federal University of Rio Grande do Norte (UFRN), Natal campus, and in France, at the Université de Lorraine (UL), in Nancy. The research was carried out in the field of sociology of education, from the perspective of social phenomenology, with a qualitative and sociobiographical approach. As methodological strategies, in addition to bibliographical research, observations were made,
questionnaires were administered, and interviews were carried out. In total, 220 questionnaires were administered in the Pedagogy (UFRN - Campus Natal) and Education Sciences (UL - Nancy) courses. In Brazil, 110 students answered the questionnaire, corresponding to around 10% of the students enrolled on the Pedagogy course; in France, the 110 students corresponded to more than 50% of those enrolled
on the Education Sciences course. Based on the questionnaire data, which was analyzed using statistical software, an expected inequality was observed in the cultural capital of both groups, with the French having a higher level than the Brazilians. On the other hand, there was a more positive outlook towards the university environment among the Brazilians, who were more engaged and delighted with academic life. Of the
220 respondents, 10 students were selected for the interview stage, considering the  criteria of gender proportionality (1), parents' schooling (2) and more positive or negative perception of ES (3). Five Brazilian and five French students were selected. The interviews, conducted by video call, the questionnaires and the observations revealed important questions and student positions, from which it was possible to draw up an
interpretative perspective and 4 categories to guide this interpretation, which help us to think about ES in contemporary times. We therefore propose the interpretation that the group of students surveyed, during their academic experience, thought of themselves as more than in search of a “professional being”, but rather, they experienced the search for a “social being”, a “developmental being” and a “being in search of itself”. Thus, HEIs were seen as strategic spaces for development, not just professional or social, but above all humans. Thus, this paper seeks to contribute to an understanding of HEIs as privileged spaces of coexistence, especially for students, for their professional, community and social journeys, for development, discovery and the production of meaning about the world and about themselves.

The training in School Supervision, previously offered as a specific qualification within the Pedagogy degree, was aimed at preparing professionals to manage educational processes within school institutions. However, this training model was discontinued in 2006. Currently, the Pedagogy program seeks to prepare professionals not only for teaching but also for management roles in both school and non-school settings, without the need for fragmentation into specific disciplines. As a result of transformations in the educational landscape and new societal demands, the concept of supervision has become polysemic. Initially linked to the idea of control and monitoring of work, supervision has undergone—or is still undergoing—a process of resignification, increasingly aligning with the coordination of pedagogical processes. This shift allows it to move between a traditional and authoritarian model and a more critical and democratic one. Based on this premise, the research aims to analyze the Social Representation held by supervisors regarding their role. To achieve this objective, the study adopts a qualitative approach, using semi-structured interviews as the data collection instrument. This method allows for the analysis of the discourse of participants who perform the supervisory role. The research setting consists of ten public basic education schools under the jurisdiction of the 12th Regional Directorate of Education (12ª DIREC) in Mossoró/RN, specifically in the early years of elementary education. The sample is composed of ten supervisors, with two representatives from each urban region of the city (North, South, East, West, and Center). Participants are supervisors currently working in this stage of education. The study is grounded in Serge Moscovici’s (1961) Theory of Social Representations, which acknowledges the importance of knowledge accumulated and shaped by the social actors’ experiences and the thought models they receive, reinterpret, create, and transmit through tradition, education, and communication. For data analysis, the theoretical-methodological framework employed is the contextualization spiral (Arruda, 2014), which analyzes not only the observed setting but also broader structural contexts (political, cultural, historical, socioeconomic, and others). The thesis put forward is that the Social Representation of pedagogical supervisors in Mossoró/RN encompasses both the technical-normative and collaborative dimensions of the role. This representation influences the everyday practice of these professionals in school settings, showing that although the specific qualification in School Supervision has been removed from Pedagogy curricula, the role remains active in daily school life. The representational field of the pedagogical supervision role is configured as a multitasking function, integrating various institutional demands aimed at technical support and collaborative work.

Since 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 identify and understand the social representations of the supervised
Pedagogy internship at an application school, we drew on the works 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), the 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.

This thesis, entitled “Student Assistance Policy in Higher Education in Brazil and Portugal: a

study of student assistance resources at UFRN (Brazil) and ULisboa (Portugal) (2015-2022)”, aimed to analyze student assistance at UFRN (Brazil) and Social Action services in Higher Education at ULisboa (Portugal), seeking to understand how the resources allocated to these policies conditioned their integrality and their capacity to serve students who requested this student support from 2015 to 2022. The research used historical-dialectical materialism as an investigative approach and literature review, bibliographic research and documentary analysis as technical-methodological procedures. Student assistance in Brazil and Portugal has been an important mechanism for enabling access and permanence in higher education for the most socioeconomically disadvantaged students who access this educational level. However, in contexts where the State is forced to make budget cuts with the aim of containing public debt, this social policy has encountered obstacles to achieving its objectives and the budgetary sustainability of this policy has been put to the test. The analysis revealed that, although inserted in different sociopolitical contexts, Brazil and Portugal are subject to global influences that define common conceptions and political matrices for higher education, reverberating in the rearrangements and formats of student assistance. In the context of economic globalization,

both countries assume commitments aimed at adapting the education sector to the hegemonic logic of capital, so that the formulation of social policies begins to be structured, primarily, from the perspective of reconciling economic development and fiscal sustainability. In this scenario, the financing of student assistance policies in Brazil and Portugal begins to be shaped by market imperatives, being constantly under tension between guaranteeing the right to education and the limits imposed by economic logic. Under the economicist guidelines, public budget resources are instrumentalized and progressively redirected to financial capital. As a result, public investments intended to serve the most impoverished students - so that they can enter, remain in and complete higher education - are, year after year, restricted. The investigative findings allowed us to identify that at UFRN, in Brazil, the student assistance policy was impacted by successive budget cuts. In 2022, the current allocation of AE resources from the PNAES, at this university, when compared to the resources of 2015, suffered a loss of 35%. This situation led UFRN, based on the guidelines of national policies and the need to 'adapt' to the scarce budget, to reinforce, within this university, three specific dynamics: the narrowing of the student selection criteria, the intensification of scholarship processes and the prioritization of student assistance through the provision of support that is limited to material survival. At ULisboa, in Portugal, it was found that, due to an insufficient budget, the average annual amounts of scholarships for students from disadvantaged socioeconomic backgrounds who enter higher education were reduced. In the years investigated, these average annual amounts decreased by 32%, jeopardizing the policy objectives and, consequently, limiting the scope of ASES in addressing the social disadvantages of the most disadvantaged students who access higher education

Literary reading, especially during childhood, holds unquestionable formative value as it encompasses cognitive, affective, and social dimensions. As a human right and cultural asset,literature has the power to shape subjectivities and mediate the meanings of human experience. In this context, understanding how reading development takes place within the school environment becomes essential, particularly in the face of challenges in Brazilian public education and the need to guarantee cultural rights from early childhood, especially for individuals with specific needs. Based on these premises, this research focuses on the development of literary readers with specific needs in elementary education, from the perspective of cultural accessibility. The main objective of the study was to analyze the perceptions and practices related to accessible literature among teachers at the Núcleo de Educação da Infância (NEI/CAp), part of the Education Center (CE) at the Federal Universityof Rio Grande do Norte (UFRN), regarding the cultural formation and inclusion of students with specific needs in early elementary education. It investigated how reading development practices based on cultural accessibility are conceived, experienced, and implemented by teachers and students in the institution. The choice of the NEI/CAp is justified by its dual role as a laboratory school linked to the university—promoting integration between teaching, research, and outreach—and by its historical involvement in reading and inclusion practices.The study is characterized as action research, adopting a qualitative approach and employing content analysis as the main method of data interpretation. The analytical categories emerged from the data collected: practices and perceptions; challenges; meanings attributed to the experience; mobilized knowledge; and institutional relations and context. The corpus of analysis includes institutional documents, data from the Integrated System for Academic Activity Management (SIGAA)—an online UFRN platform used to manage academic activities—focused on research and outreach projects developed between 2015 and 2023. It also comprises questionnaires administered to teachers and technical staff, direct observations in the school environment, formative workshops, and interviews with both teachers and students. The findings indicate the existence of a discourse favorable to literary reading practices, with references to the importance of literature in documents such as the Pedagogical Proposal, PRONEI, and various extension projects. However, the implementation of these ideas in daily school practices still faces limitations, such as the absence of ongoing teacher training and weak pedagogical mediation in classrooms and the school library. Although these spaces promote direct contact with literature, they still lack pedagogical leadership that ensures the inclusion of children with specific needs. The meanings attributed to literature fluctuate between a formative and humanizing value—as emphasized by institutional guidelines—and a practice confined to school routines. Regarding the knowledge mobilized in these processes, practical, tacit, or experiential knowledge predominates, with no continuous training program in the field of children's literature or accessible pedagogical mediation. In conclusion, the development of literary readers at the institution is marked by a broad recognition of the importance of this practice within Basic Education, as well as by both individual and collective efforts. The results highlight the need for collective articulation to foster more inclusive reading practices and demonstrate that the institution has a reading policy that recognizes literature as a right and mediation as an essential pedagogical practice in the education of children with specific needs.

Sankofa, an ideogram from the Akan language, represents the idea of looking to the past in order to reinterpret the present and build new futures. The symbol of Adinkra is a bird turning backwards, carrying a sphere, which symbolizes wisdom. In the educational sphere, Sankofa encourages us to revisit black history, values and ancestral practices, thus promoting the valorization of black epistemologies. In this context, anti-racist education is a vital response to the unequal structures that pervade society and, by extension, educational institutions. This is a bibliographical, archival and documentary study of a social-historical nature, which uses the decolonial methodology in a qualitative-quantitative approach, drawing on primary and secondary sources. The research is based on the following question: can Sankofa Pedagógica serve as an ally in anti-racist education? As a thesis argument, Pedagogical Sankofa is defended as a theoretical and practical possibility for promoting anti-racist education. Law 10.639/2003 emphasizes the need to integrate Afro-Brazilian history and culture into school curricula, creating a fairer educational environment. Sankofa Pedagogy, or Pedagogical Sankofa, offers a reflection in dialog with libertarian, decolonial, intercultural and exuistic education. This perspective reveals to us that the symbolism of the Sankofa bird provides a new pedagogical perspective, considering the creation of educational practices that not only celebrate inclusion, but also actively confront the historical inequalities and oppressions of black people in Brazil. Thus, alternatives will be presented to understand pedagogy as a Sankofa movement and, in practice, teaching projects will be debated that favor an anti-racist education, promoting appreciation, diversity and respect. Included in this Sankofa courses run by the Instituo de Pesquisas e Estudos Afro-brasileiros (Ipeafro), based on the principles of Sankofa pedagogy. Law 10.639/2003 emphasizes the need to integrate Afro-Brazilian history and culture into school curricula, creating a fairer educational environment. SankofaPedagogy, or Pedagogical Sankofa, The main findings include the relevance of a pedagogy that connects past and present, valuing Afro-Brazilian culture and its contributions to knowledge, as well as the e-books aimed at children's literature, Akin e o Pássaro Sankofa, and the paradidactic Pedagogia Sankofa - Como Educar uma Criança Antirracista, the fruits of this research. In conclusion, Sankofa Pedagogy is seen as an ally in the fight against racism in education, serving as a foundation for building an inclusive and equitable education, both in the theoretical and practical fields.

Study 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 non-indigenous 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.

Write to learn has become a perspective incorporated into professional training at the university level. Under the Emphasis of Activity Theory of Psychology, based on authors such as L. S. Vygotsky, A. N. Leontiev, P. Ya. Galperin, N. F. Talízina, and N. Nechaev, this approach isjustified by its contribution to the investigation of writing, related to the cognitive,communicative, and self-regulatory functions of the student in study activity. In this thesis, the initial levels of the activity to write academic summaries of didactic texts by Chemistry licentiate students were investigated, and the initial levels of linguistic awareness as a possibility for gaining consciousness of the aforementioned activity with implications for the regulation of learning content within professional activity. This diagnosis is important insofar as it can provide information about the current state of development of this skill as a condition for its enhancement in programmes aimed at professional development. As for methodology, an initial diagnosis was utilised, based on a Formative Experience developed by Núñez, Ramalho, and Pereira, of a qualitative nature, and grounded in the research method of Galperin. The research findings evidenced that the research participants exhibit a low level of control in the action to write academic summaries of didactic texts, which reveals an unfamiliarity with the structural pattern of this discursive genre, as well as a low level of linguistic awareness thatlimits critical reflection and the self-regulation of learning based on this type of academic written production

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n Brazil, access to and permanence in quality education is considered an inalienable social right for students with disabilities. This right is constitutionally guaranteed and is also anchored in other key national legal frameworks, such as the Brazilian Inclusion Law and the National Policy on Special Education from an Inclusive Perspective. However, despite being legally and formally assured, this right is not always effectively realized in Brazilian educational settings, especially during times of crisis such as the Covid-19 pandemic, when inequalities in access to and continuity in education for students with disabilities became even more evident. Within this context of uncertainty and exposed educational disparities, the Federal Institutes of Education, Science and Technology—particularly through the Integrated High School program at IFPE – Recife Campus—played a critical role by structuring actions, policies, and initiatives aimed at students with disabilities and other specific educational needs to ensure their educational inclusion. Given this scenario, the central objective of this thesis was to analyze the permanence of students with disabilities during the Covid-19 pandemic within the context of Integrated High School education. To achieve this, the study employed a qualitative and documentary research approach, as well as semi-structured questionnaires administered to key participants, including students with disabilities who experienced the pandemic,teachers of the Integrated High School program, and professionals from the campus’sSupport Center for Students with Disabilities (NAPNE). Data were collected during 2024 and 2025, following strict ethical protocols approved by the Ethics Committee of UFRN, ensuring participants' confidentiality and adherence to scientific research standards.The findings indicate that the Emergency Remote Education model, adopted in response to the pandemic's exceptional conditions, ultimately intensified pre-existing educational inequalities among students with disabilities at IFPE. This conclusion is supported by the students' own accounts, which revealed difficulties in remaining engaged in classes—primarily due to the lack of accessibility on online platforms, the indifference of some teachers (especially in technical courses) to providing more accessible lessons, and the absence of adequate pedagogical resources for remote learning. Nevertheless, despite these challenges, institutional actions were identified that helped mitigate the negative impacts of remote education, such as support from NAPNE and student assistance programs, which contributed to sustaining student engagement.Therefore, it is concluded that the effective realization of educational inclusion demands structural public policies, continuous teacher training, and the promotion of diversity as a central axis of pedagogical practice.

This thesis investigates the intersections between video games, social relationships, and teacher education through an autobiographical narrative of the author, named ProfPlayer1. The main objective is to analyze how experiences with video games and playful practices influenced his constitution as a Physical Education teacher, understanding games as cultural artifacts that mediate learning, constitute subjectivities, and affect social interactions. The research uses a qualitative autobiographical methodology, articulating experiences based on personal memories, photographic records, conversations with family, friends, students, and professional colleagues. The results show that video games acted as formative potentiators by promoting resilience, cooperation, creativity, and critical reflection, in addition to reconfiguring his pedagogical practice by integrating playful and technological elements. The thesis uses the metaphor of the game as life, in which avatars (player, teacher, researcher, father) intertwine, and perceives the classroom as a multiplayer environment, where education based on affect enhances engagement and collective learning. It concludes that video games are powerful because they are fun, and as cultural artifacts, they are potent for problematizing power relations, promoting empathy, and resignifying teacher education. The research reinforces the need for the critical integration of technologies and playfulness, exalting autobiographical narratives as ways to understand the formative paths of teachers

Based 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. The research investigated school memoirs as a pedagogical practice in the school under investigation, 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 a 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, affective, 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, studies based on self-narratives used Bruner (2014) and Passeggi (2014, 2018), which 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 standpoint, the study adopted a qualitative and interpretive approach to the research sources, drawing on 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 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 space-times. In conclusion, this thesis argues that schools, by promoting spaces for the oral and written production of narratives about oneself, 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

Esta investigación, relacionada con el tema de la Educación Artística, tuvo como objetivo investigar la formación de habitus y representaciones sociales de estudiantes universitarios del programa de Artes Visuales de la UFRN respecto a la Enseñanza de las Artes con enfoque en la sostenibilidad. Para ello, se optó por el Modelo Teórico de Domingos Sobrinho como marco teórico, basado en la articulación entre la Teoría de las Representaciones Sociales (TSR) de Serge Moscovici y la Praxiología Social de Pierre Bourdieu. Para ello, el diseño de investigación se organizó en las siguientes etapas: revisión bibliográfica y documental, la Técnica de Asociación Libre de Palabras (TALP) y un Cuestionario Socioeconómico. El análisis de datos se realizó mediante análisis de frecuencia y análisis de contenido (AC). Tras estos análisis, pudimos utilizar la herramienta de presentación de resultados TALP, basada en el Sistema Espiral Representacional (SER). Nuestro locus de investigación se encuentra en la UFRN, más específicamente, en el programa de Artes Visuales. Nuestro universo de investigación está compuesto por un grupo de 14 estudiantes de grado de dicho programa. Los resultados de la investigación indican que la representación social de la Enseñanza de las Artes por parte de los estudiantes de grado se ancla en la idea de disputas y luchas distintivas y objetivas en la imagen del profesor-artista. En cuanto al habitus, podemos observar que el habitus docente de las Artes de los estudiantes de grado está constituido predominantemente por el habitus profesoral (Melo, 2009) y el habitus artístico. En cuanto a la sostenibilidad, observamos que esta investigación está marcada por lo no dicho, el no-lugar y el no-habitus. Por lo tanto, el debate desarrollado en este estudio es fructífero, ya que, a pesar de la vasta producción existente, aún se necesitan estudios que se centren en las dimensiones que investigamos, con base en el Modelo Teórico de Domingos Sobrinho, para observar el fenómeno seleccionado. Si bien esta investigación contribuye a fomentar el debate sobre la formación docente en Artes Visuales, también podemos destacar que su relevancia radica en su contribución a la reflexión sobre la formación docente de los futuros docentes de Artes Visuales en la UFRN, con el objetivo de contribuir a la mejora de dicha formación.c

This thesis focuses on the policy of promoting the internationalization of higher education carried out by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) in relation to the Member and Associate States of the Mercado Comum do Sul(Mercosur) bloc, within the context of regional integration, and its configuration in lightof the dynamics of South-South International Cooperation. To investigate this object, thefollowing research question was posed: What configurations have CAPES’sinternationalization actions assumed with the member countries of the MercosurEducation Sector (SEM), in the consolidation of international academic cooperationwithin the South-South sphere, between 1990 and 2020? In order to answer this guiding question, the general objective of the thesis was established as follows: To investigate how CAPES’s internationalization policy has developed within the current dynamics of capitalist society, with a view to consolidating South-South international cooperationamong Mercosur member countries, from 1991 to 2020. To this end, the research adoptedhistorical-dialectical materialism as its political and epistemological framework and employed document analysis as its primary research technique. To ensure methodologicalorganization and reach data saturation, the following categories of documents wereexamined: (1) official government and state documents that comprise Brazil's postgraduate internationalization policies (stricto sensu); (2) reports and documents from national and multilateral agencies/organizations that issue recommendations regarding international academic cooperation policies, transnational regulation, and highereducation accreditation—at both international and transnational levels—with respect toMercosur and the European Union; (3) meeting minutes, decisions, strategic plans,reports, and various guiding documents issued by the Mercosur Education Sector (SEM).In addition, international cooperation flows were mapped based on data concerning faculty and student mobility (inbound and outbound), through literature review and accessto primary sources, such as meeting minutes from the Meeting of Ministers of Education(RME), the Higher Education Area Commission (CAES), the Teacher EducationWorking Group, and the Mercosur Integrated Mobility System Working Group(SIMERCOSUR); as well as through CAPES Open Data and the GeoCAPES Portal; andofficial agency documents, including management and activity reports, newsletters(InfoCAPES), and executive financial reports. From the analysis of international cooperation dynamics promoted by the SEM—considering its operational plans—and theevaluation of CAPES’s strategic actions as an active participant in deliberative forumsfor the formulation of higher education integration policies and strategies, it was concluded that the agency’s strategic actions, shaped by the orientation of each governmental administration, do not ensure the continuity of international academic relations with Mercosur Member States. Consequently, CAPES does not prioritize South South international cooperation within the Mercosur bloc as a macro-strategic policy designed to support long-term regional development

The study “‘Chama o h’: the silencing of bodies in Early Childhood Education and the 1st year of Elementary School” analyzes the reality of two institutions. Characterized as a qualitative case study, its methodology and data analysis are based on various works by Karl Marx (2010, 2011). The research problem is to prove the existence of silence in Early Childhood Education and Elementary School. Therefore, as a general objective, we seek to prove the existence of the silencing of bodies in Early Childhood Education and 1st grade of Elementary School and its influence on the subjective construction of individuals. The specific objectives were: To analyze the process of silencing in Early Childhood Education and the 1st year of Elementary School; to identify teachers' understanding of children's bodies in Early Childhood Education and the 1st year of Elementary School; to elucidate the contribution of silencing to the subjective construction of people at the time of the research. Based on reality, we understand that, within a society organized according to a capitalist economic model, unfortunately, we find in schools a process that we call enforcement of silence, a process that is ironically very silent, but existent, and that, in turn, occurs through the professionals who should awaken critical thinking: teachers.

In the context of Distance Education, dialogical interaction – an essential dimension of the educational process – can act as a means to overcome fragmented pedagogical practices, fostering more integrated, collaborative, and humanized relationships among participants. In this context, this study aims to understand how teacher educators and distance tutors employ pedagogical strategies to promote dialogical interactions in online teacher education programs. The study presents a qualitative approach research and configured as a case study, the research was basead on Vygotsky’s (2001) historical-cultural perspective and Freire’s (2015) principles of dialogicity. The investigation was conducted across three curricular components offered in
different distance teacher education programs at UFRN: Profissão Docente, Geografia Urbana, and Educação e Tecnologia. Data were collected through immersion in the activities and resources of the Virtual Learning Environment - Moodle Mandacaru, of the documents that support distance education and of the semi-structured interviews with teachers of the investigated subjects. The results revealed that dialogical interaction is rooted in the didactic-pedagogical organization of the AVA, reflected in teaching practices that emphasize problem-posing pedagogies that promote student protagonism. The study identified an intense pedagogical mediation process centered on valuing human relationships and enhanced by digital resources and collaborative learning tools. This process not only enabled dialogical interaction but also promoted digital literacy, collective knowledge construction, and learner autonomy, creating spaces for students’ voice and active listening. Furthermore, the expressive and critical use of digital technologies, which, when used critically, strengthened teaching and learning processes, encouraged proximity among participants. This dynamic enabled the development of emotional bonds, a stronger sense of belonging, and respect for students' cultural and social uniqueness.

This study specifically arose from the formulation of the following research problem: how do students immersed in a pedagogical practice that aims to engage mathematical knowledge and local social practices become aware of these knowledge and practices and reframe their perspective, understanding, and relationship with this local practice? Thus, we propose to understand the mathematical knowledge related to proportionality mobilized in the production of hammocks by a community of weavers in Jaguaruana, Ceará, and to analyze the development of proportional thinking among students from this community, engaged in a teaching and learning process that aims to foster dialogue, recognition, and appreciation of this knowledge. To achieve this objective, we used Objectification Theory and discussions related to proportional thinking as our theoretical foundation. Furthermore, we used qualitative, participatory, descriptive, interpretative, and ethnographic research methodologies to analyze data produced in two research sites in the municipality of Jaguaruana, Ceará: weaving houses and a rural school. The data were gathered through dialogued interviews with eight hammock weavers, as well as from an extension course with 15 seventh-grade elementary school students (ages 12 to 13). These interviews were analyzed using multimodal analysis. In this research, we argue that the social practices of hammock weavers in Jaguaruana, Ceará, contribute to the teaching and learning of proportional thinking, as well as to the recognition and appreciation of this knowledge, based on a didactic project grounded in the sociocultural approach of Objectification Theory. The results revealed evidence of semiotic knots and contractions in the activities of students Amanda, Denise, Glauber, Nilo, Pedro, Valéria, Vitoriano, and Wilson, when discussing issues related to proportional thinking. We also observed attitudes of recognition and appreciation for the weaving practice, when they decided to research and discuss the history of local weaving, produce a small hammock, create a social network to promote the project's activities, and participate in the community's young entrepreneurs' fair. In short, we highlight the relevance of the educational project, which integrated the mathematical quantities used in weaving and proportional thinking, leading us to rethink mathematics pedagogical practices, permeated by cultural reality and historically established mathematical knowledge.

This research discusses the knowledge of capoeira and Afro-Brazilian culture, as well as its intersections with school education. We start from the concepts of multiple languages and the knowledge of tradition, historically produced, transmitted, and reinterpreted by capoeira communities, to problematize the school-based education that has consolidated itself in prestigious spaces, reinforcing cultural and ethnic hierarchies and making popular, Afro-Brazilian, and indigenous knowledge invisible. As a counterpoint to this colonial logic, we highlight the emergence of counter-hegemonic educational theories in the country. It is in this context that we identify the capoeira circle as a plural symbolic space, in which diverse knowledge and languages are mobilized simultaneously, constituting a powerful formative and critical field. The problem guiding this study is: how to teach capoeira in school in a way that breaks with colonizing pedagogical practices, promoting an anti-racist, decolonial approach grounded in the knowledge of tradition, traversed by the multiple languages that compose this cultural manifestation? In this sense, our general objective is to analyze pedagogical possibilities for teaching capoeira in schools from a decolonial and anti-racist perspective, anchored in traditional knowledge and expanded through multiple languages. To this end, we have defined three specific objectives: 1) To map the use of multiple languages in teaching capoeira in school Physical Education, based on the teacher's manuals of the PNLD 01/2022; 2) To analyze the multimodal potential of capoeira in the school context, based on experiences developed in the project "Gingando Saberes: Capoeira Boa Vontade na Escola" (Moving Knowledge: Capoeira Good Will in School), understanding its contributions to the students' education from a decolonial perspective; and 3) To point out syntheses and intersections between the pedagogical possibilities identified in the teacher's manuals and those emerging from the pedagogical experience developed, both traversed by multiple languages and by anti-racist and decolonial issues. To meet the first specific objective, we conducted bibliographic research focusing on the teacher's manuals of the PNLD 01/2022, seeking to map how multiple languages are mobilized in the teaching of capoeira. Next, we adopted action research as a strategy to develop and analyze pedagogical practices for teaching capoeira grounded in traditional knowledge. This stage took place at the Escola Estadual Imperial Marinheiro (EEIM), in Natal/RN, our professional workspace. In the first stage, we examined how official teaching materials address capoeira and which languages are used in its teaching. In the second, we implemented pedagogical practices in the "Gingando Saberes" project, observing how students appropriate traditional knowledge and the languages specific to capoeira. The contrast between these two fronts, teaching materials and lived practice, allowed us to identify modern aspects, potential, and limitations for the inclusion of capoeira in schools. The results support our thesis: teaching capoeira in schools, when guided by a decolonial and anti-racist perspective, grounded in traditional knowledge and permeated by multiple languages, fosters critical thinking and simultaneously transforms the logic of school physical education. Thus, by integrating capoeira, multiliteracies , and a decolonial approach, we advocate for an educational project that transcends the transmission of content and promotes epistemological, subjective, and political shifts. It involves placing plural, ancestral, and peripheral knowledge at the center of the school, enabling students to recognize themselves as subjects of history, culture, and movement.

This is a theoretical-philosophical study that investigates the phenomenon of playfulness
in education, establishing a dialogue between Johan Huizinga (1946, 2013, 2017) and
Maurice Merleau-Ponty (1983, 1991, 2006, 2014, 2018) to propose the thesis that
playfulness, conceived as an ontological trait of the aesthesiological body, expands the
linear understanding that reduces it to a mere response to the stimulus of play by
recognizing the expression of sensitive knowledge such as vertigo, tension, excitement,
joy, sadness, pleasure, and frustration, thereby broadening the educational meanings and
senses of playful experiences. To this end, it questions how the interface between body,
playfulness, and education unfolds in light of Merleau-Ponty’s philosophy of the body and
Johan Huizinga’s writings on Homo ludens. This dialogue does not occur in an isolated
manner but throughout the text, interwoven with contributions from other thinkers such
as Morin (2001), Machado (2010), and Santin (2001), among others. The interest in this
theme emerges from my lived world and my experience as a Physical Education teacher,
realizing that playfulness is often reduced to the childlike universe or to play itself, being
neglected in traditional educational practices. From this perspective, we adopt a
phenomenological stance grounded in the lived world and in the account of playful
experiences that have marked and continue to mark my existence, ranging from personal
experiences to those with my own children. As a backdrop for the reflections developed
throughout the text, literature and cinema are activated as devices of sensitivity. The
central figures of this articulation with literature and cinema are The Little Prince, Baron
Munchausen, and the girl Sally. Finally, the encounters and disagreements provoked by the
dialogue between Huizinga and Merleau-Ponty, in articulation with the movement of
phenomenological reduction and description of the lived world, reveal that playfulness is
an embodied phenomenon, not predetermined, which is made and remade in the
encounter between the flesh of the body and the flesh of the world; that playfulness does
not belong only to the child or the primitive, but is an ontological dimension of being that
is also present in adults and the civilized, crossing cultures and contexts. Thus, an expanded
understanding of playfulness can contribute to overcoming reductionist pedagogical
practices, valuing the body, movement, and sensitivity as central elements of the
educational process. As a suggestion for future research agendas, we indicate the
articulation between theory and practice, promoting playful experiences at all levels and
contexts of education.

This thesis aims to analyze the formulation process of the three versions of the National Common Curricular Base for Upper Secondary Education (BNCC-EM), considering the various actors involved in political, pedagogical, and curricular disputes, as well as the conception of human formation adopted by the document. It is necessary to understand how the BNCC-EM was conceived to meet the demands of the capitalist market, promoting a flexible approach based on competencies and skills, with a strong influence of private sectors on public education. It is characterized as a normative, prescriptive, homogeneous, and mandatory document that defines ten competencies for the essential learning of Basic Education (BE). Given this, the research problematizes the participation of private actors, such as the Movement for the Common Core (Movimento Pela Base – MPB) and the All for Education Movement (Movimento Todos Pela Educação – MTPE), in the elaboration of the document, questioning whether the capitalist school can offer integral formation according to the principles of classical Marxism. The investigation follows a historical path guided by historical-dialectical materialism, seeking to apprehend the quantitative and qualitative aspects of the phenomenon in its concrete objectivity, through documentary analysis, allowing the identification of the movement of appropriation and reconfiguration of the curricular counter-reform in Brazilian upper secondary education. For this purpose, the three versions of the BNCC-EM and the normative documents related to the formulation of this regulatory framework were analyzed. For bibliographic qualification, the categories of analysis were flexible accumulation, curricular flexibilization, publicprivate relationship, and human formation. The Pedagogy of Competencies and the Pedagogy of "Learning to Learn," epistemological bases of this curricular policy, seek to adapt the education of working-class youth to a sociability marked by the structural crisis of capital, characterized by the precarization of labor relations in the context of flexible accumulation, guided by principles such as competitiveness, individuality, meritocracy, and resilience. From this perspective, the educational process operates in a dual manner: forming, on a smaller scale, qualified workers for complex activities and, on a larger scale, individuals adapted to simplified labor functions. This dynamic meets the demands of the hegemonic mode of production, which depends on this hierarchical division of labor. In this sense, the BNCC-EM fulfills its formative function: to prepare members of the working class to become “entrepreneurial citizens,” individually responsible for their insertion into an increasingly flexible and precarious labor market. In this process, it is concluded that the BNCC-EM represents a (de)formation of the working class, limiting access to historical-critical knowledge and reinforcing the subordination of education to market logics.

Research indicates that children with Autism Spectrum Disorder (ASD) frequently present difficulties in different linguistic components, including receptive and expressive vocabulary, oral comprehension, and reading comprehension. In this perspective, dialogic reading has emerged as a promising intervention for this population, especially the Reading to Engage Children with Autism in Language and Learning (RECALL) protocol, which guides adults to conduct reading in an interactive, responsive way, adjusted to the child's level of engagement. Using a non-concurrent multiple baseline design, this study aimed to analyze the effects of parental training in the use of RECALL on maternal mediation and on the linguistic performance, vocabulary, reading comprehension, and oral retelling of preschool children with ASD. Three mother-child dyads participated, two girls and one boy, all oral children aged 4 years. The research was conducted in the dyads' homes and organized in two stages. In the first stage, the effects of the training on the mothers' mediating behavior were analyzed. In the second stage, the effects of this mediation on vocabulary, reading comprehension, and oral retelling of the children were analyzed. The results showed that, after the training, the mothers began to use the RECALL strategies in a more consistent, responsive, and adjusted manner to the children's engagement. The children showed significant advances in vocabulary, confirmed by statistical analyses (Tau-U), as well as improvements in reading comprehension, especially in literal questions, with progress also in inferential, open-ended, and distancing categories. In oral retelling, an increase in fluency, expansion of narrative elements, and greater autonomy were observed, especially in conditions with visual support. The findings suggest that RECALL is an accessible, low-cost intervention with potential for application by both family members and education professionals. Among the limitations, the short training time, the influence of the home environment, the duration of the retelling sessions, and the absence of follow-up stand out, indicating the need for future studies with larger samples and longitudinal monitoring.

The thesis investigates the Individualized Educational Plan (IEP) as a strategy for including students with Autism Spectrum Disorder (ASD) in Education classes, highlighting the scarcity of studies that articulate IEP, Physical Education, and autism. It argues that inclusion involves students’ active participation and continuously adjusted pedagogical practices supported by teacher training and collaborative work. The state of the art identifies the IEP as an important tool for guiding inclusive practices by articulating assessment, planning, and intervention, but also reveals gaps such as difficulties in collaborative planning, lack of adequate continuing education, and the absence of studies connecting IEP, Physical Education, and ASD. Consequently, the general objective was to implement and understand the process of constructing, applying, and analyzing the implications of a collaboratively developed IEP as an instrument of continuing education and support for the inclusion of students with ASD in Physical Education classes. The specific objectives included the development of a continuing education program in Inclusive Physical Education; the construction and validation of an IEP from a collaborative perspective; its application aligned with the BNCC; and the analysis of its implications for teaching practice and student participation. The methodology, applied in nature and qualitative in approach, was structured into four interdependent stages: (1) presentation of the study and initial diagnosis with municipal school teachers; (2) collaborative continuing education, organized in meetings that discussed inclusion, planning, and IEP construction; (3) practical application of the IEP by volunteer teachers, developed across three virtual meetings that reviewed the document, planned adaptations, and monitored its implementation in classes; and (4) reflective evaluation through a focus group, discourse analysis, and validation of the instrument (including calculation of the Content Validity Coefficient). The research followed all ethical guidelines and included voluntary teacher participation. The results showed significant advances in the use of the IEP as an inclusion tool. Collaborative training improved joint planning, professional dialogue, and the identification of participation barriers in classes. The application of the IEP generated more adequate activities, greater participation of students with ASD, and more sensitive pedagogical practices. The validation of the instrument confirmed its clarity and relevance, and teachers reported increased confidence and transformation in their inclusive practices. The thesis concludes that continuing education on the IEP, built collaboratively and applied in practice, strengthens the inclusion of students with ASD in Physical Education. The IEP proved effective when integrated into class planning, school team work, and dialogue with families. The study reinforces the need for ongoing training policies, teacher collaboration, and evidence-based practices to consolidate a more inclusive and belonging-oriented Physical Education.

The study sought to understand whether the idea of pedagogical innovation of Physical Education teachers in the micro-region of Agreste Potiguar is related to the use and appropriation of Digital Information and Communication Technologies (TDIC's) as technical, critical and creative pedagogical potential. Furthermore, it analyzed teachers’ perception of the idea of pedagogical innovation; understanding how TDIC's are understood and inserted into teaching work. To this end, the research used a qualitative and descriptive approach, the procedure adopted for investigation was structured based on fieldwork, using a questionnaire as procedures for gathering information, to characterize the socio-professional profile of the participants, and a semi-structured interview. Subsequently, the information was analyzed and interpreted in dialogue with the vision of the authors who make up the theoretical foundation involved in the theme. The study included five Physical Education teachers, working in four institutions of the municipal and state public education network (Elementary Education), in three cities in the Agreste Potiguar microregion (Nova Cruz, Santo Antônio and Monte Alegre - RN). Teacher understanding of the phenomenon of pedagogical innovation approaches factors such as the insertion of new features or updates into the teaching process and the intentionality in improving pedagogical practices. TDIC's are understood in a very technical, uncritical and sometimes creative way, there is no evidence of an understanding capable of dialoguing with the influences and complexities that exist between technologies and society, on the other hand, there is an antagonistic relationship, sometimes attributing a positive value, sometimes negative to the use of TDIC's in pedagogical interventions. The study identified conditioning and enhancing aspects of teaching work regarding reflection on the use and appropriation of TDIC’s in Physical Education classes. As conditioning categories, we highlight the material infrastructure conditions that schools have, the socioeconomic vulnerability of students and the training of teachers. As potential for teaching based on a critical bias, it was possible to identify the expansion of knowledge as possibilities; the universe of varied content of the curricular component and the development of autonomy.

The aim of this dissertation is to analyze the process of enlisting and training sailors at the Escola de Aprendizes Marinheiros da Paraíba between 1885 and 1915. With the proposal to collect and professionalize the children of the poor, this unit proposed adopting a style of education that attributed work as the best way of preventing delinquency. However, in order to fill the vacancies in these places, candidates had to undergo a battery of examinations, the thoroughness of which sought to differentiate between those bodies that were robust enough for life at sea and those that were not. The tests were also a foretaste of what was to follow, since once enrolled, they would be subject to an environment of constant surveillance, well-defined rules and activities, as well as being intolerant of any kind of insubordination. For a better understanding of the subject, I dialogued with the categories of discipline formulated by the philosopher Michel Foucault (2018), interculturality, proposed by Vera Maria Candau (2008), everyday life, defended by Michel de Certeau (1996), as well as educational culture, by Antônio Carlos Ferreira Pinheiro (2009). These concepts are useful for problematizing the sources, which were methodologically analysed using discourse analysis, as proposed by Michel Foucault (2014), namely: the Regulations for the Seamen's Apprentice Schools (1855, 1885, 1907 and 1915), the Aid Books (1896-1900), the Office Copier Books (1895-1914), as well as editions of the Paraíba newspapers A União (1897-1898) and O Norte (1909-1914). The conclusion is that the Escola de Aprendizes Marinheiros da Paraíba, during the period under investigation, served a purpose of training children's bodies. To this end, the dimensions of enlistment and training were mobilized as disciplinary tools in order to ensure that control was experienced as early as possible by the apprentices, that is, from the moment they were admitted until they were sent to the shipyards.

In Natal, in 2013, Ideb results showed that several schools did not reach the goals proposed by the Ministry of Education, placing the capital of Natal in 49th position in the ranking of municipalities in Rio Grande do Norte. In view of this problem, the Natal Municipal Education Department (SME) began developing actions with the aim of increasing Ideb's educational results in Natal. In view of this problem, this dissertation aims to analyze Project G, developed by SME, focusing on its conception of quality and training guidelines for schools with low Ideb in the municipal network of Natal, as part of educational assessment policies management presented in the country. This is a qualitative research, which uses semi-structured interviews with four SME-Natal employees involved in the design and implementation of Project G to understand its creation and implementation. In addition, a documentary analysis of reports and presentations from Project G, made available by the interviewees, was carried out; national and municipal laws; and news from the official website of Natal City Hall. This study revealed that Project G was strongly influenced by management policies that prioritize quantifiable results, as well as by the more comprehensive conceptions of quality of SME employees. This resulted in a complex and unique project, influenced by different contexts, with its own dynamics and specific actions for low Ideb schools in the municipality.

The main subjects of this research were the curumins-students at the Amarelao Indigenous
Municipal School who attended the 5th grade of elementary school in 2023. The choice of
5th grade was due to the fact that according to the National Institute of Studies and Research
INEP (2017), the failure rate in 5th grade was 54.8% and the pass rate was 45.2% and 0% of
school dropouts in 2018. The context investigated was also chosen because the Potiguara
people, who live in the Mendoncas do Amarelao indigenous territory, make up the largest
indigenous community in the state of Rio Grande do Norte. The methodological procedures
involved field research in a 5th grade class with 16 children aged between 10 and 15. To this
end, we held meetings with the students both in groups in the classroom with the screening of
the short film Vida Maria and the telling of the story, The Boy Who Learned to See, and
individually through interviews and questionnaires. For theoretical support, we anchored
ourselves in Cultural Studies in Education with authors such as Stuart Hall (1997), Bonin,
Ripoll and Aguiar (2003) and Costa, Silveira and Sommer (2003). To help us understand the
phenomenon of "School Failure and Success", we used authors such as Patto (2010), Bossa
(2002), Alvaro Marchesi and Carlos Hernandez (2004) Teodoro (2006), Charlout (2006),
Esteban (2009) and Sores (1997). To discuss indigenous education and indigenous school
education, we drew on the studies of Baniwa (2019), Melia (1979), Cohn (2005) and Bonin,
Ripoll, Aguiar (2015), Bonin (2022), Brito (2000). Based on the analysis of the data, the main
results of the research show that 31% of the indigenous children in the class surveyed do not
know how to read or write and that 50% reported difficulties in learning mathematics, which
can compromise their entire school development. The children live with the culture of cashew
nut cracking and some already work to help their parents. They are intelligent children who
have dreams of becoming soccer players, doctors, teachers and having a better future. The
indigenous school is in the process of being adapted to guarantee an indigenous school
education. The children experience indigenous culture in specific activities such as the Tore
dance and plays about the community's history. For the Curumins, success is related to
happiness, health and being able to count on someone by their side, and failure is when they
don't learn to read and write and are alone.

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Esta investigación tiene como objeto de estudio la creación e implementación del Consejo Escolar (CE) en la red de educación pública básica del Estado de Rio Grande do Norte (RN), con un horizonte temporal comprendido entre los años 2005 y 2016. Por lo tanto, tiene como objetivo identificar y problematizar el proceso de creación e implementación del Consejo Escolar. En este sentido, orientamos este trabajo a través de la siguiente pregunta: ¿cuál es el contexto de la creación e implementación de Consejos Escolares en la red de educación pública básica en Rio Grande do Norte? Buscando construir senderos que permitieran dar respuesta a la pregunta planteada, desarrollamos este estudio utilizando un enfoque teórico metodológico sertaniano. Para lograrlo, el método crítico y dialéctico permitió comprender el objeto de estudio y su contexto socioeconómico y político desde una perspectiva dialéctica. En cuanto a la construcción de datos e información, consultamos el marco legal: leyes, decretos y ordenanzas, así como trabajos académicos que giran en torno al objeto en cuestión y realizamos la Entrevista Conversacional Libre (Barbosa Júnior, 2020). Además de estas fuentes, asumimos como interlocutores de la investigación a autores como Frigotto (2011), Gohn (2011), Gadotti (2013), Walsh (2019) y Freire (2020). Por lo tanto, el marco teórico presentado, los interlocutores, el surgimiento en el contexto en el que se constituyó el Consejo Escolar y el trabajo de interpretación aquí realizado permitieron concluir que la fuerza de la movilización política de los movimientos sociales jugó un papel fundamental en la resistencia. y política de movilización que resultó en la creación e implementación de Consejos Escolares en la red de educación pública básica en el Estado de Rio Grande do Norte.

Throughout 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 Federal University of 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.

This study aims to understand the role of school inspection at the Barao de Mipibu School Group in meeting the prescribed educational practices at the institution within the context of public instruction during the First Republic, from 1909 to 1930. The chosen time frame is justified by the initial year of the institution's establishment and the end of the First Republic. Theoretically, we rely mainly on the understandings of the school institution by Magalhaes (2004) and Buffa (2002), and of school culture by Viñao Frago (1995). Methodologically, the study is based on a documentary analysis from a historical perspective, following the guidelines of Le Goff (1990), Lopes and Galvao (2010), and considering the understanding of context for historical writing from Barros (2012). The analysis focused mainly on records such as Visit and Exam Logs, Daily Notes Books, Class Diaries, Inventory Records of Furniture and Utensils at GEBM, minutes published in the newspaper A Republica, photographs of Sao Jose, Teaching Codes, and Internal Regulations of School Groups in Rio Grande do Norte. The research begins with the first section, where the parameters and objectives of the study on the school inspection at the Barao de Mipibu School Group (GEBM) are outlined. This section discusses the methodology employed, the justification for the topic choice, and the main theoretical concepts supporting the investigation. The importance of understanding school inspection practices, regulatory norms, and the repercussions of these actions in the local educational context is highlighted, providing a solid foundation for subsequent analysis. In the second section, a historical contextualization of Sao Jose de Mipibu, the city where GEBM is located, is presented. This municipality, with its rich history and development over the years, provides an essential backdrop for understanding the educational and social dynamics that influenced GEBM's operation. The third section focuses on regulatory norms, identified irregularities, and inspections carried out at GEBM. During school inspections, various irregularities were observed, leading to penalties applied by the School Inspectorate. This section details the types of irregularities found, the school administration's responses, and the consequences of the inspection actions. The analysis reveals how the lack of resources and adequate infrastructure influenced GEBM's compliance with legislative and regulatory obligations. In the fourth and final section, the repercussions of school inspections at GEBM are discussed, especially concerning the idealization and regularization of educational practices. The demands of the School Inspectorate, although often resulting in charges and penalties, prompted the implementation of more structured and organized educational practices, such as school trips and celebrations, from 1920 onwards. In conclusion, the dissertation reveals that during its first decade of operation, GEBM frequently faced challenges in meeting legal and regulatory requirements due to inadequate resources. School inspections played a crucial role in identifying irregularities and applying penalties.

This work, which is part of an exploratory research with a qualitative approach, aims to analyze the discourse of Deaf undergraduates students on the integrated course of Letters-Brazilian Sign Language (Libras)/Portuguese Language at the Federal University of Rio Grande do Norte about their initial training and the process of teaching and learning Portuguese as a second language. This work arises from the lack of academic discussion related to the initial training of Deaf teachers to teach Portuguese as a second language to Deaf people. Since Portuguese is not always the Deaf person's comfort language, we will focus on this training, problematizing the academic literacy practices of these teachers. To this end, we discuss the central concepts of this research, dialoguing between them in the light of the theoretical references of Deaf Studies, New Literacy Studies, Historical-Cultural Theory and Teacher Training. To achieve this goal, we collected data in Libras, during a process consisting of three stages: (i) documentary research; (ii) semi-structured interviews; (iii) focus groups. In order to analyze the data, which evokes the signaled voices of the four deaf undergraduates, we used Bakhtin's Dialogical Discourse Analysis (2020), and subsequently chose the two categories of alterity: me-to-me (what the me thinks about my proficiency in Portuguese and teaching identity) and other-to-me (what the me thinks about training and teaching). The results showed that: (i) deaf undergraduates negatively value the pedagogical practices in Higher Education in relation to the learning of LPs; (ii) there is a mixed valuation (positive and negative) in the speeches of the other undergraduates, because in their first years, they studied in a school whose language of instruction was Libras, and they had the opportunity to learn written LPs. However, later they moved on to other schools whose language of instruction was LP. Regarding their experiences in Higher Education: (i) although they consider themselves to be a good reader and writer of Brazilian Sign Language, the difficulties in reading and writing academic genres in Portuguese still persist and they yearn to improve their literate practices; (ii) their difficulties on reading and writing intensify when participating in subjects taught by lecturers who have no command of Libras; (iii) the subjects in the area of Portuguese Language Teaching for Libras Users are insufficiently available in their training curriculum, resulting in restricted grammatical knowledge; (iv) they do not feel prepared to work in PL2 teaching; (v) teachers are valued positively for being bilingual and knowledgeable about Deaf culture; (vi) they attribute importance to the existence of the institution's support offer to teach LP in depth, contributing to future teaching practice. We conclude in this study that academic literacy and training are interlinked dimensions, and that it is necessary to reflect on the literate practices of Deaf undergraduates and their implications for teacher training, (re)signifying the academic curriculum to meet their training needs. We hope that this incipient and unfinished study will inspire further research into this subject, gaining further understanding of its complexity.

This dissertation, entitled "Formative trails: choices of future pedagogues for the reading of black children's literature at school", investigates the selection criteria of works of black children's literature of future pedagogues for classes of the 5th year of Elementary School. The tale is a literary genre that comprises knowledge of tradition, which aims to transmit this knowledge from generation to generation. And, when linked to African and Afro-Brazilian cultures, it is an act of resistance to silencing, marginalization and discrimination against black existence. Therefore, it is argued that the presence of such works in formative environments, from basic to higher education, is crucial to promote anti-racist education. For this, it is necessary that pedagogues, as responsible for introducing children to the literate and literary world, are readers, primarily, and capable of choosing good books for pedagogical work with their students. In addition, they must be aware of Law 10,639/2003, in order to include the history and culture of the black population in their planning, preferably through Black Children's Literature. Some theorists who make up the framework of this study are Meireles (2016) and Queirós (2009), discussing children's literature; Amarilha (2010; 2012; 2013; 2016) and Azevedo (2005), who reflect on the importance of literature and its work in the school environment; Amarilha (2021) and Saldanha (2018), on the need to have a pedagogue prepared to mediate children's contact with children's literature books; Cavalcante (2009) and Colomer (2017) on the importance of choosing books and defining criteria for it; Jauss (1979), Stierle (2002) and Zilberman (1989) regarding the aesthetic reception of works of fiction; Duarte (2002; 2011) and Campos (2016) on what constitutes works of black children's literature and Afro-Brazilian literature. The research has a qualitative approach, realized by a case study with a group of 17 future pedagogues, students of the Pedagogy course at the Universidade Federal do Rio Grande do Norte (UFRN), in order to apply two methodological instruments: a form, seeking to know the profile, conceptions and experiences of the subjects, and; a portfolio, whose purpose is to understand the aesthetic reception resulting from the reading of 5 short stories of Black Children's Literature, namely A botija de ouro (1984), O presente de Ossanha (2006) and As pérolas de Cadija (2000), by Joel Rufino dos Santos, and O mundo no black power de Tayó (2013) and Oduduá e a briga pelos sete anéis (2009), by Kiusam de Oliveira, and what aspects of the works read are considered for your selection. The results indicate that the subjects relate several aspects to define the Black Children's Literature. In their formative paths, they reveal little access to this type of literature, being UFRN the place where the literary repertoire with ethnic-racial themes is most developed. Just as future pedagogues have valued the reading of these tales, during their aesthetic reception, recognizing their importance for human formation, it is necessary for them to be more attentive to the definition of selection criteria, considering the literary function of these texts, since o the selections are justified, for the most part, by their thematic aspects and their educational function.

This study identified the educational practices in the Acauã quilombo, located in the town of Poço Branco/RN, with regard to understanding their contributions to strengthening the culture and identity of the quilombo community researched. We highlight that the black women's farinhada dance group, the flour house, the residents' association, the Maria Francisca Catarina municipal school and religions are identified as educational practices that reveal socio-cultural specificities, historicity and resistance to the inequalities suffered by the quilombo's residents. Reflections on the concepts of culture and identity were based on Freirean literature. We carried out a study of reality in order to understand the significant universe in which the research subjects are inserted. This study was observed in the three pedagogical moments seen in Pernambuco (2013). We used semi-structured interviews, recordings, various notes and photographic records. The study reveals that educational practices are the pillars for keeping culture and identity alive in Acauã, thus enabling the recovery of knowledge and teachings from the past in the current quilombola context.

This Master's Research emerges from my experiences and training based on democratic values in the personal, professional and social spheres. Since 2007, I am an effective professor linked to SEDUC-GO, currently at the Céu Azul State School, which became the Céu Azul Civic-Military State School (EECIM Céu Azul) in 2019. The research addresses the militarization of public schools, an ideological and authoritarian project of the Federal Government, which since 2019 transforms regular schools into civic-military ones. Based on Moscovici (2015) and Jodelet’s (2001) contributions, we highlight that social representations are human constructions for apprehension of reality through the behaviors, curiosities, information, physical and intellectual domain of the world. These mechanisms of seeing the world are social for the reason that the world is socially shared collectively between the real and the imaginary of the individuals who build it. These representations serve as support for each other and often converge or diverge in the search for understanding of a given social phenomenon, with the aim of understanding, managing or confronting it. (JODELET, 2001). Together with this aspect, the objectives of this study are to present and discuss elements that make up the semantic field of the phenomenon of social representations of civic-military public schools for teachers of elementary and secondary education. The present study has as research object the Social Representations of Teachers on the Civic-Military School of Novo Gama/GO Regional Education. This research has social relevance, entering into one of the most tense and turbulent periods in Brazil's recent history, marked by frequent threats to democracy, loss of guarantees of fundamental rights, censorship and attacks on the academic freedom. The research field of this study is the Civic-Military State School – Céu Azul, located in the municipality of Valparaíso de Goiás – GO, with elemantary and high school classes both in the morning and evening. The research subjects are composed of actual teachers from the framework of the state network, coming from a public tender, and those who have employment link by temporary contract. The research is exploratory in nature and is characterized by the quantitative bias of the plurimetodological perspective, enabling the collection of data from the application of the following instruments: Technique de Association Libre de Paroles (TALP) and questionnaire. In this perspective, the free association questionnaire (ABRIC, 1998) and the directed association survey were used. (SILVA, 2008). This technique aims to identify the semantic field of representations, elucidating the peripheral and nuclear elements of social representation. In the analysis of the data, the interlocutory between the Theory of Social Representations and the Content Analysis proposed by Bardin (2016), allowed to undertake a semantic categorization of data, resulting from the analyses made from the data collected in TALP and the theoretical contribution adopted for this study. Therefore, studies such as this can indicate, on the one hand, how much the social representations of teachers may be coordinating actions of acceptance of the use of the standardization of authoritarian and coercive behaviors that exclude and deny the different identities existing in the school and on the other hand, reinforce and strengthen attitudes that define the school as a space of production of new knowledge.

This study aims to compose and narrate the history of the Presidente Kennedy Education Institute between the years 19971-1996, through photographs, presenting this source as a document full of information and loaded with historical, social and cultural meanings. The analysis of the images seeks to present how the institution has consolidated itself over the years, reflecting on its identity through reflections on its transformations and permanence. To theoretically support the study of photography, the works of Kossoy, Dubois, Ciavatta and Mauad were used. As for the History of School Institutions, the works of Gatti and Magalhaes offer support for the work. The documentary corpus is made up of photographs found in the Collection at the Presidente Kennedy Institute of Higher Education, as well as Legislation (Laws and Decrees), Newspapers and school documents that helped to contextualize the time. Finally, this study seeks to highlight photography as a historical source, enabling composition and historical narrative, in addition to encouraging its use in areas of the history of school institutions.

The search for critical and dialogical educational practices in legal education is a response to its status quo, namely, the traditionalism, dogmatism and technicalism that has characterized it since its implementation in Brazil in 1827. It is encouraged by this challenge that this work has as its problem research the following question: what is the rationale that guides the curricularization of HRE in Law courses in public IES in the Sertão nordestino? To achieve the general objective of identifying rationality, the following specific objectives are established: to present reflexivity and reciprocity, as characteristics of communicative rationality, as foundations for a dialogical and multidimensional Education in and for Human Rights; formulate structuring principles for Human Rights Education, based on communicative rationality, for multidimensional legal education; understand the characteristics that predominate in Brazilian legal education from a socio-historical perspective; indicate the implications of adopting HRE in the preparation of the Course Pedagogical Project – PPC for Law courses, with regard to teaching, research and extension; analyze the PPCs of Rights courses in public IES in the Sertão nordestino, in force in the year 2023, with regard to the curricularization of EDH. Each of these is developed in chapters 1, 2 and 3 of this thesis, which follow a theoretical-methodological approach based on the concepts of society as a system and world of life, instrumental and communicative rationality, pragmatic norms of speech acts – reflexivity and reciprocity, structuring principles of HRE – exchange of knowledge and dialogical interaction between subjects – and dialogical and multidimensional pedagogy. Through authors such as Habermas (2019a, 2019b), and his interpreters and transposers to the educational field, such as Prestes (1999), Mühl (2020; 2021), Marques (1996), Macedo (1993), Goergen (2015), Bannel (2013), Boufleuer (2001), the proposed theme is approached in conjunction with Freirian thought on a dialogical basis. 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; research promotion and structure; promotion and structure of the extension. In the end, it can be concluded that Law courses at public IES in the Sertão nordestino make partial and limited use of communicative rationality for the curricularization of HRE, especially due to the lack of contextualization of knowledge, which is evidenced by the non-use of the potential and challenges present in the territory. The courses still need to advance in the establishment of concrete pedagogical actions, in which it is possible to articulate academic knowledge with local/traditional knowledge and allow a dialogical relationship between the actors of the educational process, through methodologies that privilege doubt, question and curiosity as educational foundations.

This research investigated the representations of 6th and 7th year students about school and their relationship with school knowledge. Carried out at Escola Municipal Professora Francisca Ferreira da Silva, 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.

In this research, the objective was to analyze the first movements in the implementation of the secondary education reform, regulated by Law No. 13,415/2017, considering the political-ideological clashes in the state of Maranhao and their implications for the students' training process. In addition to the tangential policies at the national level, we observe that the secondary education reform movement that we are focusing on requires the establishment of an analytical scale that takes into account state policies, especially in the relations between state education departments and the private sector. In this way, the thesis assumption resonates with how certain state policies, particularly aligned with the private sector, were already putting into practice some of the contents of the secondary education reform policy, such as the full-time journey, and some curricular policies established in Maranhao. This context also presupposes that the reconfiguration of secondary education in the State consolidates its institutionalization within the framework of flexible learning, which is the pedagogical expression of the flexibilization of the flexible accumulation regime, promoting an education for less and simplistic. This research proposes a methodological approach of a qualitative nature, based on the analysis of bibliographic and documentary research. This approach is based on historical-critical theory as a central theoretical structure, supported by Marxist references. This perspective, aligned with historical and dialectical materialism, allows us to interpret the secondary education reform as a product of capitalist logic that aims to adapt education to the demands of the labor market. Literature review, bibliographic research and document analysis were used as methodological procedures for data collection. The data showed that the secondary education reform promoted changes that aim to intensify globalized trends at the school level, which bring with them negative implications in the educational field, as it is based on flexibility, standardization and the development of privatizing processes. These aspects deepen social and educational inequalities, favoring the distancing of young people from the indisputable right to quality public education. The Maranhao reality regarding secondary education reform does not differ from what is proposed in official documents, with passive adherence without broad criticism. The thesis is confirmed that the implementation of the reform in Maranhao's secondary education brings with it flexible training aligned with the flexible accumulation regime that directs education in Brazil.

This thesis aims to analyze implications of external evaluation from the Integrated System of Monitoring and Institutional Evaluation of the state education network from Rio Grande do Norte (Simais) to organize and planning pedagogical work of the teachers from the first levels of the primary school, considering the influence of this system to measure the quality of education in the public schools of the state. This system has its creation based on a macro project of administrative reform in the state of Rio Grande do Norte, named Governo Cidadão, with resources from World Bank. In this project, there is the creation of an evaluation system to guide actions from the Secretary of State of the Education, Culture, Sport, and Leisure from Rio Grande do Norte to the educational planning and to the development of the strategies focused on the elevation of the quality of education and on the learning of the students from the public education network. Created in 2016, the actual design of this system concerns external evaluation to students from the final levels of the primary and high schools from state education network, focusing on Portuguese and Mathematics. This research takes historical-dialectical materialism as theoretical and methodological referential, considering the categories totality, contradiction and mediation. In the developing of this work, it takes as proceedings literature review, documental analyze, application of questionnaires and semi-structured interviews with technicians from the secretary, coordinators and/or pedagogical supports, and teachers from fifth level of primary education in the state schools. This research identifies that this Secretary, based on Education Regional Directory, developed training meetings aiming to discuss the system of monitoring and evaluation and to work with evaluation matrix. In the context of schools, this study points that teachers have different points of view related to the purpose of the system, and most of the teachers do not know results related of his/her respective school and how to access this one, and it seems they do not consider this data to the planning of pedagogical work. Data shows a protagonism in the planning of teacher work of the external evaluation named Evaluation System of Basic Education (Saeb), with processes of training and applying tests to students, focusing on matrix and descriptors from the areas of knowledge evaluated. In this sense, teachers seem to adopt pedagogical actions to improve results of the external evaluations. This study detaches state needs, particularly from the Secretary of Education of the Rio Grande do Norte, to use results of the external evaluation of the Integrated System of Monitoring and Institutional Evaluation as base to develop actions and educational projects to ensure the educational quality of the schools, and to contribute to the implementation of the process of teaching-learning of students.

Visiting the commonplace of curricular intermittence that surrounds the teaching of Sociology in basic education is inevitable, especially when the proposal is to think about what images high school students construct about this subject. This instability, which is intertwined with the history of the subject in basic education, has led to a series of problems ranging from the design of a minimum curriculum for sociological teaching, to discussions about textbooks and the role of secondary education itself in this process. We questioned 149 third grade high school students in the municipality of Natal about their representations of the subject of Sociology. To talk about the curricula of basic education, how secondary education is conceived in them, how its teachers are being trained and the space that Sociology occupies in this scenario is to locate the process of construction of the image of this discipline by these young people. The theoretical-methodological framework used was mainly Serge Moscovici's Theory of Social Representations (TRS) (2012; 2013). Data was collected using the Free Word Association Technique (FWA), followed by the organization of this data into representative dimensions based on Laurence Bardin's Content Analysis (2011), which continued with the structuring of this data in the Representational Spiral System (SER), developed by Elda Melo (2019), in accordance with the Structural Approach proposed by Jean-Claude Abric (1999). As such, this research focused its discussions on the litigies surrounding teacher training, the secondary school curriculum and its changes, as well as social representations, correlating these conceptual dimensions. Regarding student representations, the data shows that high school students establish a relevance to the subject of Sociology, which is organized around the indispensability of this subject.The discourse on the relevance of Sociology as a school subject is produced in a reality that is dissonant with what students construct and it is in this context that we argue that the production of this social representation is based on a Themata (MOSCOVICI, 2012). Based on the results of this work and a survey of previous research dealing with the teaching of Sociology and social representations from the student perspective, we maintain that the positive view granted to this chair has as its source idea a Theme that concerns a crisis in Brazilian education and the issues underlying this process, such as a critical/non-critical education, an emancipatory/conservative education, antinomies that involve educational conceptions and, consequently, teacher training, curriculum, subject and society. Sociology emerges as an important subject, because the students' social representations are based above all on the understanding that, in the face of this historical scenario of educational crisis, this subject is a crucial tool in the rational and critical understanding of this reality.

This thesis aims to analyze the performance of the public health doctor Flávio Maroja from the intellectual, scientific and sociopolitical universes responsible for defending the spread of health education in Paraíba in the first decades of the 20th century. The general objective is specifically divided into three: a) discuss the biographical discourses constructed about Flávio Maroja and his process of intellectual creation based on his different life itineraries, as well as investigating his production, cultural mediation and insertion in the press; b) evaluate the political culture, sociopolitical practices and spaces of power of the intellectual Flávio Maroja, his social political engagement and contributions to the dissemination of health and illness care in Paraíba; c) analyze the educational practices of Flávio Maroja based on the medical-sanitary knowledge written and disseminated by him in the Paraíba press and in knowledge institutions, aiming to instill health education in men and women. In view of the intended objectives, I outlined the following thesis argument: in addition to being a public health doctor, Flávio Maroja was an intellectual, politician and cultural mediator, inserted in the scientific, social and cultural scenario of Paraíba who sought, through his educational practices, to promote a “health education”. During his public life, the intellectual Flávio Maroja covered several areas of knowledge of power, in the political field he was a deputy in some legislatures, reaching the position of First Vice-President of the State in the government of Solon de Lucena (1920-1924), he served in public positions in area of health, in the press and in institutions such as the Instituto Histórico e Geográfico Paraibano - IHGP and the Sociedade de Cirurgia e Medicina da Paraíba-SCMPB. Flávio Maroja's intellectual itinerary was varied and presented the different areas of activity, the faces of poet, chronicler, journalist, marked his insertion as a cultural mediator of the Paraíba press, his vast production made up the documentary corpus: magazines Era Nova, Revista do Instituto Paraíba Geographic History and Medicine magazine; by the newspapers A Imprensa, A União, O Norte and O Jornal; through correspondence and Presidential Messages sent to the Legislative Assembly. In the methodological design, I use the discourse analysis methodology proposed by Michel Foucault (2012), paying attention to the speeches, statements and discursive irregularities on the theme of health education promoted by Flávio Maroja. In the theoretical field I use the notions of intellectual (2003) and engagement (2003) by Jean-François Sirinelli, this debate around the intellectual, his engagement and cultural mediation and production places us at the heart of Cultural History. And to think about prophylactic discourses for bodies in Paraíba, I dialogue with the notion of biopolitics in the wake of Michel Foucault's (2014) thinking. It is concluded that Flávio Maroja's performance in the sociopolitical, intellectual and scientific universes of Paraíba enabled the amplification of his discursive power and his educational practices that aimed at educating the population's health. Such performance can be read as a biopolitical strategy, amplified through networks of sociability and intellectual engagement that allowed Flávio Maroja's normalizing speeches to have greater circulation in the press, as well as the creation, mediation and circulation of knowledge about health, aiming to instill in the reading population habits typical of health education.

The thesis states sensitive education through body games and dance in interfaces with Libras, in order to build knowledge in/through the body/subject, open to relationships between the individual and the collective. It brings a reflection on the inclusion of deaf students in school and the teaching possibilities in Art/Dance classes for Elementary School, final years. This is an experience report at the Municipal School of 1st and 2nd grades Vicente de Franca Monte, located in the Municipality of Sao Goncalo do Amarante/RN. Among the plans to
work with Art/Dance, body investigations, through games, were chosen as a reference point for pedagogical intervention. Our writing has the general objective of analyzing the contributions of teaching dance through body play for deaf and non-deaf children and adolescents. Its specific objectives are to investigate the
possibility of working on Dance through play; value the historical bodily experiences brought by students; enable inclusion processes during theoreticalpractical classes; favoring the understanding of historical movement relationships and inclusive forms that are part of the educational process and providing
opportunities for all students to participate in the same Dance content, contributing to attracting the intrinsic and individual knowledge of the subjects. We defined that the methodology used in the research is qualitative, sociocultural in nature with an interpretative approach. The choice of the proposed theme favors knowledge, appreciation and body redefinition on the part of students, as well as contributing to the understanding of the inclusive and symbolic relationships that are historically inscribed in the body. Realizing that working with
Art/Dance content, in an inclusive way, allows students to expand their intrinsic views on how to perceive the world, as well as enabling the discovery of other ways of contextualizing dance based on students' lived experiences during the research.

This thesis examines the contributions of ongoing training on the mediation of children's literature with indigenous themes that enable discussions about indigenous cultures in the classroom and the formation of readers, contributing to critical teaching practices. It is based on the studies of Amarilha (2012), Barthes (2013), Candido (2017), and Coelho (2000) on literature and reader formation; Bonin (2009; 2008), Grauna (2013), and Thiel (2012) on children's literature with indigenous themes; Baniwa (2006) and Munduruku (2019; 2012) on indigenous history and culture; Freire (2013; 1979), Imbernon (2010), Novoa (2022), Ramalho, Nuñez, and Gauthier (2004) on teacher training; Candau (2008) and Fleury (2003) on interculturality and education. The school institution should provide knowledge of indigenous culture in a contemporary way, through intercultural practices that encourage respect and democracy among cultures, fulfilling Law No. 11,645/2008, which mandates these discussions in classrooms. Children's literature with indigenous themes presents itself as a way to bring children closer to these cultures, requiring a mediator who is aware of their formative role. This qualitative, exploratory investigation with pedagogical intervention studied the results of the continuing education course "Children's Literature with Indigenous Themes in the Classroom," with 60 hours, conducted with 50 pedagogues working in the public education network of the state of Rio Grande do Norte. Of these participants, 15 teachers composed the study's focus group, with 7 working in Early Childhood Education and 8 in the initial years of Elementary Education. The corpus of Literature with indigenous themes included the following works: Ay Kakyri Tama: eu moro na cidade (Kambeba, 2018), A mulher que virou urutau (Jekupe; Kerexu, 2011), “Brasil” do livro Metade cara, metade mascara (Potiguara, 2019), “Cobragrande” do livro Cobra-grande: historias da Amazonia (Taylor, 2008), “E indio ou nao e indio” da obra Historias de indio (Munduruku, 2016), Meu vo Apolinario: um mergulho no rio da minha memoria (Munduruku, 2005), “Somos” do livro Infinito (Araujo, 2022). The data included responses to the initial and final questionnaires, discussions on three works of indigenous literature, and dialogues in the focus group meetings. Content Analysis (Bardin, 2016) was used for data analysis. It was found that teachers lack training to mediate discussions about indigenous culture in school, leading to practices that dehumanize these peoples. Regarding literature, there was an observed lack of training on children's literature and reader formation, which was more pronounced concerning indigenous literature, as they were unaware that indigenous people write books. By reading and discussing literature with indigenous themes, the teachers learned the characteristics of these works, shared interpretations, judged situations, and empathized with the characters. Experiencing this, combined with theoretical P A G E 1 0 discussions in the course, led the teachers to advance in their awareness process as educators. It was found that continuing education can contribute to revising conceptions and raising awareness among teachers about their pedagogical and critical roles in discussing indigenous culture and forming literature readers. This study emphasizes the need for children's literature with indigenous themes and reader formation in curricula aimed at the initial and continuing training of educators to overcome monocultural education.

Seeking to understand their relationships in educational activities in the face of transformation Discussing the Socio-historical and Philosophical Foundations of Education is primarily about and contemporary social reality in its various aspects, and thus perceiving the need for this understanding in teacher education, as a guiding framework for theory and practices. In this sense, the present research aims to analyze how the Pedagogical Residency Program, Biology subproject, of the Degree in Biological Sciences - URCA contributed to the appropriation of education fundamentals by residents, within the scope of teacher education. The methodological approach was structured based on qualitative, descriptive, documentary, and analytical research. The research was conducted at the Degree in Biological Sciences of the Regional University of Cariri (URCA). Twenty students from the Degree in Biological Sciences at URCA, selected for the Pedagogical Residency Project, Biology subproject, participated in the research from 2018 to 2020. The semi-structured interview was used as a data collection instrument, conducted from March to June 2021, as well as the analysis of residents' reports/portfolios, whose data were treated using Bardin's Content Analysis technique (2011), resulting in three analytical categories: the Relationship between theory and practice as a challenge for the initial training of Biology teachers; Citizenship education as a horizon for social transformation; Reflections on teaching practice as a redefinition of the Biology teacher's profession. The results point to appropriations related to Socio-historical and Philosophical Foundations of Education as participants demonstrate the need for collective and dialogical constructions from the perspective of understanding the social role and identity of the teacher, made possible by critical and reflexive experiences built in the Biology subproject at URCA. This analysis underscores the need for the redefinition of educational practices from a critical perspective and still grounded in the teacher-researcher. Thus, we understand that the Teaching Residency Program can be considered an important tool for the initial and continuous training of teachers, as long as their conceptions and foundations are re-signified, and the relationship between theory and practice assumes praxis as a necessary structure for human emancipation, as expressed in the actions of the URCA Biology subproject

This thesis has as its object of study the SignWriting system in the Libras/Portuguese Language Course (CLLLP), at the Federal University of Rio Grande do Norte. Our objective is to understand the contributions of sign writing to strengthening the process of academic/professional, identity, political and cultural training of deaf people in the Literature Course: Libras/LP at UFRN. In this sense, we assume as the guiding question of our research: How can writing signs promote the development and access of deaf subjects to knowledge? Considering this question and the complexity of our object of study, we assumed qualitative research, with an emphasis on the autobiographical narrative. Qualitative because what we seek to know cannot be measured or understood only with numbers or data that demonstrate the quantitative dimension of the study. The interest in autobiography is due to the fact that the conversation circle, as a research procedure, required participants to narrate their life story to the collective. As a strategic procedure for building data and information in the research, we created an extension project about sign writing, aimed at deaf students on the Libras Language Course at UFRN. This project ended with the conversation circle. In addition to creating this source of data and information. We accessed the Pedagogical Project of the Libras/Portuguese Language Course at UFRN. In addition to these sources, it was necessary to build a framework of Bilingualism and Deaf Studies theorists that was composed by SKLIAR (2003), PERLIN (2003), SÁ (2006), SÁ & SÁ (2015), DALLAN (2013), BARRETO & BARRETO (2013). The studies and references helped us to understand that, for education to occur, especially school education without blockages or suffering, it is necessary for the deaf person not only to first appropriate the Brazilian Sign Language (LIBRAS), but also the representative writing of their natural language –L1. This conscious appropriation of their signed and written language will enable the emancipation of deaf people so that, every day, they can expand and deepen their way of looking at the world, taking the lead in narrating themselves. Thus, we conclude the research by stating that the conscious appropriation by deaf people of their signed and written language is a liberating process.

Amidst the various educational programs within undergraduate studies at the Federal University of Rio Grande do Norte (UFRN), our research focuses specifically on the Tutoring Program. This program provides support to groups of students with lower academic performance, prioritizing incoming students to help them adapt to higher education. The educational projects that implement tutoring actions involve faculty, administrative staff, and undergraduate students as team members, targeting undergraduate students as beneficiaries. Established in October 2018, the Tutoring Program is one of the more recently implemented educational initiatives at UFRN and is currently expanding. Our research aims to explore the social representation of participants regarding the Tutoring Program and how this representation influences the program's objectives, particularly concerning student integration and retention in higher education. To address our research questions, we employed a theoretical and methodological framework focused on identifying the social representations held by those involved in the UFRN Tutoring Program. Throughout our study, we examined how the objectives of tutoring have been operationalized, the procedures followed, and the participants' understanding of the program. Our methodology included qualitative and quantitative bibliographic and documentary research. The theoretical basis drew from Theory of Social Representations (TSR), as articulated by authors like Moscovici (2003) and Jodelet (2001). Empirically, we used the Free Word Association Technique (FWAT), questionnaires, semi-structured interviews, and reflective groups to gather data. For analysis, we applied Central Core Theory (Abric, 1998), Content Analysis (Bardin, 2011), and the Representational Spiral System (Melo et al., 2023). From this investigation, it was possible to understand elements of the participants' representations and conclude that they aim at the Tutoring Program as an instrument to help in the teaching-learning process and welcoming the student into higher education, despite some discrepancies observed, arising from the anchoring process. These insights allowed us to critically assess the program's implementation and propose improvements such as developing a handbook. Ultimately, our goal is to enhance the effectiveness of the Tutoring Program, promoting greater integration and retention of students in higher education.

In 2017, the federal government approved Law 13.415/2017, instituting a new reform in Brazilian high school education. This reform, previously indicated in 2016 through Provisional Measure 746, was justified by its proponents as a solution to address the problems facing Brazilian high schools. The law established a Policy for Promoting the Implementation of FullTime Schools, amending Law 9.394/1996 and Law 11.494/2007, among other provisions. Consequently, a flexible curriculum was proposed, consisting of the National Common Curricular Base (BNCC) and five formative itineraries. Understanding that educational public policies are not implemented in a linear fashion, our research aims to analyze the actions taken by the Ceará Department of Education (SEDUC) from 2017 to 2022 for the implementation of the formative itinerary “Technical and Professional Education,” and to determine whether these actions represent a movement of continuity, rupture, or hybridity of the policies previously developed by the state. Furthermore, the choice of Ceará as the research field for our study was due to its more systematic experience with educational policies, which may contribute to the actions aimed at implementing this reform in technical and professional education. Among the various policies, we highlight the implementation of Law No. 14.1906, of July 30, 2008, which enabled the creation of a well-established network of professional schools in the state, the State Schools of Professional Education. These schools, through result-oriented management, are pedagogically structured with a curricular organization that aims to formally integrate the professional curriculum with the general education curriculum. Additionally, they operate fulltime. Given this, the investigation of the issues at hand will be conducted from a theoreticalmethodological framework based on historical-dialectical materialism, as we recognize the need for a research perspective that helps us think from the given concrete reality, understanding our object of investigation as part of a whole composed of multiple relations. Under this theoretical-methodological framework, we will begin our research by understanding the central categories in the field of professional education, identifying the educational dichotomy as the basis for structuring Brazilian high school education. Therefore, we will analyze, through the lens of the educational dichotomy, the development of policies related to professional education in Brazil, specifically technical education at the high school level. We will seek to understand the structure of technical and professional high school education in Ceará so that, based on the analysis of Law 13.415/2017, we can confront the existence of ruptures, hybridity, or continuity with the existing model in the state. For this purpose, we will primarily use statistical information provided by the National Institute of Educational Studies and Research Anísio Teixeira (Inep) and the Department of Education (SEDUC/CE). Finally, after traversing this path, we will be able to present the potential consequences this educational model may have for the formation of the youth attending this stage and type of education.

We affirm that The UFRN Parafolkloric Group expresses a phenomenology of culture that expands education through feeling. Inspired by the reflections proposed by Merleau-Ponty in his Phenomenology of Perception (1945/2011) and motivated by my lived world, I bring to this thesis the experiences of the UFRN Parafolkloric Group based on the dances of the people's culture in education. As an open field of expressive possibilities, popular culture in its ways of materializing and meaning through dances is a fertile soil capable of producing knowledge sensitive to education. In order to understand our statement, we set out as a general objective to reveal the UFRN Parafolkloric Group as a place where the phenomenology of culture is experienced, expanding education through feeling, by taking into consideration Merleau-Ponty's phenomenological perspective. Aiming to draw our methodological horizons, we assume the phenomenological attitude of Merleau-Ponty as this reference investigator of meanings that are born in sensitive experience and is moved by descriptions, reductions and interpretations to build a network of meanings when delving into history, spectacles and travels of the group. In our first chapter, The route of feeling, we address the historical experience of the group and the subjects that make it up, taking as a script a dialogue that involves the meanings of culture, folklore, tradition, memory, temporality, continuity and permanence. In our second chapter, The aesthetic experience of spectacles, we describe their spectacles, expanding the educational horizons in feeling the dances, culture, tradition, religiosity, symbols, gestures of the bodies involved as texts that found and give life to the phenomenology of culture present in the group through the aesthetic experience of their shows. In our third chapter, The Inhabitation of Festivals, we will be entangled in the cultural inhabitation of their travels, revealing the experience of encounter provided by moments of exchange as educational feelings. For the conclusions, we resume that The UFRN Parafolkloric Group expresses a phenomenology of culture that expands education through the feeling of its historical experience, the aesthetic archeology of its shows, and the cultural inhabitation of the interrelationships provided by its travels.

Although we have observed a continuous increase in the proportion of enrollments - greater access - of students who are the target audience of special education, to regular schools, expressed through statistical summaries of Basic Education and microdata from the School Census, and such confirmation may demonstrate the guarantee of legal compliance, such data are still not very expressive to reveal the conditions of permanence, participation, and learning of these students. Therefore, more than pointing out merely quantitative indexes, it is important to understand under which rules and logic the principles of the right to education have been legitimized, because it may seem that such students, in this case, would “cease” to be excluded and would start to be included as students with disabilities, especially in times of neoliberal schools. To this end, we chose the objective of this research to enable the use of the principles of Universal Design for Learning (UDL) in “closed” educational contexts, aiming to promote inclusive pedagogical practices. This qualitative study was based on collaborative research in a regular school in Crato-CE. The participants were 05 teachers from the regular classroom and 02 teachers from the Multifunctional Resource Room. Data collection took place from April to December 2023, subject to approval by the Ethics Committee. We used a semi-structured interview script; the interviews were recorded using a cell phone or a Sony ICD-PX470 Digital Voice Recorder, transcribed entirely, and subjected to content analysis. After exhaustive reading of the interviews, we sought to define the “emic” categories that emerged from the subjects’ speeches. Subsequently, we conducted classroom observations and reformulated the planning based on the principles of Universal Design for Learning (UDL). The findings of this investigation indicated that pedagogical practices have been, for the most part, based on the transmission of content; teaching work tends to be solitary (there is generally no interdisciplinary dialogue); the teaching process tends to have a technical conception; students with special educational needs are exclusively under the responsibility of their caregivers; the routine is almost always centered on the book and that the indexes of external evaluations “determine” and “guide” the pedagogical practices. After the intervention with the UDL, we noticed significant changes in the teaching and learning process, so that the students were more engaged, the contents were made possible through multiple modes of representation and the students had different opportunities for action and expression. Therefore, we believe that the UDL can, in fact, contribute in different ways to eliminate/minimize the barriers to learning for all students, even in neoliberal educational contexts.

The research presented here is inserted in the context of studies that address the relationship between knowledge and the school of socio-educators in deprivation of liberty situated within the theoretical framework of Bernard Charlot's Theory of Relationship with Knowledge (2000). Thus, its general objective is to investigate the relationships and meanings that socioeducational students deprived of freedom maintain and attribute to knowledge and to the Padre Cicero Socio-Educational Center located in the city of Juazeiro do Norte - Ceara, considering the perceptions and meanings for their life trajectory. In terms of specific objectives, we have: Analyze how the relationship between socio-educational students occurs with Knowing/Learning/not learning, with Knowing and Learning in the Family, with Knowing/Learning/Not learning on the street (in the neighborhood); Analyze how the relationship between socio-educational students was established with Knowing/Learning/Not learning and the School prior to hospitalization; Check how socio-educational students relate to Knowledge/Learning/Not Learning and the Padre Cicero Socio-Educational Center; Understand the relationship between socio-educational students and knowledge and socioeducational activities; Identify the relationship between socio-educational students and Knowing/Learning/Not learning from a future perspective. For this, field research was used, in an analytical and qualitative approach. Twenty-eight socio-educational students participated in the research. As a data collection instrument, the Knowledge Balance, proposed by Bernard Charlot (2009) and the semi-structured interview were used. The data was analyzed using Content Analysis for Bardin (2016) and presented using categories. The research data indicate that adolescents deprived of liberty at the Centro Socioeducativo Padre Cicero value knowledge/learning and perceive learning as a transformative factor, capable of changing perspectives and building a better future, while recognizing the positive influence of professionals involved in the socio-educational process. Professionalizing socio-educational practices have the potential to promote the redefinition of identity and social reintegration of adolescents deprived of liberty. It is concluded that despite the situation of vulnerability aggravated by the deprivation of freedom, adolescents attach importance to knowledge and school, although they are not always clear about it and/or, even so, they understand that school knowledge can provide a better life in the future. worthy for him and his family.

This thesis concerns the object of study “social representations of nurses/teachers about

teaching for comprehensive care”. In this sense, its general objective was to: investigate the

social representations of nurses/professors regarding teaching in Higher Nursing Education,

from the perspective of comprehensive care. And, as specific objectives: (1) outline a teaching

profile regarding teaching for comprehensive care; (2) characterize teaching knowledge and

practices regarding teaching for comprehensive care; and (3) discuss challenges related to

teaching for comprehensive care, in the context of the teaching practice of nursing professors

who work in Higher Nursing Education. Methodologically, the research is qualitative in

nature (Moscovici, 2012). To obtain the data to be presented and analyzed, the following

were used: the Free Word Association Technique (TALP), as part of a questionnaire; the

semi-structured interview, using a semi-structured form; and documentary research, including

the Institutional Development Project (PDI), the Nursing Course Pedagogical Project (PPC),

the National Nursing Curricular Guidelines (DCN) of 2001, the General Regulations of the

Teacher Training Center (NFD) and subject plans made available by the Coordination of the

Undergraduate Nursing Course during the data construction period. Its theoretical-

methodological reference was the Theory of Social Representations (Moscovicci, 2012), the

Central Nucleus Theory (Abric, 1998; Sa, 1996), the Representational Spiral System (Arruda,

2002; Melo, 2024) and Analysis of Content (Bardin,2011). The entire experiment was built at

the Regional University of Cariri (URCA), Crato - CE campus. Commitment and

interdisciplinarity were the central core elements of the social representation of the

participants in this research regarding teaching for comprehensive care. This representation is

associated with the perception of the demand for teaching comprehensive care, by the

admission of the human being as holistic, by the relationship given to teaching-learning

contents from an interdisciplinary perspective, and by the value given to action and reflection

in the student training process, by valorization of a health care model centered on the human

person and not on their illness, as well as the admission of the need to teach the Nursing

Process as a peculiarity of the nurse's knowledge. Regarding teaching practices for

comprehensive care, it is inferred that the subjects' commitment related to the object of study

is in the process of practical teaching and in Health and Extension services, through which the

aim is to stimulate reflections on comprehensive care through problematization of realities in

the teaching-learning of nurses' collaborative and autonomous practices. Teaching for

comprehensive care presents challenges linked to the demands of compatible didactic-

pedagogical training, effective teaching-learning of comprehensive care under an integrated

curriculum, and more teaching dialogue to strengthen interprofessionality, interdisciplinarity

for coherence between care plans discipline and Course Pedagogical Project, which

emphasizes student training oriented towards comprehensive care, located in a critical rather

than technical rationality.

The aim of this study was to investigate how the COVID-19 pandemic has impacted on the lives of undergraduate and graduate students at the Federal University of Pernambuco. Based on conditions of accessibility, the convenience of the researcher and relevance to the research objectives, we chose six courses: Biological Sciences, Social Sciences, Geology, Physical Education, Pedagogy (licentiate) and Music (licentiate). For the interviewees, we used two selection criteria: having started the course before the suspension of face-to-face activities at the University due to the COVID-19 pandemic and being in the final periods of the course. We selected six interviewees, one from each course, to analyze in more detail, the student life impacted by the pandemic. Based on the analysis of the interviews, we propose four dimensions of changes caused by the pandemic: 1) how the pandemic has changed relationships between students; 2) how students have adapted to the pandemic; 3) what have been the students' strategies for staying; 4) what are the impacts of the pandemic on other aspects of student life. The changes in relationships between students, friends and colleagues have been intense, causing friendships to break down. We have defined types of friendship, with the pandemic affecting the first two forms the most: the friendship of going out (“rolé”), the relationships that happen with occasional outings to parties, bars and, generally, these friendships do not go beyond these spaces; local friendship, which are those friendship relationships restricted to specific environments and spaces, such as the University, the church; and, finally, friendship “for life”, the friendships with which students make up their most intimate socio-affective circle, in which there is more companionship and more sense of pleasure and support. In the sense of existential flow, student life during the pandemic took place in three phases: the shock phase, at the initial moment of the pandemic, in which students were unsure about the consequences it could bring; the uncertainty phase, due to the need to adapt to Remote Learning, facing the difficulties that come with it; and the confidence phase, about the process of re-signifying the pandemic, when the student felt able to stay and complete the course. The pandemic also affected the social strategies used by students to stay and study: canonical strategies, recognized by traditional pedagogical practices, but less used, such as group study and collective work; profane strategies, more used, which were not recognized or recommended by normal procedures, such as leaving the class connected while doing other things; emotional strategies, which stood out, as ways of seeking personal wellbeing relying on the attitudes and affective responses of social support networks. The impacts of the pandemic have been immense on the affective, somatic and psychological lives of the students, with social isolation contributing to the weakening of personal relationships, and also to the emergence and worsening of illnesses related to the lack of social interaction (depression, burnout, sleep problems). The greatest difficulties reported by the students: the poor quality of the remote classes, causing problems with concentration and adaptation; the distancing in social life, both physical and emotional, from friendships, without being able to attend socializing spaces, which would eventually allow a satisfactory personal life and access to social capital and culture; and negative effects on affective, somatic and psychic life, causing numerous health problems.

Thinking about how to offer mathematics teaching that enables the understanding of content in a meaningful, reflective and enjoyable way has been a huge challenge for Brazilian education and has demanded efforts from researchers and training institutions. Our study constitutes an investigation that offers possibilities to contribute to the knowledge/doing of pedagogical teachers with the teaching of mathematics. We aimed to analyze how continuing education can contribute to the teaching of mathematics developed by pedagogues who work in elementary education and to the reconfiguration of social representations about the teaching of mathematics. To this end, we developed qualitative research, with a methodology linked to action research since we assume the need for transformation and creation of strategies to overcome the identified obstacles, including professional practices based on social representations arising from the teachers' schooling process. We developed a continuing training course, lasting 1 academic year, which aimed to reframe the social representations of teachers/pedagogues regarding the teaching of mathematics. The training was based on Mathematics Education and the use of its trends and included the participation of 6 teachers from the state education network of Rio Grande do Norte, who, in addition to participating in the training meetings, had moments of collective planning and monitoring of their practices. Data production was done by recording the training meetings, which included moments for discussion in the focus group methodology, and the field diary of both the course meetings and practical meetings that took place in schools. The data indicated significant contributions to teaching practice in which training is based on Mathematics Education and given in a context of praxis.

This work focuses on the history of school institutions, focusing on a school group located in the interior of Rio Grande do Norte. The starting point was the question of what changes did the implementation of the Almino Afonso School Group cause in primary public education in the city of Martins-RN, at the beginning of the 20th century? From this, the objective was to understand the process of implementation and operation of the Almino Afonso School Group in the first decades of the 20th century and to analyze the changes that occurred in primary education in the city of Martins-RN as a result of the implementation of the said Group. To this end and based on the concept of school culture (Julia, 2001), bibliographic and documentary research was carried out from a historical perspective. Documents such as: messages from governors (1890-1930) were analyzed; reports from the State Government Secretariat (1895-1905); reports from directors of Public Instruction (1893-1926); bookkeeping books for isolated schools in Martins-RN and the former Grupo Escolar Almino Afonso (1897-1926); laws, decrees, teaching codes and regulations for school groups (1908- 1925); images of educational institutions in Martins-RN (1920s); and the newspaper “A Republica” (1911-1925). Considered a model of a modern school, school groups should provide improvements in public primary education. In view of this, we sought to demonstrate that the Almino Afonso Group provided advances in the primary school organization in Martins-RN. But the investigation demonstrated limits in the functioning of the institution as a graduated school as well as other aspects such as: lack of school materials and inadequacy of school furniture, inconsistent with the principles of hygiene and pedagogical modernity discussed in the period by intellectuals and public administrators. With reduced enrollment and attendance in the initial years of its operation, not only did it not universalize primary education, it also had a lower audience reach than the former state isolated schools that had a larger enrollment than the Group that replaced them. The changes brought about by the installation of the Group refer to the establishment of the public primary school as a specific place under the responsibility of the State, as well as the construction of a new school culture disseminated throughout the city through, mainly, school festivals. . In addition to being pedagogical, the celebrations had political purposes to give visibility to the republican project of schooling and the construction of a new society.

This work is the result of processes of concern generated in the discussions of the Group of Studies and Research in Social Representations and Teacher Training - RESFORD regarding the place that the discipline of sociology would occupy in the curricular organization called Novo Ensino Médio (2016), which later resulted in the New Common National Curriculum Base. Thus, according to Moura and Benachio (2021), this proposal for curriculum reorganization has as its perspective an education to meet market interests with a strong dominance of neoliberal ideologies, producing a fragmented and dehumanized schooling process. For that, we start from the understanding that the conjunctures and social processes formulate understandings about everyday objects, in this case, as presented by Moscovici (2012) in the formulation of the Theory of Social Representations there is a production of knowledge produced and shared by the groups that describe , while prescribing actions for individuals, this was called social representations. Faced with these considerations, Abric (1998) understands that the SR are structured to organize social thought into central and peripheral elements, thus postulating the Theory of the Central Nucleus. In view of this, we perceive the need to understand how the undergraduate students of the Social Sciences Course at the Federal University of Rio Grande do Norte perceive the place of sociology in New High School. Faced with this, it was determined as an objective to be achieved in this study: to investigate SR of undergraduate students of the Social Sciences course at UFRN on Sociology in the new High School, for this purpose the following specific objectives were defined: i) to understand the place of sociology in the schooling process in high school; ii) identify how undergraduates perceive their future professional activities; iii) carry out a longitudinal review of the space that sociology has been occupying in secondary education. To achieve these objectives, we used the Free Word Association Technique - TALP for 24 undergraduates of the Social Sciences Degree course, together with a sociodemographic questionnaire to, in addition to delimiting the socioeconomic profile of the interlocutors, extract the evocations for the identification of representational content . Still in this regard, we carried out two interviews with professors who work in sociology teaching for a greater depth of the elements previously found. We also carried out a longitudinal rescue with two surveys by the RESFORD group that investigated the formation and teaching of sociology. Given this information, we treated the data through Melo (2009) and Bardin (2011) and through the Representational Spiral System, we concluded that the social representations of this group regarding the place of sociology in the new high school are determined by two elements: devaluation : who perceives discipline in this new model as emptied; and important: highlighting the need for the discipline to remain in school curricula.

This Master’s in Education research has as its theme the Feminist Theater of Natal and its educational reach and/or effects. In view of this, analyzing possibilities and powers of educational reverberations of theatrical performances, this work aims to investigate the educational dimension of Natal theater that deals with women, from the perspective of the artists of the feminist scene in Natal/RN. The women of the plays will be part of the study: Violet (2016) and Invisible Women (2018). Among the questions that drive the research, the following stand out: In what directions are the shows produced and/or performed by women capable of provoking political-social transformations? Do the pieces 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, reach and/or educational 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.

This investigation aims to investigate the trajectory of the intellectual Severino Bezerra de Melo and his sociability networks, analyzing his actions, relationships and implications in the educational and political context, in the period from 1908 to 1946. The research intended to observe the performance of this intellectual in his various fields of action, seeking to understand what were his relationships at the Escola Normal de Natal, who were the agents involved in his trajectory, what motivated him to found Colégio Pedro II in Natal/RN and to analyze the influence of his sociability networks in his intellectual trajectory. To this end, we carried out documentary and bibliographical research in physical and virtual collections made available by institutional repositories such as those of the Federal University of Rio Grande do Norte (UFRN) and the National Library (AN), with emphasis on the Digital Hemeroteca. Official documents were found, such as: decrees; messages from the state governor; magazines and newspapers, such as “Pedagogium” and the Magazine of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN); and newspapers such as “A República”, “A Ordem de Natal”, “O Poti” and “Diário de Natal”. The research was based on the meanings of intellectuals and sociability networks by Sirinelli (1996) and the notions of practices and representations by Chartier (1990). The study demonstrated that Severino Bezerra acted in several spaces in the State, such as in school groups, among them the Grupo Escolar Barão de Mipibu (1911-1922), the Grupo Escolar Frei Miguelinho (1924) and Antonio de Souza (1924- 1925). ; as a teatcher of Moral and Civic Instruction at the Ateneu Norte-Rio-Grandense (1927); directed the Male and Female School of Commerce in Natal (1937); and also taught at Escola Doméstica de Natal (1935). In 1927 he founded and directed Colégio Pedro II, which operated as a boarding school, semi-boarding school and day school. For a long period, Severino worked in the direction of the Department of Education of the State of Rio Grande do Norte (1913 - 1933; 1943-1956), among other positions, demonstrating that he was active in the political and educational field. We also found connections between Severino Bezerra and important names in the intellectual, educational and political scene of Rio Grande do Norte, such as Monsignor Calazans Pinheiro, Anfilóquio Carlos Soares Câmara, Severino's normalist colleague who was also director of the Department of Education and Governor José Augusto Bezerra de Medeiros. The history of intellectuals in Brazil, notably in Rio Grande do Norte, demonstrates a fine line between the cultural and the political, and Severino Bezerra is an important figure in this history.

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This dissertation explores reflections on the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in Fortaleza-CE, within the context of education. Originating from the author/researcher's personal concerns, this dissertation holds social significance that encompasses the formative repercussions intertwined with studies in the field of Humanities. It focuses on the contribution of identity recognition within black communities and qualification within the contexts of arts and teaching. Thus, the objective is to investigate how the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in the city of Fortaleza-CE was developed. The study is qualitative, and its dissertation is enriched by bibliographic and documentary readings, as well as empirical experiences derived from visits and observations conducted in the working environment of the artistteachers. The theoretical and methodological procedures consist of the foundations of oral history by Meihy (2015) and the instruments derived from ethnography by Mattos (2011). The organization of both the theoretical framework and the narrative sources of the artist-teachers' origin characterizes the interconnection based on structural processes of data organization, analysis, and interpretation. This enables the attainment of knowledge regarding the subject matter. From the obtained results, we can mention the processes of struggles and resistance within black communities for the recognition of their cultures, histories, and Afro-ancestral memories. The reclamation of ancestry encompasses the recognition and sense of belonging of black communities, emancipating them with their historical roots. In the contexts of art and teaching, we also observe challenges in implementing theater education in the school environment. Thus, the theatrical training of the artist-teachers, although it may have been superficial within formal schooling, was primarily consolidated in the realm of popular education, in environments where non-formal and informal education played a significant role. The intersection of narratives regarding these formative fields, ethnic-racial and theatrical, reveals the barriers ingrained in the Brazilian education system. These barriers must be urgently overcome. Furthermore, we emphasize that as the artist-teachers shared their formative narratives, it allowed us to have a sensitive and critical perspective that revealed the existing intersections among their experiential fields. This research journey has provided us with a redefinition of our thinking, as it has brought us an awareness of the transitivity and unfinished nature of our knowledge through critical, sensitive, and emancipatory reflections. Lastly, it became evident the importance of reclaiming our stories and memories to establish connections between the past and the present, in order to foster new perspectives towards the future. By doing so, we assume our place as human beings capable of creating, recreating, and empowering ourselves towards criticality and awareness in emancipated societies grounded in human principles.

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This dissertation presents a qualitative analysis of the course "Senta que lá vem informação" offered on the Ambiente Virtual de Aprendizagem do Sistema Único de Saúde (AVASUS) and its contributions to Massive Health Education mediated by technologies. The research aims to describe the structural, organizational, and educational aspects of the course, understand the formative context of the Projeto "Sífilis Não", identify innovative features for Massive Health Education, evaluate the formative process, and highlight the course's contributions. The course, produced by the Laboratório de Inovação Tecnológica em Saúde (LAIS) and the Secretaria de Educação a Distância (SEDIS) of the Universidade Federal do Rio Grande do Norte (UFRN), adopts a language and format that differ from the conventional approach in courses of this kind. The research had two objectives: to identify the profile of the course participants and to assess the course's contributions to Massive Health Education through an evaluative instrument analysis. Approximately 85% of the participants evaluated that the course meets the needs for addressing syphilis and contributes to Massive Health Education.

The 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 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 four axes: (1) the teacher as a subject; (2) transference relationships between professors and students; and (3) the effects of contemporary society's educational imperatives on pedagogical relationships. In turn, the results of the interviews point to the singular character of the 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 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 educational 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 a historically complex issue and that currently there is a gap in initial training, therefore, the encounter with the psychoanalytic referential takes place, as a rule, 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.

Este trabajo es el resultado de una investigación realizada en el curso de Maestría del Programa de Posgrado en Educación, Educación, Políticas y Prácticas Educativas de la Universidad Federal de Rio Grande do Norte (PPGed-UFRN), Campus de Natal. La investigación se desarrolló desde la perspectiva de la epistemología crítico-dialéctica, a través de enfoques críticos como el Enfoque Cognitivo de Políticas Públicas (ACPP) y el Análisis Crítico del Discurso (ACD), con base en las matrices teórico-metodológicas de Muller y Surel (2002), Muller (2018), el análisis tridimensional de Farclough (2001) y Marx y Engels (1998). Para apoyar los estudios sobre el objeto de investigación y el contexto actual, nos referimos a autores clásicos y contemporáneos de la literatura educativa crítica. Buscamos analizar el contexto histórico, social, político y económico de la inclusión del Programa Nacional Colegio Cívico Militar (Pecim) como política pública; construir un marco normativo y cognitivo que permita visualizar al Pecim como política pública educativa para la educación pública básica en el periodo estudiado; identificar y analizar la participación de los actores sociales involucrados en la implementación del Programa Nacional Colegio Cívico Militar en el municipio de Parnamirim-RN; y analizar los discursos de los actores involucrados en la implementación del Pecim en el municipio de Parnamirim-RN. El objetivo general fue analizar la trayectoria nacional del Programa Nacional de Escuelas Cívicas Militares y su adhesión por parte del municipio de Parnamirim-RN, de 2018 a 2022. A lo largo de este trabajo, problematizamos el proceso ligero, centralizado y carente de debate que la administración municipal de Parnamirim utilizó para adherirse al Programa, y a partir de cada análisis presentamos nuestros argumentos en contra del proyecto. Presentamos los resultados de nuestros análisis y debates con propuestas para una herramienta denominada Comisiones de Análisis de Políticas Públicas (CAPPs).

Considering the advancement of Digital Information and Communication Technologies (DICT) in contemporary society, it is necessary for schools today to align themselves with the assumptions of the National Policy for Special Education in an Inclusive Perspective (BRASIL, 2008), as well as technological skills (UNESCO, 2008), thus promoting more inclusive pedagogical practices developed by special education teachers. To this end, we seek to answer the following question: Can Digital Information and Communication Technologies (TDIC) contribute to the pedagogical practice of special education teachers with a view to including PAEE students in high school? The objective of this work is to analyze whether Digital Information and Communication Technologies (DIT) contribute to the pedagogical practice of Special Education teachers for the inclusion of students Target audience of Special Education (PAEE) at the Professor Varela Barca State School in municipality of Natal /RN. The specific objectives are: 1) Describe which TDIC are used by high school special education teachers in their pedagogical practices; 2) Investigate how the use of TDIC by high school special education teachers is effective in their pedagogical practices for the development of the PAEE student's teaching and learning process; 3) Analyze the challenges and potential of using TDIC in the pedagogical practices of high school special education teachers for the inclusion of PAEE students; 4) Identify the profile of special education teachers who work in the common high school classroom. To this end, the theoretical framework is based on the concepts of Inclusive Education, TDIC, Assistive Technology and Inclusive Pedagogical Practices and the texts of the secondary education reform, Law No. 13,415/2017, the National Common Curricular Base (BNCC/2018) and the Potiguar High School Curriculum Reference (2021). To achieve the proposed objectives, the research is based on a qualitative Case Study approach. The data collection technique used was observation and semi-structured and individual interviews, carried out with five Special Education teachers who work in the common classroom in the State of RN. To analyze the data, the procedures described by the content analysis technique of Bardin (2016) were used. The results achieved in the research demonstrate that special education teachers use TDIC to enhance the teaching and learning process. Although they are faced with factors that hinder the use of these technologies, such as: school structure, social and economic factors, lack of collaborative planning. Therefore, it is expected that the democratic, technological and inclusive school will propose collaborative teaching, enabling effective education for all.

The Covid-19 pandemic caused a global health crisis, responsible for transforming the functioning of all sectors that make up society. Due to biosecurity measures, some services such as educational activities, for example, had face-to-face services suspended, needing to fit into the logic of virtual operation. Given the immediacy of the educational actions proposed in pandemic times, Emergency Remote Teaching was the alternative used to maintain links between students and schools, however, this proposal did not consider the specificities and conditions of everyone, especially students with Intellectual Disability (ID) enrolled in the initial years of elementary school. Seeking to understand and situate people with disabilities in teaching proposals, we propose the general objective of this study: to analyze the schooling process of children with ID in times of Emergency Remote Education and, specifically: a) identify the pedagogical practices developed for child with ID in the context of remote education; b) discuss the conditions of access and participation of children with ID in classes held during remote education, based on the perceptions of their families; c) investigate the challenges of remote teaching for the schooling process of children with ID. We developed a qualitative research, with a methodology based on thematic oral history, constructed from semi-structured interviews that revealed the narratives of 10 subjects (5 teachers and 5 mothers of students with ID) who experienced the (im)possibilities of the new educational format in public education in the city of Natal -RN.The data from the interviews were analyzed according to the content analysis technique and systematized into categories related to pedagogical work and the interaction of children with ID in the context of emergency remote teaching. The results of the study demonstrated that the lack of guidance for teachers, the training gaps related to the use of technologies in the classroom, social inequalities, the low access and handling of technologies by family members of children with ID, the potential for mediation of mothers and the students' own specificities, were aspects that reverberated in the access, participation and learning of students with ID and influenced the schooling process in times of remote teaching. We conclude that the proposals for virtual classes carried out on an emergency basis were faced with challenges that revealed social inequalities and directly affected the rights historically achieved by people with disabilities.

This work has as its object of study the experience of managing the Escola Estadual Professora Maria Araújo, located in the coastal district of Pium, Parnamirim, Rio Grande do Norte, during the period between December 2005 and December 2011.The study of this experience constitutes an introductory exercise to decolonial thinking in school management, articulating Freirian thinking with the methodological conception of intellectual craftsmanship, considering scientific investigation associated with everyday life, the epistemic search of the Sertania and Education Research Group, for a critical understanding of the historical process that contours education in Brazil. In this sense, the question is: is it possible to think about a decoloniality of school managementbased on the experience lived by Escola Estadual Professora Maria Araújo? In this way, the coloniality of management and school education is investigated, relating them to the concepts of the coloniality of power, knowledge and being, based on the Modernity/coloniality framework, defined by authors such as Aníbal Quijano, Walter Mignolo, Catherine Walsh , Maldonado-Torres, among others. Thus, the statement that school management is necessarily democratic, simply due to its normative determination, is ruled out, and it is important to immerse yourself in the object ofstudy, so that it can speak without starting from pre-established truths, such as the statement that management is democratic because it is found in the Federal Constitutionor in the LDB. Therefore, in addition to studying the normative framework that defines and regulates the process of the first direct elections for director and deputy director in the state education network of Rio Grande do Norte, in 2005, the role assumed by the School Council stands out. as an essential institutional entity for maintaining the succession process through direct elections, with the participation of the community. Furthermore, it emphasizes the experience of FLIEMA, in the period between 2008 and 2011, problematizing it as a fundamental articulating element of the management of thisschool, during the period researched, as well as its social recognition in the community. Therefore, we look for signs of the management of the Studied School; in people and in their attitudes towards management work, the responses to the understanding of the experience lived in this teaching unit, problematizing the possibility of another school education as a form of ontological resistance.

The first edition of the magazine Echo Miguelino appeared on July 11, 1874, 42 years after the first newspaper published in Rio Grande do Norte, O Natalense. After 148 years of publishing the first magazine produced in Rio Grande do Norte, magazine journalism remains active as one of the main media supports, despite the economic difficulties faced by publishers and editors. The eight-page notebook that constituted Echo Miguelino established the place determined for magazine journalism in the state and made possible the existence of more than 263 publications in these almost two and a half decades. A dobra, o grampo e a cola: percursos editoriais das revistas Preá; Nós, do RN…; Papangu; Revista Grande Ponto e Brouhaha: vozes na cultura potiguar refers to a selection of five editorial objects, in print produced in Rio Grande do Norte, among the 263 inventoried magazines. The research presents the historical and editorial context of each one of them, describes the aspects of their publishing and promotion and analyzes the editorial structure, reflecting on the changes in the profile of their editions during their respective periods of circulation. In the final moment of the research, the fate of each of the five journals is observed as a product of the printed media, as a Corpus that has speeches and silences, gestures and words, actions and reactions, colors and parties, empathies and aversions, movements and inertias, lives and deaths, journeys and setbacks.

The 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), Susanne Langer (1980), and Silvino Santin (2001). 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.

Under the name of École des Sciences de l'Éducation, the Institute Jean Jacques Rousseau (IJJR) was created in Geneva, Switzerland, by the Swiss psychologist and physician Édouard Claparède in 1912. The IJJR was to be, at the same time, a school, a research center, a documentation center, and a propaganda center in favor of education. Throughout its trajectory, the IJJR configured itself as an epicenter of the International Movement of the New School, attracting students from various countries. The thesis defended is that the transnational networks built from the travels of Brazilians to the IJJR enabled the circulation/crossing of subjects and ideas linked to New Education in Brazil, in the 1920s and 1930s. Thus, the aim is to investigate the networks built between Brazilian educators and educators of the Institute and their contributions to the circulation of ideas linked to New Education in Brazil in the 1920s and 1930s. Situated in the intersection of Intellectual History and the Transnational History of Education, this thesis has theoretical contribution contributions from Eugenia Roldán Vera, Eckhardt Fuchs, Jean François Sirinelli, Justino Magalhães, Diana Vidal, Rafaela Rabelo, Ana Chrystina Mignot and José Gondra about the concepts of Networks, Intellectuals, Institutions, International New School Movement and Educational Travels. Sources such as newspapers, magazines, and school documents available in Brazilian and Swiss digital collections were used. The analysis was based on Carlo Ginzburg's indicative paradigm, which allowed a look at numerous and different sources, in which it was possible to find traces of the construction of networks that involved social actors from Brazil and Europe on the circulation of ideas related to Educação Nova in Brazil. Among the students of the IJJR, the Brazilians Franciso Lins, Adalberto Maciel, Laura Jacobina Lacombe, Antônia Ribeiro de Castro Lopes, and Regina Frota Pessoa were located, in the period from 1912 to 1934, the cutout of the study. Hèlene Antipoff, Léon Walther, Louise Artus Perrelet, Claparède, and Adolphe Ferrière, linked to the IJJR, were in Brazil from the end of the 1920s. Besides the intellectuals cited, the research demonstrated the intertwining of the IJJR with other initiatives such as the Société des Nations (SDN), the Bureau International des Ecoles Nouvelles (BIEN), the Ligue Internationale pour l'Education Nouvelle (LIEN) recognized in English-speaking countries by the name of New Education Fellowship (NEF), and the Bureau International de l'Education (BIE). The Brazilian Association of Education, the School of Improvement of Belo Horizonte, Carneiro Leão, and Lourenço Filho also emerged as part of this web that made up the International Movement of the New School. We conclude that as the subjects circulated, they also contributed to the construction of pedagogical discourses that were appropriated in different ways in Minas Gerais, Rio de Janeiro, and São Paulo. These discourses were present in the training of teachers, in the various conferences, and in the written, translated, and published books. Finally, the study highlighted the importance of pedagogical trips in the trajectories of intellectuals, who built new ideas and practices in the educational field.

The thesis defends the argument of Aikido as body education, inspired by the philosophy of Merleau-Ponty, which emerges from the perception of the body in movement in the world, with itself and with others, having a comprehensive reading of the history and philosophy of Aikido, the lived experiences with this martial art in its virtues, in the tension between discipline and the freedom to learn its martial repertoire, and in the pedagogical practices as a Physical Education teacher and beginner Aikido instructor as a way of educational experience, pointing paths and ontological and epistemological horizons in a sensitive education. The experiences lived with body awareness during initial training and later with Aikido impacted me profoundly, that's why we assume the experience of the body in movement as an ontology of silence, of the sensitive and the movement expresses the subjective aspects of being a body. In this movement, we ask: What is the understanding of education, body and movement in the philosophy of Aikido? Thus, we outline the following research objectives: a) contextualize the philosophical and historical aspects of Aikido and its relationship with education as understanding; b) describe a perception of the body in movement in Aikido as a process of incorporating virtues; c) narrate lived-experiences arising from the body in movement in Aikido in the tension about discipline and freedom; d) report on educational experiences with Aikido and the content of struggles at school, pointing out ontological and epistemological horizons of a sensitive education inspired by Aikido and MerleauPonty. Therefore, the phenomenology is our epistemic, ontological and methodological’s approuch, where the description of the lived-world, the phenomenological reduction and intentionality are moments of the same movement, in other words, as I carry out each description, it is because I carry out the phenomenological reduction, and at each decision I am within the scope of intentionality, projecting myself along a path, a significant pole where the noetic and noematic poles are immersed, occupying empty spaces, that is, the phenomenological method is the flow of thought perceiving itself even in this movement, knowing that it is an incomplete movement, because with each empty space occupied, other spaces open up. It is worth highlighting that these notions are not fragmented moments, but are variations of a single instant, of an experience. The thesis is structured in four sections, where the first section situates and contextualizes the philosophical and historical aspects of Aikido and the relationship with education as understanding; then, I discuss the process of incorporating the virtues, highlighting experiences as a student of this martial art; later, I reflect on the tension between discipline and freedom in Aikido and present Merleau-Ponty's perspective of the body as a work of art and, at the last moment, I present the reports of two educational experiences with Aikido and the content struggles in school, pointing out ontological horizons and epistemological aspects of a sensitive education inspired by Aikido and Merleau-Ponty.

The aim of this research was to analyze the education of the body through sea swimming, based on Michel Serres' theory. To do so, the following specific objectives were established: Identify the relations of the body with sea swimming; discuss the knowledge that guides sea swimming, especially its contribution to the education of the body. The methodology used was based on the assumptions of autoethnography. The data collection tools were multiple due to the elements found in the daily life of swimming in Ponta Negra, the research locus. The field diary was the main ally in this process of registration, describing all days that I swam and observed the movement that surrounded the research landscape, swimming was a choice and became fundamental to try to understand the investigated phenomenon. The trips to Ponta Negra beach were constant from November 2020 through December 2021, totaling 143 days on-site and swimming. Narratives about my experiences and about the other(s) were accumulating in this field diary, which was engage with the swimming existing on the beach (daily life and events), the characteristics of the place (elements of geography, occupation of space) and the interaction of people (frequenters, practitioners, workers), besides the personal dimension of feeling that involved swimming and observing in different circumstances. The capture and access of pictures were also used to outline swimming profiles by surfacing practices, knowledge, and arrangements. Based on the results found, the thesis states, in the listed context: Swimming in the sea is an education of the body that is based on relationships involving nature, access to the city, and partnerships, constituting a lifestyle. Learn how to swim in the sea implied learning to relate to different groups and intentionality of this swimming (utilitarian; recreational/contemplative; competitive), helping to realize that the body practice provides an opportunity to contemplate the landscape and reflect on the city, besides the latent possibility of meeting, expected or not, in an exercise of living together and sharing that tends to be incorporated as a lifestyle.

The object of this thesis is the teaching of Philosophy in technical high school education at the Federal Institute of Education of the State of Piauí - IFPI. It was limited to analyze the legislation that guides the teaching of Philosophy as a curricular component in the period 2004-2020 and verify the perception of the Philosophy teachers of this institution about the educational practice in the teaching of Philosophy. We started from the following question: what are the implications of the new Common National Curricular Base (BNCC) for the teaching of Philosophy in integrated education, and what are the challenges of the philosophy teachers' educational practice for the formation of critical, reflective and emancipated subjects? This problematic issue consequently motivated the general objective: to investigate the teaching of Philosophy in IFPI's integrated technical high school, from the legal perspective in the period 2004-2020, and the educational practice of Philosophy teachers facing the context and challenges of instrumental rationality with a view to an education for emancipation. Our thesis is constituted as a critical-reflexive diagnosis, which seeks to verify if the teaching-learning processes in integrated teaching take place in an autonomous, critical, and reflexive way; in the same way, it seeks to verify actions and attitudes that hinder the conditions of criticality and autonomy, elements that diverge towards the development of socially emancipated subjects. Methodologically, for the development of this study we chose the qualitative approach, with the Critical Theory as the epistemological foundation. For the development we carried out a bibliographical study, documentary research, and empirical investigation. To base this work, we used the following theoretical support: Adorno & Horkheimer (1985); Saviani (2007); Ciavatta (2019); Frigotto (2005); Kuenzer (1989); Cunha (2005); Ramos (2005); Bardin (2016); Magalhães (2004); Cartolano (1985); Freire (1996); Cerletti (2009) among others. The empirical research occurred with six (06) Philosophy teachers in integrated technical education. We used narrative interviews and training memoranda to produce data analyzed through content analysis. It was found that the teaching of Philosophy walks in tortuous and uncertain paths, since its presence in the curriculum is not constant in Brazil. With the new Common National Curricular Base, there was a reduction in the workload of this discipline in the integrated courses. The teachers reported that they are challenged in their teaching every day, largely due to the particularities of integrated education, because there is an emphasis on technical subjects to the detriment of propaedeutic ones, including philosophy. They reported that the exercise of philosophizing, in its most substantial form of authentic thinking, is one of the tasks of Philosophy teaching, and how this teaching contributes to forge a human formation, of critical consciousness for the full exercise of citizenship in a democratic society, that is, for the formation of emancipated subjects.

The present work deals with the organization of the Science teacher's work as a professional pedagogical skill that should be the subject of training in undergraduate courses and development in the professional performance of the Science teacher in service. In this sense, it sought to answer the following research problem: how is the ability to organize the pedagogical work of the Science teacher, who teaches in the final years of Elementary School? This study proposes, as a general objective: to analyze how the professional ability to organize the pedagogical work of the Science teacher to teach conceptual contents, procedures and the epistemological aspects of the schools surveyed, knowledge inherent to their profession. As a methodological strategy, a dialectical perspective of the qualitative and quantitative dimensions is assumed, it is configured as basic research, of the exploratory and descriptive type, structured in the bibliographical research and survey (through the application of a questionnaire), having as participants the teachers of the final years of Elementary Education in the subject of science in municipal public schools in the city of João Câmara/RN and Macau/RN. With the bibliographical research it was possible to identify three subdomains that constitute the skill studied, and the study of the literature made it possible to establish the system of actions of the skill to organize the pedagogical work of the Science teacher. The processing of data from the empirical study allowed drawing a socio-professional profile of the Science teacher, limited to the context of this research, as well as pointing to a low development of the skill under study in two subdomains, which means that teachers have important training needs to in the organization of pedagogical work to teach Science in the final years of Elementary School.

Audio description has appeared not only as a communication and cultural accessibility resource that provides the expansion of understanding and access to imagery content to visually impaired people, but also as a field of professional activity for this public. This takes place through the figure of the consultant audio describer, a professional who integrates the team responsible for making the audio description. The approach of this study, which is of a qualitative and interventional nature, seeks to analyze the performance of the poetic audio description of a theatrical show. For such purpose, the perspective of the authorial protagonism of the consultant audio describer is taken into consideration, and it occurs in several stages, not only in the consultancy but also in the creation of both the script and the narration. The methodology is based on the experience acquired from the audio description script of the show Abrazo, by the Clowns of Shakespeare Theatrical Group, from Natal, RN, which triggered hybrid possibilities of engendering between storytelling and audio description. As a result, a poetic aspect was outlined from the creative conception of the consultant audio describer responsible for the project. Therefore, this context articulates distinct phases that start from the exploratory incursion, with the creative workshops involving theater, storytelling, and audio description, until the locus of the intervention-research, in which the improvement, finishing, and reception of the audio description of the show Abrazo took place. These activities were carried out with a focus group composed of teachers and researchers in the field of accessibility, audio description, education, art, and cultural production, as well as the members of the Clowns of Shakespeare Theatrical Group, and some members from the audience with or without visual impairment.. The analysis of these theories, based on the bibliographic survey and the interventional processes of experimentation, including the restructuring of the script of the show Abrazo in the poetic aspect of storytelling, as a final product, leads to the results that evoke the idea that these practices can be stimulated. As a consequence, the role and protagonism of the visually impaired individual, represented by the figure of the consulting audio describer, may be re-signified in these instances as a co-author of this process, and to these professionals is also given credit, not only in terms of consultancy, but also in terms of screenplay and, especially, recording of the final credits that are broadcast. In this way, such assumptions contribute to composing a pedagogy of the reeducation of the view, in educational and cultural contexts, essentially with regard to the artistic languages. Therefore, the list of propositions inherent to the concept of a dialogical creation is expanded, which would imply that, with regard to the creative and procedural field of audio description, the consulting audio describer and the audiodescriptor scriptwriter would be conceiving a unison creative act as one interferes in the composition of the other, that is, the structure of audio description. Although this structure is defined and only possible due to these different functions, it undergoes modifications that come from the other's point of view and, thus, ratify the defense of this dissertation, in the sense that these distinctions characterize the process of coauthorship

The training of educators who work in Specialized Educational Assistance - SEA is considered an indispensable element for the success of the Special Education policy in the perspective of inclusive education proposed in Brazilian documents and laws. We argue that such professionals need consistent, specific and continuous training to work with the numerous specificities that their profession requires, so that it can promote the development of the skills and competencies of its students. Based on this assumption, we defend the following thesis: participation in training meetings can establish processes of collaborative studies and learning in everyday school life in the possibility of favoring the inclusion of students with Intellectual Disability. In this proposition, this study is guided by the offer of continuing education carried out with educators who work in the SEA, offered in the countryside of the State of Rio Grande do Norte - RN, seeking to help them in the construction of innovative practices that are increasingly inclusive. Therefore, we defined as a general objective: to analyze the contributions of continuing education carried out with educators who work in the SEA, to favor inclusive pedagogical practices with students with Intellectual Disabilities. In the methodological path, we worked with qualitative, descriptive and analytical aspects, supported by a collaborative research, carried out through training meetings in online format, totaling 80 hours of study, divided into 10 modules with theoretical/practical activities synchronous and asynchronous, whose themes were selected and organized in collaboration with the Grupo de Estudo Aprendendo a Aprender – GEAA, composed of 22 educators who work in the SEA, located in the Seridó region of Rio Grande do Norte. The instruments used for data collection were the initial and final questionnaires, interviews, GEAA memory notebooks and virtual portfolios constructed by the course participants. That said, the research identified that collaborative activities, such as: socialization and exchange of successful experiences and moments of interaction in the group and in small groups contributed to the improvement of the educators' pedagogical practices, so that they identified that reflection-action-reflection in collaboration with peers has become a differential in their pedagogical work. In this sense, we understand that it is essential to encourage the installation of training paths with collaborative approaches, based on and space for reflection, the pedagogical practice of teachers, joining them to studies with the theory built in the educational area. Finally, we emphasize that the training activities developed helped the course participants to identify their weaknesses in theoretical and practical knowledge and, collaboratively, they also realized that the feeling of incompleteness directs them to the perception that they need to have access to training paths directed to their needs and experiences.

This work aims to analyze the trajectory of music education for the blind community at UFRN, in the context of its inclusion policy, from 2011 to 2019, with emphasis on the discussion of the actions related to the development of teaching, research and extension projects targeting this audience. And as specific objectives to discuss the context of the School of Music in the scenario of the inclusion policy for people with disabilities at UFRN; and to raise and discuss the actions developed at the School of Music for the inclusion of blind people in the process of construction, strengthening and consolidation of the inclusion policy for this audience at UFRN. It started with the following questions: How was the trajectory of Music Education for blind people at the School of Music, in the context of UFRN’s inclusion policy, from 2011 to 2019? What were the developments of the actions carried out within the scope of UFRN’s School of Music for the music education of these people? The thesis was defended that musical education for blind people at UFRN, within its inclusion policy, occurred in an integral perspective, based on teaching, research and extension axes.The research falls within the scope of the qualitative approach, and, as it makes use of documents as the only sources of data, it has documentary analysis as its research method (SÁSILVA, ALMEIDA, & GUINDANI, 2009; CELLARD, 2012; PENNA, 2017). After analyzing the trajectory of music education for blind people at UFRN, the thesis was confirmed that it was marked by the integration of teaching, research and extension measures, with the main milestones being: offering courses to the external public with disabilities; creating spaces for practical teaching of music for people with disabilities by students in initial training; systematizing knowledge in inclusive music education through the inclusion of curricular components of undergraduate courses in music; teacher and student training and qualification through courses and events; creating support service sectors for students with disabilities in the production of accessible didactic and informational materials (books, articles, braille scores); creating institutional repositories of accessible digital materials; holding events, contributing to the production, sharing and dissemination of knowledge and experiences.

This thesis presents the results of the research entitled "The gnosiological cycle of Paulo Freire and the emancipation of the subject", carried out as part of the activities of the Doctorate course linked to the postgraduate program of the Federal University of Rio Grande do Norte ( UFRN ). The purpose of this academic writing was to study an aspect of Paulo Freire's theory which is the Gnosiological Cycle, answering the question: does Paulo Freire's gnosiological cycle support the proposition of educating as a practice of freedom, promoting the emancipation of the subject ? This problem led us to the formulation of a hypothesis about the core of this research, which is that the gnosiological cycle in Paulo Freire aims at the emancipation of the subject. As a result, we conclude that the gnosiological cycle aims at the emancipation of the subject because it provides the necessary tools for the subject to understand his reality and transform it, acting in a conscious and critical way, reflecting on the conditions in which he lives, questioning the problems and contradictions existing in reality, seeking to understand them in their complexity from a critical, reflective and transforming stance. The methodological resource used was the hermeneutic approach that operates in the field of history of education and is configured as an interpretation method that seeks to understand the texts from the context in which they were written. We also used bibliographical research as an important instrument in the field of education, since from theoretical materials already developed, the researcher focuses on responding to his concerns by improving knowledge through a scientific investigation of already published works. In this case, the works that supported this research were: Educação como Prática da Liberdade, Extensão ou Comunicação, Medo e Ousadia e Pedagogia da Esperança. As a general objective, we seek to understand the contribution of Paulo Freire's gnosiological cycle to the emancipation of the subject and as specific objectives: understanding how knowledge occurs within the gnosiological cycle and in which conditions it is processed; to analyze the importance of awareness, discussion and dialogue / language for the emancipation of the subject; understanding the educator-educating relationship as subjects of learning and perceive problematizing education as a generator of new reflections and actions. Regarding the structure of the thesis, it is divided into 05 (five) chapters. In the first chapter, we verify part of my educational history and the entrelace with the Freire´sapproach to knowledge until discovering Paulo Freire's gnosiological cycle. In the second chapter, we begin with the presentation of some biographical information about the author from the critical perspective of education, so the main ideas contained in the four works already indicated were presented. The third, therefore, we analyze the act of knowing in Paulo Freire, from the analysis categories: knowledge and the gnosiological cycle as basic research categories and awareness, problematization and dialogue / language as explanatory categories. The fourth chapter analyzed epistemological education from the educator-student relationship as subjects of learning, as well as the application of problematizing education for the emancipation of the subject. And the fifth chapter completes the final results.

Teacher training involves different aspects, such as updating knowledge, reflecting on
pedagogical practices, and seeking new approaches. This training, by promoting critical
reflection and the ability to deal with complex situations, enables physical education teachers
to plan and develop inclusive practices. In turn, thinking in a complex manner implies
considering the multiple dimensions present in physical education and inclusion. This means
going beyond a simplistic and fragmented view and understanding the interconnections
between the physical, cognitive, emotional, and social aspects of individuals. In this context,
continuous training becomes essential for physical education teachers to acquire updated
knowledge about inclusion, develop appropriate pedagogical skills, and be prepared to deal
with the diversity of their students, promoting a more comprehensive, equitable, and inclusive
education in which all students can fully enjoy the benefits of physical education, regardless of
their individual differences. To achieve this, the construction of six articles was proposed. The
first objective (article 01) was to develop a narrative review on inclusive school physical
education through complex thinking. Based on this analysis, we were able to present a
perspective on how complex thinking can contribute to the pedagogical praxis of physical
education professionals through a holistic practice, understanding the relationships between the
different subjects involved in order to promote the inclusion and participation of students with
disabilities in school physical education. We also presented the main concepts that permeate
the theme, as well as some documents that have been presented over time with the aim of
contributing to the construction of the physical education curriculum, without explicitly
addressing important aspects of the inclusion process for students with disabilities in regular
education. The second objective (article 02) aimed to develop a literature review, a theoretical
study, focusing on teacher training in inclusive physical education based on complex thinking.
The findings of this article allowed us to reflect on complex thinking as a guiding theory for the
construction of an expanded training approach when considering inclusion and school physical
education. This process was based on a theoretical study on a new approach to education,
highlighting the need for scientific thinking, starting from complexity, and not allowing the
separation of being/reality, subject/object, educator/learner, objectivity/subjectivity, and
culture/subject/society. In article 03, the objective was to construct and validate a questionnaire
to investigate inclusion in school physical education. In this research, we constructed and
validated the Questionnaire for Investigation on Inclusion in School Physical Education
(QUIIEFE). The validation process was carried out through the analysis of judges. Based on
the coefficient of content validity, we established a reference value of 0.95, which was
considered above the reference values, thus validating the instrument for its purpose. Article 04
aimed to construct a teacher training in inclusive physical education based on complex
networks. Through network analysis, it was possible to indicate five subcategories: structural
difficulties, training difficulties, planning difficulties, pedagogical difficulties, and school
difficulties. The analysis identified factors of greater influence in the network, such as the
planning of theoretical and practical classes, specific knowledge, ableism, family relationships,
and multidisciplinary relationships. Based on the findings, it was possible to establish the
variables of greatest influence and, through continuous training, intervene by conducting
workshops, mini-courses, lectures, and/or events, generating changes in the network and
xii
contributing to a better inclusion of students with disabilities in physical education classes. In
the fifth objective (article 05), the research aimed to discuss the relationship between school
physical education, inclusion, and teacher training from the perspective of physical education
teachers in the Municipal Education Department of Juazeiro do Norte, CE. The results showed
that during continuous training, teachers discussed the relationship between school physical
education, inclusion, and teacher training. Participation in activities involving the construction
of materials and experiences with adapted and Paralympic sports revealed new opportunities to
make use of the spaces and resources available in schools. During lectures and roundtable
discussions, teachers were encouraged to reflect on their role, prompting them to see students
based on their abilities rather than their limitations. These moments also allowed for reflection
on the individual capacities and potential of the teachers themselves. In the sixth and final
objective (article 06), the research analyzed the reports of physical education teachers in the
basic education network in the municipality of Juazeiro do Norte, CE, regarding the
contribution of continuous training in inclusive physical education to their pedagogical praxis.
The results pointed to significant changes in the teachers' practice, especially in lesson planning,
making adaptations without relying solely on material resources to promote the inclusion of
students with disabilities, adapting the physical education curriculum by modifying its contents,
as well as fostering connections among colleagues, enriching pedagogical practice, and
expanding the possibilities for the implementation of inclusive activities. Thus, from the
teachers' perspective, this study highlights the importance of continuous training to further
enhance the educational process of physical education teachers, particularly concerning the
inclusion of students with disabilities. The conclusions of the thesis suggest a new perspective
on continuous training in inclusive physical education, understanding the inclusive process
within the school context in relation to the curricular component of physical education and
teachers' pedagogical praxis in ensuring the inclusion of students with disabilities. Based on
complex thinking and network analysis as a way to measure and understand the environment
in which students with disabilities and teachers are inserted, we offer an original contribution
to the field of inclusive education and teacher training.

In this research, the objective was to analyze the configuration assumed by the National Student Assistance Program at the Federal University of Pará, Altamira Campus, and its effectiveness in the democratization of the conditions of permanence of the students benefited by the Program, placing it in the current context of capitalism and the rise of neoliberal policies. We start from the thesis that the actions of the National Student Assistance Program, although important for expanding the conditions of permanence in higher education for students assisted by the Program, were not enough to democratize their conditions of permanence on the Campus of Altamira, for not having its actions guided by the principle of equity and being a focused program that does not serve all potential beneficiaries, nor the multiplicity of vulnerabilities present on the Campus. As a theoretical reference, we seek to approach the approach of Dialectical Historical Materialism by understanding that in the analysis of a social phenomenon, one must consider, above all, the context from which it originated, seeking its mediations and contradictions, thus highlighting the expansion of higher education carried out in the Workers' Party governments and the institution of the National Student Assistance Program in this context. As a methodology, literature review, bibliographic research, and document analysis were used, which allowed us to deepen our knowledge on the subject. Semi-open questionnaires were also applied to 12 students and semi-structured interviews were conducted with two managers, four members of the technical staff of the institution's student assistance and a student representative from the Campus of Altamira. The data were analyzed using the French Discourse Analysis. The studies indicate that the decision-making actions of student assistance are centralized by their management in the Central Campus, with the execution actions being decentralized to the Campus of Altamira, which leads to asymmetric actions and lack of resources to meet the demands of the Campus and the vulnerable economic students who at this university approach 85.0%. An advance was identified in the institution's student assistance, through the creation of the Single Registry of students who apply for financial aid with an initial duration of three years, guaranteeing assistance during this period, through annual data updates, and, in the methodology to identify the target audience to be assisted by the National Student Assistance Program. Progress was also made by considering other vulnerabilities that go beyond the financial vulnerability of students, thus making it more inclusive. However, the percentage of students served by the Program is very low on Campus, between the years 2016 to 2020, there was an average of 43.4% requests, considering all students enrolled and only an average of 11.0% attended. Furthermore, only six of the ten areas of the PNAES that students would be entitled to are available for the Altamira Campus. The demand for demands necessary for the permanence of students, such as the installation of a University Restaurant, was never met. The thesis is confirmed that the actions of the National Student Assistance Program, although important for expanding the conditions of permanence in higher education for students assisted by the Program, were not enough to democratize their conditions of permanence on the Campus of Altamira.

Achieving inclusive Physical Education classes in schools has been the desire of many teachers of this curricular component. However, finding and developing strategies that make this path possible has often been a lonely journey without knowing what to do, the basis of trial, error and success, especially when the student has a disability. However, the accessibility, participation and learning of this target audience at school are a guaranteed right in the Brazilian Inclusion Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this understanding, the aforementioned study aims to analyze inclusive pedagogical strategies and their implications for the inclusion of students with disabilities in the teaching of Physical Education at school. It is a collaborative research because it involves both research and training in a dialogical and dialectical collaboration process on theoretical and practical knowledge of teaching action. The nature of the approach is qualitative and the data construction instruments were interviews, field diary and systematic observation, having been analyzed from the content analysis. Thirty Physical Education teachers who teach in elementary schools in the city of Natal participated in the research. Several inclusive pedagogical strategies were identified in the literature and in the teaching practices of the target audience that favor the inclusion of students with disabilities in Physical Education classes, contributing to their systematization into categories according to four dimensions of accessibility: attitudinal (categories : support network, continuing education from an inclusive perspective, peer tutoring and awareness raising); instrumental (categories: technologies and materials), communicational (categories: interpersonal or face-to-face, written and digital); and methodological (categories: inclusive planning, didactics and evaluation). It is concluded that the inclusive pedagogical strategies identified in the research, experienced and discussed in collaborative training meetings, observed in teaching practices in schools and systematized in the dimensions of accessibility, constitute a theoretical and practical basis that underlies the inclusive teaching of Physical Education in schools, resignifying it. This is because it offers teachers possible ways with perspectives to identify and face the barriers posed to the inclusion of students with disabilities in Physical Education classes, indicating the most varied possibilities of accessibility that pedagogical practice can offer.

The year 2020 was marked by a declaration of a health emergency caused by a new type of coronavirus, Sars-CoV-2. In Brazil, with a federal administration that showed a greater commitment to the economy than to the preservation of life, the covid-19 disease ended up with a much higher mortality rate than expected if preventive policies had been adopted. On the contrary, Jair Bolsonaro's administration behaved exactly within the framework of what Achille Mbembe (2018) termed Necropolitics. In response, the population began organizing resistance to (necro)power in defense of life. One of the expressions of this resistance can be found in the discourses contained in political cartoons and strips produced during this period, which expressed positions contrary to the official discourse. Thus, this thesis aims to analyze the imagetic discourses contained in cartoons published in 2020 and 2021 about the covid-19 pandemic as a manifestation of resistance against the political positions of the Jair Bolsonaro government. The covid-19 pandemic emerged in 2020, leading various governments to make efforts to understand and find the best forms of treatment and prevention. However, some governments, such as the Brazilian government, adopted a denialist stance during the pandemic. While Jair Bolsonaro, as the president during the initial years of the pandemic, delivered speeches contrary to the scientific community's views, several forms of resistance emerged against the leader and his administration. Many cartoonists, therefore, started critiquing the president, especially regarding his actions during the health crisis, by expressing their own conceptions and choices. Methodologically, this research employs the French line of discourse analysis inspired by Michel Foucault (1996). The corpus of analysis consists of cartoons produced during the first two years of the covid-19 pandemic in Brazil, sourced from Instagram accounts of critical illustrators of the Jair Bolsonaro government and his actions during the pandemic, namely: Daniel Lafayette, Helô D’Angelo, Laerte Coutinho, and Gilmar Machado. The analytical construction involves a dialogue with the concepts of biopolitics and resistance in Michel Foucault (1998; 2008; 2019), necropolitics in Achille Mbembe (2018), and the analysis of images as historiographical archives in Peter Burke (2017). The conclusion reached is that political cartoons, as discourse-images, contributed to the fight for life by exposing, through humor, sarcasm, and irony, the power's will to truth, thus playing an important role as a technology of a biopower of resistance. They acted as formative tools in a non-formal educational sphere through the statements published on the cartoonists' Instagram accounts.

Considering the difficulties of common class teachers in a high school in teaching Special Education Target Audience (Seta) students and in search of solutions to overcome them, it indicates the implementation of Collaborative Teaching, questioning its implications for the teaching pedagogical practice of these students in high school. The research was done through interventions in the pedagogical practices in a 3rd grade high school class at the Escola Estadual Amaro Cavalcanti in the municipality of Jardim de Piranhas - RN, in collaboration with 12 (twelve) teachers, 11 (eleven) of the curricular subjects of the common class and the Special Education teacher who pedagogically accompanies 2 (two) Seta adolescents in the mentioned class and had as general objective to analyze the implications of Collaborative Teaching to the pedagogical practices of teachers of Special Education Target Audience (Seta) students in High School. Based on the methodological principles of a collaborative action research, the instruments were used as procedures for data collection: questionnaires and participant observations recorded in the field diary. For data analysis, the content analysis method was used. It presents in its theoretical support, conceptual aspects about Collaborative Teaching, Pedagogical Strategy, Teaching Pedagogical Practices and Inclusive Education. In order to reach the general objective, it was necessary to identify the implications of Collaborative Teaching implemented in the pedagogical practice of teachers of these students. Thus, it was obtained through the analyzes that, among several implications, stand out from the point of view of the participating teachers: it implied changes in the way of planning in the investigated school; promoted interdisciplinary work by areas of knowledge with teachers of high school curriculum subjects; streamlined the inclusion process with the sharing of the teaching pedagogical practice, each one being responsible for their area of activity in the classroom; resulted in the inclusion and schooling of Seta students in the lived reality; there were advances for the realization of instructional supports in realization the adaptations and flexibility of the evaluative activities; contributed to the realization of inclusive pedagogical practice in high school. it was verified that the implications of the actions promoted by the implementation of Collaborative Teaching to the teaching pedagogical practices of Seta students in High School expanded the possibilities of including and ensuring goals and actions, achieve your inclusion and schooling, as it was proven that this teaching strategy is an important ally for teachers to work on an inclusive pedagogical practice. Finally, the research concludes that Collaborative Teaching to the pedagogical teaching practice of Seta students in High School re-signified the pedagogical work for an inclusive pedagogical practice, since it implied, in general, the deconstruction of a professionally individualistic culture of High School teachers of the investigated school in order to produce significant changes in the teaching work.

The theme of inclusion in school Physical Education classes and in continuing education has been discussed in various studies. However, despite this, many are the desires and concerns of teachers in their efforts to promote educational experiences that consider the specificity and subjectivity of each student, whether they have a disability or not, which becomes one of the challenges encountered in teaching practice. In this context, it is necessary to invest in proposals that provide opportunities for the expansion of knowledge in dialogue with reality and value the participation of all students during the teaching and learning process, based on an extended concept of inclusion. Continuing education is one of the paths for expanding knowledge. Therefore, the present study aims to analyze the implications of a collaborative continuing education in the inclusive practice of Physical Education teachers. For this purpose, we chose a qualitative research approach through collaborative action research, which involved the participation of nineteen Physical Education teachers and two coordinators from the Physical Education department of the Municipal Basic Education Secretariat (SMEB) of the city of Ceará-Mirim/RN. We conducted semistructured interviews to better understand the teachers' reality and thus organize the next steps of the intervention. Next, we structured the collaborative continuing education in ten formative meetings, with three being conducted virtually and seven inperson, considering the need for training and structured teaching practice through remote learning, as indicated by the collaborating teachers. The foundation of the continuing education was based on School Physical Education within an inclusive perspective, and it was grounded in the discussion about curriculum in alignment with the National Curricular Common Base (BNCC). The collaborative training space aimed to reflect on teaching practices, giving voice to all participants in the process, as well as facilitating the construction and sharing of teaching knowledge. These insights were interwoven through exchanges, opportunities for listening and speaking, interactions, and experiences. These aspects became the differentiating factors during the development of the continuing education. As a result, the intervention proposal enabled a broader perspective on collaborative work between the researcher and teachers. Moreover, in this process of teachers' protagonized, constructed, redefined, and transformed knowledge, the key element was the subjectivity of the collaborating teachers. Through this path, it was possible to interweave knowledge and build many others, which contributed to the teaching formation of the participating teachers, especially regarding a proposal for classes from an inclusive perspective, considering the diversification of content.

This research aims to analyze the actions of the National Student Assistance Program (PNAES) - scholarships and grants - at the Federal Rural University of Semi-Arid (UFERSA), taking into consideration the norms, values, algorithms, and images that define public action in its materiality. The Cognitive Approach to Public Policy (ACPP) will guide us in understanding the coalitions of forces among the actors involved in the process to grasp the intricacies of this policy (Muller, 2018; Muller; Surel, 2002). Therefore, to answer our initial question, which is: what are the ideas present in the discourse of UFERSA's managers and students regarding the role of PNAES in ensuring access to higher education? It is relevant to give voice to these social actors and map their discourses because we understand that public policies, in general, and educational policies, in particular, are strategies promoted with the aim of implementing a certain social model, and it is important to know whether this social model advocates for education as a right or as a benefit for a few. In the empirical field, we intend to focus on PNAES as a public education policy targeted at young people in situations of social vulnerability. To understand the facets of this policy, we will delve into the theoretical and methodological foundations of student assistance as a social public policy. Our research procedures will involve interviews conducted with four managers responsible for implementing the student assistance policy at UFERSA and questionnaires administered to seven engaged students from the Student Representative Council (DCE), in addition to analyzing official documents, legislation, resolutions, and management reports that address the materialization of the National Student Assistance Program (PNAES) at UFERSA, from 2020 to 2021.

The explanation of the dialogues between school Physical Education and language gain prominence in the face of the contexts of resignification of the area from the 1980s and 1990s, which mobilized the incorporation of different epistemic understandings, while criticizing the trends of Physical Education linked, almost exclusively to the field of biological and health sciences. This scenario, combined with the country's redemocratization context, mobilized the construction of curriculum policies for Basic Education, crossed by power relations that remained in tension in the construction of different curriculum documents at national level. Thus, our objective is: to understand the epistemological itineraries of language concepts in the discourses of the National Curriculum Policies for Basic Education with regard to Physical Education at school from the 1980s onwards. in view of our concerns with cultural meanings, in view of the power relations involved in the construction of documents that express these curricular policies, namely: the National Curriculum Parameters of Physical Education for Elementary School I and II; the National Curricular Parameter of Physical Education for High School; and the Common National Curriculum Base. In these documents, we find the presence of different streams of thought about language, with psychomotricity, Merleau-Ponty-based phenomenology, structuralist semiotics, Peircean semiotics, Habermas's communicative action and body expression with language. In this sense, these documents point to different paths and transformations that occurred in relation to the notions about language used in curriculum policies for Basic Education in relation to Physical Education at school.

This study aims to analyze the correlations between education, spiritual devotion and community ethics in the process of cultural and social formation in the Community of Sítio Serra da Minguiriba from the ritual of celebration of the Renewal of the Sacred Heart of Jesus, in order to observe the role of collective memory in the existence and resistance of the community in Araripe Plateau. The research was conducted in two phases. In the first one, I talked to 18 members of the community. In the second phase, I interviewed 36 descendants of the founding families, in addition to participating in conversation circles, community events and accompanying, observing and participate in the life in Minguiriba. I used documentary, bibliographic sources and in loco observation of the most important ritual of the community: The Renewal of the Sacred Heart of Jesus. This study is based on the paradigm of complexity, on the interface between, community education, devotion, collective memory and social learning from the perspective of Edgar Morin (2011, 2018, 2019), Halbwachs (2006) and Candau (2011, 2018,2019), Halbwachs (2006) and Candau (2011). The results obtained allowed us to observe that the people of Minguiriba get educated and resist the challenges of living in the semi-arid region from a community ethic that is sustained and propagated in socialization in the interaction between people of the community established in the precepts of discipline, honor, prayer, work, sharing and care for each other. The ritual of the Renewal of the Sacred Heart of Jesus, as a cultural tradition, join the people of the Minguiriba community and teaches them to live in community, beyond the limits of the religious. It helps in coping with political-social difficulties, which necessarily implies undoing the banal conception that a religious ritual is limited only to the interest of the faith of those who practice it. It is constituted as a formation capable of refreshing the historical roots of the community, strengthening the identity and the individual and collective memory of the group.

This thesis aims to problematize the resumption movement of educational activities of the cariri people, which contributed to strengthen the construction of a collective life movement in Aldeia Poço Dantas - Umari, in the city of Crato, Ceará. I believe that the indigenous movement represents a symbol of resistance and struggle for the right to autonomy, in which the obstinacy of the original peoples involves the appropriation of knowledge, territory and self-identification. I chose to write a history of the cariri people, focused on the present time, based on the assumptions of Reinando Lohn (2019), when reflecting on a history questioned by the present and its interactions with the political struggle of resistance. Methodologically, I use a qualitative approach based on Oral History as a historical source and method, focusing on Thematic Oral History, as it focuses on the lives of the interviewees between 1997 and 2020. I cross-referenced historical sources, as proposed and systematized by Paul Thompson (2002), which consists in cross-referencing information present in oral narratives with other sources, written, iconographic, maps, videos and documentaries. From this perspective, I produced what Meihy and Holanda (2017) conceptualize as Hybrid Oral History. The time frame begins in 1997, with the awakening of the cariri self-identity from the arrival of Rosi Kariri in the Poço Dantas Community, and ends in 2020, with the creation of the Retomada Cariri Movement, which aims the construction of a collective movement and dreams of setting up an indigenous school. I dialogued with the following categories: indigenous female protagonism, from Silva (2021) and Paiva (2018), indigenous educational practices, from Araújo (2018) and indigenous education, through Munduruku (2012) and Kambeba (2020); Identity through Munduruku (2009, 2012), cultural identity through Hall (2020), territory through Krenak (1989), memory through Halbwachs (2013) and Ecléa Bosi (2023), indigenous ethnogenesis through Palitot (2010) and resistance through the writings of Foucault (1998). This research was developed in the field of Education, and within the Research Group Observatório das Heterotopias. It concludes by confirming the hypothesis that the educational practices resignified by the Cariri resumption movement are one of the main means of resistance of the Cariri people in favor of the collective life project.

This research is concerned to the works developed by the Group Estudos de Narrativas de Professores em Formação (Genprof) from the Post-Graduated Program of Education from the Universidade Federal do Rio Grande do Norte, aiming to reflect about the process of formation and professional development in the Laboratory of Didactic Material of Teaching Mathematics (Lamadem) from the Pedagogy curse of the Universidade Federal de Campina Grande (Campus I), trying to understand, to reframe, to rethink and to socialize this formation. This study has based on the theoretical field of Mathematics Education in the perspective of Social History of Mathematics Education (Hisoem), as well as it consists on a Repertory of Theoretical-Conceptual Coordinates of Reference (RCT-CR), proposed by González (2017), related to the Mathematics Education. This study brings reflections related to the formation of teachers, specifically in teaching Mathematics in the Pedagogy curse and knowledge necessary to this formation; as well as related to the Laboratory of Teaching Mathematics proposing questions about the use of didactic materials. This research is qualitative in the Education field, related to the autobiographic narrative category, based on the epistemological approaches presented mainly by Bicudo (2011), González (2020), Nacarato, Passos e Lopes (2019) e Passeggi (2016), focusing on the process of formation in Teaching Mathematics of the researcher (subject of this own research), assuming as main source of information her academic and professional trajectory in the referred laboratory. In the analytical proceedings of this research, it uses the strategy of archaeological immersion and hermeneutic contemplation (González; Villegas, 2009), based on the phenomenological guidance of Mathematics Education (Bicudo, 1999, 2011), related to the experiences and perceptions of the empirical source, in a polyphonic dialog to the autobiographical narrative (testimonial source) and the Repertory of Theoretical-Conceptual Coordinates of Reference (documental source). As a result, this study points some sense units, significant units and comprehensive interpretation that guide possible understandings and redefinition of a history of professional development in the light of theory and practice relationship. In addition to this, this study contributes to evidence the autobiographical narrative and its importance to the research and historical social interpretations linked to the teacher formation and to the practice of Mathematics Teaching, once narrative and reflections permit professional and personal self-comprehension, as well as redefinition of the teaching and learning Mathematics process offered in the formation curses of teachers that use or not the alternative of the laboratory of Teaching Mathematics.

This research aims to study audio description for theater and the language of stage lighting. The objective is to analyze the poetics of theatrical light, as a visual language of space-time, aiming to develop audio description scripts. In summary, I argue that understanding these attributes of stage lighting are fundamental for theatrical audio description. To this end, I present two studies that observe light in theater as a structurer of space-time in two theatrical plays. Based on these studies, I created a literacy proposal on the visual language of light, aimed at people with and without visual impairments interested in audio description. The qualitative approach methodology is structured from the perspective of exploratory and procedural research, carried out in two steps. In the first, I survey the verbal utterances related to the space-time performance of light, collected from the audio description script, for the classic dramatic opera Rigoletto by Giuseppe Verdi, staged at the Municipal Theater of São Paulo in 2019, with audio description by Lívia Motta, Wagner Caruso and Felipe Monteiro; and the dramaturgical text of the comedy A Invenção do Nordeste, by Henrique Fontes and Pablo Capistrano, which was produced by Grupo Carmin in Natal/RN, in 2017, and was directed by Quitéria Kelly. Such stagings exemplify the categories of dramatic and epic-narrative representation in modern theater. The second step involves run the extension course: The lights and the words: an immersion in the audio description of theatrical lighting, in a remote format, with 20 hours and thirty vacancies. In the course, the poetics of light is approached as a semiotic set that interconnects space and time, mediated by the functional handling of light in these stagings. The theoretical foundations are structured around the concepts proposed by Mikhail Bakhtin: Chronotope (Bakhtin, 2020a); (Bakhtin, 2021) and Utterance (Bakhtin, 2020b), to think about how the visual statements of light, observed as signs of space-time in a performance, can be recreated. Bakhtin’s concepts are articulated with the propositions of Jorge Dubatti (2016), about the relevant role that spectatorial activity implies for the interpretation of the meanings, of theatrical poiesis and the semiotic elements that compose them. The extracts collected from the texts related to the stagings and the dialogic processes developed in the extension course are evaluated by exposing the ways of understanding these space-time statements of theatrical light, mediated by audio description. It is hoped that this study will contribute to expanding the presence and relevance of verbal recreations of this theatrical language, for the enjoyment of visually impaired audiences.

In this study, we sought to analyze the pedagogical implications of the use of terminological glossaries, products that cover a set of terms or vocabulary of a particular specialty, in the teaching and learning process of deaf students of the Licentiate Degree in Languages – Portuguese and Brazilian Sign Language (Libras) of UFRN, as well as identifying the processes of production of glossaries and their use, characterizing the terminological glossaries in Libras concerning the course and analyzing the use of terminological glossaries in Libras and their relationship with the teaching and learning process of deaf students. The research involved a deaf professor and three deaf students from a class of a curricular component of that graduation. In view of the New Coronavirus pandemic, data collection was carried out through video recording of the synchronous classes of the aforementioned class, online questionnaires and autoscopy sessions with the class teacher, carried out on a digital platform. Thus, it was decided to carry out a research with a qualitative approach, interpretive paradigm, descriptive nature and with elements of a case study. The research design is structured based on the Autoscopy procedures, with the teacher performing the self-analysis of video recordings of her own classes, and the data content analysis is subsidized in the Dialogic Discourse Analysis, theoretical current of the Bakhtin Circle. The results were presented through two categories of analysis: 1) autoscopy and the use of terminological glossaries in the teaching of deaf students, which sought to highlight the reflection of the teacher's practice throughout the classes and sought to identify how the glossary relates to the teaching process by the teacher, and 2) use of terminological glossaries in the learning of deaf students, to point out the learning process of deaf students through the relationship with glossaries. The results found allow us to highlight important aspects in the favorable pedagogical implications of the use of terminological glossaries in the teaching and learning process of deaf students in the Licentiate Degree Course in Languages – Portuguese and Libras at UFRN, such as the potential versatility of this material in teaching pedagogical strategies and the educational value of this bilingual consultation product to help deaf students learn Portuguese as a second language, as they see the terminology glossary as a clearer, more direct and practical source of help for their use in studies. The study pointed to the need to carry out more scientific endeavors with regard to autoscopy in the training of deaf teachers, the production of more glossaries and the use of glossaries as bilingual teaching materials in educational contexts other than the one researched. However, it is important to consider that the changes are gradual, as they imply ruptures of concepts and practices rooted over time and that do not take place immediately.

El propósito de esta investigación fue reflexionar sobre mis propias vivencias personales, obtenidas durante la formación inicial y mi primer año de práctica profesional, reconociendo las situaciones que me permitieron desencadenar tanto una mirada sensible a las Matemáticas, como las interpretaciones sobre mis pensamientos de su enseñanza y aprendizaje y mi identidad profesional como profesora que enseña Matemáticas. Por tanto, utilizamos un marco teórico constituido por los trabajos de Schön (2000) y Tardif (2014) al abordar los conceptos de maestro reflexivo y la epistemología de la práctica, entre otros autores, así como de Passeggi (2016), que tratan directamente de narrativas autobiográficas; González (2021) quien aporta el concepto de lugar epistemológico, además de otros profesionales del campo de la educación. En el campo metodológico, se buscó orientar la investigación cualitativa del orden fenomenológico sugerido por Bicudo, a partir del movimiento propuesto por la contemplación hermenéutica, realizado en la narrativa autobiográfica, de carácter personal y profesional, del autor responsable de desarrollar este estudio. A partir de ello surgieron importantes reflexiones sobre mi formación inicial y sobre mis prácticas desarrolladas en el aula, las cuales fueron significativas para mí para hacer un ejercicio de autoevaluación y mejorar y / o mejorar mi desempeño como pedagogo.

The presence of the deaf student is a reality in the inclusive school, and the collaborative work between the teacher translator/interpreter of Libras and the regent teacher, especially in Basic Education, is of great importance in the inclusion of these students, as both have specific skills so that the process of teaching and learning of the deaf subject is successful. Thus, this research aimed to analyze the collaborative practice between the Libras translator/interpreter teacher and the regent teacher in the teaching process of the deaf student in the regular inclusive classroom. With that, our specific objectives were: To characterize the teaching practice of translators/interpreters of Libras; investigate the challenges encountered by PTILs within the inclusive school; and to analyze the articulation of pedagogical and linguistic practices of the regent teacher and the interpreter teacher in the teaching processes for deaf students. Bringing methodological elements of a collaborative research, the research involved a regent teacher who teaches the discipline of mathematics and a translator/interpreter teacher of Libras, working in a state school in Rio Grande do Norte, in high school. Data collection was carried out remotely by the Zoom platform, because of the Covid-19 pandemic scenario that we have been experiencing since 2020. The initial data were collected through an initial interview, with the teachers through a questionnaire by Google Forms and online meetings for autoscopy sessions and collaborative planning between professionals. For a last step of data collection, we also had access to the answers of a final questionnaire. Collaborative research was chosen for this research, as it contributes to a greater approximation between the researcher and the participants, as well as for the training of the professionals involved, in addition to providing moments of reflection and self-confrontation of their practices. The results found allow us to highlight important aspects in relation to the practice of collaborative work between the regent teacher and the teacher translator/interpreter of Libras, and how this can influence the teaching process of the deaf student. In view of the analysis of the data obtained in the categories of analysis, it was identified that the collaborative work between these two professionals shows greater security in relation to the practice of the translator/interpreter teacher when preparing his class, as well as the feeling of sharing responsibilities in the process. inclusive of the deaf student, the regent teacher can perceive the importance of the interpreter in the classroom, as well as his contribution with regard to his competences related to the subject he teaches, thus having an exchange of experience and recognition of the relevance of all those involved. The study pointed out the need for a change in the attitude of professionals involved with the education of the deaf, the feeling of solitary work and impotence is strongly marked in the routine of translators/interpreters of Libras, this transformation is necessary and urgent. Collaborative practice is possible, but it requires interest, dedication and effort. It is in this sense that it is suggested that new researches emerge with the objective of contributing to the education of the deaf as well as clarifying and deepening important points regarding the teacher translator/interpreter of Libras.

This dissertation aims to analyze the disciplinary codes, forms of punishment and misdemeanors carried out by apprentices (students) and officers (sailors) responsible for applied teaching within the Escola de Aprendizes Marinheiros do Rio Grande do Norte, located in the city of Natal, in the time frame that goes from 1933 to 1941. We understand by disciplinary processes, any and all resources used with the intention of instilling in the minds and bodies of the apprentices, rules and norms established by the Navy, which establish the desired professional profile to compose the fleet national. For a better understanding of the subject, we dialogue with the concepts of discipline postulated by Michel Foucault (2020), of school culture proposed by Dominique Julia (2010), as well as the works on the functioning and daily life in schools for training sailors written by Rozenilda Castro (2013; 2017), Vera Regina Beltrão Marques and Silvia Pandini (2004), among others. The historical sources discussed are the Reports of the Minister of the Navy, the Reports of the President of the Province and State of Rio Grande do Norte, periodicals in circulation at the time, such as the newspapers A República and A Ordem, the Laws and Decrees issued by the government. , and school documentation arranged in handwritten books: o Bid Books, Order of the Day Book, Punishment Book for Apprentices, Punishment Book for Sergeants, Book for the Discipline Board, Sailors Examination Book, and the Prize Book Marcílio Dias. We conclude that the Escola de Aprendizes Marinheiros do Rio Grande do Norte, during its time of operation, invested heavily in the process of disciplining bodies, training the minors who settled there, with the formative purpose of normalizing the so-called children's bodies, preparing them for professional/military work in the Brazilian Navy.

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The present work has the general objective analyze the routine in the insertion of children with disabilities, in early childhood education. The specific goals are characterize the appropriation of routine by very young children with disabilities during the insertion/adaptation process, at the UFRN application school; to describe educators' conceptions about the routine, during the insertion/adaptation of very young children with disabilities, in the application school; to identify the routine strategies used during the insertion/adaptation, in the face-to-face and remote modalities of early childhood education and their implications for the participation of children with and without disabilities. The research was developed at the application school of the Federal University of Rio Grande do Norte - UFRN, at the Childhood Education Center - NEI, in the first half of 2021. The research, of qualitative character, was carried out from the methodology of a case study. Data were collected through the following instruments: electronic questionnaire, learning reports, records of participant observations and semi-structured interviews. The subjects of this research were five teachers, already working in class 1, of early childhood education, and a child with a disability, enrolled in class 1, in the year 2021 and their respective teachers. After analyzing the data collected, we could observe the efforts of the teachers to guarantee the access of children with disabilities to the practices and experiences of the group, through the use of alternative communication, establishment of affective bonds, good teacher/child communication and effective partnership with the family. We realized that the routine strategies, thought, planned and executed, in the context of remote or faceto-face teaching, were, in fact, structuring for children with disabilities and the whole group, enabling, a less painful experience of this separation with the family and entrance in an early childhood education institution, in an appropriation of the new place, people and routine.

The present essay reflects on musical composition as a metaphor for life, having as research elements the life and works of the artist from Paraíba, Francisco César Gonçalves, better known as Chico César. Through his musical work, Chico César shows the importance of inventiveness and art in the world. His musical compositions inspired the construction of this essay, and through it, we were able to highlight Chico César‘s creation processes, how they are related to life, his plural formation, his origins, and, finally, his lessons for education. In this research, we selected the songs by Chico César that were closest to the propositions brought in this work: love, protest, freedom, and diversity, songs that were taken from his albums. The extensive art production of the poet, songwriter, and singer has been organized in an annex to direct the reader to an overview of Chico's compositions. This essay incorporates ideas of Edgar Morin, Paulo Freire, Arthur Schopenhauer, Lídia Silmara Marton, Maria da Conceição de Almeida, among others. We conclude that Chico César and his art teach us that life is a continuous and renewing composition. We are able to compose life when we have self-criticism, world reading, and the collective feeling of humanity. The dialogue between knowledge, diversity, and human understanding is the impetus to weave the composition of our existence. Chico is never tired of teaching, through his art, the manifestation of the link between life, nature, and culture.

Work that analyzes the content of the Life Project discipline developed by the Institute of Coresponsibility for Education (ICE) in a public high school in the state public network, in Mossoró, Rio Grande do Norte, considering the interests and relationships of knowledge and power present under Law no 13.415/17, Common National Curricular Base and other documents distributed by ICE for the implementation of the School Of Choise Project, which focuses on the Life Project discipline as the main proposal for educational innovation. The research, aiming to investigate the meanings of Life Project present in the curricular discourse about the mentioned subject, in the context of the Project implemented by ICE, is situated in a qualitative approach, prioritizing the analysis of the content present in ICE documents and, secondarily, semi-structured interviews with education professionals involved in the pedagogical activities proposed for the Life Project discipline. The research is theoretically based on the contributions of the post-structuralist approach, understanding that curricular discourses constitute regimes of truths and produce subjectivities, all of which are implicated in power relations. Therefore, the main references studied are the texts of Alice Casimiro Lopes, Michael Foucault and Stephen Ball, which, in partnership with other researchers, deal respectively with curriculum, discourses and policy production. It appears that the Life Project proves to be a discursive instrument of power-knowledge that corroborates the proposals of neoliberalism and prints a curriculum that is discretionary and controlling subjectivities.