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.

Learning involves the construction and development of information and skills. Public Basic Education in Brazil faces challenges such as lack of resources and student heterogeneity. Digital Information and Communication Technologies (ICT) transform learning, enabling the customization of learning and creating collaborative learning environments. However, access to ICT is not always equal. Flipped Classroom (FC) is a methodology that reverses the order of steps in classes. Basic content is offered, in many cases, in the form of video lessons accessed through the internet. In the classroom, the teacher uses the time to answer questions and develop activities. Supporters of FC argue that students' learning occurs more dynamically, increasing interest and bringing the studied content to the students' reality. One way to evaluate students' performance is through tests such as school tests or the National High School Exam (ENEM). The main objective of the study was to elucidate whether FC is an applicable methodology for public high school education, through the available scientific literature and the performance of a pedagogical experiment in a public school. In order to investigate whether the available scientific literature shows consensus that FC has the potential to optimize learning, a Systematic Literature Review was carried out using the terms "flipped, classroom, high, school." 22 scientific papers were found that evaluated the performance of high school students with the FC methodology, of which 9 report increased performance. With these data, a pedagogical experiment was carried out with high school students in the researcher's public school, with the aim of elucidating two main questions: 1 - Do students who participated in the FC methodology feel more satisfied than students who participated in Expository Lessons (EL)? 2 - Does student satisfaction with the applied methodology influence their performance? Generalized Linear Models were performed to try to answer each of the questions. It was found that students in the FC group felt more satisfied than students in the EL group. When comparing the performance of the two groups, there was no statistical difference; however, more satisfied students in the FC group showed an improvement in performance, which did not occur in the EL group. In conclusion, it was possible to identify that satisfaction with the FC method directly influenced students' performance. Using FC in high school can make students more satisfied and interested in the construction of their own knowledge. FC has the potential to be one of the methodologies applied to update the final stage of Brazilian Basic Education to the needs of the 21st century citizen.

The main objective of this study is to analyze, among children from 4 to 11 years old, the relationship between emotional experiences and the experience of socialization in childhood school. From this major objective, other specific ones unfold: to observe and identify, in the school context, how children represent their emotions; to notice forms of dialogue between emotional and social aspects of children in their interactions with their peers; to describe the present elements observed in this dialogue and reflect on the social mediation of the teacher in this process. The epistemological base used is based on the new studies about children and childhood, in the view of the Sociology of Childhood from authors such as Abramovicz, Corsaro, Sarmento, Sirota, and Belloni, as well as in studies about emotions referenced in Damasio, Turner, and Darwin. The research is qualitative and ethnographic in nature, having as research locus the Núcleo de Educação da Infância, Colégio de Aplicação da UFRN. Data collection was carried out by means of field diary entries, photographs and drawings of the children's productions, audio recordings, and interviews with the children. The main results point to the organization of a typification based on the main objects of this study: socialization, emotions, and research with children. In the emotional formulations that emerge when the children are together at school, we could recognize how in social life they made use of a dynamic amalgam between their primary emotions, secondary emotions, and background emotions. In the experiences of playing together at school, the children used these moments as a powerful resource for social interaction and emotional regulation. In this context, the mediation of adult teachers was of fundamental importance in the emotional regulatory processes. We also observed the need for more efforts in research with children and not about children. It is hoped that this study will have critically expanded the understanding of the emotional life world of childhood at school, relating emotions and their interlocutions with children's school socialization, as well as promoting interdisciplinary pedagogical dialogue between psychology, sociology, and education. Because emotions are, at the same time, a language, and a dimension of education that we experience in the social flux of our existence, which logically begins in childhood, when the participation of the school environment in the emotional life of children is also crucial.

This thesis aims to analyze the life trajectory of three black professors from the Education Center of the Federal University of Rio Grande do Norte, namely: Andréia Quintanilha, Luciane Terra Garcia and Marisa Narcizo Sampaio. I defend the thesis that Brazilian structural racism reproduced a dynamic of direct, indirect, and symbolic violence on the life trajectory of black women, regardless of the level of education and social class to which they belong. These violences were and are assimilated by them consciously or unconsciously. This understanding occurred through the prerogative of education, in the Brazilian context, basically consisting of a history linked to romanticized and Eurocentered colonial thinking. The research is part of the field of Cultural History and Sensitivities founded by Sandra Pesavento (2007). Concepts, conceived by the authors, took importance for the established reflections such as: Silvio Almeida (2019); Martiniano Silva (2009); Images of Control, a term coined by Patricia Hill Collins (2019; 2021) and Winnie Bueno (2020). The understandings about intersectionality, proposed by Carla Akotirene (2019) and other authors, were also dear to this study. For the production, collection of data and treatment of historical sources, I used Oral History together with its technical and methodological procedures designed by authors such as Portelli (2016), Meihy and Seawright (2020). At the end of the research, it was possible to understand how racism manifested itself and presents itself in the daily life trajectories of the research interlocutors, crossing their identity formations and their arts of existence.

The Supervised English Language Practicum, is one of the mandatory stages for those who are studying the full degree. At the Regional University of Cariri-URCA, it is in the final semesters of the course, which ends up generating, in these students, yearnings and expectations of what they will find inside the classroom. Therefore, the objective of this research was to analyze the social representations that the students of the English Letters and Literature course at URCA construct in relation to the supervised practicum and how they interfere in their training/pedagogical performance. The research had as theoretical support the Theory of Social Representations (SRT), from the classic studies of Moscovici (2012) and Jodelet (2001) regarding the creation and improvement of the theory. In addition, we also used authors such as Arruda (2005), Abric (1998) and Andrade (2003) to understand the methodological design outlined for data analysis. Data collection took place in two ways, initially supervised practicum reports were selected, both related to elementary and high school. A total of 38 reports were selected for the corpus of the research, having been made available by the coordination of the Letters and Literature course at URCA. Then, we applied a questionnaire to students who were studying the curricular components targeted by our investigation, also obtaining 38 responses that were tabulated and selected through sections. From this collection, we created the categories to be analyzed, respectively: the practicum as a formative process at the university, the process of construction of the practicum by the students, and the teaching knowledge arising from the basic education teacher. The result of the analyzes presented a series of social representations that emerged from the practicum as a challenging moment, but at the same time it is a lot of learning for these students, especially for those who have never set foot in a public school classroom. In addition, we could see that these teachers in training drew representations that differentiate them from the basic education teacher, but which at the same time makes them assert themselves as active learners in their own learning construction process. Finally, they demonstrated, through their representations, that the primary and secondary school teacher has a lot to teach, not only through English language teaching approaches and methods, but through their experiences in the daily journey from the school floor. school. Finally, we understand that, even in the face of the adversities brought about by the COVID19 pandemic, the supervised practicum was a valuable training moment for these future professionals and that, when they come to practice the profession, these new English teachers will be able to overcome the adversities of classroom through a more technological teaching and focused on the learning purpose of its students.

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.

The construction of this study aims to investigate the social and educational practices of the Father John Mary Orphanage and the conceptions that guided the process of assistance to underprivileged children between the years 1920 and 1930, in the city of Natal/RN. The Padre João Maria Orphanage was an institution to assist poor female children, founded as of Decree Nº 118, of May 25, 1920, signed by the then Governor Antônio José de Mello e Souza, as pointed out in the governmental message of the current year. In this perspective, we seek to analyze the space from a macro-structure that investigates the Orphanage and its practices from the social, political and religious observation of the study period, in view of the reverberating civilizing and hygienist discourse (GONDRA, 2004); (GÓIS JÚNIOR, 2014) existing in the social spheres that sought to guide the practices and representations of a new formation of modernized men and women. Considering this context, the guiding question of our research was: What are the conceptions that guide the social and educational practices in the process of assistance to the orphan girls of the Padre João Maria Orphanage? The answer was only possible through the methodological organization that consisted of a documental analysis (ARÓSTEGUI, 2004); (BLOCH, 2001) and bibliographical analysis in the field of historiography, whose path pointed us to the discussion of categories of practices (CERTEAU, 2012) and representations (CHARTIER, 2002); (BOURDIE, 2008), through which we analyzed the sources and the narratives contained therein, discussing concepts of body (FOUCAULT, 1979; 1987), of civility (ELIAS, 1994); (THOMPSON, 1981; 1998), of woman (PRIORE, 2004); (PERROT, 2007) and of assistance (MARCÍLIO, 2008); (RIZZINI; RIZZINI, 2004). The documents that supported this research were the governmental messages from the 1920's to 1930's, delivered in the State Legislative Assembly during these years and the Orphanage internal regulations, which presented all the internal organizational guidelines, allowing us to understand the political and social dynamics and their reverberations inside the space. With this research we conclude that the Orphanage Padre João Maria was an important instrument of support and assistance to the poor girls of Rio Grande do Norte and its practices of restraint and moralization of the inmates had sociopolitical influences that configured it as a device of maintenance of the social order and power of the elite of Natal, In this way, with the analyses we accomplished the initial objective of this research and we consider that from this research it will be possible to build new studies that seek to deepen the institutional analysis and to insert this important socio-educational institution in the pages of the Norte Grande do Norte historiography, a space previously denied to it.

The methodologies are teaching models that contribute to the development of autonomy in the participation of students with or without disabilities in an integral way. Thus, this research has the general objective of analyzing the use of methodologies in the teaching process of children with Intellectual Disabilities in a state school, located on the outskirts of Natal/RN. Thus, we have as a research methodology the qualitative approach. In this sense, the study was divided into the following steps: characterization as active methodology used in the teaching process of students with intellectual disabilities; to describe educators' conceptions of active methodologies for teaching children with intellectual disabilities in the application school; to systematize strategies using active methodologies for teaching these children. However, the student's results showed as benefits of teaching and learning methodologies, the development of learning autonomy, the protagonist of their learning breaking the traditional model. Teamwork, the integration between theory and practice, the development of a critical view of reality and the favoring of a formative assessment were highlighted. Therefore, we understand this methodology as potentiating tools for education professionals from different teaching modalities that seek to break traditional teaching models. In addition, pedagogical practices are benefited and the entire educational process is improved.

From reports of interviews with 27 women who studied in farms, ranches, villages and head cities, or not, of municipalities of Rio Grande do Norte, this master's degree work, concerning the theme education and the right to study and learn of black women and of poor social condition in a period of 33 years (1931-1964) and the object of study the right to education of black women of poor social condition and born in this State, had as its general objective to analyze how far the principle of the right to elementary school education, mainly, as well as studies of the secondary and university levels by the women subjects of the research. The documental corpus is made up of 27 interviews, national and state educational legislation, government messages demographic censuses, and federal Constitutions. The analysis of the corpus was based, essentially, on the theoretical-methodological orientations of Magalhães (2014, 1996), Anísio Teixeira (1959, 2009), John Dewey (1959), Cury (1988/1989, 2002, 2020) and Chizzotti (2016, 2020), regarding school education as a process of reconstruction and reorganization of human experiences; as a socializing policy for all social groups; as a civil right, an elementary right to learn and a duty of the State, it ensuring opportunities for cultural learning; and as diverse formative processes by which women are distributed across the division of public and private jobs and professions. The history of the education of these women is the history of a vital struggle to overcome the poverty and illiteracy of their parents and, consequently, to achieve some social stability for themselves and their families, enabled by the jobs and professions that characterized women's work in the period from 1931 to 1964.

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The socio-communicative, cognitive and sensory demands of students diagnosed with Autism Spectrum Disorder (ASD) are not always considered in the implementation of the regular curriculum. In the case of science subjects, this tendency is particularly attributed to the limitations many of these students have in transposing scientific language to everyday life, which requires understanding analogies, metaphors and abstract concepts contained in scientific texts. In this scenario, it is essential to identify teaching strategies that consider the limitations and potentialities of these students, in order to make the teaching-learning process effective. Therefore, the first objective of this study was to identify, through an Integrative Literature Review (ILR), what has been produced about Science/Biology teaching for students with ASD in national and international context in the last 7 years. The second objective was to contrast the methodologies identified in the ILR with the practices that a group of 13 Science/Biology teachers, who teach students with ASD in schools of the Iguatu/CE state education network and Rio Grande do Norte state network, have used. These data were produced by means of electronic questionnaires and interviews and analyzed based on the similarity analysis technique and word cloud generated by qualitative data analysis software. The results of the RIL revealed the scarcity of such studies published in a national context. Internationally, although scarce, the researches highlighted the promising effects of the use of Evidence-Based Practices, audiovisual strategies, structuring of scientific texts, adaptation of teaching resources and active methodologies such as gamification and laboratory practices. The practices adopted by the 13 teachers, selected by convenience criteria, converge with some of the strategies described in the literature, particularly those that make use of visual resources, adaptation of scientific texts, and construction of teaching materials. However, there is an absence of empirically validated practices. In part, these results can be attributed to the lack of adequate training of the investigated teachers and lack of knowledge about the educational demands of students with ASD.

The corporal practices of adventure in nature, in general in our country, have conquered new followers every year and presented different expressions of body manifestations. The present work focuses on a pedagogical proposal with the corporal practices of adventure in nature as a thematic unit for Physical Education at school in an inclusive perspective. The general objective of this study is to present a pedagogical proposal for Physical Education at school, with the content of corporal practices of adventure in nature, in an inclusive perspective. And as specific objectives we propose: a) to describe pedagogical procedures with corporal practices of adventure in nature applied to people with deficiency; b) to promote the natural environment in the Pitangui/RN community through the pedagogical proposal elaborated of adventure corporal practices, as a propitious space to carry out inclusive classes. For this, we adopted a qualitative and descriptive approach, in order to carry out a survey of the content of the study directly with the researched reality, obtaining a large amount of data in a short space of time. It is understood that this work critically expanded the diversification of contents in Physical Education at School through the elaboration of a pedagogical proposal valuing the inclusive school context, giving the teacher possibilities to work with the corporal practices of adventure in nature with a focus on the student with deficiency. In that sense, we found it real that people with deficiency can participate in such adventures, showing us ways to reflect and develop actions that encorauge discussions about Inclusive Physical Education.

This dissertational work analyzes the educational policy related to student assistance instituted by Decree nº 7.234/10 that regulated the National Student Assistance Program (PNAS). The study relates this student assistance policy with the school permanence of students linked to the Electronics Course in the Professional High School modality of the Federal Institute of Education, Science and Technology (IFRN), Zona Norte campus, in the city of Natal/RN. The research presents the student assistance policies developed under the PNAS in this educational unit, in particular, analyzing the Student Training Support Program (PAFE). Therefore, the study discusses the assistance actions used by the school administration in serving students in social vulnerability, always seeking to assess the consequences of the PAFE for the permanence of students on this campus. With regard to the theoretical-methodological position, this work seeks to interpret the educational reality in a historical-dialectical movement that considers the economic, political and social mediations related to the object of study, thus contributing to its transformation. In this way, he adopts the Historical-Dialectical Method, seeking to understand the contradictions and relating them to the historical totality. In the methodological directive, documental, bibliographic and empirical research was carried out, the latter being instrumentalized through data collection through semi-structured interviews applied to students and social workers of the educational unit, seeking to understand their knowledge and opinion about the implementation and effectiveness of this Student Assistance Program. The results show the importance of the PAFE in guaranteeing the permanence of students in social vulnerability, however, on the other hand, they attest that there are operational limitations and limited scope, as the Program does not guarantee the reduction of dropouts at an acceptable level and, also, does not cover the majority of qualified students, failing to guarantee the right to quality public education for everyone regardless of class origin. I conclude by emphasizing the importance of carrying out studies of this nature that characterize and analyze the student assistance policies developed for the Professional High School modality in federal educational institutions located in the subnational instance of the federated entres, especially in this current context marked by budget cuts in the area of education, the restructuring of national secondary education and the assumption of neoliberal management in state institutions through the commodification of national public education.

The Earth is flat, man has never been to the Moon and the Sun revolves around the Earth. These are some of the statements they found in the Flat Earth movement, which has gained prominence in recent years beyond the bubbles of social networks. While science teachers cause ideas, the flat-earther movement advocates curiosity and attention. This work investigates the Flat Earth movement from the epistemology of Ludwik Fleck, as a way to contribute to science teaching. In order to know the movement of the Earth, we did not look at material available on the official Earth Society website, which gathers "evidence" of the flat Earth found by flat-Earthers from all over the world. To analyze this material, we used some concepts developed by Fleck (2010) in his work Genesis and development of a scientific fact, published in 1935. The data were grouped in order to characterize the Flat Earth Society's style of thought, describing its methods, explanations, obvious explanations and their specific language. The collective of thought, on the other hand, was characterized by its esoteric and exoteric circle, legal and customary provisions and ways of disseminating knowledge. We found a large volume of content from technology, technology and different areas of knowledge such as technology, topography, astronomy, geography and other areas of knowledge. The topics directly dealt with by the Flat Earth Society are related to science and many of its explanations make use of scientific terms, but with different meanings, or are permeated by spherical counter-arguments. Seeking to expose how the phenomena treated by the Flat Earth Society, we selected as studies for the spherical shape of the Earth and its movements that are approved in the National Book Program 2020 for elementary school. From this, and from the Fleckian epistemological contributions, we identified differences and similarities between the knowledge about scientific knowledge, understanding that, because they are collectives of thought, each one is permeated by different styles of thought and interpreting the phenomena . Finally, we reflect on the implications for science teaching based on the question: what can we learn from the flat movement towards competition and teaching science and about science?

Access to entertainment, culture, and art in their various languages, in the most varied contexts, must be given to everyone. The availability of artistic works through audiovisual and virtual means is increasing, among these works are videodances. Because of this, it’s necessary to think of strategies that allow the appreciation of this hybrid art form, above all, by people with visual impairments. Therefore, the object of study of this research is the analysis of audio description scripts for videodances, considering Laban's movement factors and their use to create audio description scripts for videodances. Audio description is a modality of intersemiotic translation and a communicational accessibility resource that transforms the visual into verbal and can contribute to the understanding of people with visual, intellectual, low vision, dyslexia, and elderly people. And the movement factors are parameters through which Laban sought to codify the general and common characteristics of any movement. This is an investigation of a qualitative nature, configuring itself as a case study, of a descriptiveexploratory nature. The research corpus consisted of the scripts of three videodances, Zero Gravity, Solarliod and Heart of Stone, presented at the International Videodance Show with Audio Description, held during the first half of 2021, with the free exhibition on Youtube and in the social networks of Companhia Artesãos do Corpo, Centro de Referência da Dança (SP) and Ver com Palavras. The research subjects were the audio-descriptor of the original scripts, the consulting audio-descriptor, and a focus group consisting of four visually impaired and/or low-vision volunteers. Starting from the analysis of the scripts, based on the parameters of Laban's movement, the versions of the videodances with audiodescription that were analyzed were presented to the focus group, with the original scripts. Subsequently, the scripts were re-elaborated, based on the perception of the focus group, with the support of the audiodescriptor consultant. It is hoped that this research will contribute to the expansion of studies on the contribution of the parameters of Laban's movement to the elaboration of audio description scripts for video dance, in its most diverse means of presentation.

This article presents an analysis of the predictive factors for dropout, based on an adaptation of the questionnaire named “Scale of Reasons for Evasion of Higher Education - M-ES”, configured by Professor Rodolfo Ambiel, from Universidade São Francisco and his team, in order to assess the reasons that lead students to drop out of higher education courses. The questionnaire was applied in digital format to students in the first semester class of the Distance Pedagogy course 2021.1, at the Federal University of Rio Grande do Norte (UFRN) since, by reference to the literature on dropout Tinto (2007), Polydoro et al. (2001), Aretio (2002), Almeida, Soares and Ferreira (2002), Ambiel (2015), Fior, Mercuri and Almeida (2011), the phenomenon has grown in the sport in question, as it tends to occur with greater emphasis on first semesters of the course. After applying the questionnaire to 111 students, we obtained 51 responses, corresponding to 45.9%, which were processed by the Statistical Package for the Social Sciences (IBM SPSS Statistics) software and analyzed to understand which factors are predictive for the phenomenon of dropout, in association with the class profile, revealing that factors such as health problems, conciliation between professional and academic life and performance and failures in the curricular components of the course were the potential factors for dropout in

the class.

The general objective of the study was to analyze the needs of teacher training to teach literacy in multigrade classes of the Literacy Cycle of rural schools, considering the teacher training policies implemented in the country (1996-2020) and the environment of the Covid-19 pandemic. The study, which is not limited to the investigation of the training needs of teachers, provided the research subjects with a training process of “systematic restitution” (FALS BORDA, 1985), with a view to reflecting on their own needs for teacher training, while at the same time that the co-construction of theoretical-methodological procedures to potentiate the overcoming of their own teaching difficulties/training needs was made possible. The work was part of a Qualitative Research Approach, with a phenomenological foundation, under the Action Research methodology. The procedures for data construction were the Questionnaire, the Semi-structured Interview, the Participant Observation and the Document Analysis. The empirical field was formed by five Municipal Schools, located in the rural area of the municipality of Espírito Santo/RN. The study subjects were seven literacy teachers who work in the aforementioned groups, two pedagogical advisors and five school administrators. Data analysis is based on the principles of Content Analysis. As a result of the first stage of the research, according to the diagnosis of needs, the teachers revealed training needs, such as: in the theory-practice articulation to teach literacy; diagnosis and analysis of writing levels in the context of written language psychogenesis; heterogeneity of classes; planning, development and evaluation of didactic situations of appropriation of reading and writing, including remote teaching; mastery of the use of technology in emergency remote teaching; lack of connectivity and students' lack of interest; school-family relationship; child conception of/in the countryside; and specific knowledge of Rural Education to teach literacy. In the second stage of the research, the Formative Action was constituted, aimed at the teachers of the study, having as its theme the "Didactical-pedagogical action for the construction of practices to teach literacy in multigrade classes, of the Literacy Cycle, considering the pandemic context" . In this direction, the programmatic contents of the training were built from the themes that emerged from the research and constituted the aforementioned training needs. The methodological procedures of the training were organized in reflective sessions of reading and theory-practice articulation, developed weekly and fortnightly, in a virtual environment. The evaluation was carried out from records in class diaries, reconstruction of practices and shared dialogue in the meetings held. The Formative Action was well evaluated, producing a more in-depth theoretical-methodological knowledge in overcoming teachers' difficulties to teach literacy. The results confirmed the thesis that continuous training actions are necessary for teachers to reflect on their own training needs, contributing to overcoming the difficulties encountered in the development of literacy practice, in multigrade classes of Rural Education, in pandemic times, considering that current teacher training policies have not satisfactorily enabled literacy teachers, working in these groups, to teach literacy by writing.

In this work, we investigate the inclusion of people with disabilities (handicapped) in College Education regarding the vacancy reservation system. Our general objective is to analyze the implementation of the reservation of places for people with disabilities in College Education at Federal Institutions of College Education in the State of Rio Grande do Norte. For this, we analyzed the selection processes organization, the concept of disability that guides the actions and the number of enrollments made before and after the policy for booking vacancies. We start with the hypothesis that, although federal institutions establish the reservation of places through the same law, they organize their processes in a different way and do not use the same validation criteria of people with disabilities for the reservation of places, in way to cause legal inconsistency. To carry out this study, we opted for critical research with a qualitative approach, however, using quantitative data to support our discussions. As it is a recent law, our research is exploratory through a study of multiple cases, investigating the three Federal Institutions of College Education of Rio Grande do Norte state, which are the Rio Grande do Norte Federal University, Semi-Árido Federal Rural University and Federal Institute of Education, Science and Technology of Rio Grande do Norte. We used information collected from different sources, namely: systematic literature review, document analysis and questionnaire, allowing for the triangulation of the obtained data. The systematic review allowed us to observe the lack of expressiveness in the number of studies that deal with the access of people with disabilities to College Education. The literature points out the complexity of the concept of disability, which has an evolutionary character, modified throughout history, but coexisting with different perceptions. We also found that College Education has a level of excluding historical roots not only for people with disabilities, but for the population in general. Some policies and programs have changed this scenario, but it is still far from ideal. As a result, we observed the difficulty of overcoming the medical model of disability definition and the proof of our thesis, pointing to the need for standardization between institutions regarding the eligibility criteria for the reservation of vacancies for people with disabilities, as well as more adequate training for the members of the validation boards.

Las discusiones presentes en este trabajo muestran que la Enseñanza Media siempre ha sido un tema controvertido para la educación brasileña, marcada por la discontinuidad de las políticas curriculares guiadas por cuestiones sociales, políticas y económicas y por las bajas y persistentes tasas de acceso y permanencia de los estudiantes. En este escenario, a partir de 2016, observamos las propuestas de modificación de este segmento de enseñanza a través de la Ley 13.415/2017 de la Nueva Escuela Secundaria y de la Base Curricular Común Nacional (BNCC) que traen cambios curriculares bajo el discurso de formación integral y mejoramiento de la calidad. de Educación Básica. Estos cambios afectan directamente los componentes curriculares, entre los que destacamos, la enseñanza de la Historia, que a partir de las recientes reformas puede dejar de ser obligatoria en el nivel medio superior, revelando, entre otros factores, un contexto de desvalorización profesional y fragmentación de la educación pública brasileña. Con base en esos procesos, e inscrito en el ámbito de los estudios sociohistóricos y filosóficos, toma forma este trabajo de investigación, con el objetivo de comprender el período de formulación y los diversos cambios en la Enseñanza Media en Brasil y Rio Grande do Norte entre 1990 y 2016; analizar la Base Común Curricular Nacional (BNCC) en su contexto de escritura, su diseño curricular y los cambios propuestos para la enseñanza de la Historia en la Enseñanza Media; y analizar la Ley 13.415/2017 (Nueva Ley de la Enseñanza Media), el Documento Curricular del Estado de Rio Grande do Norte para la Enseñanza Media y el Marco Curricular de la Enseñanza Media Potiguar con vistas a cambios para la enseñanza media en la rede pública de Rio Grande do Norte y para la enseñanza de la Historia. Para desencadenar el proceso investigativo, asumimos los principios metodológicos de la investigación cualitativa, con énfasis en la investigación bibliográfica y el análisis documental, a luz de Triviños (1987). Al pensar en los cambios curriculares propuestos para la Enseñanza Media tanto por la BNCC (2018) como por la Lei do Novo Ensino Médio (2017), nos apoyamos en los presupuestos de la teoría crítica del currículo de Apple (1982), en la idea de Educación Integral de Maurício (2009) y en la concepción de la enseñanza de la historia de Bittencourt (2009). Los análisis realizados demuestran que las propuestas presentes en el BNCC (2018) y en la Nueva Ley de Enseñanza Media se impusieron en la educación del país, generando un retroceso a las políticas de la década de 1990, a una concepción tradicional de la educación y a la fragmentación de los públicos brasileño al proponer una formación basada en un conjunto extremadamente detallado de destrezas y habilidades, descalificando la formación general del sujeto. La versión final de la BNCC elaborada por un selecto grupo de personas refleja los intereses de los empresarios de la educación media, por lo que la Base, la Reforma de la Enseñanza Media y los cambios en la legislación educativa están interconectados y vinculados directamente a las políticas neoliberales que presentan una visión de contenido, eurocéntrica, positivista, lineal y diluida de la enseñanza de la historia en el área de las Ciencias Humanas y Sociales, alejándose, por ejemplo, de las discusiones sobre la diversidad. En Rio Grande do Norte, observamos la publicación de la Referencia Curricular de la Escuela Secundaria Potiguar en 2021, que, con el apoyo de la BNCC, refleja y repite las discusiones presentes en la Base, aportando pocas modificaciones al documento, como eventos a nivel estatal y la enseñanza de la Historia a partir de temas, denominados ejes integradores que apoyados en conceptos como el de diversidad le otorgan un diferencial transformador al documento.

From our professional experience, we felt called to analyze as a researcher the practices of managers, pedagogical coordinator and Specialized Educational Service of an educational context, based on school inclusion. We believe that this process did not come to extinguish the good practices, nor to decharacterize the school, it came to meet the natural rights of insertion of all people in an institution instead, which, since its creation, excluded a part of the population for several reasons, people with disabilities were among those excluded. A school open to everyone and the statement that everyone is welcome gives a new true meaning to this new school, with democratic and inclusive principles. The research was an immersion in one of the teaching units of the municipal school system of Natal, Rio Grande do Norte, which allowed us as a researcher, so used to the daily routine, to see aspects never "seen" and that were so close to us. With this doctoral research, we aimed to know the inclusive process in relation to the practices of the manager, pedagogical coordinator, and Specialized Educational Assistance in the context of a regular school. We adopted a qualitative approach with a methodology of action research, supported by documentary analysis, observation, interviews and questionnaires with emphasis on a training held with the five interlocutors, participants, which provided the construction of data subjected to Bardin's content analysis (2010). Among the authors, we highlight: Freire (1983; 1987; 1986; 2000; 2004), Mantoan (1999; 2000; 2004; 2008; 2016; 2021), Martins (1988; 2000; 2003; 2004; 2020; 2021), Mittler (2003), Pires (2006; 2019; 2015), Silva (2006; 2014) and Stainback and Stainback (1999) whose works were fundamental to the discussions regarding school management, democracy and the construction of the text. We assume that a set practices manage decision developed by management, pedagogical coordination and the SEA, imply a pair, collaborative work in a regular school, in a way it is essential for the effectiveness of inclusion in this context, as it creates connections between the school segments, it favor the construction of pedagogical project under the light of the democratic and inclusive perspective for students with or without disabilities. Therefore, a formative process may contribute to the discussion of the practice among the segments in the diversity of the school context, boosting the construction of intrapersonal and professional connections, favoring practices and attitudes that make school inclusion effective. The text is propositional and points paths for studies and transformation of pedagogical practices, especially those related to management, pedagogical coordination and Specialized Educational Assistance in the light of inclusion, but at the same time questions, worries, propose reflections about this process linked to the right of all students (Article 205 of the 1988 Brazilian Constitution), which is still denied to those with Special Educational Needs. The research presents basic constitutional principles of education, such as: democratic management and inclusion for all, which need to be recognized and put into effect and, therefore, strengthened in formative practices in the school context.

The hospital and home educational service (AEHD) aims to guarantee the continuity of schooling for students who cannot attend school due to their illness condition. As initial training has rarely contemplated the demands of exercising the teaching activity at the AEHD, this gap requires continuing training that considers the complexities of the characteristics of this context, including legal regulations. Starting from the hypothesis that in this context people developed knowledge specific to their activities, the present research took as its theme the continuing education of AEHD teachers and as a locus of investigation a continuing education course, carried out in cooperation between the Secretary of State for Education , from the Culture of Sport and Leisure of RN and the Federal University of Rio Grande do Norte, in 2019, based on the perspective of research-action-training (PINEAU, 2005; PASSEGGI, 2016). The objective was to investigate with 08 (eight) course teachers the autobiographical learning developed by them throughout their lives and systematized orally and in writing during training. The theoretical framework adopted is based on the principles of (auto)biographical approaches in education (DELORY-MOMBERGER, 2012, 2016; PASSEGGI 2006, 2011, 2014, 2016, 2020, 2021; ALHIT AND DAUSSIEN, 2006; SOUZA, 2014; PINEAU , 2004, 2005; JOSSO, 2010); Narrativist Psychology (BRUNER, 1997, 2014; BROCKMEIER; HARRÉ, 2003); teacher training (NÓVOA, 1999, 2002, 2009 andFREIRE, 1996, 2005, 2015); of Educational Assistance and its legal frameworks  (BRASIL, 1996). The corpus consists of documentary sources, oral narratives of teachers obtained through episodic interviews (FLICK, 2009) and narratives written in the form of expanded and published abstracts (REGIONAL SEMINAR ON HOSPITAL EDUCATIONAL SERVICE, 2019). We adopted thematic analysis (JOVCHELOVITCH; BAUER, 2002) and meta-interpretation (PASSEGGI et al., 2017). We identified in the teachers' narratives that autobiographical learning focuses on four themes: 1) death, loss, mourning and finitude; 2) know-how in the AEHD, whose main elements are listening, recognizing the student in its entirety, dialogicity between education and health and critical reflection on teaching practice; 3) the recognition of the teacher's ability to train in the self-educational and hetero-formative, emancipatory, action, reflection and (re)signification and autopoietic dimensions; and 4) the teaching practice in the dimensions of care, affection with the student in a situation of illness and that of the school curriculum in the AEHD – sensitive, interdisciplinary and flexible. We defend the thesis that the awareness of autobiographical learning is built through action-research-training that promotes reflection on practice, in a dialectical movement between doing, reflecting and acting (action-reflection-action) in the AEHD. We recognize that teachers are trained throughout life and in all aspects of life, they have an autobiographical capital and access it through research on their doing, the action of narrating generates self(hetero)formation. In summary, it is through actionresearch-education that teachers systematize their experiences and appropriate their autobiographical learning.

The changes that have taken place in society since the second half of the 20th century have demanded several transformations in the social, economic and political fields. As a result of globalization and the development of communication and information technologies, the current society, “called the knowledge society”, started to demand a new generation of workers with new standards of competence, with the need for changes in the higher education system. The neoliberal policies for education, implemented in Brazil since the 1990s, with a focus on the massification process of higher education, brought several problems, among which the increase in the dropout rate and the extension of permanence in the course. These problems have been aggravated in recent years, due to the change in the selection process for admission to Higher Education Institutions (HEIs). In this context, Brazilian educational policies to make entry into higher education more flexible have diversified the forms of entry, including, in addition to the traditional entrance exam, the Unified Selection System (SiSU), which started to use the mechanism for adjusting vacancies in courses. graduation of the IFES. The general objective of the Thesis was to analyze the changes that occurred in the profile and trajectory of students who dropped out of the Accounting course, establishing a relationship with the form of admission to UFRN, vestibular (2013.1) and ENEM/SiSU (2013.2). The theoreticalmethodological framework was built based on the Hermeneutic Phenomenology, using a qualitative approach. As for data collection procedures and techniques, document analysis and questionnaires were applied to all 79 dropouts from the UFRN Accounting Course who entered in 2013. To complement the information, interviews were used with a non-probabilistic sample composed of 21 students who had dropped out of the two selection processes. For data analysis, historical series were elaborated using quantitative data and content analysis for a better understanding of the subjects' interviews. We found that the number of students who dropped out in the period of the entrance exam selection process (2013.1) was 28 students, while in the period of the selection process ENEM/SiSU (2013.2) it was 51 students, resulting in an increase of 82.14% when comparing the two periods. There was also a change in the profile of dropouts, which showed an increase in the percentage of single students, as well as a considerable increase in female dropouts. Another feature to be highlighted in the change in the process is that the dropouts who joined the ENEM/SiSU were already graduates or were already students from other courses when they entered the Accounting course at UFRN. With regard to ENEM/SiSU, mobility has become a factor that has been contributing to evasion. There was an increase in the percentage of dropouts, both among quota students and among those with broad competition, influenced by the student's own socioeconomic context and by the grade obtained in the ENEM. It was also evident in the study that the factors that most influenced the trajectory of dropout students who entered the ENEM/SiSU were the problems associated with the teaching-learning process, the pedagogical practices used by teachers, the non-adaptation to the course and the aspiration for another course, while the reasons that most influenced those entering the entrance exam were the need to work, time to combine study and work, mobility, among others. Finally, it is concluded that there is a need to review the ENEM/SiSU operating policy, regarding the choice of the course, ensuring a better match between the interests of students and the choice of profession.

This thesis has as a point of convergence issues related to the continuing education of teachers in educational robotics, known as Focore. As a result, issues related to continuing teacher education policies, with an emphasis on the use of educational robotics, are addressed here. The interdisciplinarity, as a recurring consequence, of the pedagogical activities mediated by robotic technologies received, equally, deserved attention. Its main objective was to analyze the continuing education of teachers in educational robotics, based on robotics as a pedagogical teaching resource, as a structuring part of the public policy for the implementation of robotics in schools in the municipal education network of Natal, with a view to promoting interdisciplinarity. Therefore, its object of study was Focore, and the questions that guided it were: The continuing education of teachers in educational robotics, following a curriculum focused on learning robotics as a pedagogical resource, proved to be effective as a structuring step in the implementation of public policy of implantation of educational robotics in schools of the municipal education network of Natal? Did this training provide interdisciplinarity in the work developed by the teachers during the pedagogical workshops? This research presents methodological characteristics of an action research in function of the adopted methodological procedures; it is applied research as to its nature; and constitutes qualitative research in relation to its approach. The qualitative instruments for data collection focused on participant observation, questionnaires with open and closed questions, document analysis and video recordings. Bibliographic and documentary research was used to theoretically support the assumptions of this study. Focore, as an action research intervention, object of this study, took place from the project to implement a public policy aimed at the implementation of educational robotics within the municipal education network of Natal-RN, conducted by the SME, in partnership with UFRN and mediated by the NTE of Natal. It is an extension course that involved twentyfour teachers, twenty of whom come from five schools in the municipal education network in Natal, and four from the NTE in Natal. As a result of this work, it was concluded that its central objective was achieved. During the practical application of the knowledge collectively built throughout the training process provided in Focore, materialized in the pedagogical workshops, the course teachers planned a workshop where they applied robotics, as a pedagogical resource, in the mediation of the teaching and learning process of curricular contents, with the students of their respective classes, promoting interdisciplinarity. In this process, Focore proved to be effective as a structuring component of the public policy for implementing educational robotics in participating schools. Although Focore, as the research object of this work, was completed in the training experience that took place in the second half of 2019, its new versions will continue to support the policy of implementing educational robotics within the Municipality of Natal, as provided for by Law nº 0588/ 2019. Focore, object of study of this thesis, is the starting point and guideline for new formative experiences in educational robotics. The gains and achievements resulting from this research work are relevant and very significant, both for teachers and students, reflecting directly on the quality of education.

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Shamanism presents a way of feeling, experiencing, and thinking about life, establishing another type of relationship with nature, far from utilitarianism and from commercial domination. It carries knowledge that reveals important and essential cosmoethical values for the sustainability of the planet, such as solidarity, sharing, cooperation and the idea of community. This knowledge confronts the rationalizing and pragmatic thinking that sees nature merely as raw material and a commodity, leading to an unsustainable exploration that exhausts the possibilities of rehabilitation of its cyclical processes. Shamans and indigenous people signal the need to maintain our cohesion as a common-unity, resuming the cosmovision which shares and lives along with the spirit of the forest. From this perspective, shamanism must also be understood as an anthropological reserve of thought, with the shaman being a catalyst for the forces of nature, a mediator between the world and men, walking along journeys that inspire us to think that it is possible to live in another way.

The presence of students with disabilities is observed in Brazil. As these students are at the university many resources and changes are necessary to assist them in higher education. The resources and changes consisto of the creation of inclusive policies, adaptations or creation of more accessible spaces, didactic instruments to improve the learning and other good conditions for the successful stay of students with disabilities in higher education. The teaching work has been developed to assist the needs of students with disabilities at the university according to the mentioned above changes. This survey has as a general objective to analyze the practices and conceptions teaching of higher education professor about the inclusion of students with disabilities relating it to their experiences in the classroom. The specific objetives that was formulated a) to investigate the curricular training of university professors for the students with disabilities teaching; b) to describe the teaching practices that was made by university professors through a view to including students with disabilities; c) to discuss the narratives of teaching practice related to experience for students with disabilities in higher education in a critical perspective; d) to analyze the State University of Ceara in his policy for the inclusion of students with disabilities. The principal question of the study is what are the concepts and teaching practices related to the experiences of a professor’s group from State University of Ceara for students with disabilities in classroom? This is a qualitative case study that was developed at the State University of Ceara - Itaperi campus in Fortaleza city, CE. As a methodology it was made some observations in two online classrooms and semi-structured interviews in 2019 to 2020. For the investigation was necessary the participation of ten (10) professors from Education course and Veterinary, Medicine, Nursing and Physics courses as well who have or not some experience with students with disabilities. It was covered by the study four (4) areas of knowledge: Human Sciences, Health Sciences, Exact Sciences and Agricultural Sciences. The registers were made through field journal, recordings and photos as well. The results indicated that professors have differents opinions in their conceptions about disability and students with disabilities at the university, most of professors share the idea that students with disabilities shoud have access to the university even some of them make a relation between acess to higher education and the student’s disability condition, the professor understand his role in the process including of the student with disability in higher education, the professors do not have an enough knowledge to develop a work with the students with disabilities and the State University of Ceara needs na inclusion policy to help the teaching work in the classroom. For the conclusion we highlight that despite the difficulties listed and experienced by professors on work with students with disabilities they have been able to include these students in the activities developed in the classroom. We also concluded that the State University of Ceara needs to na inclusion policy to help the institution in his work for students with disabilities who are in the undergraduate courses.

This research thematizes the training of Early Childhood Education teachers in the context of the National Pact for Literacy in the Right Age (PNAIC) developed in the state of Rio Grande do Norte (RN) from October 2017 to May 2018. In the course of political changes, the inclusion of Early Childhood Education in the edition of Pnaic (2017/2018) becomes an "arrangement" in response to the claims of the area, however, these changes, besides disregarding the course of construction of a training, which included with an inter-institutional research on the place of oral and written language in Early Childhood Education, with intense academic debate between MEC and public universities, provoked controversies in the area and concern about possible anticipation for children from 0 to 5 years of specific experiences in Elementary School . In this context, the objective of our work was to investigate meanings attributed by participants - trainers and course participants - to the training for Early Childhood Education teachers developed in the context of Pnaic/RN (2017/2018). Knowing these meanings/interpretations is crucial to understand the policies themselves, reflecting on them and pointing out aspects that can contribute to the comprehension of their effects, their deployment and their reconfigurations. We consider in this study that Early Childhood Education aims to promote integral development (BRASIL, 1996; 2009), respecting the characteristics of “being a child” - playfulness, imagination and creation - and the specifics of childhood (KRAMER, 2005; 2006; 2011 and 2013). Working with reading and writing is constituted from a perspective of writing as language, production of meanings, in which its use in concrete interactions designates its different functions and modes of use/production (BAPTISTA, 2010; SMOLKA, 2012). We understand that the formative processes are not homogeneous or linear processes, so we are anchored in Lopes (2004, 2013), Nóvoa (1995, 2002, 2017); Sarmento, T. (2002, 2009, 2021), to understand that the formation/constitution of being a teacher encompasses all the interactions of their life history, especially those that give meaning to their choices, their practices and that constitute in different instances and training spaces. And yet, based on the foundations of Vygotsky's (1896-1934) historical-cultural approach to research on human processes and on Mikhail Bakhtin's (1895-1975) dialogism propositions, we developed a bibliographic and empirical research, using as construction procedures documentary research and individual semi-structured interviews with 16 participants, being 04 regional trainers, 03 local trainers and 09 course participants. In the dialogue between the "I" and the "others" in a production dialogical process of possible meanings, by the place that each one occupies, on the lived experience, we try to analyze axes concerning the processes of meaning, adherence, the context and the strategies training courses, and also, about the pedagogical work with reading and writing and the possible limitations of training. These meanings – unique modes of appropriation-signification by the participants – give us insights to rethink about the models and practices of continuing education, and that these need to be grounded in reflection and interaction with peers on issues relevant to the practice itself.

This thesis has as object of study the statistics of high school education and its relationship with the maintenance of governmentality of the presidents between the years 1971 to 1985 and aims to analyze, from the relationship between statistics and high school education, the educational statistics as a legitimating element of governmentality in dictatorial governments, between the years 1971 and 1985 in Brazil. In view of the above, we have as a thesis argument: the relationship established between statistics and high school education was one of the elements that justified and legitimized the governmentality of the presidents between the years 1971 and 1985. In order to prove this hypothesis, we have as central problematic: how the relation between high school education statistics, during the years 1971 to 1985, and the speeches produced about them, were used to legitimate the presidents' governmentality? And as secondary problems: how occurred the institutionalization of educational statistics in the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the Ministry of Education and Culture (MEC)? How did the production of educational statistics occur in the MEC? How are statistics on education and secondary education treated and/or reported in the Presidential Messages to the National Congress? How were secondary education statistics advertised in the printed media? Were they used to justify governmental actions? Regarding the method, we used the historical method and serial history. The data survey was carried out by means of bibliographic research and document analysis collected from virtual archives such as: Portal Domínio Público in which we collected the Synopses Books; the site of the University of Chicago called Center for Research Libraries Global Resources Network space in which we found the Presidential Messages to the National Congress; site of the Revista Brasileira de Estudos Pedagógicos; site of the Revista Brasileira de Estatística; and the site of the Digital Library of the Fundação Sistema Estadual de Análise de Dados de São Paulo (SEADE), where we found the series Ensino no Brasil and Hemeroteca Digital Brasileira. This work has as theoretical references the theory of history, political history, statistics as a non-neutral element that composes a relative knowledge about society, the relations between state and culture, discourse analysis and professional education, having as basis the authors: Rusen (2010); Chaunu (1976, 1987); Bourdieu (1989, 2004); Rémond (2003); Cardoso and Vainfas (2012); Besson (1995); Desrosières (1995) Foucault (1999, 2002, 2004, 2006) and Chartier (2002). This research enabled us to conclude that educational statistics and those of secondary education were used to justify governmental actions, which demonstrate the use of these statistics for the maintenance of governmentality. Another point we identified is that the statistical production, regarding education and more specifically high school education, does not keep homogeneous characteristics regarding the categories. The Synopsis Books showed a great variation of categories and themes present in the books. With regard to dissemination and use, we can identify that these two elements are intertwined and often, as in the case of Presidential Messages to the National Congress, are strategies used by presidents at the same time, one in the sense of the other. The discourses, these then present both in production, as in disclosure. The analysis of the Synopsis Books demonstrate the use of the discourse on educational statistics, because at the same time that they disclose the statistics also magnify it, treating it as an absolute truth and not as a relative knowledge that manipulates society.

The present work aims to understand to what extent the feminization of female education was included for a certified professionalization of Regional Normal Courses in the movement of internalization of teacher training in Rio Grande do Norte. This discussion involves the processes initiated since the 19th century, which got strengthened along the 20th century, and could not be left aside, granting the study a timeframe that goes from 1827 to 1971. This research talks about the history of education with the focus on female history, being configured on the assumptions of the New History. Methodologically, the research started from a bibliographical research in which we dialogue with the studies of Safiotti (1976), Almeida (1998; 2007; 2014), Louro (2009; 2014), Stamatto (2002; 2020), Aquino (2007), Garcia (2008), Magalhães (2004), Saviani (2007) in order to understand this socioeducational overview that involves the theme. In addition, we developed a documentary analysis in the light of the works of Le Goff (2013) and Foucault (2004). The sources used include legislation both in the national and regional context; statistical yearbooks of the Brazilian Institute of Statistical Geography (IBGE); reports and speeches by provincial presidents, as well as government messages from Rio Grande do Norte; newspapers, such as: A Folha, Diário de Natal, O Poti, A República; works that already dealt with the central theme; photographs; in addition to school documents. In this way, in order to achieve the objective it was necessary, firstly to discuss and reflect about the process of feminization of teaching and institutionalization of the normal teaching, and, to that end, identify how both movements, related to the dissemination of Normal Regional Courses in RN fomented the women’s profissionalization. The study carried out in the context of an important configuration, inserted in the presence of women in the role of primary teachers, the training courses for selected teachers, are as real possibilities for women to access a certified professionalization.

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The present work aims to map the pedagogical practices developed at the Municipal School of Youth and Adult Education (EJA) Iarandi Aguiar, located in the municipality of Monte Alegre, Rio Grande do Norte, from 2011 to 2020. This time frame is justified because it is the decade that marked the installation of the EJA modality in that school. At the national level, we analyzed the EJA from the 1940s, when the first schools aimed at adult education appeared in Brazil. We also deal with the History of Education and Institutions. The theoretical foundation was based on authors such as Freire (1980, 1981, 1982, 1983, 1996, 2015), Certeau (1998), Germano (1982), Gadotti (2003), Di Pierro (2012), Gatti Júnior (2007), Buffa and Nosella (2005), Carvalho (2014), Magalhães (1996), Laville; Dionne (1999), Escolano (2008), Nóvoa (1999), Vidal and Faria Filho (2003), Saviani (2005), Vanilda Paiva (1975), Haddad and Di Pierro (2000), Jane Paiva (1998), among others. The methodological path followed is based on the approach to the history of Education, through bibliographic research and document analysis, developed in constant dialogue with each other; approach to concepts of EJA as a right (categories of access and permanence), pedagogical practice; educational institution, in a textual history approach, based on the historical method of documentary research. The research revolved around historical sources (School Census, Minutes, Regulations and Local Decrees), Institution, EJA as a right (Constitution of 1988, LDB, National and State Decrees, Decrees). As a presupposition, we start from the premise that the pedagogical practices contribute to the permanence of the student in the school space. We also reflect that the school, whether public or private, must continually and permanently rethink its practices in the school routine, in a dialogic practice. In addition, we point out the need for the normative body of Education in the State, the State Council of Education (CEE/RN) to have a counselor (a) specialist in EJA, so that the regulations emanating from that body reflect the aspirations and demands used to the modality.

This thesis was conducted with the central purpose of weaving a textual tapestry about the School of Science and Technology (ECT) at the Federal University of Rio Grande do Norte (UFRN), permeated by the complementarity of (auto)biographical narrative accounts, highlighting the historical and cultural significance and the inter and transdisciplinary links of this educational space. The research reported here was constituted from the qualitative approach (GONZÁLEZ, 2020), through a narrative investigation of (auto)biographical nature (NÓVOA, FINGER, 2010; FERARROTI, 2010; DELORYMOMBERGER, 2011, 2012; BRUNER, 2002; LAROSSA, 2002; PASSEGGI, 2008), conducted under the guidance of the phenomenological-hermeneutic perspective (GONZÁLEZ, 2021; FOUCAULT, 2005; GONZÁLEZ, VILLEGAS, 2009; BICUDO, 1997; 1999; 2005; MERLEAU-PONTY,1994). In the course of the research, I used three frameworks: testimonial ((auto)biographical report), documental (bibliographical and official documents) and empirical (narrative interviews). By working with methodology and plots of this nature, I recognize the multifaceted and complex character of the social reality built by people who change and transform society. From the unfoldings of the analysis of the (auto)biographical narrative reports, convergent markers of polyphonic regularities emerged, gathered in 5 (five) axes: a) ECT polyphonic in its trajectory; b) Between (threads) of the areas of knowledge; c) Spinning mathematical knowledge; d) Elaboration of the threads of teaching and; e) From (threads) undone, knots (re)created. The set of narrative accounts, the sewing of the self and the polyphonic threads expressed in the axes, show the historical and cultural significance of ECT/UFRN, for their respective lives and for society in general, as an educational space, as a professional trainer and as a place for professional practice. Furthermore, the reports lead to reflections about the dialogues between the areas of knowledge within the School. From the textual tapestry about the School of Science and Technology, constituted in the course of the research, I hope to have contributed in some way to the reflections around the researches made within the qualitative approach, of narrative nature, enriching references that strengthen the use of (auto)biographical narrative accounts as a source and method of research with biographical subjects, who narrate and reflect about their educational institutions and their own educational experiences and thus collaborate with their perceptions for the processing of improvements in Brazilian education.

Adults with complaints about reading problems have been seeking help in order to identify their condition. There are several probable causes and one of the possibilities is dyslexia, a neurobiological disorder that impairs people's ability to read and write. As the diagnosis of dyslexia is expensive, time consuming and requires a specialized multidisciplinary team, it is often inaccessible and becomes a barrier imposed on many people with reading difficulties, preventing them from going through this diagnostic process. The screening is an instrument that aims to identify individuals most likely to have a condition. It can be very useful to reduce the number of individuals who are unaware of the disorder and who fail to seek a diagnosis of dyslexia, making the process clearer, less time consuming and more cost-effective. Despite the existence of initiatives for dyslexia screening instruments in children, initiatives aimed at adults are incipient, especially in the Brazilian context. From this gap, the present study launched a proposal for a dyslexia screening instrument for adults. Its general objective is to propose an instrument for screening dyslexia in adults with reading difficulties in Brazilian Portuguese. Its specific objectives are: to review the literature on the instruments available for dyslexia screening in adults; to develop a proposal for a dyslexia screening instrument for adults and; to analyze the evidence of content validity of the proposed instrument based on the evaluation of expert referees in the area. Regarding the methodology, this investigation had an exploratory and descriptive nature, with analysis of qualitative and quantitative data. The procedure was carried out in two stages: the first stage consists of an integrative review of the literature in national and international databases - SCOPUS, Web of Science (main collection), SciELO, ProQuest Dissertations & Theses Global (PQDT Global), NDLTD, Open Access Theses and Dissertations OATD, Eric, Pubmed and Lilacs. This review aimed to identify national and international scientific productions dealing with instruments for screening dyslexia in adults, as well as to identify the most frequently evaluated variables/skills. The second stage consists of the proposal of an instrument for screening dyslexia in adults followed by the agreement analysis performed by expert judges. As a result, the review established the simultaneous skills and enabled the construction of the screening instrument proposal. As for the second stage, the agreement analysis carried out by the referees pointed out the relevance and adequacy of the content of the instrument presented, requiring only minor adjustments in its form. Thus, it was concluded that the proposed screening instrument is an appropriate tool to perform the screening of dyslexia in adults. However, further studies are needed in order to confirm other types of evidence of validity, as well as their improvement, in order to enable future professional use for screening dyslexia in adults.

Oral narrative is an emergent literacy skill that is related to social development and school success. Yet, a significant segment of students with Autism Spectrum Disorder (ASD) and language impairments, either in the phonological, semantic or pragmatic domain, are at risk of developing a decay in the production and comprehension of oral or written narratives. As a consequence, it can lead to learning disabilities in several academic fields. We live in a literate society where everyday activities are based on reading and writing. Therefore, an inclusive community, where all its members have the right to learn to read and write, requires the development of early intervention programs to reduce reading comprehension deficits. Thus, the aim of the present study, was to evaluate the effectiveness of two dialogic reading programs on the oral reading comprehension of preschoolers with and without ASD. The participants were one boy and one girl (5y 4m and 4y 9m) diagnosed with ASD, a typically developing male child (4y 4m) and seven reading mediators. A single-subject experimental design (ABAB) was implemented, in which the following independent variables were considered: reading condition, including the program Reading to Engage Children With Autism in Language and LearningRECALL. (intervention A) and Simple Dialogic Reading (intervention B). As dependent variables we considered the frequency of correct answers to factual and inferential questions; the frequency of correct answers to each type of strategy (type of questions); the percentage of visual aids usage and vocabulary acquisition. Reading mediators participated in a training program, which included autoscopy procedures and practice through modeling. The sessions were videotaped and used to quantify the frequency of use of program strategies by the reading mediators as well as the children's responses. Our results show that the mediators learned how to apply both program strategies and that all three children learned new words using both Recall and LDS, with no significant differences between the programs. However, when evaluating the relative frequency of correct answers by type of question, all three subjects performed better with the Recall protocol as compared to LDS, according to the signed-rank Wilcoxon test. Although, all participants scored higher in both factual and inferential questions while doing the Recall protocol, only the typically developing child showed a statistically significant improvement (Fischer's exact test). Altogether, our results suggest that all three children benefited from the visual prompt hierarchy. Contributions and limitations of the study are discussed.

The main of this dissertation is to understand how Escola Doméstica institution developed discourses about women education producing sensibilities about femininity. Escola Doméstica was a Domestic Education institution, opened in 1914 in the city of Natal, Rio Grande do Norte, Brazil. This school was intended exclusively for women after they completed their full primary education, especially for the elite young women from Rio Grande do Norte. This is a history of women education research, in a Cultural History approach, dialoguing with gender studies, in order to understand how sexual and gender differences are produced historically and discursively, and the process of this practice of distinction in the school genderfication, based on Judith Butler (2003) and Guacira Louro (2003; 2019) theories. Indeed, the school institution is understood as a power dispositive that produces discourses about the body, the sex, the gender and institutes disciplinary practices over that student body, producing regimes of truth for femininity. As a methodology was chosen the Foucauldian Discourse Analysis (1999; 2008), to identify the discursive statements produced by the Domestic School about female sensibilities. Thus, in order to achieve the proposed objective, first, it was necessary to diagnose the women schooling discourses conditions emergence in the Escola Doméstica. Second, to identify the knowledge articulated by Domestic Education as part of an association project between femininity and the home space. And, finally, to identify the modes of subjectivity experienced by the students in light of the institutional project for the formation of the “citizen housewife” figure. Therefore, through this research, a set of discursive regularities were perceived, analyzing how they produced a true effect discourse about the feminine by means of its constant repetition. The discourses produced about femininity by Escola Doméstica acted through the mobilization of domestic knowledge based on a social hygiene logic, defending the place of women in the family, as a protagonist, acting as a mother and a citizen house-wife.

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This dissertation aims to identify the meanings attributed to school by young people between 15 and 17 years of age, enrolled in Youth and Adult Education at the Escola Municipal Erivan França, whose school trajectories are crossed by situations of school failure, which cause their "migration" to the modality, in a process that, at a single time, allows their permanence in school and deepens the phenomenon called juvenilization of EJA. The objective of the research was, based on reflective listening of their school trajectories, to understand the senses attributed by them to the knowledge provided by the school. In the process of investigation we relied on ethnographic qualitative research, carrying out direct observations at school, exploratory interviews, application of questionnaires and semi-structured interviews that allowed us to move between different places, looks and listens around the singularities of the interlocutors. As a theoretical contribution, we sought studies on the notion of meaning, in Augé (1999) and Vygotsky (2008), on the relationships with knowledge, from the reading of Charlot (1999, 2000), and on youth and juvenilization at EJA, in Dayrell (2003) and Arroyo (2017). Thus, we have delineated as far as possible an understanding about the youth universe at EJA, its senses and how they perceive themselves inserted in the modality, without ceasing, however, to consider their school and life trajectories. Despite the obviousness of the senses attributed, the school is unable to meet the expectations of the students to learn the skills they deem necessary and in line with their personal and social demands. They seek to obtain the diploma, they value scientific knowledge, they value knowledge that involves mastering skills in reading, writing, a foreign language, the use of technology, a profession, a way of expressing their art, their movement and their voice. They value learning to be in the world and with others, living together based on fundamental values such as respect, tolerance and education. They seek experiences that are part of their existence and that dialogue with their individual needs and their apparently impossible dreams. Our conclusions about the meanings attributed to school were guided by issues such as juvenilization and the role of school in EJA, school as a place of scientific knowledge and expectations for the future, relational learning, age-serial distortion and reproaches.

This thesis aims to analyze the school parties developed by the Felipe Camarão School Group in the municipality of Ceará-Mirim - RN, in the period from 1912, the year of the establishment of the educational establishment to the year 1939, on which the school received another name. During this period, the municipality and state education were in a process of modernization, with the School Group as a prominent institution. The hypothesis presented is that school festivities were configured as strategies developed by the institution on the scene to instill in society a civic culture, as part of its school culture. This action was part of the state's strategy, which regulated the parties to be held by imbuing them with a civic and patriotic character. For the preparation of this text, the School Legislation, the Messages of Presidents of State, photographs, the Books of Entry and Exit of Papers and the Books of Terms of Visit and Examination and the Party Programs of the referred School Group were problematized. These are documents that contributed to experiencing the “flavor of the festive archive” based on the understanding woven by Arlette Farge (2017) and understanding the intentions of school festivities. Methodologically, I carry out the analysis of the sources through the assumption of a document proposed by Jacques Le Goff (1990), which consists of perceiving in the documents their intentions. In the meantime, I appropriate the concepts of tactics and strategy advocated by Michel de Certeau (2008), of school culture outlined by Viñao Frago (1995), of discipline according to the writings of Michel Foucault (2014) and of school legislation from Luciano Faria Filho (1998). Finally, when entering the domains of Clio, along the trails of Cultural History, it was possible to problematize the parades and ceremonies of the Nature Festivals, September 7th, the Flag and Closing Festivals, in addition to sporadic parties such as the different centenaries held. It was concluded that the parties were strategies used to consolidate a civic school culture.

The current study, developed at Programa de Pós-graduação em Educação (PPGEd) from Federal University of Rio Grande do Norte (UFRN), aims to unveil, from the movies, the places of dissident sexualities on the pedagogical proposal of Professional Education (PE). Therefore, it is intended (i) to realize how the body and youth sexualities are located on the Pedagogical Proposal of the Professional Education; (ii) problematize the interfaces between the integrated curriculum and the subjectives demands related to the body and sexuality on institutional context.; and, finally, (iii) to make visible through the movies, the existing links between the dissident sexualities and the integral human construction recommended by the Professional Education. The phenomenon in question is investigated by the light of the theoretical framework of gender and sexuality studies in dialogue with theorists of Professional Education. The methodological approach of the research is qualitative, of exploratory nature. In that way, initially, through a state of art, it was identified an existing gap in the epistemological field of Professional Education: inexpressive amount of body and sexuality studies in this educational modality. After this moment, we have analyzed laws and institutional documents regarding the pedagogical proposal of Professional Education. Then, we identified existing suffering situations linked to gender and sexuality issues received by the student assistance and psychology sectors of IFRN. These three previous movements have assisted us to make the research corpus, constituted by three pictures: Corpo Elétrico (2017), Ferrugem (2018) and Moonlight (2017). As a methodological strategy for film analysis and as a way of expanding the views on the studied issue, we have applied the Film Analysis sheet. dwelling on the following categories: body and education, body and sexuality; body and work. The research contributed to identify the existing gaps related to the dissidents sexualities and body on the epistemological field of PE, as well as to identify the absence of those questions at PPP on IFRN, that integrates them in a generalist way within the ''diversity'' category. Therefore, the Student Assistance presents itself as a privileged place of listeners to these subjects. unveiling numerous doings and practices that integrate the questions raised by the integrated curriculum and by the hidden curriculum, reaching gaps not reached by the formal curriculum.

The growing transformation of Higher Education in Brazil has concomitantly brought about the interest and relevance of knowing and understanding better about the motivations, meanings, and senses that college students have of themselves and of their academic life. In this perspective, it has the intention to investigate how university students, between the 6th and 10th period of the Pedagogy course at UFRN, in presential modality, at Natal campus, developed their paths of academic socialization in graduation and how they built their social strategies to stay and finish the course. The locus of the research is UFRN, with undergraduate students of the Pedagogy course. Initially, 90 questionnaires were applied to students (a little more than 10% of the total number of students with active enrollment in the semester of 2019.2) of the Pedagogy course of the UFRN, in-class modality, to draw a profile of the student body. From this part of the population, we selected 6 research participants, from several selection criteria, for the semi-structured interview stage. From the analysis of the questionnaires and the interviews, it was possible to elaborate the four main points of the dissertation: the first point concerns the individual socialization and the gregarious socialization, considering them respectively as the form of socialization with a single person as emotional support, and the second as a more group socialization. The second point concerns the phases of experience in Higher Education, which are: time of euphoria, time of change, time of demotivation, and time of confirmation. The third point concerns the academic socialization level of these students, which can be: well socialized, more or less socialized, or not socialized at all. And, finally, the satisfaction with their socialization in the University environment, where the students can be satisfied, not very satisfied, or not satisfied at all. These points reveal deeper understandings about students' lives in academia, taking into consideration mainly the forms and levels of academic socialization. One of the revelations about academic socialization and student life is that students, no matter how much they are considered with little or no socialization, still have social support points to pursue their path in the course. Furthermore, another revelation was the difference between the trajectories of the students considered to have more intense socialization and the trajectories of the students with less intense socialization. It was evident that the well-socialized students felt comfortable in academic life, while the second group was marked by several events considered by them as difficult moments, inside and outside the University, which even led them to think about quitting the course. It was understood, finally, that the socialization of the Pedagogy course students occurs in several ways and intensities, being necessary to consider equally the importance of conviviality spaces, that promote besides places where the socialization can happen, moments so that the students can talk about their difficulties and frustrations in the course.

The thesis aims to analyze the effects of the Student Financing Fund (FIES) on the development of Kroton Educacional within the framework of the phenomenon of university education financialization. As a phenomenon that characterized capitalism since the 1970s, financialization expresses growing valorization and autonomization of financial wealth in relation to productive wealth. Since 2007, financialization has been promoting the entrance of Higher Education Institutions (HEIs) in the Brazilian Stock Exchange ( the B3 - Brasil, Bolsa, Balcão), resources contribution through private equity funds, and the realization of mergers and acquisitions in the sector, providing the formation of oligopolies. These publicly traded educational groups also dispute the public funds for education through lobbies, the Brazilian Association for the Development of Higher Education (ABRAES), and the Forum of Entities Representing Private Higher Education (FERESP), which interfere in the regulation of programs like FIES. In the context of the expansion of FIES between 2010 and 2014, publicly traded educational groups showed growth in net revenue, enrollments, and share price on B3. The methodological approach in this research considers historicaldialectical materialism, and its procedures have bibliographic and documental nature. The empirical data was collected in documents from Kroton Educacional and Cogna Educação, the Educational Data Laboratory (LDE), the Higher Education Census (INEP, 2020), the Federal Audit Court - TCU (2016), Hoper Educação (2020), CM Consultoria (2015), the TrandingView platform (2021), the Ministry of Education (2012; 2013; 2014; 2015; 2016; 2017), and the National Fund for Education Development - FNDE (2020) on FIES. The research results show that the regulation of FIES from 2010 to 2014 primarily benefited Kroton Educacional, which is since 2019 a subsidiary of the holding company Cogna Educação, the primary educational oligopoly in Brazil. The decrease in the number of funding granted by FIES since 2015 reshaped the structure and activities developed by the company. Nevertheless, the indiscriminate granting of FIES loans has aided the development of Kroton Educacional, with implications for the private educational sector, especially for higher education institutions.

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This study aimed to analyze the inclusion of children and adolescents with disabilities in school, evidencing factors involved in the relationships between mothers, children and adolescents with disabilities and the school. The study approach is defined as qualitative, and the oral history methodology was used. A semi-structured interview script was used with five mothers of children and adolescents with disabilities and the results were built using Bardin's Content Analysis (2011). The categories constructed in the exploration of the data were: a) the initial impact of the child with a disability on the mother's life; b) the inclusion of children and adolescents with disabilities in school. The results showed that the contexts in which the mothers are inserted and their personal experiences influenced the way each one perceived and reorganized their lives when discovering their child's disability, which did not always lead to negative aspects. About finding a school for her children, only one mother did not receive a refusal to register, but the act was common with other mothers and their children, which indicates the persistence of practices of exclusion of these people from regular school. Regarding the relationships established between children and adolescents with disabilities and the school, mothers are satisfied with the aspect of socialization, as their children managed to build good relationships with their peers. However, they demonstrated that they have a broad vision of inclusion, not reducing it to socialization, and assuming a position of monitoring and demanding the school regarding the development of their children's learning. The need for adaptations, individualized planning and a diagnostic assessment that identifies the gains and learning needs stood out among the demands of mothers. It was concluded that the situation of socioeconomic privilege and the high level of education of mothers may be related to greater political participation in the search for their children's rights, to the mobilization of social support networks to which they are part, and to active participation and demands in their children's schools.

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This Master's Thesis aimed to analyze the constitution of literary collections and pedagogical practices developed in Early Childhood Education institutions with a view to promoting interactions between children and literature according to teachers who carry them out. In this sense, during the investigation process, we defend that: a) literature as a cultural practice present in all times and societies and a work of art￾language that enables fundamental experiences for our formation as human-social subjects; b) collections as a space for interaction, (re)signification, appropriation and cultural production, which need to consider, in addition to diversity, the literary quality of the works, aiming at expanding children's experiences; and c) pedagogical practices as possibilities of mediation and of encounters and relationships between subjects and objects of knowledge. Thus, we understand that the relationship between children and literature is relevant to their development, as it provides opportunities to experience fantasy, playfulness, language, thought, cognition, affection, freedom and to be guaranteed throughout the schooling process. , especially in the context of Early Childhood Education. Thus, the study sought to answer the question: how are the literary collections (in terms of quantity and quality) and the pedagogical practices that promote the interaction of children with works of literature in the context of Kindergarten? Given the nature of our object of analysis, we adopted a qualitative investigation approach, based on socio-historical methodological contributions from the contributions of Vigotski (2007) and Bakhtin (2011) on research in Human Sciences, understanding that the processes that involve human relationships are complex and the researcher assumes the role of participant of/in the investigated context and needs to be aware of the meanings that other co-participating subjects attribute to the object under study, which is, in turn, the production of these same subjects in their daily relationships . We defined as an empirical field a Municipal Center for Early Childhood Education (CMEI) located in Natal/RN and as research subjects teachers from different groups of children, the reading mediator and the principal. Our data were built through observation and survey of the existing collection at the institution, interviews and a questionnaire to characterize the school. . We believe that the reality reported by the teachers about the practices developed point to a strong mobilization of the researched CMEI to provide interaction between children (and the school community) and the literature, through different strategies, a practice that has been consolidated throughout the history of the institution. In this sense, the school has a wide and diversified literary collection and seeks to organize different times and spaces that invite subjects to explore and interact with books, either permanently or by temporary installations, spreading the works from the collection in different environments, creating a “reading station”. We emphasize the importance of public policies aimed at the assessment, acquisition and distribution of literature books, continuing education of teachers and the organization of fixed and invented times and spaces, encounters and disagreements with reading, in child care centers.

This dissertation thesis aims to analyze the project defended by All for Education during the preparation of the National Education Plan (2014-2024). Therefore, our research approaches dialectical materialism employing a bibliographical study combined with documental analysis as methodological procedures. It is well known, that the relationship between public and private institutions in the educational sector experienced a redimensioning guided by the new pattern of capitalist accumulation, within the framework of the triad of neoliberalism, globalization, and productive restructuring. In Brazil, this movement to redefine the boundaries between public and private in education took place mainly during the 1990s. The initiatives of educational entrepreneurship are identified in their new determinations in the Law of Guidelines and Bases of National Education (1996) and the National Education Plan (2001-2010). The development of methodological procedures, with the consequent construction of empirical data, allowed us to show that All for Education (TPE), in essence, does not inaugurate business action on Brazilian education and the elaboration of educational policies. Nevertheless, the TPE stands out for becoming an initiative of the common class of the productive and financial fractions of Brazilian capitalism, disputing the public fund in a broad sense and not only with the conversion of public ownership to private ownership of education. Although All for Education is a business movement, its public intervention is hidden by the denomination of the civil society movement, constituting a contradictory unit between antagonistic
social interests. In particular, in the case of the National Education Plan, we noticed that the TPE project was mainly inscribed in the referrals related to the National Education System (SNE), in the expansion of the private commercial sector in education, in the financing of education and, also, in monitoring the Plan through a culture of goals.

This dissertation work aims to analyze the strategies of permanence at the Federal University of Rio Grande do Norte (UFRN), investigating the main guidelines for permanence in Higher Education in the decade 2010-2019. We seek to understand the effectiveness of permanence strategies, in the light of national guidelines and policies, discussing factors that impact the permanence of students at UFRN. By permanence, we understand the possibility of completing higher education, through student assistance actions, which we understand as a social achievement, considering that students with income up to 1.5 minimum wages have the right to stay and complete the course at the institution to which they had access. Permanence is an indispensable condition for the real democratization of access to higher education, which, only at the entrance, does not guarantee that the process has been, in fact, expanded with quality, as demonstrated in the theoretical references that address student assistance and permanence, used in this work. We also attribute relevance to the expansion of higher education in the country, with methodological foundation based on historical-dialectical materialism, understanding that it is not possible to analyze the phenomena of access and permanence dissociated from normative frameworks, considering primary references from the perspective of a reflection on totality. Thus, not knowing the entire process of permanence nationally, makes it impossible to understand this phenomenon at UFRN. We are committed to the discussion about the policies of permanence in undergraduate courses of the UFRN, based, a priori, on official documents of the agencies that manage and legislate on the dynamics of the university, but substantially seeing, in the circuit of action, the transformation of the conditions and institutions that interfere in social life. We analyzed the data from ufrn's management reports from 2011 to 2019, as well as the documents collected in ufrn's open database. Nationally, it was possible to immerse the data presented by the Census of Higher Education (CENSUP-MEC/Inep) in the period 2003-2018, in the questionnaires of the National Examination of Student Performance (ENADE), in the documents of the National Forum of Pro-Rectors of Community and Student Affairs (FONAPRACE) and the National Association of Leaders of Federal Institutions of Higher Education (ANDIFES). In this analysis, UFRN is perceived adopting several permanence strategies, such as financial assistance, pedagogical support and health care. From this, we observed a greater focus on financial aid, with an emphasis on food aid. It is observed that the participation of students in the discussions and decisions of these strategies is still reduced, even absent in some. However, we noticed that sometimes, with resistance and struggle, students got good participation in discussions of forums and collegiates, influencing some regulations. We found that, in recent years, there has been a decrease in the number of university residences, in contrast to the increase in the demand of students for vacancies in them. In this case, UFRN reports indicate problems arising from bureaucratic obstacles, but without management responses, such as improvement actions in deadlines or physical structure, but with the deactivation of these residences, associated with financial assistance to housing, which has been showing significant growth, reinforcing the focus on financial assistance actions, even if still insufficient to guarantee all needs.

This research has as its objective the training of trainers of the judiciary and their social representations. It addresses teacher improvement in judicial schools, presenting its transdisciplinary model, based on the values of ethics and humanism, as a mechanism for the dissemination of an ideal judge representation. This context justified the present research in the scope of Esmarn, an institution reached by national politics. In this sense, there is the following problem: what changes does the trainingof trainers represent in the pedagogical practice of the judiciary and in the improvement of the Judiciary, based on the social representations of the trainer of magistrates, between a real judge and an ideal judge (of a new type)? The objective is to identify the social representations of the teachers of the judiciary in Rio Grande do Sul, about being a judge trainer for the construction of an ideal magistrate (of a new type). To achieve this objective, qualitative research was carried out, according to the hypothetical-deductive method, using techniques inherent to participant observation, in which, in addition to the collection of data in relevant documents and bibliography, there is the manipulation of methodological instruments useful for research. social representations (Talp and semi-structured interview). The sample of judges was divided into three groups, depending on the degree of pedagogical training, for the purpose of explanation. The social representation of the magistrates' trainers was anchored in the responsibility element, which belongs to the central core of the sense spiral. It is concluded, therefore, that the technique guided by values is improved in the teacher training of the judiciary from practical classes and focused on pedagogical know-how, permeated by the values that Enfam proposes to awaken in Brazilian judges. It has as a thesis that perceiving the changes in the teacher magistrate with the teacher training is an effective way to make a prognosis of the direction of this institution so relevant for the guarantee of citizenship and social justice - a kind of psycho-pedagogical analysis of organizations, now applied to the Judiciary and its professors.

This thesis, located in the Education field, brings the results of research whose objective was to investigate the relationship between children and writing while learning to write, at a public school in the municipality of Sobral. It was assumed that when narrating, orally or in writing, their experiences with writing, children would reveal how they understand their relation to the literacy process, bringing eventual contributions for theoretical-methodological and policy proposals at the school. In that sense, the research sought to elucidate the following questions: Which formative experiences are narrated by children in the context of learning to write at a public school whose learning achievements point to a high level of literacy proficiency? Which elements are identified by children as important in learning how to write? What does a school with high literacy proficiency promote for equity in learning to write during the literacy process? The investigation was based on the epistemological and theoretical principles of the (Auto)Biographical Research in Education, according to Passeggi (2014; 2016; 2020); it was inspired by the studies by Paulo Freire (1996; 2015) about literacy as an emancipation process; it considered writing as a modality of language, according to Ferreiro and Teberosky (1999); Ferreiro (2015); Morais (2012); Luria (2013); Soares (2015; 2016); and evaluated as paramount to school management the promotion of equity in education, as proposed by Ribeiro (2012; 2013). Twenty elementary school children participated in the research, from five 2nd grade classes at Emílio Sendim School, in Sobral-CE, a municipality whose educational experience is a reference national, among other aspects, due to their high evaluation index in IDEB, in the early years, from 4.9 in 2007 to 8.4 in 2019. The corpus consists of narratives, oral and written, created by the 20 children who participated in ludic reflexive conversation circles, throughout eight months; a narrative interview with the school’s pedagogical coordinator; the researcher’s field diary; in addition to documental sources. Empiric data were triangulated in analyses. Results point in the following direction: a) children’s relationships with writing are established under the protection of a school focused on learning to write with attention to social interaction; b) children’s narratives signal their involvement with reading practices in different genres; text production; handwriting practice; copying; ludic and interactive games, as well as activities related to external evaluation; c) we highlight as procedures: kinesthesia and the use of tools related to know-how and motor praxes. As for pedagogical and management practices, analyses reveal that the school moves, throughout the year, in the perspective of equity in learning through: a) educational actions that guarantee children’s attendance; b) collective and individual attention, with tutoring at school for children with learning difficulties; c) development of interdisciplinary pedagogical projects, aiming at effective learning; d) permanent articulation between school and family; e) monitoring children’s learning through external evaluation. We conclude that writing as an action of language establishes intrinsic relations with children’s attention and creativity, related to the development of social and emotional skills such as persistence, self-esteem, self-confidence, and interaction with others, with school support. Mastery of the alphabetical code and pragmatic conscience connect the aspects of writing to contextual aspects where writing is practiced.

This research has emerged from my questioning on my actions-reflections-actions process throughout my academic and professional path. As a teacher, I have faced the inclusion of new technologies for the teaching of Physical Education. We have investigated, more specifically, the production of Digital Educational Resources (RDEs), in Professional Vocational High School (EMI). We proposed the following thesis: a pedagogical intervention on the Physical Education classes – sports. The intervention is supported on dialogical approaches for teaching and learning and RDE productions. It corroborates with a new paradigm. We proposed the following questions: a) Is it possible to mediate the teaching and the learning processes on Physical Education classes through the production of RED? b) Can we motivate students on sports contents on Physical Education classes considering the incorporation of technologies? Therefore, we outlined the general objective: analyze and discuss a pedagogical intervention process in Physical Education classes in EMI, about the sports contents mediated through production of REDs. This study is qualitative (CHIZZOTTI, 1995), followed by a descriptive character (GIL, 2008). Among the qualitative types of research, we chose the autoethnography (ELLIS; ADAMS; BOCHNER, 2011). The intervention was carried out at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Campus Parnamirim. I taught the students who are subjects of this research. There were 124 students in EMI 2nd year. They were separated into four different classes – two Computing classes and two Mechatronics classes. We supervised 34 different school projects – digital magazines, infographics, quiz, video classes, websites, apps, and WhatsApp stickers. These REDs embodied discussions on several social issues such as gender inequality, transsexuality, homophobia, racism, disability, social inclusion, science, technology, innovation, and entertainment. The production of REDs was satisfactory. The most important contribution from the school projects was the experience of the dialogical and libertarian teaching and learning process. Thus, the pedagogical process based on the communicational network process addressed by Paulo Freire has been proved effective and prompting meaningful learning processes. We could experience important Paulo Freire categories such as dialogue, interlocution, collaboration, humility, teaching, learning, research, leisure, creativity, curiosity, meaning, prominence, and liberty. The entire process and the results have validated and proved our hypothesis proposed as our thesis.

In Brazil, the process of European colonization and the criminal enslavement of African subjects, contributed to the fact that racism was structured in such a way as to deny the knowledge and practices of black bodies and their cultures in different social spaces, including Education. However, even in the face of violence and marginalization, these bodies resisted and imposed different elements of their culture on national formation. Among the forms of resistance, we highlight the formation of quilombos, since, in these collective articulations, struggles and maintenance of knowledge were carried out, which make them rich spaces to analyze the effectiveness of educational proposals that dialogue with the knowledge, languages and practices of black bodies, as well as with the propositions of Law 10.639 / 03. Questioning this reality, we established as questions for the Thesis: what knowledge, languages and practices of the black body are present in the communities of remaining quilombolas? How should school Physical Education take ownership of the knowledge, languages and practices of quilombola black bodies in their formative practice to effect an education in ethnic-racial relations? In view of these, we defined as an objective, to identify and analyze the knowledge, languages and practices of black bodies inserted within the cultural reality of the communities of the quilombola remnants of Sítio Pêga and Sítio Arrojado / Engenho Novo, in the city of Portalegre - RN. Methodologically we opted for an ethnographic research, in which the insert in the remaining quilombo communities to conduct participant observation, interviews, document collections and others. In addition, we also conduct documentary research and observations in schools that serve students in quilombola communities and interviews with Physical Education teachers there. As a result, we mapped the knowledge of the bodies of the black subjects in movement / quilombola, separating them into the following categories: nature body, faith body, work body, ancestral body and (in) visible body. Based on the knowledge presented in each category, in the dialogue established with the schools and with the readings carried out during the construction of the thesis, we leave as a final proposition one aquilombamento in school Physical Education that ensures that the knowledge and practices of the black body in movement are present in the spaces of formation to effect an education of ethnic-racial relations, from intercultural, anti-racist and decolonizing perspectives.

The thesis presents the main motivational factors of the person with visual impairment throughout their school trajectory and in the different formative dimensions, in which we seek to understand what are the school relationships and interrelations that constitute the process of personal and professional training that provide the development of basic psychological needs (autonomy, competence and belonging or social bonds) of the collaborators participating in this research. As empirical material, we work with autobiographical narratives, which were collected through interviews with five participants, adults, visually impaired, blind, and with low vision and higher education. For the interpretative analysis of autobiographical narratives, we used the Theory of Self-Determination by Ryan and Deci (1985; 2000; 2017) identifying the basic psychological needs (autonomy, competence, and belonging) in which we analyzed the main motivational factors identified in the participants' memories. This study recognizes that school memories as a fertile field that makes us understand and reflect on the relevance of socio-educational relationships for the life of the visually impaired person, in addition to indicating that the visually impaired person develops (self) learning strategies that strengthen the levels of autonomy, competence and belonging in their social relationships throughout life, and especially, throughout school life. Throughout the analysis, we realized that memories had a structural organization, which led us to the studies of Labov (1972) and that we were inspired to reveal these organizations. Through the structural identification of the narratives, we observe that there are four dominant categories: the family, the school, the disability, and the profession. Some narratives present narrative points in which they bring memories with parental reminiscence (origin), intrinsic memories (experiences lived by the narrator). Disability, even appearing at the origin of the narrative, becomes the main complicating factor and goes through evaluative transitions of the narrator until reaching the point of resolutions (set of events associated with the complicating factor). It is concluded that the person with disabilities has several motivational factors to overcome the challenges faced during school / academic and professional life, with the family being the main source of support for maintaining the motivations and meanings of autonomy and competence, then the school environment emerges as an environment that provides the sense of belonging and the expansion of social bonds, followed by academic life at a higher level, in which it brought the challenges of accessibility and adaptation that helped in the development of strategies to maintain the subject's motivation in relation him and the course. Finally, the arrival in the professional career, in which we identify the choice for the profession through the identified extrinsic motivation and/or introjected extrinsic motivation. We observed that the limits and prejudices about visual impairment and the meanings of autonomy, competence, and social bonds impelled the subjects of this study to reach their personal and professional achievements.

The research resulting from this text aims to analyze the theoretical, methodological and ideological matrixes of the Projovem Urbano Monitoring and Evaluation System, in its effectiveness in the city of Natal, Rio Grande do Norte, between 2008 and 2012. From the point of view of the method, we are guided by the approaches: historical-critical with Lukács (2003) and Saviani (2011); public policy evaluation, Stephen Ball and Richard Bowe (1992), Costa, Castanhar (2003), Mainardes (2006) and Souza (2014). This reference is associated with interlocution with discourse analysis, originally carried out by the Frenchman Michel Pêcheux (1988) and, on Brazilian soil, by Orlandi (2012), who studies this theme. In the empirical field, we focus on Projovem Urbano as a public education policy for poor segments of the Brazilian population, in a situation of social vulnerability. To understand the dynamics of this system that has been part of the program since its beginnings, in 2005, we go into the theoretical and methodological basis of the process evaluation in public policies such as social research. The evaluation, understood as social research, is compatible with Discourse Analysis - theory and methodology - which favors the understanding of discourse as a process that articulates language and history, since it carries with it the historicity of events. In view of the reflections raised both by the theoretical and methodological support as well as by the primary and secondary sources of information as well as by experiences and experiences of personal and professional life on the part of the researcher, we proposed to take as a thesis, the perspective of the Monitoring and Evaluation System ( SMA) refer to the global logic of regulation of public education policies, maintained by the Brazilian State with the primary purpose of regulating, monitoring, supervising and certifying the actions of Projovem Urbano. In this sense, in spite of setting up a procedural assessment procedure, its matrix, however, does not appropriate the literature on learning assessment nor the literature on public policies as evaluative research or social research, which refers to the cycle of public policies: formulation, implementation and evaluation. In view of what the Monitoring and Evaluation System (SMA) proposes, and in view of the general objective of this research, we define the following question: the theoretical, methodological and ideological matrices, which support the System, are aligned with the perspective of learning evaluation, the evaluation of public policies or, in them, does the State regulate the dynamics of the program? In view of the aspects analyzed, we can conclude that, despite responding to the appeals of the potential demand of young people who returned to school, it led to the reconstruction of an educational and citizenship trajectory for ascension and / or social integration, perceived by his young people members. Because they did not have their rights fully respected, they continued to face obstacles to continue studying in environments of shared social interaction with people of similar or different conditions. Thus, they felt scorned by the lack of protection and equitable social opportunities in terms of access to education and the world of qualified work. In this sense, we consider that the historical weaknesses in relation to the State's presence in dealing with people's social and civil rights, especially on the outskirts of cities, generating insecurity and skepticism regarding the expectations of youth, inscribed in Projovem Urbano.

The thesis addresses the theme of teaching philosophy in a complex key, within the scope of Brazilian basic education and focusing on the sphere of teacher education. My interest is demonstrating how the reconnection of different knowledge is useful to expand the reflection on teaching that promotes the use of creative, autonomous, imaginative and critical thinking. We call the chapters Cadernos, because it was the notes taken by me during the classroom experiences that served as a resource to access memories, meetings and dialogues between students and other teachers. I also consulted class diaries, lesson plans and school projects, which were the drivers for the self-critical reflection of philosophy teaching. As my intention is to work on a philosophical, abstract and speculative thought about the world and life, I took Manoel de Barros' poetic philosophy as the main contribution, in addition to other artistic manifestations. Our hypothesis is that there is a becoming-child in the manueline poetry that philosophy, thought in a broad sense, needs to rescue. In this way, poetry, research and philosophy are called upon to walk together in constant dialogues and crossings. As we resignify the pedagogical curriculum we learn and teach that there is no age for learning philosophical thinking. Philosophy as an education for complexity has the challenge of oxygenating curiosity, imagination, good thinking and, consequently, stimulating good living.

The general objective of the thesis is to study the positioning of the Revista Educação em Questão among the journals of the Forum of Editors of Education Journals of the North and Northeast regions of Brazil present in Google Metrics 2020. The study used the mixed method. The study is characterized as documentary and bibliometric. Data collection was carried out based on secondary data, via the Internet, namely: 1) list of journals from the Forum of Editors of Education Journals of the North and Northeast regions of Brazil; 2) website of the Revista Educação em Questão; 3) Bibliographic productions of Coleta Capes for the years 2017 and 2018, achieved by Dados Aberto Capes; 4) Articles and journals cited by Google Metrics and Google Scholar. As results, the study reveals that: the thematic convergences of the articles, published in the Revista Educação em Questão from 1987 to 2019, point to the scope of all the thematic areas of Anped; The Revista Educação em Questão publishes articles of Education Programs from all regions of Brazil and this is also reflected in the ecosystem of Education journals in the North and Northeast; The composition of the H index of the Google Metrics of the Revista Educação em Questão and the journals of the Forum of Editors of Educational Journals of the North and Northeast regions of Brazil is mainly based on periodic citations and these citations are also among the journals that make up the ecosystem. Finally, the study concludes that the positioning of Revista Educação em Questão, among the other journals of the Forum of Editors of Periodical Publications of Education in the North and Northeast regions of Brazil, is remarkable, since the journal presents good results in acceptance among the Postgraduate programs in Education in Brazil compared to the Forum journals, high H index compared to the North and Northeast Education journals present in Google Metrics 2020, and extensive publication in the thematic areas of Anped.

The scenery of Distance Education in the Universidade Federal do Rio Grande do Norte there is changes related to de function, structure, support and press didactic material use. Then, this research studies the book in a university context of Distance Education, focusing on editing and production practices. Diverse references – Peters (2003, 2009), Preti (2010), Moran (2002), Aretio (2002), Moore and Kearsley (2007), Filatro (2004, 2015) – pointed to the necessity of didactic material to mediate teaching-learning process in the Distance Education and, therefore, to be dialogic and collaborative to promote interaction among subjects involved in this process. This research has as base Paulo Freire’s (1979, 1980, 1982, 1987, 2001, 2004, 2009) dialogic conception, that is support to the structuration of politic-pedagogic projects of Distance Education courses from the Secretaria de Educação a Distância of the Universidade Federal do Rio Grande do Norte, locus to the development of this research. This study investigates editing practices in the production of press didactic material to the Distance Education, detaching the roles of structure and language revisor and content teacher, subjects responsible directly for the editing process, analyzing how is the dialog between these subjects, based on first versions of press materials produced in the Secretaria de Educação a Distância. It develops the concept of didactic editing as a group of functions and strategies to mediate the production of materials, the learning process, and the relationship among different subjects (teacher and students). Data are taken from first versions of didactic materials press produced by this institution, from 2014 to 2018, in a total of 20 disciplines, related to the Pedagogy, Language/Literature, Physical Education and Chemical courses. This is a qualitative study, with exploratory aiming and methodological procedures to the literature review, based on this, it was possible to identify that working with first versions of materials produced by the content teacher is important to verify the effectiveness of revision sequence and how is its influence to the final product. Based on data analysis, it shows the choose of a graphic project is directly responsible for the way the material is created, as well as for the process of didactic production in this institution. The didactic edition is the process which the didactic material goes through until reaching its final product and it has three important functions to the production process – orientation and communication among staff and subjects involved; compliance with the structure and to the normative characteristics required by the didactic material; didactic-pedagogical orientations to the writing – considering a group of strategies from didactic editing called categories. Results aim to guide revisor trainee, the production of didactic materials to the Distance Education and the politics to this sector that consider the function of didactic materials and its importance to the distance learning.

The entry of students with a disability in Elementary School, notably in the Final Years of this teaching level, has created new challenges to the processes of special education in an inclusive perspective. In these terms, the teacher from the Specialized Educational Assistance – abbreviated in Portuguese as AEE – may be considered, on the one hand, as valuable in the reception of individual demands from students with disability and, on the other hand, may be a pivotal element in the organization of inclusive curricular practices, overcoming a perspective of individualized service in special education. The goal of this thesis was to analyze, in a dialogical, collaborative, and inclusive perspective, the articulation between the AEE teachers and the Final Years of Elementary School classroom from a public municipal school from Natal/RN. In methodological terms, we utilized a qualitative approach and followed the paths of a collaborative action research. We had eight collaborators: an AEE teacher; five Elementary School teachers; and a pedagogical coordinator and principal. In order to build the data, we utilized: document analysis, registered observations in two field diaries, questionnaires, and interviews. The interviews were analyzed and categorized in light of Bardin’s (1977) and Franco’s (2003) perspective. In the theoretical contribution, we discussed conceptual aspects related to the AEE and the dialogue, to the collaboration and articulation between AEE professionals and the classroom and the effects of this relationship in the school which seeks inclusion. The action research in the field occurred based on the constructed data with the collaborators. As for the collaborative nature, we developed moments for planning and collective studies, raised by the AEE teacher, since our arrival at the school. Additionally, we developed an extension course, which implicated in moments of reflection and dialogue around inclusive practices and conceptions. As results, we have proven that the insertion of the research in the school provoked changes in the teacher’s attitudes, which reverberated in the planning and action of dialogical and reflexive moments of the education of students with disability. We can infer that there was an appearance of a possibility for a collaborative network in school, even though there is a need for larger investments in the creation of the articulation between AEE teachers and the classroom with views to the organization of inclusive strategies. We reinforced with the collaborators the dialogues and reflections regarding the teacher with views turned to the completion of collective planning, experience exchange, sharing of knowledge, which could contribute with the teacher’s professional development and with the enhancing of practices with students with and without disability. As for the AEE, we emphasize the need for the overcoming of the individualized assistance to the students with disability, generally done apart and decontextualized from the whole school. We assert even so the importance of the networks of dialogues and collaborations between AEE teachers and the classroom, in a way to build the first paths for the construction of a practice in search for alternatives to minimize the behavioral and conceptual barriers still present in a school and which make the schooling process of students with or without disability hard.

This research is aimed at the development of Movement’s Pedagogy within the Group of Studies and Educational Practices in Movement (GEPEM), based on the speeches of its members about their formative itineraries. Starting from the following question: what are the meanings corresponding to Movement’s Pedagogy by teachers, who participated in different moments in the trajectory of GEPEM? I take as a basis the formation itineraries of a Group and, in the process of writing a self-reflective movement, I bring my experiences and constructions of knowledge experienced since graduation, extension projects, researches and master's dissertation. Thus, we start from the assumption that the appopriation’s trajectories of the structuring principles of the Movement’s Pedagogy imply knowing - doing - enabling, in a tense and dialogical process, with a blocking potential and possibility of change. I deal with processes, experiences that involve the trajectory of a Group, but, especially, what characterizes the creation, the discussion of the structuring principles that will shape the Movement's Pedagogy. This research mobilizes us: (a) to understand the meanings of the relationships between the structuring categories of knowing - doing - enabling and the conjoint of formative experiences of GEPEM / UFRN, and; (b) to analyze processes that link or presuppose GEPEM's knowing - doing - enabling to experiences developed by the group's subjects. These objectives refer to the pedagogical practice at GEPEM, linked to the Freirean assumptions and considering an articulation between theory and practice in the construction of action and production of knowledge. The methodology applied in this work resulted from the devices of the comprehensive interview. The methodological principles were given in the uniting process of writing by the combination of authors, interlocutors and the very process of those who reflect with them, assisting in some notes. The analysis revealed that legacies of resistance and compromised methodologies are incorporated in the formative principles of GEPEM, revealing the exposition of a praxis that keeps within itself the dynamics of a movement pedagogy, which takes place in a dialogical methodological source, that one we call knowing - doing - enabling.

This research is insert in the field of History of Education, articulating elements of cultural and political history. We aims to identify the main intellectuals that acted in the educational field of Rio Grande do Norte during the First Republic (1889-1930), as well as their sociability networks in public offices and scientific institutions of the period. We also aims to understand the models of education designed by them and taken over by these institutions, namely, the Historical and Geographic Institute of Rio Grande do Norte (IHGRN), the Teaching League of Rio Grande do Norte (LERN) and the Association of Teachers from Rio Grande do Norte (APRN). We defend the thesis that the sociability network woven among intellectuals was fundamental for the foundation of scientific institutions and the consolidation of a discourse and a practice of a modern education. We investigated publications and magazines of these associations, official documents, minutes, reports, government messages, compendiums and conferences, through discourse analysis from a Foucauldian perspective, which understands discourse as an instrument of power. Analyzing biographies using the prosopographic method, we build a collective biography of the group and your acting, presenting trajectories that intersect from sociability. We understand these sociability structures according to the discussions of Jean-François Sirinelli. We also used his concept of intellectual creators and cultural mediators, in a perspective of dialogue with the idea of representation by Roger Chartier, analyzing spatial and discursive representations of the models of education defended by these subjects. We observe, therefore, that these structures were built from belonging to social and political groups, as well as to institutions and their publications in Rio Grande do Norte on First Republic. Notice that the group's sociability and discourses legitimize subjects, guide practices and direct social and political actions towards the consolidation of a republican model of education, guided by civics, hygiene and pedagogical modernity.

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The Brazilian military dictatorship, which began in April 1964, underwent a deepening of repressive violence and the State granted itself more powers with the enactment of Institutional Act No. 5. The military governments started, from then on, a process of denationalization of Brazilian education , marked by a series of agreements between the Ministry of Education and the North American Agency for International Development (USAID), which were part of the actions of the Alliance for Progress, led by the then president of the United States of America, Franklin Delano Roosevelt. These agreements inspired reforms at both higher and basic levels in Brazilian education. In the case of Professional Education, Law No. 5.524/68 was promulgated, which regulated the exercise of the profession of Industrial Technician of medium level. The so-called Federal Technical School of Rio Grande do Norte (ETFRN) was created in this scenario, its historical roots are related to the School of Apprentice Artifices, created in 1909 with the objective of training workers’ children for the labor market. At ETFRN, to meet the economic demands of Rio Grande do Norte (RN), courses such as electrical engineering, mechanics and buildings were created. We aim to analyze the relationship between the history of the ETFRN and the National Security Laws of 1967 and 1969, through the memories of teachers and students that bring meanings beyond regulations, decrees and laws. We start from the conceptions of oral history, in dialogue with Alessandro Portelli, Ana Maria Mauad and José Carlos Meihy; the concept of memory based on Maurice Halbwachs, Michael Pollack and Ecléia Bosi; and political culture, in line with Serge Berstein. The subjects’ narratives are related to documentary sources, such as newspapers, photographs, class diaries and educational legislation of the period. In conclusion, we emphasize that the ETFRN, while meeting the market’s demands, educated for obedience and maintenance of the order of the nation, with strict and disciplinary practices aligned with the National Security doctrine, as well as we emphasize that the relationship with the political culture of the dictatorship and the ETFRN school culture contributed to a history marked by disciplinarization, educational duality and conservative modernization. However, at the same time that the formation of students for the “know-how” was thought, there were student movements in search of free unions and more autonomy of the consolidated class, in 1985, with the creation of the Grêmio Djalma Maranhão, the enrollment of the first female student at the school in 1975, which substantially changed relations within the school and the creation of the art studio. By categorizing the interviews and relating them to our entire documentary apparatus, we point to the school as a sensitive space, capable of promoting the education of students beyond the interests of capital, as our interviewees signaled.

This study is a doctoral research carried out within the scope of the Postgraduate Program in Education at Universidade Federal do Rio Grande do Norte. The main objective was to understand the existing relations between the mathematical knowledge necessary to teach in Basic Education and the knowledge experienced in the graduation course at UEPB (Universidade Estadual da Paraíba) so that this understanding may support reflections on the initial training of mathematics teachers. For that, our theoretical reference were the contributions of Ball, Thames and Phelps (2008) about Mathematical Knowledge for Teaching, better known as MKT and its implications in the process of initial training of mathematics teachers. The research described is configured as a qualitative investigation and had the participation of seven teachers recently graduated at UEPB, in full teaching activity in Basic Education. The data analysis was organized into two parts: Part 1 consists of a documentary analysis of the curricular matrices of the investigated graduation course, in order to identify the advances achieved, the existing gaps and how the articulation between theory and practice is being promoted in the current version text based on regulatory documents that guide teacher training in Brazil; Part 2 comprises the analysis of the interviews of the teachers participating in the study based on the guidelines of the Content Analysis proposed by Bardin (2016). The results obtained showed that although there have been significant advances in the structure and organization of the course, UEPB's graduation course still maintains very strong features of the 3 + 1 training model in its formative essence, which includes the presence of loose disciplines in the curriculum and overvaluation of advanced content disciplines. The subdomains that make up MKT were identified in the experiences of teachers when teaching mathematics in Basic Education, with special emphasis on the Content and Students' Knowledge. This subdomain provided important clues on how knowledge about the relation between students and mathematical content may influence teacher choices. The studies on MKT and its subdomains provided relevant and indispensable information for future analyzes and reflections on the curriculum of UEPB's graduation course.

This research is conceived as an action of human development in the historical trajectory of a singular element that is located in the rural community of Vila Riacho do Meio, located in the municipality of Cajazeiras - PB: The Engenho do Riacho do Meio. I sought a horizon of research that could go beyond the boundaries of fragmented school knowledge, in the sense of increasing a polyphony that could reach schools with other ways of reading, understanding and interpreting the world. I anchored my thesis: The sociocultural practice underlying the work at Engenho do Riacho do Meio is also an educational practice. It is based on traditional knowledge, but communicates with the knowledge of science. Based on the principles of complexity, woven by Edgar Morin and the knowledge of tradition contemplated by Conceição Almeida and Chico Lucas, I admit the complex method as a strategy for the construction of my narrative about the human and humanizing space named Engenho do Riacho do Meio and the provoked knowledge by this sociocultural device. Thus, the objective is weave, under the biases of complexity and transdisciplinarity, the reconnection of knowledge from the intertwining between traditional and scientific knowledge, seeking to identify the elements that evidence this approach and, consequently, narrate life experiences and the way they organize their knowledge historically shared through tradition. In this sense, I sought to identify the elements that evidence this approach and, consequently, narrate life experiences and the way they organize their knowledge historically shared through tradition. As a prospective visualization of a possible future, the need for transdisciplinary training to live in / in the Brazilian Semiarid region emerges. It is based on a work of decolonization of this (de) formation that has been reproduced in schools/universities in Brazil and in the Semi-Arid/Sertão, and with that, catalyze a dialogue that must happen between scientific knowledge and the knowledge historically produced there by men and women in the production of their existence, uniting what is separated.

The present study aims to analyze the process of postgraduate expansion stricto sensu of the “Universidade do Estado do Rio Grande do Norte” (UERN), from 2008 to 2018, placing it in the national postgraduate policy context and identifying the institutional, economic and political factors that were decisive for this expansion. It is based on the principle that, in the context of the globalization and productive restructuring process, education, at all its levels, came to be seen as a vector of economic development and as fundamental element for the insertion of countries in the globalized world. In this context, postgraduate studies assume a central role in government agendas around the world for being considered the locus of knowledge production. In Brazil, in the 1990s, a reform was implemented in the State, aiming to meet the new capitalism demands, whose technical base assumed, at a world level, the paradigm of flexibility that had as its scope the accumulation of capital. As a result, influenced by international organizations, educational guidelines for higher education have become more flexible through the diversification and differentiation of institutions and the courses offered, with repercussions in all public universities. Thus, it is assumed, as a thesis, that the UERN stricto sensu postgraduate expansion policy has been implemented through diversified strategies, such as: teacher training, internalization and public partnerships. However, it has limits and contradictions, both internal and external, which influence the consolidation of graduate studies in the institution. As a theoretical-methodological framework, the approach of historical-dialectical materialism was used, which sought to unveil reality from the perspective of totality, through its multiple determinations. As methodological procedures, bibliographic research, document analysis, statistical data analysis and semi-structured interviews were used. This research results show that there has been a significant expansion of postgraduate courses and programs at UERN and this expansion took place beyond the institution's headquarters, reaching other locations in the RN State and promoting the postgraduation studies’ interiorization. However, there is a great expansion of academic master's degrees and a vast concentration of programs classified as concept 3 in the “Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES) evaluation, which may represent this expansionist national postgraduate policy's limitation. Despite these limitations, the UERN postgraduation program has contributed to the institution consolidation as a university that articulates the research, teaching and extension tripod, with the masters and doctoral training in different areas of knowledge, in addition to contributing to the social aspects’ improvement in the regions where it is located.

Considering the relevance of teaching algebra from the early years of schooling, for the development of students' algebraic thinking, understanding of future studies in algebra and understanding of mathematical knowledge. In addition to being an emerging growing theme, within the scope of the development of educational curricula, practices and research. This research analytically studied the Mathematics Notebooks for teachers, from the Literacy Practices Collection in the Literacy Cycle, of the SOMA Program. Having as a general objective, from the understanding that the development of algebraic thinking takes place in a relational perspective, to analyze how the tasks/didactic suggestions proposed in the Mathematical Notebooks of the SOMA literacy cycle can contribute to the teacher's work in promoting of the development of algebraic thinking. Our specific objectives are: to show if and how the tasks/didactic suggestions cover the knowledge and skills foreseen for each of the teaching years covered by SOMA, considering the current version of the BNCC; indicate, when necessary, approaches/strategies that enable the teacher to expand the potential of the tasks to promote the development of algebraic thinking. In the constitution of this study, we were theoretically and epistemologically based on Fonseca's (2014) conception of mathematical literacy, referring to the development of algebraic thinking. and Ng (2016), Blanton and Kaput (2005), Carraher, Schliemann, Brizuela and Earnest (2006), Cai and Knuth (2011), Mason (2008), specifically for the study of patterns in Vale, Palhares, Cabrita and Borralho (2006), Vale and Pimentel (2011), Pimentel and Vale (2011) Vale and Pimentel (2013), in the theory of relational thinking in Carpenter, Levi, Franke and Zeringue (2005), Jacobs, Franke, Carpenter, Levi and Battey (2007), Franke, Carpenter and Battey (2008), Empson, Linda and Carpenter (2011). This investigation is of a documentary type, we surveyed and analyzed data in the Mathematical Notebooks from the SOMA literacy cycle. For the analytical treatment of the collected data, we established as a method of analysis, inferences, that is, interpreting and reflecting on the tasks/didactic suggestions. From the reflexive analysis, we verified that the teaching tasks/suggestions of the Mathematical Notebooks of the SOMA literacy cycle encompass the realization of classifications, through numerical and geometric attributes, and specifically, the Notebooks of the 2nd and 3rd years, encompass the establishment of relationships, discovering/making patterns, identifying next/missing elements and developing generalizations, in numerical and figurative sequences. These aspects are integral to the way of thinking algebraically.

The general objective of this paper is to understand which hygienist ideas appear in Pedagogium magazine and for what purpose, during its first phase of publication, from 1921 to 1927. This periodical was designed and edited by the Rio Grande do Norte Teachers Association, an entity that brought together a prominent member in the potiguar educational field (CAVALCANTE, 1999) (RIBEIRO, 2003). To guide the research, we start from the following question: how did Pedagogium relate the ideas of hygiene to educational aspects and what were the intended objectives? Thus we seek to investigate the role of this magazine in the Potiguar educational field in the First Republic, a period marked a discourse of social elites marked by a civilizing and sanitizing desire (HERSCHMANN; KROPF; NUNES, 1996) (AZEVEDO, STAMATTO, 2012). In order to answer this question, the methodology was composed by: documental analysis, supported by the taxonomy of historical sources (BARROS, 2012); and bibliographical study of historiography concerning the object and its historical context. The concepts of “civility” (ELIAS, 1994) and “field (BOURDIEU, 2003) were used in this dissertation to direct the research path. The historical documents analyzed during the research process were: Pedagogium copies published from 1921 to 1927, except for nos. 6, 16, 8, which we did not have access to; educational legislations of Rio Grande do Norte from 1892 to 1925; works by local authors published during the First Republic that addressed hygiene issues. In order to facilitate the investigation of sources we use the concept of “Hygienic-pedagogical Ideas”, built on the understanding of Saviani's “Pedagogical Ideas” (2003) and “Hygiene” from authors of the time (CHERNOVIZ, 1890). (CICCO, 1920) (LYRA, 1922). After conducting this study, we can conclude that the magazine Pedagogium, as well as its creator, Rio Grande do Norte Teachers Association, brought together several representatives of the local educational field concerned about the teaching situation of the time. This journal disseminated pedagogical-hygienic ideas that were mostly regulated by Potiguar educational legislation, such as: female home education and health education, among others. In addition, it publicized and praised state educational actions based on hygienist principles. The academic research process, besides understanding the role of Pedagogium for the Potiguar educational field in the First Republic, pointed us to other ways of future investigations within the field of the History of Education.

Educational evaluation occupies a central position in educational policies of the past two decades, constituting a basic recommendation of an educational agenda, promoted globally by International Organizations (IOs). Thus, in Brazil, as in the case of other countries, educational evaluation systems were implemented both at the national level and in the states of the federation. Rio Grande do Norte was one of the last in the Northeast region to implement, in 2016, its own system: the “Sistema Integrado de Monitoramento e Avaliação Institucional (Simais)”. This system is part of the context of administrative reform in the potiguar State, financed by a loan from the World Bank, one of the main promoters of the Globally Structured Agenda for Education (AGEE). Thus, the objective of this research was to analyze the process of formulating and implementing of “Sistema Integrado de Monitoramento e Avaliação Institucional (Simais)”, as part of a Globally Structured Agenda for Education and administrative reform in the state of Rio Grande do Norte, in the educational scope. For this, the historical-critical approach was used, seeking to understand Simais based on the critical analysis of its historical development. The research is also situated in the perspective of the evaluation of public policies as social research, with a focus on understanding the processes of policy formulation and implementation as a collective, purposeful and planned effort by public and private agents. As research procedures, bibliographic review, document analysis and semi-structured interviews with state education secretary managers were undertaken. This study showed that the policies that guide the country's education are the result of the action of several agents, both local and external. In this sense, we highlight the influence of International Organizations (IOs) in promoting the Globally Structured Agenda for Education, which imposes educational priorities, to a large extent, assumed by local elites. In this perspective, the formulation and implementation of Simais, as part of the management reform of public administration in Rio Grande do Norte, financed by the World Bank, lends the system an economicist and managerialist perspective, aiming at reducing expenses, increasing the efficiency and effectiveness of educational services. The system was formulated by an educational consulting company, with a low level of participation by professionals working in schools, in order to articulate assessment of professional, institutional and learning performance. Its implementation, however, combined the assessment of learning with data from contextual questionnaires, applied to students, teachers and management teams of schools, regional directories and the secretariat. The results of the evaluation are restricted to school managers and professionals, instituting soft policies of professional accountability, in accordance with the conceptions of local managers.

To think about the diversity of people we meet at school and in society, as well as the relationships and connections that are established between them, is to think about the challenges that permeate the process of inclusion of people with disabilities and the subjective factors that intervene in their existence, beyond the need to ensure the interaction between the bodies and the experiences lived by each one of them, without oppressing the participation of those who are not within the standard established by society. With regard to Physical Education, it has an important role in the construction of individuals as subjects, but was used for many years as an instrument of body worship. However, in the present time some trends are already evident to the formation of this teacher, which go beyond the instrumentalization of the body, when they propose to seek a formative process in the integral perspective of the human being, without the dichotomy body and mind (MELO, 2009). Thus, for Physical Education to be worked on in an inclusive perspective, some issues need to be rethought, such as overcoming the teaching practice based on the technicist view, a historical heritage that is still present today and needs to be transfigured into active participation. of all students during the teaching and learning process and in the construction of critical and creative subjects (BOATO, 2010). Given this, one of the challenges of Physical Education teachers, in the school environment, is to think their pedagogical practice in an inclusive perspective, promoting educational experiences that consider the specificities and subjectivity of each student, including those who have some kind of disability. Thus, the objective of this study is to analyze the formative aspects and pedagogical practices that enable the participation of students with disabilities in Physical Education classes. The research was developed in the city of Ceará-Mirim / RN, with physical education teachers from the municipal school system. With regard to the methodological procedures, we adopted the qualitative and descriptive approach, with the practice of collaborative action research, with intervention of continuing education from an inclusive perspective. In this sense, we believe that the present study contributed to the reflection on the teacher's formative process in relation to the inclusive practice of Physical Education in the school context, with emphasis on the teacher's practice regarding the social inclusion of students with disabilities. 

Contemporary society is permeated with written language in its most different forms. In daily life’s various actions, reading and writing skills are often required, therefore the teaching of written language is an utmost question for a contemporary school. It is substantial to consider that every individual has the possibility of reading and writing, thus the school must enable the student’s participation in the process of beginning literacy, specially the student with intellectual disability (ID). Such student is often stigmatized and marginalized in social practices and in the schooling process. For that matter, this work has a main goal to analyze the pedagogical practices in the process of beginning literacy of a child with intellectual disability. Specific goals are to investigate the different factors which influence the pedagogical practices developed in the process of beginning literacy of a child with ID; and to describe the professional and personal pathway of the teacher in the scope of pedagogical practices with students with ID. We performed a qualitative case study which dialogues with the participative and ethnographic research. The research field was a third-grade group of Elementary School students of a philanthropic school located in the West Zone of Natal – RN/Brazil. The group that belonged to teacher Conceição, main participant in the study, had seventeen children, being one of them a child with intellectual disability. When investigating the pedagogical practice in the process of beginning literacy, we verified that different factors have influenced her, such as the physical and social location of the educational institution, the socioeconomic and learning profile of the students, as well as the teacher’s own life story and career. Regarding the pedagogical practice, we understand it as subcategorized in three moments: the planning, the execution and the evaluation. In our investigation, w checked that the phonic method pervades the moments in pedagogical practices which aims at the teaching of written language, additionally, we identified moments of curricular flexibilization centered at the student with ID. We understood that the pedagogical practice which aims at the beginning literacy of a student with ID needs, essentially, to consider the abilities and potential of the student, however respecting their singularities.

Physical education as a curricular component school has been discussed in the continuing education of physical education teachers in the municipal Christmas city, focusing on the principles of inclusion, since 2014. However, while the subject takes an important place in these meetings is further described as a challenge for many teachers, appearing in annual assessments as a theme suggestion for subsequent years In an attempt to understand what are the most urgent demands of this group, this paper aims to analyze the perceptions of inclusion of physical education teachers who attended, in 2018, the continuing education offered by the referred education network. We used as descriptive method the descriptive research, with qualitative approach from the application of a questionnaire that pointed looks, knowledge, ideas, impressions, difficulties and possibilities of inclusive school physical education. We realize that is a challenge for teachers to conceptually understand the specifics of physical education against the inclusion, as well as developing methodological strategies that meet multiple bodies and their needs front to the problems posed by inclusive process also found in thematic units. We understand, therefore, that this research enables a deeper knowledge about the inclusive physical education present in the public school system of Natal, offering subsidies to think about a continuous formation more aligned with the real needs of the teachers. It is understood that physical education as an integral part of the pedagogical political project of schools needs to be clear of its specificities, and can collaborate using the culture of movement to promote the practice of inclusion of all students. Thus, we argue that it is not possible to wait for changes in the pedagogical conceptions of teachers without identifying, discussing and rethinking aspects that hinder or prevent advances in their pedagogical practice.

This research has as its central focus the analysis of the discourse on violence and indiscipline in the curriculum of the 5th year of elementary of the Educational Program of Resistance to Drugs and Violence - PROERD, offered to children and adolescents from public and private schools in Brazil. The analysis seeks to understand the discursive fabric present in this curricular document and how this process ends up producing conditions for the government of itself and others. The research stands out as qualitative, bibliographic survey and data and document analysis were carried out. We adopted Michel Foucault (2011, 2012, 2014a) to operate on the concepts of discourse, power relations and knowledge, normal, abnormal, indiscipline and governmentality. PROERD, through its applications in the curriculum field, legitimizes a discourse of prevention and combating the use and trade of drugs and violence, but it is up to producing behaviors that show behaviors considered abnormal, control and ends up establishing ways of being and acting. Using the safety device, students are led to a government that is justified for good: Governmentality. 

The brazilian Higher Education context is been changing and growthing in the lasts decades and propels an attentive view to this environment, its features and members. For that matter, this study elaborate on university students socialization, specifically on those who are in the initial teacher training, on Pedagogy formation; and the main purpose of this research is to comprehend, by UFRN’s Pedagogy students speech, how the socialization between them and with other university formations students might influence their own universitary journeys. The main locus of this investigation was the UFRN, but also the Université de Lorraine (France), Nancy campus, was an important space to search and comprehend founding concepts. Based on social phenomenological ideas, a qualitative and creatif methodological approach was developed, with some elements from the ethnomethodologie and the comprehensive interview. At first, a questionnaire about the socialization between the Pedagogy students and others courses students was applied to 80 Pedagogy students (around 10% of the amount) enrolled in the semester 2018.1. By differents standards, 12 of those 80 students were selected to the interview and over this methodological strategy photography pictures were utilized as a tool to figure out the trajectory of those students at the University. Combined, the interview and the observations, could help to elaborate five interpretatives elements which are: time, direction, path, partners and “trip mood”. Those elements show that socialization between Pedagogy students and others students depends, in some moments, on the time availability, on the age of these students, on the frequency of getting in touch with the University environment; is related to personals and academical aims; linked to college spaces and to what they can provide; associated to experiences with professors and others students; and also to attitude of involvement with these relations, more localized in Pedagogy formation, or availables or like pathfinders of relations with others formations students. At last, was comprehended that the socialization between students of Pedagogy and with differents others formations contributes to ethical learning of respect and tolerance to distincts, as much as to strengthen and to rebuild the student identity and also the identity of owner formation from academic shared experiences.

The teaching of Mathematics by the pedagogue / teacher is the focus of this work given the need to investigate this universe, understand what are the challenges of this professional, indicate what has been discussed in the area and suggest, from our data, actions that can contribute to the teaching of pedagogues in the teaching of mathematics. The Theory of Social Representations, by Serge Moscovici (1961), constitutes the theoretical and methodological contribution of the study. The objective is to analyze the Social Representations of the pedagogues / teachers egressed from the On-campus Pedagogy course, campus Natal / UFRN, about teaching Mathematics. For data collection, 20 (twenty) semi-structured interviews were carried out and 76 questionnaires were answered, with the intention of viewing the group's profile. The analysis of the discursive material of the interviews is based on the interpretive axis of Arruda (2005). As a result of the analysis process, we had the categories Academicprofessional training and Teaching of Mathematics. From the first category, the themes emerged: Initial and continued training and Professionalization; of the second, the theme Factors that interfere in the teaching of Mathematics. In the discursive analysis about initial and continuing training, the following aspects were raised by the participants: fragility in the feeling of belonging as a teacher who teaches mathematics; little space for teaching mathematics in the Pedagogy course; different formative models for teaching mathematics in the same course; difficulty in transposing the relationship between theory and practice; the need for a humanized teaching practice and; the emphasis given to continuing education as a possibility to respond to gaps in the teaching of mathematics. In the Professionalization theme, references were made to professional experiences (paid internships, PIBID, study and research groups, self-training and autonomy within educational institutions) and to the teachers' personal trajectory and its implications for the teaching of Mathematics. The category Factors that interfere in the teaching of Mathematics talked about items that can intervene, positively or negatively, in this teaching. The following points were highlighted: the difficulties of pedagogues / teachers with the contents of Mathematics, the use of trends for Mathematics Education, the relationship built with this discipline during the schooling process, the pedagogical strategies developed, the infrastructure of the schools, the profile for the teaching of Mathematics and the space of this area of knowledge in the Pedagogy course at UFRN. We found that Social Representations can act as obstacles to the training process; there are subjective aspects that tend to be represented through the reported emotions; there are different training models; the relationship between theory and practice is pointed out as a necessity by the participants. We suggest, in our considerations, that the training institution continues to progress and thinking about the curricular structure in order to allow the transposition of theory to practice, integrating Mathematics during the course and working with the specific contents and trends for Mathematics Education.

This dissertation deals with the Federal Institutes of Education, Science and Technology, created in 2008, legally identified as Brazilian institutions of higher, basic and vocational education. Although the exposed educational triad has been instituted apparently without hierarchy, vocational education has historically been the structuring axis of those institutions. Otherwise, Federal Institutes were the organization which most increased their number of enrollments at the higher education undergraduate degrees between 2008 and 2018 (348.6%), diversifying themselves and the federal system itself. The mentioned diversification of higher education has been assessed, on the one hand, as negative, on the grounds that it meets the demands of capital and the dominant class for a higher education more restricted to teaching linked to market interests. On the other hand, before starting this research, there was evidence that Federal Institutes could be the locus of a positive diversification in the expansion of higher education, since the new institutions incorporate in their legislation the dimensions of teaching, research and extension and the horizon of polytechnic education. In order to intellectually reproduce this real movement more precisely, the conceptions of work and education of Federal Institutes have been analyzed in the context of the diversification of higher education and in the face of class struggles in Brazil. Therefore, a qualitative research was structured, guided by Marxist and Marxian Theoretical and Methodologic Approach, procedurally implemented through documentary and bibliographic research and the content analysis technique. Along this path, the main conceptions and relations between work, education and class struggles were debated through the historical process of diversification of Brazilian higher education, focusing on the strategy of diversifying it through vocational education. Federal Institutes were also characterized as institutional and academic (re)organization of higher and professional education in the perspective of social quality, as well as the conceptions of work and education present in their 38 current political-pedagogical projects were identified and categorized. From the 1990s onwards, but mainly after the implementation of Institutes, the presence of broader, progressive and, at times, counterhegemonic conceptions of work and education was observed. Among other elements, conceptions and praxis were identified pointing to the integral, integrated, polytechnic and omnilateral education of the working class, based on principles such as democratic management and the inseparability of teaching, research and extension. The revealed reality places the Institutes in the direction of social quality, among persistent, but not absolute, contradictions and subordination to capital. The referred process coincides with the expansion of the union organization of workers from vocational and higher education and their more intense insertion in class struggles. Four institutional trends were unveiled, in which both the defense of collective social change beyond capital and the maintenance of the system prevail and project Institutes as a positive and contradictory diversification in the expansion of higher education. It is expected that this study will contribute to future research on the Institutes' educational conceptions and praxis and their resignification toward collective engagement in favor of a universal, public and free education, provided with social quality and anchored in the polytechnic and omnilaterality notions. At the same time, it is expected it will point the emergence of a new sociability, without classes, in which work will be established through the free association of universally emancipated individuals.

The present study deals with reasons that move male and female students of Youth and Adult Education to maintain intermittent relationships (exits and returns) with the school. Consisting of a case study, the research was carried out in a public school located in the northern part of the city of Natal-RN. Turning our eyes to the exits and returns of students from the school, from the perspective that these itineraries give shape to a phenomenon that differs from dropout, we problematize and discuss these movements under the eyes of intermittency. In this way, the rural school helped us to understand and deepen this distinction, from the encounter with authors who made us see it as a phenomenon that differs from evasion and that is between permanence. After this meeting, we left for school locus of research, where the application and analysis of semi-structured interviews carried out with intermittent students of EJA levels II and III was carried out. To conduct the interviews, we used the collaboration of students (as) who left and returned to the school researched at least two (2) times, in a time frame of five (5) years (2013-2018) as participation criteria. Based on the prerogatives applicable to the case study, having an exploratory character, for empirical work we articulated different methodological procedures of qualitative and quantitative nature. We take as a reference the studies of authors like Arroyo (2005; 2009; 2018); Bernard Charlot (2000); LarrosaBondía (2002); Edgar Morin (2005); Mamed (2004) ;. among others. The results achieved enabled the evidence of intermittence as an existing phenomenon on the floor of the researched school and promoted discussions about social inequalities, the denial of rights experienced by students from EJA. Within these adverse contexts, the participating students revealed that their intermittences start from their relationship with the school and education world, starting from a relationship with knowledge, articulated in themselves, moved by the desire and hope for improvements in life.

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The university is the privileged locus for the training of professional staff, for the production of scientific, technological and humanistic knowledge, as well as contributing significantly to the transformation of society through its relations with the communities in which it is inserted. As a strategic institution for national development, it is based on the “teaching, research and extension” tripod, as stated in the Federal Constitution in its article 207. However, innumerable problems pertaining to teaching arise in the Brazilian higher education scenario. One of these questions, perhaps the most central, concerns the training of university professors in relation to their teaching practice. We know that teachers when they enter Brazilian higher education have little or no pedagogical training along their trajectory, since the prerequisites for acting at higher level are seen as preparation and not as training. About this, Law No. 9,394 / 96 in its article 66, states that, “The preparation for the exercise of higher education will be done at the postgraduate level, primarily in master's or doctoral programs”. Thus, what is put in place by LDB implies in practice that pedagogical training is dispensable at the expense of specific preparation. To try to remedy the difficulties and deficiencies in the training of university teachers, some universities have created programs and projects for continuing education, providing opportunities for teachers to reflect, share experiences with their peers and improve their pedagogical training. At the Federal University of Rio Grande do Norte, for example, we have the Pedagogical Update Program (PAP), which is a permanent continuing education program, offered by the Graduate Dean (PROGRAD), developed with the support of the Dean of People Management (PROGESP). However, despite institutional efforts, the problem regarding the incorporation of pedagogical knowledge by university professors still remains, impelling us to a discussion about how teacher educators construct their pedagogical references for the exercise of teaching. Thus, we intend, in this work, to study the symbolic construction of university professors about the pedagogical knowledge necessary for their teaching practice. We will have as object the social representations of pedagogical knowledge for a group of professors from the Federal University of Rio Grande do Norte who participated in two meetings of the Pedagogical Update Program of that university in the year 2019. We will use the Theory of Representations as a theoretical and methodological contribution. Of Serge Moscovici and Jean Claude-Abric's Structural Approach. For data collection we will use the Free Word Association Technique (TALP), a projective technique widely used in research on social representations. The collected data will be organized and interpreted based on the Spiral of Senses, developed by Elda Melo and for the interpretation we will use Laurence Bardin's Content Analysis, which will allow us to infer the collected information.

Esta investigación es oriunda de un estudio de caso y tuvo por objetivo analizar la comprensión de los profesores pertenecientes a la Red Estadual de Educación del Rio Grande do Norte, de la ciudad de Natal, sobre el derecho a la educación ante la educación básica como derecho. La metodología del estudio, de naturaleza básica, utilizó el abordaje cualitativo, con objetivo exploratorio. Los sujetos de la investigación fueron 53 profesores pertenecientes a la 1ª Directoria Regional de Educación y Cultura – DIREC – de la Red Estadual de Educación del Rio Grande do Norte, vinculada a la Secretaría Estadual de la Educación, de la Cultura, del Deporte y del Lazer (SEEC) – locus analítico-investigativo del estudio. La presente tesis de maestría utilizó los siguientes teóricos para fundamentar el estudio: Cury (2002; 2008), Gatti (2009; 2014; 2015); Tardif (2015); Ramalho, Nuñéz e Gauthier (2003) y otros. El en ámbito del derecho a la educación, marcos regulatorios nacionales e internacionales también apoyaran este estudio. A saber: A saber: UNESCO (1948; 1990; 1994; 1996; 2000; 2015a; 2015b), Brasil (1988; 1996; 2013; 2014; 2015), entre otros. Como instrumento de recopilación de datos, aplicamos – en el primero semestre de 2018 – una encuesta con preguntas sociodemográficas y abiertas para identificar el grupo de profesores y comprender el entendimiento de ellos sobre el derecho a la educación. En lo que se refiere a los datos sociodemográficos, de los 53 profesores – de diferentes cursos de formación de licenciatura en enseñanza –, constatamos que: a) 74% de ellos están con edad entre 31 hasta 51 años; b) 63% tienen de 05 hasta 20 años de experiencia como docentes; 81% de los profesores consultaran a la constitución; d) los que más hicieron consulta a la constitución federal fueron los docentes con edad en la faja de los 31 a los 50 años. Como técnica de análisis de datos, utilizamos el análisis textual discursivo. Del proceso analítico-discursivo, emergió una gran categoría, relacionada al derecho a la educación y de ella surgió dos subcategorías. La primera subcategoría se relacionó con el derecho a la educación como concepto y la segunda subcategoría, en la educación básica como derecho. Los principales hallazgos evidenciaron que: a) la comprensión de los profesores sobre tener derecho a la educación consiste en se promover una educación de calidad, teniéndose una buena infraestructura, de modo a garantizar el acceso y permanencia de los estudiantes, desarrollando acciones de enseñanza y de aprendizaje con docentes cualificados; b) sobre el derecho a la educación básica, los profesores comprendieron que él es considerado por el lado de la educación de calidad, teniendo que ser mantenido por el Estado, de modo a promover la ciudadanía. También se evidenció un grupo que no supieron contestar la pregunta. Al fin, esperamos que con esta investigación podremos contribuir para el área de las Ciencias Humanas, especialmente a la de Educación y para la evolución del pensamiento educativo en lo que se refiere a lo derecho a la educación.

The present workis the result of a qualitative research of a (auto) biographical nature, in a phenomenological and Interpretative perspective, which has three basicsources of information: a) testimonial (the researcher's autobiographical narrative), b) bibliographic documents (research on laws, dissertations, theses, articles, books dealing with the subject, etc.) and c) empiricist (information collection in the real context of the performance of the subjects linked to the research - The researcher's house and schools where the son studied). From the morphological, textual, discursive point of view, the axis that defines the research trajectory is the autobiographical narrative assumed both as a means of (self) formation and as an investigation strategy. The main objective of the study was to deepen the discussion about becoming a literacy professional in action, in an informal non-school context and in a formal context. Data analysis was done by grouping categories (JOSSO, 1988) and crossing them, to identify the constitutive dimensions of non-formal experience, in anattempttoanswer the proposed question. In which aspectscanan informal bilingual non-school literacy experience contribute to the (self) training and to the social and school inclusion of deaf students?The development of the dissertation discourse is given by the dialectical relationship between the socio-structural (what is given by the social context where the subjects' lives are developed) and the socio-symbolic (the world experienced bythesesame subjects)The whole textis presided by their searcher's subjectivity, who, being declaredand explicitly the voice of the protagonist of the whole text in polyphonic relationship with the voices of others: theoreticalreferencesandothers, whosevoicesappear in writing.The results of the study revealed two dimensions of the narrative. And the political dimension – that was shown through the militancy in search of that the laws in favor of a deaf child, and of the whole community, were fulfilled.

The inclusion of students with disability, developmental disorders, high-abilities and intellectual giftedness have reconstructed the school environment. The democratization of the learning-teaching process, new concepts of pedagogical practices and new agents of mediation have emerged to overcome multiple existing barriers, from architectural to pedagogical aspects, and among them, the paid internship student. This thesis aims to analyze in what way the paid internship student’s pedagogical practice has been established towards students with intellectual and multiple disabilities in a regular city school from Natal, Rio Grande do Norte. Specifically, we aim to describe the process of this practice identifying its difficulties, challenges and perspectives. Thus, to achieve the proposed objectives, we choose to adopt a qualitative approach (CHIZZOTTI, 1995) with an exploratory research profile (GIL, 2007). As an investigative method, we use the Case Study, which characterize as a kind of research whose object is an unity which is analyzed profoundly, involving the detailed exam of an environment, of a simple subject or of a particular situation (GODOY, 1995; YIN, 2001). We use, for the data construction, the semi structured interview, that was conducted with two paid internship students, a regular class teacher and the education administrator, guided by a script that was validated and structured from observations and field journals. The data analysis was based on the Content Analysis (BARDIN, 2011) with the categories of Formation; Pedagogical practice in the internship process; and Inclusion. We finished this study pointing out to the collaborative teaching as a support for school inclusion, highlighting the need for the participation of every agent in the school environment in the promotion of effective inclusion.

The objective of this research is to analyze the language as an object of knowledge in the course of pedagogical political projects of pedagogy (PPPC) of public higher education institutions in Rio Grande do Norte (RN). The interest in research arises from the recognition of the need to form teacher for the effective teaching of language to enable the redefinition of their practice. We start from the following research question: how language as a training object in pedagogical political projects of pedagogy courses of public higher education institutions in RN. To research we rely on the works of the following authors: Bakhtin (2004, 2010); Vygotski (2008), Bagno(2002), Bordoni￾Ricardo (2004), Travaglia (2003), Kleiman (2004,2005, 2013), Solé (2009), Soares (2003), Geraldi (2003,2010,2011), Freire (1994), Nóvoa(1998), Tardif (2005), Flick(2009), Sacristán (2000). Silva (2003); Veiga and Resende (2006), contributing to study of language teacher, education, curriculum and PPPC. The study was based on the qualitative research and analysis had as investigative procedure analysis of documents and literature review. To meet existing research in the area as well as the gaps and what has not yet been researched about our fields of interest, we conducted a survey in four databases. In this sense, our body is constituted by four educational projects of classroom pedagogy of state public institutions of RN. Our analysis sought to show theoretical and methodological elements that outline the formation of the teacher to work with the language. The analysis indicates that, the PPPC, the language as teacher training object: i) is guided by language interactional design; ii) presents dimensions by formation of experiential, conceptual, order and attitudinal, this materializes through choice and organization of curricular components guiding pedagogical actions; iii) the vast majority of components that aim to work with the language belongs to the core general fundamentals and methodologies; and in our view, it included a conceptual and attitudinal training dimension; iv) the shortage of components that point to work with targeted language for professional activities is a training gap. So we estimate that this research will contribute to teacher training with regard to work with the different languages knowledge fields that make up the work of the educator. We still consider to think this training through the training dimensions is a possible way, for in the course of the training process at all times the dimensions that articulate and integrate. This way both
the forms teacher and the teacher information to identify to which category or formative dimension particular components is presented has the possibility of using mechanisms to enhance teaching and learning.

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This work is part of two articulated fields of knowledge: language sciences and education sciences. It is a research developed toward the purpose to constituting a reflection about reading within the context of largeescale evaluation. Methodologically, the research was characterized by its documental and bibliographic nature and it has defined as its own object of study the underlying conceptions of reading in questions of Mathematics tests of the National High School Exam (ENEM). When it assuming itself a qualitative approach, the investigation adopted some procedures of data interpretation to answer the following guiding question: How do the reading conceptions base the questions in the ENEM Mathematics tests? In order to find possible answers to this questions, the research was dedicated to the methodical observation of corpus made up of statements contained within the items of the ENEM Mathematics tests (1998; 2009; 2014) and within the oficial regulatory texts of this large-scale assessment. As parameters of interpretation, we adoppted the instruments proposed by Bardin (2016), whose contribution is inserted in the content analysis of statements. The theoretical assumptions adopted to support the discussions are based on postulates formulated by Mikhail Bakhtin (2003; 2006), who defends some notions relative to making signified by language, the subject’s effort to understand and to interpret the world as an architectural whole, insofar as verbal interaction, dialogism, subjectivity challenged by history, ideology, and the Other occurs. In this same line of approach, the research adheres to the theoretical contributions in brazilian studies, which ones reflect the bakhtinian fundamentals: Ângela Kleiman (1993), João Wanderley Geraldi (1995), Carlos Alberto Faraco (2010), Roxane Rojo (2011), Smolle and Diniz (2011), Amorim and Barbosa (2014), Araújo and Barbosa (2014) and finally Lima and Noronha (2016), these last four authors researchs focused on the interests of the field of reading in the teaching of Mathematics.

This dissertation, entitled “Children’s voices on the children’s literature book with na indigenous theme: between the verbal and visual”, aims to investigate the possible contributions of the children’s literature book with indigenous themes in the training of school readers. The specific objectives are: to investigate children’s literature with na indigenous thematics and their graphic design; know the children’s responses to the children’s literature book with an indigenous thematic; identify the horizon of expectations about the indigenous people before and after the reading sessions. It’s understood by children’s literature with indigenous themes and literature Works that focus on aspects of the history and culture of the indigenous people of Brazil. It’s included as indigeonus productions the ones which are from indigenous authorship, and indigenists, books written by non-indigenous people. We defend the presence of children’s literature books with indigenous themes at school as a path to discuss the indigenous theme in an updated way, collaborating with the implementation of the Law nº 11.645, of March 10, 2008, which establishes the study of the indigenous theme as mandatory in educational institutions. It was used as a theoretical reference of Freire (2011), Martins (2006) and Smith (1989), to reflect about Reading; Amarilha (2009), Coelho (2000), Culler (1999), Compagnon (2009), Jauss (2002) and Zilberman (1989), about the literature and aesthetics of reception; Hendel (2006), Moraes (2008), Dondis (2015) and Lins (2003), about illustration and graphic design; Bonin (2009; 2008), Graúna (2013), Thiel (2012), about literature with na indigenous thematic. It was carried out a qualitative research with a pedagogical intervention. The reading sessions happened in a public school in the North Zone of Natal/RN. It’s part of the literary corpus the Works: A boca da noite (2016), by Cristino Wapichana and illustrated by Graça Lima; A mulher que virou urutau (2011), by Olívio Jekupé and Maria Kerexu, illustrated by Taísa Borges; Cobra-grande: histórias da Amazônia by Sean Taylor and illustrated by Fernando Virela; Histórias de índio (2016), written by Daniel Munduruku and illustrated by Laurabeatriz; and Meu vô Apolinário: um mergulho no rio da minha memória (2005), by Daniel Munduruku and illustrated by Rogério Borges. Twenty-five subjects participated in the nine Reading sessions, aged between 10 and 13 years old, from a Year 5 classroom of the elementary school. The sessions were organized according to the methodology of scaffolding (GRAVES; GRAVES, 1995), in which it was tried to read the books of literature with an indigenous theme, considering verbal text and the components of graphic project such as the cover, the paratexts, the typography and illustrations. For data collection, it was used participant observation, the field diary, the recordings of the reading sessions on vídeo and semi-structured interviews with the subjects, recorded on audio. The results of the study shows that, in order to read children’s literature books with an indigenous theme, it is necessary to consider the literary text and the graphic design of the book, since the components of the graphic design contributes to the comprehension of the book. The investigation also highlighted that the reading of these books might promote reflection about the stereotypes, as well as the knowledge about the culture of diferente Brazilian indigenous people. The research subjects were unaware of these productions, which reveals the incipient presence of their books in the classroom. The investigation reaffirms the importance of children’s literature with na indigenous theme for greater knowledge of considering verbal, visual and plastic language when reading these books.

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Sex, gender and sexuality are recurrent themes in everyday school life, and it could not be different, since they constitute social constructs through which social identities are generated. Despite this, ignoring, hiding or repressing gender manifestations and expressions has been the most common response given by the school. Such responses are justified in part by the silencing of teacher training on gender and sexuality issues. In this sense, a formative gap opens up that prevents the pedagogical action of the teachers from going beyond tolerance, in the face of diversity and the multiple identities that make up the school. This dissertation aims to identify the social representations of gender for elementary school teachers in public schools in the state school system in the city of Natal/RN. In addition, we seek to verify the presence of gender concepts in the teacher education process of the researched teachers; understand how teachers' social representations of gender impact their pedagogical practices and understand how these representations guide their pedagogical conduct and practices. For that, the Free Word Association Technique - FWAT, the Image Analysis Technique, the questionnaire, direct observation and the logbook were used as technical procedures for data collection. The application of technical instruments for data collection took place in four schools in the state school system in the city of Natal/RN. For the treatment of these empirical data, we use, from a quantitative point of view, spreadsheets from Excel software, and the qualitative analysis process of the data took place through Content Analysis, including categorical analysis. In this way, we contemplate both quantitative and qualitative aspects of the research. The results of this study point to the existence of a social representation of gender for the teachers and professors surveyed expressed by the identity element presented through the spiral of meanings.

In order for the deaf person to have free access to knowledge and to fully develop all its potentialities, it is necessary to provide accessibility in sign language (in Brazil, Brazilian Sign Language - Libras), considered by Law nº 10.436/2002 and Decree nº 5.626/2005 as the mother tongue (first language) of the deaf person. Thus, the aim of this research is to analyze the accessibility for the deaf person in a documentary, considering the parameters of the area and the deaf consultancy, Libras interpretation and translation and subtitling, based on a reception study with deaf community representatives. This research is a case study, with qualitative and interpretative approach (qualitative-interpretative). The methodological procedures will be: analysis of the video documentary “No Mato das Mangabeiras”, considering accessibility in Libras and subtitling; investigation of the parameters of Libras translation and interpretation and subtitling with deaf community representatives, through the constitution of a focus group; systematization of the reception of the documentary, in which thirteen deaf volunteers will watch a video documentary with subtitles and Libras window; construction of data from two quest forms for both the first and the last meeting with different questions to better understand our research, the role of the deaf consultant. Therefore, this type of research may allow Libras translation and interpretation and subtitling for the deaf person, in the audiovisual productions, to be investigated as an object of study in an interpretative way and to be close to a set of real facts that subscribe to the context of the accessibility of audiovisual resources for deaf people. The results revealed the importance of deaf consultancy in audiovisual, as the deaf consultant can guide, together with other accessibility professionals, the improvement of the parameters of the Libras window and subtitling, as well as working with terminology in Libras translation and interpretation. However, further studies on deaf consultancy for Libras in other areas and reflections on accessibility for the deaf people are necessary to ensure the quality of Libras translation and interpretation.

This research has a concern to contribute to the history of education in the Rio Grande do Norte state and analyzes the pedagogical ideas diffused by Revista Pedagogium from the year 1920 to 1932, these ideas, come from the Escola Nova movement and its relations in the construction of the Rio Grande do Norte Teachers Association actions. The study also emphasizes the modeling character of the pedagogical press in question, whose contents, in the form of conferences, discussions, speeches, lessons and excerpts from other publications to instrumentalize the Potiguar teaching in the new way of teaching for life. There is an articulated and intentional approach between the leaders of the association with the public power, in this sense, the pedagogical and conceptual directions were, at least time frame of research, aligned with the politicians thought that held government positions in this period. The main interlocutors and mediators of the entity actions and the government were the teachers Nestor dos Santos Lima, Amphiloquio Câmara and José Augusto Bezerra de Medeiros, intellectual, political and educational references, at local, regional and national livels. Consequently, we use the pedagogical magazine as a source and object of the research. Besides other printed materials, such as the “A República” newspaper, articles and books that treat of the theme. For the analysis, we resort to Chartier's concepts of representation and practices (1990); configurations of Elias (1994); strategy and writing of Certeau (1994). It concluded that all the undertaken moviment had as reference, the elements of the new school, already widely practiced in the state of São Paulo, considered the leader, in the matter of educational advances; It is also noted that the discussions in congresses, national conferences, pedagogical weeks, creation of associations, were places of foster the ideas of modern and renewing education, to arouse the interest of teachers to put this in practice this new model of education. Since the creation of the APRN, in 1920, the Rio Grande do Norte has looked for sending representation to educational events, so when the first National Education Conference in 1927 was organized by the Brazilian Education Association - ABE, which counted with has the participation of the teachers Nestor dos Santos Lima and José Augusto Bezerra de Medeiros, known in the historiography of education, as a paladin of education. On the opportunity, Nestor Lima defended the thesis, Female Pedagogical Celibacy, of his authorship. Since then, the RN was present in the educations foruns, which culminated in the elaboration of the Pioneers of Education Manifesto in 1932.

This research deals with the election for principals of school units in the Municipal Education Network of Natal/RN, whose process has been going on continuously since 1987. Natal was one of the first municipalities in Brazil to implement the direct election for school principal and to establish the democratic management in an institutional way in its education system, before the Federal Constitution of 1988 and approving specific municipal Law of Democratic Management (2008 and 2015). Thus, this investigation aims to understand and analyze the process of construction and implementation of the election for choice of principal in the Municipal Education Network in Natal / RN, placing it, historically, in the local and national context. In order to do that, the dialectical historical materialism was based on epistemological and the documentary analysis and semi-structured interviews carried out with historical subjects who lived, directly or indirectly, the election for school principal in the municipal teaching units in Natal/RN, as technical procedures. In this path, its historical origin was reconstructed, the desires and the realization of this practice from the perspective of documents and interviewees. In addition, considering that its permanence results from a historical process that is guided by the contradiction of power inherent to the way of doing politics in the country. In this sense, there is a direct relationship between the election and the materialization of democratic management, these are historically composed, and are constituted in the conduct of the democratic experience. The teaching units are revealed as resistance and reproducer of a practice historically constructed in Brazil in democratic spaces. Despite its multiple problems and conflicts, its permanence is a struggle that is necessary, without it, there is room for loss of spaces for important dialogues in a country that is still in the process of democratic learning.

This study investigates how the systematic practice of reading literary texts can provide a reflection on bullying among schoolchildren. We defend that the reading of literary texts, mediated by the process of discussion, contributes to raise the reflection of students about this type of violence. The working with literary texts to achieve this goal does not mean, in any way, a pragmatic or merely utilitarian approach to literature, since the intrinsic polysemy of this art allows the reader several interpretations. The research is supported, methodologically, in the qualitative aspect, characterized according to the paradigm of research with intervention. As methodological instruments, were used participant observation, the field diary, the analysis of institutional documents, the interview and the recording (audio and video) of the reading sessions. The locus was a public school in Natal - RN (BRAZIL), in a class of 5th year of elementary school, with 24 students aged between 10 and 12 years old, which 20 were the participants . In the pedagogical intervention, 10 meetings were realized, including 9 reading sessions of classic and contemporary literary tales and 1 pre-teaching vocabulary class. The sessions were structured from the scaffolding (GRAVES; GRAVES, 1995). The corpus was composed of literature reading sessions - in which the pre-reading moments and post-reading discussions were mainly focused - and the final interviews with the participants subjects. The analysis was based on the principles of Content Analysis (BARDIN, 2010). In terms of the theoretical framework, it relied on the knowledge derived from Amarilha's studies (2004; 2006; 2010); Bettelheim (2007); Compagnon (2009); Iser (1996); Yunes (1995, 2003; 2010); Zilberman (1989; 2003; 2015); Olweus (2006); Avilés (2002, 2005, 2006; 2011); Salmivalli (1999); Jares (2002, 2004, 2007, 2008); Debarbieux (2002), and others. The results of the analysis reveal that the pedagogical mediation, built on the basis of questions, was extremely important for the subjects start to actively act in the reading sessions and to build relationships between the violence in fiction and the cases of bullying experienced in the school environment. The identification of the subjects with the characters and the fictional situations narrated was evident, which led to the unfolding of feelings, such as empathy, when facing the violence suffered by the characters. And it was precisely this empathy that led them to a judgment that went beyond fiction, making them examine the positions of their own colleagues, which reveals the potential of the literary text to provoke reflection outside its pages. This mediated encounter between the reader and the text promoted a reflection on the surrounding world, leading the subjects to build relationships with reality. It was also found that knowledge about bullying was built and evidenced, from the characteristics that are inherent to the ways to fight it in real life. The literature-bullying interface was shown in the responses of the subjects, who exposed the relationships built between the violence narrated in the stories and bullying. Finally, it was found that literature - because its humanizing, training and emancipatory nature - contributes, through discussion, to reflect and develop new perspectives on violence between peers.

In our thesis, we affirm the choreographic work as a poetic and educational experience. We consider the choreographic work as a letter of the visible that, due to its poetry of movements and sensations, is written and installed in the corporealities involved by it. Its operation of expression allows us to perceive the human symbolic potential, in order to educate ourselves to the sensitive and to the creation of meanings. In the research, we outlined the following objectives: 1) to perform aesthetic appreciation of the works, in their poetics, images and expressions; 2) establish phenomenological relationships between the body, the images of dance and intercorporeality; and 3) to point out perspectives for understanding education through intercorporeality, choreographic work as a poetic and educational experience, and body awareness. Our research has the Merleau-Ponty Phenomenology as its theoretical and methodological reference and our main interlocutors are Merleau-Ponty (1945/1999; 1969/2002; 1964/2005), Paul Valéry (1939/2015), and, in the relationship between main interlocutors and education, Nóbrega (2015; 2018), as well as the works developed by the research group Estesia. Our corpus of analysis consists of four choreographic works chosen intentionally, all by the choreographer Jérôme Bel, which are: Véronique Doisneau (2005), Pichet Klunchun and myself (2005), Jérôme Bel (1995) and Gala (2015). The criterion for choosing the works, and the analyzes carried out, starts from the meaning, in the sense of opening to new horizons of meanings for the interlocutions between the choreographic work and the educational phenomenon. From the phenomenological reduction and the reference of Atlas Mnémosyne (2012), we understand that the choreographic work as a poetic and educational experience gives us to see emblems of the world, fields of creation of other meanings, crossing of affections, subjectivities and otherness. This event is not of an intellectual order, but of the perceptual order of life. It occurs through an operation of expression, of perceptual life, of kinesthetic empathy and of the esthological body. And, it educates us to understand the educational phenomenon as intercorporeality, insofar as, in the intercorporeal relationship, in what we lack and in others, we perceive elements for interpretations and intelligibility relationships other with the world, the reinvention of culture and history, and the strengthening of educational attitudes that focus on freedom of expression, sensitive listening, autonomy of thought, creativity and consideration of the body in the educational phenomenon, in the most varied dimensions of life.

The ethical-political dimension on formative and self-formative routes of philosophy teachers from public education according to John Dewey represent the object of study. This object enabled the following thesis question: How the ethical-political dimension is embodied on the formative and self-formative routes of philosophy teachers, considering the philosophical and educational principles of John Dewey? This research aims to understand the ethical-political dimension in the (self)formation of philosophy professors of Public Educational Institutions according to John Dewey. For this reason, the following specific objectives were elaborated: outline formative routes of philosophy teachers who collaborated with the study, emphasizing the self-formation; establish the articulation between the ethical-political dimension and the (self)formation of philosophy teachers and; identify the philosophical and educational principles of John Dewey. John Dewey was used as main philosopher in the bibliographic research. Furthermore, the field research was performed in two stages: first, was applied a questionnaire to analyze 28 philosophy professors associated with the Federal Institute of Rio Grande do Norte (on Natal Central, Natal Cidade Alta and Natal Zona Norte campus), Federal University of Rio Grande do Norte (Campus Natal) and the Federal University of Piauí (on Teresina and Ministro Petrônio Portela campus); in the second stage, it was applied the narrative interview technique with 4 teachers who volunteered to contribute to the research. These procedures followed the guidelines of the Ethics Committee of HUOL/UFRN approved on August 2, 2017. The data were analyzed descriptively and analytically in order to interpret the different texts produced by the people involved in the research. It was also used a content analysis as a technique to analyze the data gathered from the teachers’ narrative. The theoretical and philosophical background used in this study and the set of procedures adopted enable the conclusion that: The concept of education in the self-formation of teachers is expanded, clarifying the ethical-political purposes on which it is based, insofar as the teacher critically reflects on