Disertación/Tesis

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2024
Disertaciones
1
  • ANA GLEYSCE MOURA BRITO
  • -

  • Líder : GILMAR BARBOSA GUEDES
  • MIEMBROS DE LA BANCA :
  • GILMAR BARBOSA GUEDES
  • MARIA VIEIRA SILVA
  • KILDO ADEVAIR DOS SANTOS
  • Data: 01-mar-2024


  • Resumen Espectáculo
  • A presente dissertação teve como objetivo geral analisar a percepção dos professores e das professoras do 2º, do 5º e do 9º ano sobre o Prêmio Escola Nota Dez em relação ao trabalho docente de uma escola da rede municipal de Sobral-CE premiada no ano de 2022. Os seguintes objetivos específicos foram delineados para a realização desta investigação: 1) contextualizar as reformas educacionais realizadas no Brasil a partir dos anos de 1990; 2) analisar a política de accountability educacional instituída no estado do Ceará e no município de Sobral-CE e as implicações no trabalho docente da rede municipal sobralense; 3) analisar a percepção dos professores e das professoras de uma escola premiada de Sobral-CE em relação ao Prêmio Escola Nota Dez e às suas implicações no trabalho docente da rede municipal de ensino. Como referencial teórico-metodológico, a pesquisa foi desenvolvida com base nos fundamentos do Materialismo Histórico-Dialético. Quanto aos procedimentos metodológicos, optou-se pelas pesquisas bibliográfica e documental e, no que se refere à produção de dados empíricos, definiu-se como instrumento de coleta a realização de entrevista semiestruturada com seis docentes das turmas contempladas pelo Prêmio Escola Nota Dez em 2022. A relevância da pesquisa para a área da Educação e, especificamente, para os campos de estudo sobre políticas educacionais e sobre o trabalho docente, justifica-se por ampliar as discussões acerca das implicações da adoção de políticas educacionais com base em modelos gerenciais no âmbito das redes estaduais e municipais de ensino no país, haja vista essa ser uma tendência global. Como resultados da pesquisa, evidenciou-se a incorporação pelos próprios docentes de valores e de práticas da Nova Gestão Pública, assim como certa naturalização de um longo processo de precarização do trabalho docente na rede municipal de Sobral-CE.

2
  • DAVID JOSE DE LIMA SILVA
  • -

  • Líder : MARCIO ROMEU RIBAS DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • ALISON PEREIRA BATISTA
  • ANTONIO DE PADUA DOS SANTOS
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • Data: 14-mar-2024


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

3
  • FRANCISCA LILIANE DA CUNHA
  • -

  • Líder : KILZA FERNANDA MOREIRA DE VIVEIROS
  • MIEMBROS DE LA BANCA :
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARLUCIA MENEZES DE PAIVA
  • IRAN DE MARIA LEITAO NUNES
  • Data: 20-mar-2024


  • Resumen Espectáculo
  • El presente estudio es resultado de una investigación historiográfica, documental y
    cualitativa realizada en la Facultad de Filosofía de Natal (RN), con el objetivo de analizar
    la historia de la inclusión de las mujeres en las licenciaturas en Historia, Geografía y
    Neolatina. Literatura. El período abarca de 1955 a 1964. Esta elección se hizo mediante
    la creación de la Facultad de Filosofía de Natal, de acuerdo con la Resolución nº 1, de 12
    de marzo de 1955, agregada a la Universidad Federal de Rio Grande do Norte,
    federalizada por Ley. N° 3.849., sancionada el 18 de diciembre de 1960, por el Presidente
    Juscelino Kubitschek de Oliveira. Entre 1961 y 1964, se observó que en la lista de
    egresados figuraban 17 alumnas, principalmente en la carrera de Literatura Neolatina.
    Estos estudiantes marcaron, entre otros eventos, su sutil presencia en la ceremonia de
    elección de la lista triple para la Rectoría de la Universidad de Rio Grande do Norte. El
    recorrido histórico de estas mujeres en la vida académica no siempre fue registrado, sólo
    en nuestra búsqueda encontramos registros publicados de 03 mujeres que vivieron los
    impactos de la instalación de estos cursos en la sociedad. Por lo que para el desarrollo de
    este estudio se utilizó fuentes documentales, a saber: Informes, Actas, Oficios, Libros de
    Registro Estudiantil. También recurrimos a fuentes bibliográficas con el fin de
    comprender los caminos históricos que sustentan nuestro recorrido teórico y
    metodológico. Desde esta perspectiva, el estudio se fundamenta en la Historia Cultural y
    busca valorar la representación de nuestro objeto de estudio, las mujeres en la educación
    superior, para la ciudad de Natal (CHARTIER, 1988). El foco de nuestra investigación
    fue el Archivo General de la UFRN, en la Biblioteca Zila Mamede-BCZM, especialmente
    en obras raras y especiales. Para fundamentar la presencia de mujeres en las instituciones
    de educación superior de Natal, fue necesario recurrir a los escritos de Bourdieu (1997,
    2007, 2012), quien habla de procesos de exclusión; Cunha (1980, 1989, 2003, 2004) con
    estudios sobre educación superior en Brasil; Duarte (1985); Melo y Calado (2018); con
    estudios sobre la carrera de los estudiantes de la institución pública de educación superior
    de Natal; Perrot (1998, 2005, 2006, 2017, 2019) y Saffioti (1976, 1992) nos muestran el
    acceso y la invisibilidad de las mujeres en los espacios públicos de enseñanza. Al final
    del estudio, consideramos que el acceso de las mujeres a la educación superior en las
    carreras de Licenciatura en Historia, Geografía y Literatura Neolatina en Natal fue
    relevante para la apertura de un espacio y un campo de formación científica en la sociedad
    de Natal y para la inserción de la mujer al mercado laboral.
4
  • LUIZ FELIPE SOARES DE LIMA
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • MAGNO FRANCISCO DE JESUS SANTOS
  • RENATO MARINHO BRANDAO SANTOS
  • THIAGO ALVES MOREIRA NASCIMENTO
  • Data: 21-mar-2024


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

5
  • VANESSA SOUZA DE MIRANDA
  • -

  • Líder : KILZA FERNANDA MOREIRA DE VIVEIROS
  • MIEMBROS DE LA BANCA :
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • IRAN DE MARIA LEITAO NUNES
  • Data: 21-mar-2024


  • Resumen Espectáculo
  • Childcare education provided women with relevant knowledge for caring for their children and
    their own health. When we understand its reason and importance for women's education at the
    beginning of the 20th century, we realize that it was fundamental for society that this teaching
    was disseminated in education. For this reason, our work aims to analyze the contributions of
    teaching the subject of childcare to women's education, observing the writings of students in
    the magazine An Escola Doméstica de Natal. Our time frame includes the beginning of
    childcare teaching at the Domestic School of Natal (1919), and the last year of publication of
    the magazine (1926). Our research makes contributions regarding the writing of the history of
    childhood and family, as well as the formation of women. It is also relevant for understanding
    the technical teaching of childcare in childcare. Making us understand how Brazilian society,
    at the same time as Natal society, reformulates its habits, norms, and rules for relating to young
    children based on the teachings provided by childcare teaching. The research was written in the
    field of cultural history, based on theoretical-methodological concepts in the fields of Women's
    Education; Childcare; Social, Historical and Cultural Context that marked the period studied.
    Being characterized as bibliographic and documentary.
6
  • ERIKA TALITA DA SILVA GOMES
  • -

  • Líder : RUTE REGIS DE OLIVEIRA DA SILVA
  • MIEMBROS DE LA BANCA :
  • ALLAN SOLANO SOUZA
  • LUCIANE TERRA DOS SANTOS GARCIA
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • Data: 22-mar-2024


  • Resumen Espectáculo
  • Questa tesi si propone di analizzare il Progetto G, sviluppato dalla Segreteria Comunale dell'Istruzione di Natal, concentrandosi sulla sua concezione di linee guida di qualità e formazione per le scuole con basso Ideb nella rete municipale di Natal, come parte delle politiche di gestione educativa valutazione presentata nel paese. A tal fine sono state condotte interviste con quattro dipendenti della Segreteria Comunale dell'Istruzione di Natal che hanno partecipato al processo di progettazione e attuazione del progetto. Inoltre, sono stati utilizzati documenti come rapporti e presentazioni del Progetto G resi disponibili dagli intervistati, leggi nazionali e municipali e notizie dal sito web del municipio di Natal. Per quanto riguarda l’approccio della ricerca, questo lavoro è caratterizzato come qualitativo. Seguendo la prospettiva di Lüdke e André (1986), la ricerca qualitativa utilizza l'ambiente naturale come principale fonte di dati, avendo il ricercatore come strumento principale. Da questo studio è emerso che, nonostante la concezione più completa della qualità riferita dai dipendenti delle PMI, è possibile vedere che il Progetto G è stato fortemente influenzato dalle politiche manageriali, adottando una prospettiva di qualità che è anche manageriale. Questo approccio di qualità dà priorità ai risultati quantificabili e ignora le altre variabili che compongono il processo di insegnamento-apprendimento.

7
  • ROSÂNGELA MARIA ARAÚJO DA SILVA
  • -

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARLUCIA MENEZES DE PAIVA
  • MARIA INES SUCUPIRA STAMATTO
  • SARA RAPHAELA MACHADO DE AMORIM
  • Data: 25-mar-2024


  • Resumen Espectáculo
  • -

8
  • SILVANO CARLOS DE SOUZA
  • -

  • Líder : MARIANGELA MOMO
  • MIEMBROS DE LA BANCA :
  • MARIANGELA MOMO
  • DENISE MARIA DE CARVALHO LOPES
  • PATRICIA IGNACIO
  • ANA PAULA ABRAHAMIAN DE SOUZA
  • GIOVANA CARLA CARDOSO AMORIM
  • Data: 26-mar-2024


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

9
  • SARA DE OLIVEIRA SILVA
  • -

  • Líder : ERIKA DOS REIS GUSMAO ANDRADE
  • MIEMBROS DE LA BANCA :
  • CARIN KLEIN
  • ERIKA DOS REIS GUSMAO ANDRADE
  • MARIANGELA MOMO
  • Data: 26-mar-2024


  • Resumen Espectáculo
  • Esta investigación es un estudio sobre las representaciones sociales que se basa teóricamente en la teoría de las representaciones sociales y en los estudios de género desde una perspectiva postestructuralista. Tiene como objeto de estudio la relación entre la representación social del 'ser mujer' y los aprendizajes del trabajo doméstico no remunerado. Se parte del problema de investigación que busca responder: cuál es la relación entre la representación social del ser mujer y los aprendizajes sobre el trabajo doméstico no remunerado? Es una investigación de naturaleza cualitativa y se utilizan como instrumentos metodológicos la aplicación de un cuestionario de perfil y entrevistas en profundidad. La investigación se llevó a cabo con un grupo de siete (07) mujeres estudiantes de Educación de Jóvenes y Adultos del estado de Rio Grande do Norte en el rango de edad de dieciséis a cincuenta y un años. Por lo tanto, el objetivo general de este trabajo es analizar la relación entre la representación social del ser mujer de las mujeres estudiantes de Educación de Jóvenes y Adultos y los aprendizajes del trabajo doméstico no remunerado. Y para respaldarlo, hemos seleccionado como objetivos específicos investigar cuál es la representación social del ser mujer de las estudiantes de Educación de Jóvenes y Adultos de la Escuela Municipal João Guió en Arês, Rio Grande do Norte y del Instituto Padre Miguelinho en Natal, RN e identificar, en esas representaciones, los aprendizajes presentes en la vida cotidiana de las estudiantes en relación al trabajo doméstico no remunerado. Los análisis realizados apuntan a la existencia de una representación social del ser mujer (ser fuerte) que se construye en una relación directa con los aprendizajes del trabajo doméstico no remunerado recibidos ya en la infancia y que continúan en la edad adulta a través de sus relaciones familiares y afectivas.

10
  • BRUNA RAFAELA DA SILVA BARBOSA ALVES DE BRITO
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • JOÃO BOSCO FILHO
  • Data: 26-mar-2024


  • Resumen Espectáculo
  • This dissertation will look at fragments of the professional work of Professor
    Terezinha de Queiroz Aranha, whose academic career links science, art,
    spirituality and traditional knowledge. A daughter and scholar from the Vale do
    Açu region, she stands out for her struggles against social inequalities and
    asserts herself as a courageous voice questioning the consequences of the
    construction of the Engenheiro Armando Gonçalves Dam. Her research into the
    effects of climate change resulted in the creation of the NUT-Seca/UFRN, one of
    the largest collections on the problem of drought in the Northeast. Through her
    work in the Department of Social Work, she undertook dialogical efforts between
    teaching, research and extension, seeking to bring the university closer to the
    geographical and existential peripheries. He imprinted the marks of solidarity
    humanism on the processes of idealization, creation and maintenance of the Félix
    Rodrigues Foundation and the Manoel Rodrigues de Melo Cultural Space in the
    municipality of Pendências/RN, actions that were expanded during his
    management of the Municipal Department of Education and Culture in the
    municipality when he was the head of the department from 1998-2000. n this
    research we used documentary sources available in the archives of the RN
    Drought Thematic Center (NUT-Seca), the archives of the Félix Rodrigues
    Foundation, the Manoel Rodrigues de Melo Library collection and the accounts
    of professional colleagues, friends and researchers who testify to her intellectual
    journey. Theoretical interlocutors include Eric Hobsbawn, Edgar Morin, Paulo
    Freire, Maria da Conceição Almeida, Geraldo Queiroz and the writings of
    Terezinha Aranha herself. The lessons learned in this study are that compassion,
    indignation and courage are indispensable attributes for a teaching profession
    that is sensitive to the cries of life, open to hope and attuned to the demands of
    a liberating education.
11
  • NORMA BEZERRA BARROS
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • ISAURO BELTRAN NUNEZ
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 26-mar-2024


  • Resumen Espectáculo
  • This study aims to analyze the following targets: professional autonomy of teachers, collective learning and collaborative working as important skills to perform a successful pedagogical management. The main goal of this study is to understand and share how collaborative working and shared knowledge in an educational context, developed by teachers and pedagogical team supports the development of professional autonomy as a learning process enhancer to the students, also in accordance to the IDEB enviromental context. It is therefore a study developed in a public elementary school from the city of Natal/RN (beggining years), following an approach of a qualitative research. The methodology consisted in a literature review regarding the subject, taking as refference the evaluation of document analysis and narrative sharing collected during online survey applied to the teachers. Previous studies by Freire (1979, 1995, 1996, 2005); Charlot (2012); Nóvoa (2009, 2022); Flores e Viana (2007); Day (2001; 2007); Ramalho e Nuñez (2003, 2004, 2007, 2009, 2014); Tardif (2002); Garcia (1999; 2009); Pacheco e Morgado (2001); Pimenta (2000, 2017) and Gatti (2014) were taken as reference. Presuming that teaching training requires knowledge and know-how inherent to teaching as a profession and this knowledge in general, based on the exchange of knowledge and experiences that make up and structure the creation of teaching identity and enhance the professional development (RAMALHO, NUÑEZ and GAUTHIER, 2004). The case study presents data values from the Index of Elementary Education Development in Brazil (IDEP/SAEB/INEP) from the related school whose difference lies in the fact that it presents a progressive rise in this index, over a period of ten years (2011-2021), despite the difficulties faced by the group of teachers during the implementation of the school’s didactic-pedagogical proposal. Therefore, it was noticed that most of those involved in the research recognize the collaborative nature, the collective teaching learning and collaborative work as important strategies due to the well done experience and results from the evaluated school, in accordance to the IDEB scope and beyond this. The teachers expressed their desire to participate in training activites aimed to expand their knowhow and knowledge in order to enhane the intended professional development.

12
  • AMANDA FHILLADELFIA BEZERRA SILVA DE MENEZES
  • -

  • Líder : MARIA CRISTINA LEANDRO DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARIA CRISTINA LEANDRO DE PAIVA
  • MARIANGELA MOMO
  • GIOVANA CARLA CARDOSO AMORIM
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This study, entitled "The children's view of their participation in the daily routine of Early
    Childhood Education", arose from the need to study the subject based on the challenges
    experienced by the researcher in relation to the active participation of children in the daily
    routine of early childhood education, as an Early Childhood Education teacher, and the
    scarcity of research dealing with the subject, mainly based on the perspective of the
    children themselves. This is research with children, as Oliveira-Formosinho and Araújo
    (2007) and Cruz (2008) advocate. In this research perspective, children are not considered
    to be the object of the research, but are seen as participating subjects. The study is based
    on the Pedagogy of Childhood, which recognizes the child as a subject with rights, active,
    who reads and interprets the world, who constructs knowledge and culture, someone who
    is capable and competent, as well as defending the child's participation in pedagogical
    practices Oliveira-Formosinho (2007). The locus of the study was a Municipal Early
    Childhood Education Center - CMEI, in the city of Natal/RN, in a level IV class, with
    children aged between 4 and 5. The research question was as follows: "How do the
    children in a level IV class at a CMEI in the city of Natal/RN perceive their participation
    in Early Childhood Education?" and the object of study was "Children's participation in
    the daily routine of Early Childhood Education". In order to answer the research question,
    the general objective was: to understand how the children in the level IV Early Childhood
    Education class perceive their participation in everyday school life. And specific: to
    identify what the children understand as participation; to specify, from the children's
    perspective, the moments of participation in the daily routine of Early Childhood
    Education; to understand at which moments in the daily routine of Early Childhood
    Education the space for children to speak and listen is provided. The research is inspired
    by the ethnographic approach, based on André (1995), Rocha (2008), Sarmento (2010)
    and Friedman (2011). The methodological tools adopted were participant observation
    (Friedman, 2016), guided by an observation tool and individual and collective interviews
    with 8 (eight) children in the class. To support the discussion about children's
    participation, we relied on the studies of Hart (1992), Oliveira-Formosinho (2007 and
    2008), Formosinho and Oliveira-Formosinho (2013) and Fernandes (2009 and 2016),
    who discuss children's active participation and their central place in the pedagogical
    practices of Early Childhood Education. As a result of the research, it emerged that the
    children define participation as an action and point to every moment of the routine as
    participation, which is different from what scholars in the field point out when they
    emphasize that participation happens when there is listening and negotiation between
    adults and children, when the children understand the objectives of the proposed activities
    and when these actions have meaning for the subjects who carry them out. Therefore,
    based on the research carried out, it was possible to conclude that children's effective
    participation in the day-to-day life of Early Childhood Education is still little experienced.
13
  • RAYANNE KAROLAYNE SILVESTRE DA ROCHA
  • -

  • Líder : MARIA GORETTI CABRAL BARBALHO
  • MIEMBROS DE LA BANCA :
  • ALLAN SOLANO SOUZA
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • GILMAR BARBOSA GUEDES
  • JOSÉ MOISÉS NUNES DA SILVA
  • MARIA GORETTI CABRAL BARBALHO
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The new production needs arising from the metamorphosis of the capitalist system and the phenomenon of globalization has led to changes in education systems, especially in higher education. Knowledge became overvalued, as the new configuration of work processes and procedures required new scientific tools and a workforce better suited to the demands. Brazilian postgraduate education became the target of expansion policies by Brazilian governments, especially from the 1960s onwards, with the aim of training a more prepared and qualified workforce to meet the parameters of the global labor market, thus contributing to the country's economic development. With the expansion of postgraduate studies and the creation of various policies for access to this stage of education, different student profiles began to make up higher education institutions, requiring actions to ensure that they remained in and completed their courses. Based on historical-dialectical materialism perspective, this paper aims to analyze the actions of student assistance for postgraduate students, using the Federal University of Rio Grande do Norte (UFRN) as an example. The theoretical and methodological procedures selected for the study are part of a qualitative approach. The Statistical data are the empirical basis of the study. Bibliographical research was used to review literature in the public domain and documentary research was used to survey and analyze legal documents that were important in the discussions held throughout the study. A semi-structured interview and questionnaire were used to gain a better understanding of the object of study at the institution in question. The research showed that postgraduate students need student assistance, since they have various demands that are not met by scholarships alone. At UFRN, there is still no student assistance policy that covers the postgraduate teaching stage. Assistance actions aimed at the institution's postgraduate students are limited and receive little attention. Student aid is insufficient and the selection processes end up being exclusionary because, due to a lack of resources, they have to select the neediest among the needy students.

14
  • THABATTA LOUISE ZILIO
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • MARIANGELA MOMO
  • SILVIA HELENA VIEIRA CRUZ
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The present work aims to analyze how the fundamental rights of children were considered
    opportunistic in curricula experienced by children in Early Childhood Education when
    resuming face-to-face activities in post-pandemic context in Natal/RN. To this end, it
    addresses issues linked to restrictions on the guarantees of rights recognized for children in
    the history of Early Childhood Education and in national legal documents. Study is inspired
    by the Document “For a return to school and daycare that respects the fundamental rights
    of children, families and educators”, (Campos et. al., 2020). To understand children, in this
    dissertation we are based on studies of Smolka (2002); Ariès (2006); Dahlberg, Moss and
    Pence (2003); Sarmento (2007; 2011). Childhood is recognized as a historical-social
    construction, a generational category defined by biological-age factors concerning human
    species in its initial phase of life, but also by socio-historical contexts (Sarmento, 2007).
    Discussion about curricula is based on perspectives presented by Silva (1999); Barbosa;
    Oliveira (2016); Dantas, (2016); Dantas and Lopes (2019); Baptista (2020), and, Vieira and
    Baptista (2023). As theoretical-methodological contributions, research assumes principles
    of qualitative approach of Bogdan and Biklen (1994) and of articulations proposed by
    Freitas (2002; 2007; 2009), between qualitative principles and propositions of historical
    cultural approach of Lev S Vygotski (1998; 2007) and Mikhail Bakhtin's dialogism (2011) for
    research on human processes. Data construction was carried out through documentary
    analysis and empirical research in a Municipal Early Childhood Education Center (CMEI) in
    city of Natal, Rio Grande do Norte. Legal texts analyzed were: Federal Constitution (Brazil,
    1988); Child and Adolescent Statute (Brazil, 1990); National Education Guidelines and
    Bases Law (Law 9394/1996); National Curricular Guidelines for Early Childhood Education
    - DCNEI (Brazil, 2009); National Common Curricular Base - BNCC (Brazil, 2017) and
    Political Pedagogical Project (PPP) of institution where the study was conducted. Empirical
    data were constructed through semi-participant observations with a class of Level III
    children in Early Childhood Education and semi-structured interviews with pedagogical
    coordinator and the teacher of that class. Analysis of constructed data allowed structuring
    of two central thematic axes: a) Right to Health and Well-being and b) Right to Education.
    Latter is subdivided into: “Right to access and remain in educational institution” and “Right
    to learn and develop in Early Childhood Education”, which are linked to other children’s
    rights, such as play, participation, interaction and exploration of literature. These axes
    indicate that, within conditions existing in the institution, the fundamental rights of children
    were considered, especially with regard to protection from COVID-19 and valuing the rights
    to learning and development. Discrepancies found between the way in which lived curricula
    are approached in PPP and ways in which they are materialized in the pedagogical practice
    observed in relation to the development of proposals with children inspire attention. Given
    recognition of a tiny number of research that focus on post-COVID-19 pandemic period in
    this educational stage, there is a need to reaffirm the fundamental rights of children in Natal
    and national context.
15
  • MARCOS ELIABE LIMA DA CUNHA
  • -

  • Líder : RUTE REGIS DE OLIVEIRA DA SILVA
  • MIEMBROS DE LA BANCA :
  • FRANCISCA EDILMA BRAGA SOARES AURELIANO
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This research aims to analyze the achievement of goal 16 of the PNE (2014-2024) in the State of Rio Grande do Norte, considering the operationalization of goals 1 and 2 of the Dimension V of the PEE/RN (2015-2025), especially the strategies implemented in the the prospect of ensuring continuous training, at a level of improvement, to all basic education teachers. In the implementation of these strategies, it is also analyzed the effectiveness of the collaboration regime between the Federal Government and the state of Rio Grande do Norte and their municipalities. From a methodological point of view, we are guided by the principles of dialectical historical materialism and we used as procedures the bibliographic review, document analysis and semi-structured interviews. The results of the survey reveal that the federated entities have put into practice several punctual, disjointed actions and, sometimes overlapping, in order to make a diagnosis of the formative demands and Plan the provision of continuing education courses. The collaboration scheme was not very effective, however, it was more effective in the agenda related to the curriculum and the the formative process underlying it. In the formative process aiming at the adequacy of the to the BNCC, there was technical and financial support from the Federal Government, through PROBNCC. The study also shows the interference of the private sector in the training processes of the teachers in the state of Rio Grande do Norte, through public-private partnerships, especially in the implementation of full-time secondary education.

16
  • MARIA IZABEL JERONIMO
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • ELAINE LUCIANA SOBRAL DANTAS
  • GIOVANA CARLA CARDOSO AMORIM
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • -

Tesis
1
  • CRISTÓVÃO TEIXEIRA RODRIGUES SILVA
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • FRANCISCA CLARA PAULA DE OLIVEIRA
  • CICERO MAGERBIO GOMES TORRES
  • Data: 04-mar-2024


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

2
  • ADOLFO VEILLER SOUZA HENRIQUES
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • AVELINO ALDO DE LIMA NETO
  • PATRICIA IGNACIO
  • REGINA COELLI GOMES NASCIMENTO
  • THIAGO ALVES MOREIRA NASCIMENTO
  • Data: 15-mar-2024


  • Resumen Espectáculo
  • This thesis aims to analyze medical discourses through campaigns to combat the spread of the HIV virus, and in turn, the disease it causes: AIDS, circulated in newspapers in Paraíba, as well as in the work of infectious disease doctors. - linked to the Clementino Fraga Hospital in João Pessoa, providing hospital care to patients affected by the HIV virus, between 1985 and 1995. We propose to carry out this analysis, based on the first news about the presence of the HIV virus in Paraíba, analyzing the historical permanences and ruptures over a period of 10 (ten) years in confronting the so-called HIV/AIDS epidemic through the press and also seeking the action of the Clementino Fraga Hospital through, as a space for the propagation of medical knowledge, and, finally, the work of doctor Joana D'Arc Morais da Silveira Frade, one of the first infectious disease professionals in Paraíba working since 1989. With the diagnosis of the first cases of HIV infection and the development of AIDS in Paraíba from 1985 onwards, the a strong medical action in order to educate the population to protect themselves from contagion, disseminating through speeches guided by medical knowledge in the field of sexual education outside schools, in the adoption of the use of condoms during sex, at the same time as trying to understand what the virus was and the disease that was born marked by social stigmas. This research can be configured as a contribution to the Postgraduate Program in Education (PPGEd) at the Federal University of Rio Grande do Norte, since these medical-educational discourses would be included in this range of options offered by the aforementioned line of research. , since these were educational practices of a nonschool nature. I use as historical sources the news published in newspapers circulating in Paraíba at the time, namely, A União, Correio da Paraíba, O Momento, O Norte, Diário da Borborema and Jornal da Paraíba, in addition to 4 (four) interviews granted by doctor Joana D'Arc Morais da Silveira Frade. Methodologically, I relied on Michel Foucault (2014) to operate discourse analysis, where discourse is nothing more than a game of writing, in the first case, reading, in the second, exchange, in the third. When I came across these speeches produced and published in the newspapers in Paraíba that circulated during the period proposed by this research, as well as in the 4 (four) interviews I carried out with the doctor Mrs. Joana D'Arc Morais da Silveira Frade, when putting the I read these writings. This association culminated in the exchange, with the dialogue between what I read and what I understand. At that moment, the discourse is canceled and another discourse is created in the order of the signifier, that is, in the way we understand and elaborate. That's what I did with the sources: readings of “truths”, to construct other “truths”. To this end, inspired by the ways of making history, made possible by Cultural History, we resorted to the concepts and contributions of some authors who will be essential in this research: biopolitics by Michel Foucault (2008; 1999), sensibilities from Sandra Pesavento (2007), disease according to Jacques Le Goff (1985), stigma according to Erving Goffman (2013), among others that helped us to provide a better theoretical foundation. It is concluded that even though a strong investment has been made in terms of health education, body care, sexual protection and the defense of life as a mechanism of biopolitics, these discourses guided by knowledge doctor, ended up accentuating stigmas, pejorative marks on people's bodies and spaces dedicated to fighting the virus and disease.

3
  • ANDRIELLY KAROLINA DUARTE BRAZ DE FREITAS
  • -

  • Líder : CRISLANE BARBOSA DE AZEVEDO
  • MIEMBROS DE LA BANCA :
  • FLÁVIO CAETANO DA SILVA
  • ADIR LUIZ FERREIRA
  • CRISLANE BARBOSA DE AZEVEDO
  • FRANCISCO ARI DE ANDRADE
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • Data: 22-mar-2024


  • Resumen Espectáculo
  • This research investigated the representations of 6th and 7th year students about school and their relationship with school knowledge. Carried out at Escola Municipal Professora Francisca Ferreira da Silva, in Natal – RN, the research aimed to analyze the representations that 6th and 7th year students had about the school, school knowledge and their teachers, analyzing how they all relate to each other. they intertwined and had a direct impact on the relationship that the subjects maintained with the school and school knowledge. Based on a socio-historical perspective, we draw on Chartier (1990) from his concepts of representations, practices and appropriation, and on Charlot (2000) through the notions of the Relationship with Knowledge and its basic elements such as: desire, meaning, mobilization, figures of learning and identity and epistemic relationships with knowledge. Supported by the principles of the qualitative approach, we adopted the questionnaire and semi-structured interview as methodological procedures. The data showed that in a multiplicity of senses, the school represents a means of access to the future and socio-professional insertion, at the same time as it constitutes an important space of sociability for youth and, contradictorily, a space of exclusion marked by different forms of violence and demobilization. In accordance with such representations, school knowledge, in the figure of learning, assumes the status of a commodity to meet a classificatory evaluative logic, in a relationship in which one learns to get good grades, pass the year and reach the idealized future and as a related mode of social insertion to its use in everyday social practices, increasingly distancing itself from the social function of the school as a place of knowledge, intellectual formation and critical and human development of subjects. The representations about teachers revealed the practices that fueled those inadequate appropriation processes. The mediating teachers established factors for mobilization and monitoring of learning, but they came up against a practice based on the transmission of decontextualized information, reinforcing the sense of knowledge as necessary to serve, as a priority, the evaluation process. Authoritarian teachers, in turn, drastically deepened this meaning, configuring themselves as agents of exclusion and demobilization of students, adopting inadequate postures and theoretical-methodological uncertainties that directly affected the relationships that subjects maintained with the school and school knowledge. The research demonstrated the urgency in rescuing the meaning of school based on an anthropological perspective, in which the processes of learning and teaching must be based on the intellectual formation and humanization of subjects.

4
  • MARECILDA BEZERRA DE ARAÚJO
  • -

  • Líder : KILZA FERNANDA MOREIRA DE VIVEIROS
  • MIEMBROS DE LA BANCA :
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • OLIVIA MORAIS DE MEDEIROS NETA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • JOSE MATEUS DO NASCIMENTO
  • Data: 25-mar-2024


  • Resumen Espectáculo
  • This thesis proposes to investigate school manuals and the circulation of educational ideas in
    Grupo Escolar Barão do Rio Branco (GEBRB), municipality of Parelhas-RN, in the time frame
    of 1919 to 1922, whose works were: Cartilha Analítica by Arnaldo Barreto (1916), first, second,
    third and fourth book of reading Moraes e Instructivas by João Kopke (1914), and Nova Cartilha
    Analytico-Sintética by Mariano de Oliveira (1918), Nossa Patria by Rocha Pombo (1917). In
    this way, Decree nº 87 of January 13, 1919 established the Grupo Escolar Barão do Rio Branco,
    inaugurated on February 21 of that year in line with the policy for the creation of school groups
    in the state of Rio Grande do Norte. In this research, we consider the methodological approach
    of New History, with the historical method. For the analysis of the sources, we sought
    theoretical-methodological orientation in Chartier (1990), Le Goff (2013), Julia (2001),
    Magalhães (2004), referencing that the manuals can be understood as elements of school
    culture, artifacts of the norms, purposes of Public Instruction, taught content and the
    pedagogical practices experienced within the group. The documentary corpus of this
    investigation includes two class diaries by teachers Maria Terceira Rocha and Raimunda Rocha
    (1919 and 1920), Maria Helena Furtado and Rita Sampaio (1921 and 1922), effective teachers
    at the GEBRB, who mentioned school manuals cited here. Thus, official books, minutes and
    resolutions of the General Directorate of Public Instruction were used; terms of visits; book of
    tenure, commitment and transfer of teachers; and school regiment (1914). Furthermore, we list
    the decrees, minutes and ordinances of the Municipal Intendancy of Jardim do Seridó RN and
    the Municipality of Parelhas-RN. The bibliographical research included classic works as more
    recent scientific publications about the History of Education, texts that discuss the historical
    sources and the historiography of education in Brazil and Rio Grande do Norte. Consulting
    other regional works was necessary to better contextualize the territory and temporality that the
    research object occupies. Therefore, researching and building the History of Education with a
    focus on everyday school life, on the representations of manuals, highlighting the teaching
    methods, knowledge and different practices that form the school culture makes us conclude that
    the school manuals analyzed in the GEBRB, in this research, were constituted as manuscripts
    of the republican educational reforms based on the political system able to develop in students
    skills for reading and writing, the moral virtues regarding good habits of studying, working,
    taking care of the body, relating to others, respect for the motherland and discipline.
5
  • PATRÍCIA DAMASCENO
  • -

  • Líder : DANTE HENRIQUE MOURA
  • MIEMBROS DE LA BANCA :
  • DANTE HENRIQUE MOURA
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • MARIA VIEIRA SILVA
  • JOSÉ MOISÉS NUNES DA SILVA
  • DANIELA CUNHA TERTO
  • ANA LUCIA SARMENTO HENRIQUE
  • Data: 25-mar-2024


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

6
  • ANDRIALEX WILLIAM DA SILVA
  • -

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • DENISE MEYRELLES DE JESUS
  • LUZIA GUACIRA DOS SANTOS SILVA
  • MARCIA TORRES NERI SOARES
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 25-mar-2024


  • Resumen Espectáculo
  • Discussions on teacher training are wide-ranging in the educational field, with literacy and Special Education being frequent themes. The study developed here aligns the three themes, thinking specifically about the continuing education of literacy teachers in inclusive contexts with students with intellectual disabilities. In this sense, the main objective is to analyze continuing teacher education in the field of literacy for children with intellectual disabilities, considering its possible contributions to teaching knowledge and pedagogical practice. The research approaches disability from the social model, considering the learning potential of students with intellectual disabilities and the need to think about literacy practices from the perspective of literacy that include the student in the context of the regular school; in the field of continuing education, with regard to literacy and special education, the study understands that training proposals need to be aligned with the reality of the educational context, promote spaces for reflection, and encourage critical and reflective thinking. With this in mind, this qualitative, interventional study investigated a continuing education course for public school teachers in the state of Rio Grande do Norte, which focused on the literacy of students with intellectual disabilities. As a result, we identified that the space for ongoing training can move teaching knowledge in such a way as to bring about qualitative gains, such as broadening the understanding of school inclusion, refining what is meant by intellectual disability and reorganizing what is read about literacy. We understand that a change in teaching knowledge can have an impact on pedagogical practice. In this sense, still in the research findings, we mapped didactic proposals that took two curricular paths: the first, individualizing literacy practices, which make use of adaptations in the curriculum aimed at the learning of students with intellectual disabilities; the second; universalizing proposals, draws practices that when considering an open curriculum, avoid differentiations with activities that contemplate the diversity of the students. Finally, we understand continuing education in the field of literacy for students with intellectual disabilities as a necessary space for maintaining teaching knowledge and reflecting on pedagogical practice, arguing that there is an intimate relationship between these two elements.

7
  • ARÉCIA SUSÃ MORAIS
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • GIVANILDO DA SILVA
  • ALLAN SOLANO SOUZA
  • FRANCISCA EDILMA BRAGA SOARES AURELIANO
  • LUCIANE TERRA DOS SANTOS GARCIA
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • Data: 25-mar-2024


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

8
  • MARCELLY KATHLEEN PEREIRA LUCAS
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • JOSÉ GERARDO PEDROSA
  • CRISLANE BARBOSA DE AZEVEDO
  • FRANCISCO DAS CHAGAS SILVA SOUZA
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 25-mar-2024


  • Resumen Espectáculo
  • The object of this thesis is to study the Directorate of Industrial Education and its relevance to the organisation of industrial education. Our thesis argues that the Directorate of Industrial Education organised industrial education in Brazil between 1931 and 1959, by linking networks of sociability, ideas and political culture. In order to prove this hypothesis, our central problem is: What were the actions of the Directorate of Industrial Education in the period from 1931 to 1959 to organise Industrial Education? And as secondary issues: How was the Industrial Education Directorate created and what were its phases? What was the network of sociability established between engineer educators and other political agents around the Directorate of Professional Education? How did the actions of the Directorate of Industrial Education contribute to the organisation and construction of policies for industrial education? As far as the method is concerned, we used Ginzburg's (1989) indicative method and Ragazzini's (2001) understanding of "sources for the history of schools and education". The data was collected by means of bibliographical research and analyses of documents collected from virtual archives. The main sources are legislative texts, available digitally through the Chamber of Deputies collection. But they also include Ministerial Reports, Presidential Messages and periodicals in the collections of the Hemeroteca Digital (BNDigital) and the Centre for Research and Documentation of Contemporary Brazilian History (CPDOC), such as the Gustavo Capanema collection. This work is based on the following theoretical references: Ciavatta (2015, 2019) on the History of Professional Education. Medeiros Neta and Ciavatta (2020) on the constitution of the field of the History of Professional Education, Bourdieu (1989) on the notion of the legal field, legal authority and symbolic violence, Berstein (1998) on political culture and Rémond (2003) on Political History. By analysing the sources, we can see that the creation of the Apprenticeship Schools and the Remodelling Service were important for the creation of the body that would become the Directorate of Industrial Education. Since its creation, this body has gone through different phases and restructurings; the network of intellectual sociability was highly relevant to the actions of the Directorate of Industrial Education, which determined the organisation of industrial education based on ideas of organisation and training that materialised in the construction of plans and laws.

9
  • AMANDA VITÓRIA BARBOSA ALVES
  • -

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARLUCIA MENEZES DE PAIVA
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • WALTER PINHEIRO BARBOSA JUNIOR
  • JOSE MATEUS DO NASCIMENTO
  • SARA RAPHAELA MACHADO DE AMORIM
  • Data: 26-mar-2024


  • Resumen Espectáculo
  • This work aims to analyze the representations and educational practices
    implemented at the Faculdade de Filosofia de Natal within the educational project
    defended by the Associação dos Professores do Rio Grande do Norte (APRN) from
    1950 to 1963. This period spans the inception of the Faculdade and continues until
    the APRN ceases to maintain the institution. The APRN was established in the
    1920s, under the responsibility of a group of primary school teachers trained at the
    Escola Normal de Natal. Their educational project aimed to combat illiteracy in the
    State and defend the interests of teachers. To achieve this, they proposed creating
    mechanisms for disseminating pedagogical ideas, such as the Pedagogium
    magazine, as well as building educational and teacher training institutions to
    materialize these pedagogical ideas and disseminate their educational project. In
    1955, the APRN established the Faculdade de Filosofia de Natal, an institution that
    would train teachers at the secondary and normal education levels in Rio Grande do
    Norte. Its purpose was to prepare intellectual workers for the exercise of
    disinterested or technical activities and to conduct research in various cultural
    domains that constitute the object of teaching. In this work, the use of printed sources
    was of fundamental importance, especially periodical documents such as
    newspapers and magazines circulating during the period, such as the newspaper A
    República and the Pedagogium magazine. We analyzed these sources based on the
    theoretical and methodological assumptions of Cultural History, aiming to historically
    indicate how a specific social reality was constructed, practiced, thought, and
    appropriated in different places, and how the daily practices of individuals contribute
    to the construction of a historical identity (Chartier, 1990; 2002); (Certeau, 1994). The
    Faculdade de Filosofia de Natal was created in a historical and social context of the
    expansion of higher education in the State. It was directed by Edgar Barbosa, a
    teacher, magistrate, and humanist intellectual who, chosen by the APRN, sought to
    transfer his philosophical-pedagogical influence to the institution he led. Throughout
    its trajectory, the Faculdade de Filosofia de Natal offered complementary courses,
    training bachelors and graduates to work in education in Rio Grande do Norte.
    Finally, we found that the educational project of the APRN at the Faculdade de
    Filosofia de Natal aimed to train teachers grounded in a humanistic philosophical-pedagogical perspective, valuing artistic, literary, philosophical, and scientific knowledge and articulating these aspects with teaching activities.
10
  • ARANDI ROBSON MARTINS CAMARA
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • ISAURO BELTRAN NUNEZ
  • JOAQUIM LUIS MEDEIROS ALCOFORADO
  • MARIA ALIETE CAVALCANTE BORMANN
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The objective of this research is to develop, model and systematize a collaborative formative experiment to recompose students' learning in reading and textual production, through the SAEB/INEP evaluation references (Brazil, 2021) and the Focus Maps (Brazil, 2021) of the BNCC (Brazil, 2017) as means to guide and enhance curricular activities of a Portuguese language teacher, within the scope of the 6th year of Elementary School. Considering the results of students' learning in reading skills and textual production revealed by the national assessments (SAEB/INEP), the study proposes to answer the following research problem: a collaborative formative experiment is an alternative to guide and enhance didactic-pedagogical guidelines of a teacher of the 6th year of Elementary School of a public school in the municipality of Parnamirim,  in the State of Rio Grande do Norte, for the recomposition of students' learning in reading and textual production skills? In view of this central issue, we consider it possible and pertinent to provoke a formally structured pedagogical reflection in the education system – through a collaborative formative experiment - with a view to being incorporated as a reference for a change in the professional attitude of the collaborating teacher of the research, regarding the relationship between the evaluation, its parameters, the monitoring of learning and the expected results, among others. The adhesion to the collaborative formative experiment on the part of the collaborating teacher led her to change her pedagogical practices in the school environment, improving her teaching practice, open to new learning and determined to do the best possible in the real conditions of a class with students at different learning paces from the 6th year of Elementary School. The theoretical basis to respond to the research is based on studies (Vozes da Educação, 2021) on learning recovery strategies; the BNCC's Focus Maps (Brasil, 2021), which presents the essential learning in each year of schooling in reading and textual production skills; the applicability of the Formative-Collaborative Experiment as a method of investigation of excellence, called as didactic experiment in the ideas of Davidov (1988) and teacher training and professionalization in the perspective of Ramalho, Núñez and Gauthier (2004), among others. 

11
  • FELIPE DANIEL BARROS DINIZ
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • CICLENE ALVES DA SILVA
  • DANIELA CUNHA TERTO
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARIA APARECIDA DE QUEIROZ
  • MARIA VIEIRA SILVA
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The aim of this thesis is to evaluate the trajectory of the Sistema Integrado de Monitoramento e Avaliação Institucional (Simais) – 2016-2019 – in light of the reconfiguration of the management of the state education system and public-private relations as expressions of managerial policies implemented in the country. Simais is implemented with resources from the World Bank, through a loan agreement between the government of Rio Grande do Norte and this institution. The management of the State Secretariat of Education, Culture, Sports and Leisure aimed to respond to the need for a system that would provide data and indicators to support educational policies and boost the quality of education in the public network. This research is theoretically and epistemologically grounded in historical and dialectical materialism and is inserted in the perspective of public policy evaluation as social research. The policy analysis employs the analytical theoretical framework of the Policy Cycle by Stephen Ball and Richard Bowe, articulated with Pierre Bourdieu's concept of trajectory. As research procedures, bibliographic review, documentary analysis, and semi-structured interviews with managers of Seec/RN and the Centro de Políticas Públicas e Avaliação da Educação (CAEd) were undertaken. The research finds that the policy trajectory was impacted by the reconfigurations of state education management and the involvement of private companies in education in Rio Grande do Norte. The system was created to assess student learning, the socio-economic context of those involved, and to create its own educational indicators. Large-scale assessment was seen as crucial to improving education and redefining policies and management. It would include assessment of learning, teaching, and institutional performance. However, resistance from Sinte/RN and Seec/RN prevented the implementation of accountability policies, making it impossible to evaluate teaching performance. At the same time, the involvement of foundations and private groups in state education grew, aligned with neoliberal ideals and seeking public resources. This presence privatizes education from within, introducing practices, values, and conceptions of educational quality tied to cost-benefit analysis and political assepsis. The increased influence of the private sector in education in Rio Grande do Norte distances managers from the pursuit of educational quality, transforming public schools into environments primarily focused on basic worker and consumer training in line with contemporary capitalist principles. This context is characterized by the reinforcement of values such as meritocracy, individualism, and competition. The Sistema Integrado de Monitoramento e Avaliação Institucional (Simais), for a portion of the management, was seen as a means to boost the profits of private companies, as well as a tool to monitor and control educational indicators in the state aimed at improving the quality of education.

12
  • IURY GABRIEL AMORIM DE ARAÚJO
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • RAYLANE ANDREZA DIAS NAVARRO BARRETO
  • VÂNIA CRISTINA DA SILVA
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This doctoral thesis aims to analyze the scouting discourses for the physical development,
    character and the so-called elevation of the intellect of children and young people from
    Rio Grande do Norte promoted by scout groups in the capital of the State of Rio Grande
    do Norte and its expansion to country towns, considering the ruptures and continuities of
    these institutions in the period between 1917, the year of the installation of the Brazilian
    Association of Scouts of Rio Grande do Norte, and 1923, when six groups of scouts from
    the countryside and the Associação de Escoteiros Andantes de Natal were made official.
    During this period, the scout movement was in a process of international and national
    expansion, then reverberating in the state of Rio Grande do Norte, initially through the
    process of installing institutions such as ABERGN, followed by the Alecrim Scout
    Association, in 1919 and the Association of the Walking Scouts, in 1923. Its founders
    used the local press and the Scouts themselves on parade to carry out propaganda for the
    movement with a view to strengthening the image of these institutions. As an establishing
    process, they constructed and disseminated legislation designed to regulate the bodies of
    members by imposing rules of selection, surveillance and punishment. They also
    established a connection between their speeches and the proposal of the movement
    created in 1908 by its founder, retired english general Robert Baden-Powel (1859-1941).
    I defend the thesis argument that the Scout Centers installed throughout the geography of
    north Rio Grande do Norte during the period in question constituted a hybrid network of
    disciplinary institutions, composed of voluntary associations, such as ABERGN, AEA
    and Escoteiros Andantes, and by groupings attached to pre-existing educational
    institutions. This occurred mainly due to the proximity of discourses on modeling bodies
    considered healthy and healthy between scouting and civil sporting institutions at the time
    and given the discursive relationship established by the common focus on the
    disciplinaryization of bodies and minds between scouting and the State. This network was
    consolidated as a strategic civil and State project that aimed to propose the realization of
    Scout speeches manifested in educational regulations and practices such as civic parades,
    masses, achievements of badges and outdoor journeys to learn camping techniques. A
    discourse that complements school education and aims to discipline bodies and minds so
    that they become useful in the service of the Fatherland. To create this text, I
    problematized sources such as scouting legislation, the newspaper A República, Revista
    de Ensino, photographs of the scouts and literature produced by Baden-Powell. These are
    documents that contributed to understanding the construction of scout statements and
    their discursive laws. Methodologically, I was guided by speech analysis based on the
    guidelines of Michel Foucault (2020). In the meantime, I appropriated the concepts of
    discourse, statement and discipline recommended by Michel Foucault (2020; 2014a), of
    scout culture based on the understandings of Jorge Nascimento (2008), of school
    legislation based on Luciano Faria Filho (1998). Finally, guided by the paths of Cultural
    History, it was possible to understand the construction of discourses that built scouting
    cultures at the time and their effects of rarity and repeatability. As a conclusion, Scouting
    culture created a model of education that, through the speeches produced, aimed to make vi
    children and young people so-called physically strengthened, with a character modeled
    by civics and intellectually developed to carry out practical exercises.
13
  • REBECA OLIVEIRA SOUSA
  • -

  • Líder : ADIR LUIZ FERREIRA
  • MIEMBROS DE LA BANCA :
  • ADIR LUIZ FERREIRA
  • ELDA SILVA DO NASCIMENTO MELO
  • MARCILIO DE SOUZA VIEIRA
  • ANDREIA APARECIDA PARIS
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • The object of this study, from a sociological and educational perspective, was the interest
    and permanence of students on the degree courses in Visual Arts and Theater at the Arts
    Center of the Universidade Regional do Cariri-URCA, located in the Cariri region in the
    south of the state of Ceará. Student interest and disinterest, as dynamic bridges between the
    subject and their surroundings, are issues that directly affect the permanence of studies in
    Higher Education. Bearing in mind that the specificity of each educational context is capable
    of revealing its own particularities, the general objective was to investigate the factors that
    affect student interest and permanence on these courses, from the point of view of the
    sociology of education: a theoretical framework was drawn up which includes the
    phenomenology proposed by Husserl and Schütz, ethnography from the perspective of
    Garfinkel, Geertz and Goffman and the contributions of ethnomethodology in the context of
    Higher Education by Coulon and Paivandi; in order to draw up some historical demarcations,
    bibliographical, documentary and legislative research was carried out, as well as
    consultations of institutional and news portals, social networks and photographic records;
    the field research was based on ethnography in education and included participant
    observation, sociobiography (including the researcher's own experience), documentary
    research in archives and semi-structured interviews, among other approaches to data analysis
    and systematization. The analyses of the interviews were grouped into thematic axes that
    covered everything from the processes by which students chose the courses, to society's
    relationship with the training on offer, the lack of prestige of the teaching profession, the
    socialization processes, and even issues of the institution's physical structure. The results of
    the research include: the processes of consciously prolonging training, on the part of students
    who saw benefits in maintaining their link with the institution; the revelation of factors that
    interfered with student interest and staying in the academic career, such as the context in
    which the courses were chosen, the limited curricular offer of the courses, vulnerabilities
    (student and institutional), prejudices against training in the arts, major institutional
    communication weaknesses (internal and external), events that generated a "break in
    rhythm" for students (Covid-19 pandemic, change of building), etc. Suggestions are also
    made for actions that could contribute to reversing or minimizing disinterest and dropout,
    such as optimizing internal and external communication, improving assistance policies,
    structural reform, and maintenance, among other measures. Finally, we believe that the
    research has contributed both to the understanding and use of theories and methodologies
    for educational research into Higher Education in general, as well as proving significant and
    productive for critical qualitative research into the empirical conditions of the student social
    world related to teaching and training at the URCA Arts Center.
14
  • SHEYLA CHARLYSE RODRIGUES DE OLIVEIRA
  • -

  • Líder : ELDA SILVA DO NASCIMENTO MELO
  • MIEMBROS DE LA BANCA :
  • ELDA SILVA DO NASCIMENTO MELO
  • CYNARA TEIXEIRA RIBEIRO
  • GILMAR SANTANA
  • MARIA ALDECY RODRIGUES DE LIMA
  • SILVANA CARNEIRO MACIEL
  • Data: 27-mar-2024


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

15
  • MARIA AUXILEIDE DA SILVA OLIVEIRA
  • -

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MARIA APARECIDA DIAS
  • ELIANA COSTA GUERRA
  • MARCIA TORRES NERI SOARES
  • SINARA MOTA NEVES DE ALMEIDA
  • Data: 27-mar-2024


  • Resumen Espectáculo
  • This thesis consists of a study on accessibility and inclusion in higher education, from the
    perspective of students with disabilities at the Federal University of Acre (UFAC). It starts from
    the understanding that people with disabilities should be protagonists of their own history. Thus,
    it aimed to analyze the narratives of students with disabilities in their academic trajectory,
    taking into account the inclusion policies directed towards them at UFAC. It is a qualitative
    approach, through narrative research, using the life history method. We also employed the
    "Snowball" sampling technique to complement and provide important information for this
    study. Eight students with disabilities participated in the study, as well as six participants
    indicated by these students as facilitators of their inclusion process in higher education, via
    snowball sampling. Thematic analysis was employed for the interview analysis. An analysis of
    institution documents was also carried out, including the Institutional Development Plan (PDI)
    (2020-2024), the General Regulations of UFAC (2013), and UFAC in numbers (2022). The
    research results reveal that for an inclusive culture to be incorporated into UFAC, it is important
    for the PDI to outline actions that promote accessibility in all its dimensions by various
    administrative instances (Pro-Rectors, Academic Centers, Directorates, among others). Beyond
    the legality of the issue, UFAC needs to incorporate the principles of inclusion and accessibility
    into its institutional policies and practices. This requires the institution to be open to dialogue
    and paradigm shift. Regarding the actions taken by the NAI for the retention of students with
    disabilities at UFAC, the analyses show that NAI's actions are linked to the National Student
    Assistance Program (PNAES), which develops actions through programs such as the
    Monitoring and Tutoring Program to Support Students with Special Needs in Education
    (PROMTAED), the Accessibility Support Program (Pró-Acessibilidade), and the Incentive
    Program for Students with Special Needs (Pró-Pcd). Concerning admission to higher education,
    the narratives of participating students indicate that the resources provided were sufficient for
    the Enem examination, and the quota law contributes to the inclusion of this audience in higher
    education. Furthermore, the results highlight the difficulties faced by students due to the
    absence of inclusive pedagogical practices in the classroom, the fundamental role of student
    monitors, the indication of the need for teacher training, and the existence of ableism in the
    university's daily life. Students expressed concerns about the lack of adequate materials, issues
    related to study habits, the amount of content, and the pace of activities, as well as suggesting
    more precise monitoring by NAI of the monitors' work. Considering the applicability of
    inclusive public policies for the retention of students with disabilities in higher education,
    within the context of UFAC, according to the participants' narratives, it is not possible to ensure
    that we have an inclusive university. Many barriers hinder effective inclusion at UFAC, but the
    participating students in the research revealed their protagonism and resilience amidst
    adversity. Despite the regulations established in Brazil, the reality presented by the interviewed
    students demonstrates significant failures in the implementation of these actions in the context
    of UFAC, especially regarding the dimensions of attitudinal, architectural, communicational
    and informational, and pedagogical accessibility. Thus, the effectiveness of accessibility to
    knowledge depends not only on rights guaranteed by legislation but also on the breaking of
    paradigms and prejudices that still persist in academic circles.
2023
Disertaciones
1
  • JOÃO PEDRO ARAÚJO DE SOUSA
  • -

  • Líder : ELDA SILVA DO NASCIMENTO MELO
  • MIEMBROS DE LA BANCA :
  • ELDA SILVA DO NASCIMENTO MELO
  • CYNARA TEIXEIRA RIBEIRO
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA
  • Data: 28-feb-2023


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

2
  • SHAIRANY ARIAS PALOMBO SONNTAG
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • MARIA INES SUCUPIRA STAMATTO
  • CLÁUDIA ENGLER CURY
  • Data: 13-jul-2023


  • Resumen Espectáculo
  • This dissertation aims to analyze the didactic material produced for the Schools of Apprentice Seamen in the late 19th century as part of the teaching methodology adopted in the institution. The book "The Apprentice Seaman's Book" is dated 1889 and consists of two volumes. The first volume is dedicated to elementary education, while the second volume focuses on professional education, forming the training of young apprentice seamen. To better understand the subject, we rely on theoretical references such as the considerations on the history of school subjects postulated by André Chervel (1990), as well as the concept of material culture, as discussed in the field of New Cultural History. In this regard, we mainly draw on the insights of Rosa Fátima de Souza (2007). Additionally, we engage with the work written by Rozenilda Maria de Castro Silva (2017), which addresses important issues regarding the functioning of these professional and military education institutions. Therefore, this work is situated within the domain of Cultural History, employing the writings of historian Sandra Pesavento (2019). As a methodology, we conduct a source analysis using the historiographical approach of Michel de Certeau (2007). Our findings demonstrate that the two volumes of "The Apprentice Seaman's Book" hold significant importance within the material culture of the Schools of Apprentice Seamen, allowing us to unravel important aspects of education in these institutions. Thus, this work presents an education guided by moral and religious values, while instilling a culture of discipline and obedience in the students.

3
  • JULLYANA MARIA MOREIRA JULIÃO
  • -

  • Líder : KARYNE DIAS COUTINHO
  • MIEMBROS DE LA BANCA :
  • KARYNE DIAS COUTINHO
  • MELISSA DOS SANTOS LOPES
  • MÁRCIA DO CARMO FELISMINO FUSARO
  • Data: 14-jul-2023


  • Resumen Espectáculo
  • This Master’s in Education research has as its theme the Feminist Theater of Natal and its educational reach and/or effects. In view of this, analyzing possibilities and powers of educational reverberations of theatrical performances, this work aims to investigate the educational dimension of Natal theater that deals with women, from the perspective of the artists of the feminist scene in Natal/RN. The women of the plays will be part of the study: Violet (2016) and Invisible Women (2018). Among the questions that drive the research, the following stand out: In what directions are the shows produced and/or performed by women capable of provoking political-social transformations? Do the pieces have - or did they have - educational implications for the artists who made them? In line with the qualitative nature of the research, the interview with the artists was chosen as the main methodological procedure, developed in the form of conversation groups, to dialogue about the theme of this work and identify educational elements present in the aforementioned plays. Among the results, it is highlighted that the reverberations, reach and/or educational effects provided by feminist theaters from Natal are in a constant exercise of recognition of the significance of being a woman in historical, cultural, social and political spheres.

4
  • RAÊNIA SUELE ARAÚJO DE LIMA
  • -

  • Líder : LUZIA GUACIRA DOS SANTOS SILVA
  • MIEMBROS DE LA BANCA :
  • LUZIA GUACIRA DOS SANTOS SILVA
  • GESSICA FABIELY FONSECA
  • TÂNIA MARIA GORETTI DONATO BAZANTE
  • Data: 21-jul-2023


  • Resumen Espectáculo
  • The present research is based on the relevance of reflection on Pedagogical Practices in the care of students with blindness, in the regular classroom. Such reflection is based on the assumptions of Inclusive Education, in which all students have the right to be together, living together, learning and developing, having their educational needs met. That way, we seek to answer the following question: How do the pedagogical practices and relationships established in a classroom in the Early Years of Elementary School occur and on what based, in a municipality of Seridó Potiguar, when a blind student is present in classroom? To answer this question, we have determined the general objective: To analyze the pedagogical practice, its fundamentals and the relationships established in a classroom of the Early Years of Elementary School, with the presence of a blind student. And, as specific objectives: to describe the pedagogical practices developed in the classroom of the Early Years of Elementary School, when a student with blindness is present; to identify the basic foundations of the pedagogical practices developed in the classroom; and to verify how the relations established between the teacher, the blind student and between this and her peers occur. With regard to theoretical and methodological aspects, we opted for a qualitative approach (BOGDAN; BIKLEN, 1994), exploratory and descriptive (GIL, 2002), applied through a field research (GIL, 2002). We also use other basic procedures such as: bibliographic research or secondary sources (LAKATOS; MARCONI, 1992), and documentary research, selecting authors who discuss and deepen our research topic, such as: Ainscow (2009); Vigotski (2019); Perrenoud (2001); Zabala (2014), Freire (2011; 2013), Mantoan (2003); Silva L.G. (2014; 2017). The experiment took place in a regular class of the first year of the Early Years of Elementary School, in a public school in the municipal network of Seridó Potiguar, where we carried out a simple observation (GIL, 2008) of the Pedagogical Practices of the head teacher, with whom we applied an interview semi-structured (LÜDKE; ANDRÉ, 2018) and the sociometric technique (VAYER; RONCIN, 1990), extended to the students of the researched class. Data were recorded in a field diary, photographs and voice recorder. Data analysis and interpretation considered Content Analysis (BARDIN, 1977) and the ideas of authors in the area. The results show that the Pedagogical Practices of the participating teacher have aspects that are in line with the sociocultural approach and the principles of the inclusive school, while others are in line with or are in transition, due to the lack of specific training of the teacher in relation to the process of acquiring knowledge by blind students, which allows them to predict and provide materials, methods and pedagogical strategies that consider the remaining meanings to mediate teaching with the blind student. Therefore, we consider that the school inclusion process of the student with blindness in the Seridó Potiguar/RN region is carried out via pedagogical practice under construction, as it transits between aspects that are consistent with the principles of inclusive education and the sociocultural approach, which we consider and choose as one of the closest to the principles of the inclusion paradigm. Although, during the observation period, the relationships established between the teacher and the blind student were based on courtesy, care and attention, we did not identify the teacher's call for the student to participate in reading activities and school celebrations, for example, which was confirmed in the application of the Sociogram. As for the relationship between students, the student with blindness is left out when it comes to doing group activities, requiring teacher intervention.

5
  • ANA TEREZA DOS SANTOS ARAÚJO
  • -

  • Líder : CRISLANE BARBOSA DE AZEVEDO
  • MIEMBROS DE LA BANCA :
  • CRISLANE BARBOSA DE AZEVEDO
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • GIOVANA CARLA CARDOSO AMORIM
  • IRAN DE MARIA LEITAO NUNES
  • JOÃO PAULO GAMA OLIVEIRA
  • Data: 25-jul-2023


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

6
  • ZULEIDE NOGUEIRA MEDEIROS SOARES
  • -

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • MARCILIO DE SOUZA VIEIRA
  • LARISSA KELLY DE OLIVEIRA MARQUES
  • MARIA DE LOURDES MACENA DE SOUZA
  • TATIANA WONSIK RECOMPENZA JOSEPH
  • Data: 25-jul-2023


  • Resumen Espectáculo
  • The present dissertation portrays the teaching experiences and pedagogical practices developed in the discipline of Folk Dance of the International School of Aldeia1 , located in Camaragibe/PE, with students from the 4th to the 9th year of Elementary School. Through descriptive qualitative research under the field study bias, conclusions were presented throughout the text on how the dance, which is education, can be successful. Questions were guided to reflect the teaching of Folk Dance in the educational context of the mentioned school. This research aims to identify the effect of the pedagogical practices developed in the learning of these students, providing the possibility to reflect on these practices, through a narrative about the teaching methodology of the subject's contents, as well as the description of one of the activities which takes place each year as the end of the school year, the “EIA Dance Festival”. The study in question points to an epistemological activity of dance in the school space, seeking to permeate this knowledge beyond the school, in order to obtain a more critical and successful education that forms ethical citizens with knowledge, opinions, ideas and actions that reverberate positively in society.

7
  • MARLIANE PORFIRIO DA SILVA
  • -

  • Líder : KILZA FERNANDA MOREIRA DE VIVEIROS
  • MIEMBROS DE LA BANCA :
  • CRISLANE BARBOSA DE AZEVEDO
  • IRAN DE MARIA LEITAO NUNES
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARLUCIA MENEZES DE PAIVA
  • Data: 26-jul-2023


  • Resumen Espectáculo
  • -

8
  • ILANNA MARNEA ARAUJO CHAGAS
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • GESSICA FABIELY FONSECA
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 26-jul-2023


  • Resumen Espectáculo
  • This research aims to analyze the body conceptions of the Special Education public student, as a place of learning through a formative experience with the teachers of the Specialized Educational Service of the Municipal Education Network of Natal. We adopted methodological qualitative principles, using participant research in this study as an investigative method (FREIRE, 1999; GIL, 2008; BRANDÃO, 2006). The theoretical support of this research was the epistemological foundations of Merleau-Ponty (1999). The empirical sample involved 46 teachers of the Specialized Educational Service of the Municipal Teaching Network of Natal. We used, as a data collection instrument, the questionnaire, audio record referring to the speeches of the research subjects during the formative process developed with the AEE teachers and photographic records. These elements were essential for the investigative and writing processes of this dissertation. The application of the initial questionnaire preceded the training process regarding its exploratory nature, the conceptions and possibilities of the body in a disability condition in the AEE. The teacher training proposal was structured in 10 training meetings involving the Special Education public student body, being organized in two moments: “What body is this?” and “The possibilities of the body in AEE”. Subsequently, we applied a second questionnaire in order to obtain the record of the final impressions about the body of the Special Education student as a place of learning. We used Bardin's (2011) content analysis in order to understand better the research data. This allowed us to categorize the data into the following analysis categories: body and movement, body and inclusion, and body learning. During the formative process, we reflected on the body from the phenomenology of Merleau-Ponty (1999), whose perception is that we do not have a body, but we are a body. The body is unique, subjective, and attributes sense and significance to our experiences in face of relationships. From this perspective, the body in a disability condition perceives, feels, interacts, moves, gets emotional, and learns in its relationship with itself, with each other, and with the world. The results of the analyses pointed to the breaking of some stigmas about the body in a disability condition and its learning process. Hence, it is important to understand that each student is a body as a place of learning and that it needs to be seen in an integral way. Therefore, it must be present in all pedagogical activities developed in the AEE, as well as in all actions developed in the school institution.

9
  • LUANA PEREIRA DA CUNHA
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • HALANA GARCEZ BOROWSKY
  • FLAVIA ROLDAN VIANA
  • ANEMARI ROESLER LUERSEN VIEIRA LOPES
  • Data: 26-jul-2023


  • Resumen Espectáculo
  • -

10
  • NINODJA THAYSI BARBALHO DA SILVA SOUZA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • GESSICA FABIELY FONSECA
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 26-jul-2023


  • Resumen Espectáculo
  • Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that compromises neurological functions with regard to behavior, language and social interaction of individuals. There is still no single scientific evidence regarding the cause of autism, although research directs such causes to genetic and/or environmental factors. Research by the World Health Organization (WHO) estimates that Autism is present in about 70 million individuals worldwide (equivalent to 1% of the world's population). In Brazil, about 2 million individuals have autism. According to studies carried out in the United States in 2019 and 2020, there was an even greater growth in the number of diagnosed cases of autism, revealing that its prevalence is 1 in 30 individuals between 3 and 17 years old. Considering the existing literature in Brazil about ASD, it is evident that a large part of it is focused on the characterization of the spectrum and the most appropriate forms of treatment. Autism is mentioned in early childhood and, in a few cases, in adolescence. As for autism in adult life, when it comes to inclusive opportunities and possibilities in educational environments, including the academic environment, research is still somewhat incipient. As for the number of people with ASD who are attending universities, this is still low. According to data from the 2020 Higher Education Census, carried out by the National Institute of Educational Studies and Research Anísio Teixeira, 2,974 people with ASD were enrolled in Brazilian universities. Therefore, considering the scientific research that discusses autism in Brazilian universities, little is addressed about students' perceptions in relation to the learning processes and permanence at the University. It is identified that such research is often focused on the need for continuing education for educators in order to know how to deal pedagogically with students with ASD or the importance of the adapted curriculum in educational institutions. Considering these assumptions, the research in focus, entitled Perceptions of Students with Autism Spectrum Disorder regarding the Inclusion Processes: access and permanence at UFRN, emerged from the personal and professional interest regarding the scientific and social deepening of the raised approach. As a researcher, educator, professional and mother of a teenager with ASD, the aim, through this research with a qualitative approach, is to analyze the perceptions of nine students with autism spectrum disorder, graduating from the Federal University of Rio Grande do Norte regarding to the processes of inclusion and permanence in the academic locus. As a result, we present the analysis of the students' perceptions and the suggestions they brought, with the intention of contributing to the dissemination of new knowledge, reflections and discussions regarding the researched approach.

11
  • JOSIVANDO FERREIRA DA CRUZ
  • -

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • MARCILIO DE SOUZA VIEIRA
  • KARYNE DIAS COUTINHO
  • TATIANA WONSIK RECOMPENZA JOSEPH
  • Data: 26-jul-2023


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

12
  • MÁRCIA FERNANDES BONDADE LIMA
  • -

  • Líder : MARIA APARECIDA DOS SANTOS FERREIRA
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • GILMAR BARBOSA GUEDES
  • MAGNA FRANCA
  • JOSÉ MOISÉS NUNES DA SILVA
  • LENINA LOPES SOARES SILVA
  • Data: 27-jul-2023


  • Resumen Espectáculo
  • High School, as a level of education, has been in the spotlight of the Brazilian educational scenario, as a topic of discussion and target of various reforms, policies and programs, giving youth a variety of offers, which allows multiple ways of undertaking this level of education in the country. The present research focuses in the Full-Time High School Funding Program, regulated at a national level by the Decree nº 1.145/2026, in the context of the High School Reform (Law 13.415/2017). This study aims to analyze the configuration of the Funding Program destined to the Full-Time High Schools and its implications in the school system of the state of Rio Grande do Norte. The delimitation of the empirical field of this research is the state school system of Rio Grande do Norte, and the timeframe studied is the first decades of the twentieth century, with emphasis in the period 2016-2022. The nature of this research is qualitative, bibliographical and documental. It is developed under the perspective of the historical-dialetical materialism. The theoretical foundation is based on authors such as Silva (2018), Ferretti (2018), Ferretti & Silva (2017), Dourado (2019, 2020), Ramos & Frigotto (2016), Frigotto (2011, 2015), Silva & Scheibe (2017), Krawczyk & Ferretti (2017), Peroni & Caetano 92015, 2016), Kuenzer (2002, 2008, 2017), Araújo (2019), Laval (2019), Freitas (2012), among others. The documental aspect of the research was developed from sources such as Laws, Decrees, Resolutions and Handbooks related to the Funding Program both at federal and state level. Furthermore, reports that document the financing of the Program were also used as sources of investigation. The results of the research reveal that the Funding Program does not only encompasses the financing and the criteria for the transfer of resources by the FNDE. Its scope includes, mainly, the pedagogical approach to be implemented within the Program, which is grounded on a competence-based curriculum, aligned to a globally sctructured educational agenda, with accountability-based practices anchored to performance metrics, which are intertwined to managerialism in education. Regarding financial aspects, the state of Rio Grande do Norte received, in the 2017-2022 timeframe, a total of R$ 79.768.839,33 from FNDE. Of this amount, 47,19% was invested in funding and 14.5% in capital for maintenance and educational development. The research identified a permanent need of extra resources for funding of the Program, which implies continuous investment in the Full-Time High Schools as opposed to only 10-year periods.

13
  • ANDREZA KARLA DE SOUZA RIBEIRO GOMES
  • -

  • Líder : MARIA CARMEM FREIRE DIOGENES REGO
  • MIEMBROS DE LA BANCA :
  • MARIA CARMEM FREIRE DIOGENES REGO
  • MARIANGELA MOMO
  • ANTONIO FERNANDO GOUVÊA DA SILVA
  • Data: 28-jul-2023


  • Resumen Espectáculo
  • -

14
  • LÍGIA SILVA PESSOA
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • OLIVIA MORAIS DE MEDEIROS NETA
  • JUCIENE BATISTA FELIX ANDRADE
  • BETANIA DE OLIVEIRA LATERZA RIBEIRO
  • Data: 28-jul-2023


  • Resumen Espectáculo
  • In the first republic, from 1923 onwards, initiatives emerged in different parts of Brazil
    to celebrate Teachers' Day and attempts were made to make the commemorative
    date official. However, it was only in 1963 that Federal Decree No. 52682 was
    created and promulgated, establishing 15 October as Teacher's Day. In the
    meantime, there are different signs of mobilizations in favor of the institutionalization
    of the date. The aim of this research is to analyse the celebration of Teacher's Day in
    Brazil, from the first initiatives to the official recognition of the date in 1963. For this,
    we defined the following specific objectives: to present the history of the teaching
    profession, to analyze the celebrations of Teacher's Day in the 1930s and to analyze
    the actions promoted in favor of the officialization of Teacher's Day. The research
    method is based on the Indicative Paradigm of Ginzburg (1996). To accomplish the
    proposal, we analyzed the newspapers from the Hemeroteca Digital collection. We
    are based on the understanding of the studies of Brazil and Nascimento (2020). The
    concept of intellectuals defined as creators and cultural mediators according to
    Sirinelli (2003). In addition, this research is based on the concept of Representations
    discussed by Chartier (1991) that underlies the discussions about the intentionalities
    that permeate the actions around the celebrations and officialization of the date.
    Thus, we found that the first initiatives to commemorate the date were marked by the
    presence of intellectuals who, through the influence of their positions, mobilized the
    importance of the date. Beginning in the 1940s, debates and campaigns were
    developed for the institution of the date, and the teachers joined this movement,
    since the date gave notoriety to teachers. Then, despite the celebrations represent
    only a symbolic recognition of this profession, teachers understood that the date was
    strategic to highlight the category.


15
  • PAULO EMILIO EURICH MAITO
  • -

  • Líder : MARIA CARMEM FREIRE DIOGENES REGO
  • MIEMBROS DE LA BANCA :
  • MARIA CARMEM FREIRE DIOGENES REGO
  • ALINE DE PINHO DIAS
  • ELOIZA DA SILVA GOMES OLIVEIRA
  • Data: 28-jul-2023


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

16
  • FRANCISCA ELIZÂNGELA DUARTE
  • -

  • Líder : ELDA SILVA DO NASCIMENTO MELO
  • MIEMBROS DE LA BANCA :
  • ELDA SILVA DO NASCIMENTO MELO
  • ALLYSON CARVALHO DE ARAUJO
  • JOÃO RICARDO FREIRE DE MELO
  • Data: 31-jul-2023


  • Resumen Espectáculo
  • Over the past few decades, we have increasingly highlighted the need for innovation and the
    integration of new digital technologies in the pedagogical practice of teachers, considering the
    demands of contemporary society and, consequently, our students. This changing scenario has
    posed great challenges to teachers, who, even timidly and without significant support from the
    government, are seeking training to develop competencies capable of meeting this new generation
    of students. Given this scenario of changes occurring in education, especially in the municipal
    education networks of Natal/RN and Parnamirim/RN, the need arose to carry out this project
    entitled "Social Representations of Teachers about Continuing Education on Innovation in
    Teaching," which seeks to answer the following questions: Do teachers in the municipal network
    have training to use new technologies in teaching and adopt innovative pedagogical practices?
    Furthermore, we seek to understand how teachers' social representations of continuing education
    on innovation in teaching impact their professional daily life and guide their conduct and
    pedagogical practices. To do so, we used the Free Word Association Technique (FWAT), a
    questionnaire, and a field diary as technical data collection procedures. The technical instruments
    were applied in three schools of the municipal network of Natal/RN and Parnamirim/RN, with 53
    teachers as research participants. The results of this study indicated that the researched professors
    have a positive social representation about innovative pedagogical practices, and, therefore, tend
    to adopt a more open and receptive attitude to the introduction of new methodologies in their daily
    practice. They recognize that the world is constantly evolving and that today's challenges require
    educational approaches that are more appropriate and aligned with the needs of students.


17
  • AMANDA DO NASCIMENTO BARRETO FREITAS
  • -

  • Líder : CYNARA TEIXEIRA RIBEIRO
  • MIEMBROS DE LA BANCA :
  • CYNARA TEIXEIRA RIBEIRO
  • ADIR LUIZ FERREIRA
  • ZAETH AGUIAR DO NASCIMENTO
  • Data: 31-jul-2023


  • Resumen Espectáculo
  • The work intends to analyze the effects produced by the crossing of psychoanalysis in the trajectories of initial and continued teacher training of teachers working in educational institutions. For that, was carried out a bibliographical research about the relations between psychoanalysis and teacher training, as well as interviews with three pedagogues whose professional trajectories were impacted by the encounter with the psychoanalytical referential. The bibliographical research carried out considered the articles published in the last ten years, in the CAPES Portal and in the SCIELO Platform, being selected the publications referring to the formative processes of teachers. The analyses of these articles emphasize the discussion about possible contributions of psychoanalysis in the formative trajectories of the teachers, indicating that such subsidies are composed of four axes: (1) the teacher as a subject; (2) transference relationships between professors and students; and (3) the effects of contemporary society's educational imperatives on pedagogical relationships. In turn, the results of the interviews point to the singular character of the pedagogues' encounters with psychoanalysis, confirming that this crossing is considered by them as essential in their formative trajectories, being of the order of a choice that occurs in the interweaving between the professional and personal, guided by the desire of the subject. In the formative trajectories of these pedagogues, the encounter with psychoanalysis took place, as a rule, during continuing education, a moment in which there was an encounter with psychoanalysis through personal analysis, with the search for psychoanalytic care motivated by questions arising from teaching practice with children. According to the interviewees, teaching is considered challenging from a subjective point of view, as it demands processes of listening and acceptance that require considering children and adolescents as subjects who are protagonists of their educational processes, which require the redefinition of idealizations existing in relationships with peers, students and families.Based on the constructed data and the resulting analyses, it’s possible to conclude that the presence of psychoanalysis in teacher training is a historically complex issue and that currently there is a gap in initial training, therefore, the encounter with the psychoanalytic referential takes place, as a rule, in continuing education. Additionally, it was evident that the choice of psychoanalysis as one of the references that underlie teaching postures and practices allows to deal in a differentiated way with issues inherent to professional practice in its interweaving with the personal dimension.

18
  • JOÃO BATISTA NUNES FILHO
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MARLUCIA MENEZES DE PAIVA
  • MARCIO ADRIANO DE AZEVEDO
  • Data: 31-jul-2023


  • Resumen Espectáculo
  • -

19
  • FRANCISCO MELQUIADES FALCÃO LEAL
  • -

  • Líder : MARIA VIEIRA SILVA
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • MARIA VIEIRA SILVA
  • CATARINA DE ALMEIDA SANTOS
  • Data: 18-oct-2023


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

20
  • LIDIANE PEREIRA DA SILVA
  • STUDENT VIEWS ON DEAF TEACHING PRACTICES AND THE USE OF DIGITAL EDUCATIONAL TOOLS

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • ALINE DE MENEZES BREGONCI
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • Data: 20-oct-2023


  • Resumen Espectáculo
  • The use of digital technologies by individuals promotes sociocultural practices that directly reflect on learning processes. In the academic context, deaf students experience experiences that configure a visual teaching and learning process. Recognizing the need to adopt methodologies that align higher education courses with current technological challenges and that consider the visual aspects of deaf culture, this work had the general objective of analyzing the perception of deaf students on the Degree in Literature - Portuguese Language and Libras from the Federal University of Rio Grande do Norte (UFRN) about the use of digital educational tools in the teaching and learning process. To this end, we set out specific objectives, namely: i) identify the perception of deaf students in training regarding the use of digital educational tools in the teaching and learning process; ii) identify the profile and technological appropriation of deaf students on the Degree Course in Literature - Portuguese Language and Libras at UFRN in training; and, iii) diagnose training needs regarding the use of digital educational tools in the teaching practices of deaf academics. The study brings Deaf Studies in education as a theoretical contribution in a critical conception that highlights the role of sign language in the production of experiences, which guides us to (re)think the uses of digital technologies in the training of deaf students. Articulating the issues that involve the reflections brought by the students themselves is placing them as protagonists of their own training. The research took a qualitative approach with a descriptive-interpretive design and elements of a case study. The participating subjects were five deaf students from the Literature - Portuguese Language and Libras course at UFRN, regularly enrolled in the Supervised Internship in Teacher Training for Elementary Education. Data were collected from a semi-structured interview carried out in Brazilian Sign Language, recorded through video recordings made on the Zoom Meetings digital platform. Data analysis was carried out using the content analysis technique, based on Bardin, organized into three categories of analysis: 1) the use of digital educational tools in the classroom; 2): identification of digital educational tools: in the academic lives of deaf students, and 3) types of teaching methodologies applied with digital educational tools by teachers. The results found allow us to highlight important aspects in the pedagogical implications favorable to the use of digital educational tools in the teaching and learning process of deaf students, such as the potential versatility of these resources in pedagogical strategies, especially with written Portuguese. However, it is important to consider that the mere use of these resources, without effective objectivity and criticality, does not imply disruption of methodological practices rooted over time. This requires effort, time and study. And it is in this sense that other research must emerge to encourage new perspectives that contribute to the notability of the subject.

21
  • ANA KARLA FERREIRA DE SANTANA ROSA GOMES
  • USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES BY SPECIAL EDUCATION TEACHERS AT PROFESSOR VARELA BARCA STATE SCHOOL IN THE MUNICIPALITY OF NATAL/RN

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • ALINE DE MENEZES BREGONCI
  • Data: 20-oct-2023


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

22
  • ROSELI SANTOS DA SILVA FLORENCIO
  • STATE OF KNOWLEDGE: ACADEMIC PRODUCTIONS ABOUT ACCESS OF GRADUATES FROM YOUTH AND ADULT EDUCATION (EJA) IN HIGHER EDUCATION
  • Líder : ANDREIA DA SILVA QUINTANILHA SOUSA
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • MARIA GORETTI CABRAL BARBALHO
  • RUTE ALVES DE SOUSA
  • ZORAIA AGUIAR BITTENCOURT
  • Data: 17-nov-2023


  • Resumen Espectáculo
  • The main objective of this dissertation work is to analyze the access of graduates from EJA (Educação de Jovens e Adultos - Youth and Adult Education) to higher education, from the perspective of theses and dissertations from the Instituto Brasileiro de Informação em Ciência e Tecnologia (IBICT - Brazilian Institute of Information in Science and Technology), from 1996 to 2022. In order to investigate the answers to the problem of this research, which consisted of understanding how the academic entry of graduates from EJA has been conceived through studies and researches in the area of education nationwide, the State of Knowledge methodology was used, which had the book Estado do Conhecimento: teoria e prática, written by the authors Morosini, Kohls-Santos and Bittencourt as its theoretical and instrumental contribution. The results obtained in this study revealed that the topic regarding the access of EJA graduates to higher education has been scarcely studied in the country, given that, in addition to the fact that few works found and analyzed are, for the most part, master's theses, they are, only from higher education institutions from the Central-West, Southeast and South regions, thus, institutions from the North and Northeast regions haven’t been shown. It was also found that these works brought theoretical insights into different social and educational dimensions when discussing the possibility of EJA graduates accessing higher education, since EJA covers an extensive diversity in terms of its target audience. This study came to the conclusion that, upon entering higher education, EJA graduates will face challenges caused by the academic environment, which are encountered from the accessing process to remaining at this educational level. That said, to overcome these challenges and achieve academic training, it is necessary to have incentives from individual, interpersonal and governmental processes. 
23
  • RITIANE MEDEIROS DA SILVA CARVALHO
  • PROCESSO DE ESCOLARIZAÇÃO DA CRIANÇAS COM DEFICIÊNCIA INTELECTUAL EM TEMPOS DE ENSINO REMOTO EMERGENCIAL

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • GESSICA FABIELY FONSECA
  • MARLA VIEIRA MOREIRA DE OLIVEIRA
  • Data: 04-dic-2023


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

24
  • FRANCISCA IARA BEZERRA DA CUNHA SOUZA
  • COLLABORATIVE FORMATIVE MEDIATION IN THE SCHOOL INCLUSION PROCESS OF A BLIND STUDENT
  • Líder : LUZIA GUACIRA DOS SANTOS SILVA
  • MIEMBROS DE LA BANCA :
  • LUZIA GUACIRA DOS SANTOS SILVA
  • GESSICA FABIELY FONSECA
  • EDUARDO GOMES ONOFRE
  • Data: 05-dic-2023


  • Resumen Espectáculo
  • Continuing collaborative training, in our opinion, is one of the ways to support the establishment of inclusive pedagogical practices. This premise led us to develop a research, at Master's level, with a qualitative, collaborative approach (Ibiapina, 2016), and an ethnographic matrix, applied via case study method, entitled “Collaborative Formative Mediation in the School Inclusion Process of a Blind Student”. The central objective of this research is to analyze the contributions of collaborative training mediation in the visual impairment and to build pedagogical practices for blind students. The specific objectives are: to point a teacher's conceptions about the visual impairment and pedagogical practices with a blind student, before and after their participation in collaborative training; to verify the contributions of socio-affective aspects in the relationship between the teacher and the blind student, before and after training mediation; to mediate, through the application of collaborative training, knowledge, strategies and specific instruments for teaching a student with blindness; to list the elements of collaborative formative mediation that most contributed to change the pedagogical conceptions and attitudes of the teacher collaborating in the research, considering the presence of the blind student in the classroom; to identify specific teaching strategies and instruments used by the teacher in the classroom with a blind student, before and after the training mediation; to verify the contributions of socio-affective aspects in the relationship between the teacher and the blind student, and, between the blind students and the other students in the class, before and after the formative mediation. The investigative locus is Early Year Elementary School, in the municipal public education network in the city of Natal/RN. The research subjects are 01 full professor; 01 student with congenital blindness. In order to produce the data, we used the following instruments: a) semi-structured interview with the participating teacher; b) non-participant observation; c) pedagogical workshops with collaborative mediation with the teacher; d) Field Journal - to register what was observed and mediated; e) the teacher’s application photographic dossier with the mediated strategies and instruments. Data analysis, based on specialized literature, such as Zabala (1998), Pires (2019), among others that considered the reality found and the principles of Content Analysis (Bardin, 1997). The results show that our research accomplishes the initial propositions by enabling improvements regarding autonomy and the achievement of citizenship through adequate education for blind students.

25
  • EDILSON PAULO DE SOUZA
  • A EXPERIÊNCIA DA ESCOLA ESTADUAL PROFESSORA MARIA ARAÚJO: UMA GESTÃO ESCOLAR OUTRA É POSSÍVEL? (2005-2011)

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • BRUNA TARCILIA FERRAZ
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 15-dic-2023


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

26
  • ISABELLE EMILY FERREIRA DE SOUZA TAVARES
  • -

  • Líder : GESSICA FABIELY FONSECA
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • KATIA REGINA LOPES COSTA FREIRE
  • MARIA APARECIDA DIAS
  • PRISCILA BENITEZ
  • Data: 21-dic-2023


  • Resumen Espectáculo
  • Teaching practices have in their action the materialization of theoretical concepts about “what student we have and what education we want” for our society. Regarding inclusion, given its importance, it has been frequently discussed among education professionals, across all levels of education. Thus, the investigation proposed in this dissertation aims to analyze the teaching practices of Youth and Adult Education (EJA) teachers developed with students with Intellectual Disabilities (ID). More specifically: a) Describe teaching practices developed with students with ID at EJA; b) Systematize teachers' conceptions about the learning processes of these students with ID and c) Identify the repercussions of teaching practices on the academic career of students with ID. As for its nature, this research is exploratory, of a qualitative nature, using a case study as a procedure. Data were collected from systematic observations of classes recorded in a field diary and semi-structured interviews carried out with teachers and students. Regarding the sample of research participants, the criteria for choosing teachers were: having initial training in Pedagogy, working in the first segment of EJA with students with Intellectual Disabilities. The selection criteria for the students were: a) being in the first segment of EJA, b) Having a report or suspicion of Intellectual Disability. The data obtained in the interviews and observations were organized into the following categories: 1) Teaching practices for which students: a conversation about the concept of pedagogical accessibility; 2) Generalist teacher and special education teacher at EJA: Portraits of a context; 3) School trajectory of the EJA student with ID. The analysis of the teaching practices of EJA teachers developed with students with ID made it possible to glimpse the pedagogical space as a space of double exclusion and vulnerability for the target audience of Special Education, as well as silencing of the pedagogical demands of young people and adults in these spaces. The study concludes that investigations into teaching practices at EJA allow vocalizations of groups historically excluded and silenced from school teaching and learning processes, such as young people and adults with ID.

Tesis
1
  • JOSE CORREIA TORRES NETO
  • -

  • Líder : TATYANA MABEL NOBRE BARBOSA
  • MIEMBROS DE LA BANCA :
  • ANA LUCIA SARMENTO HENRIQUE
  • ANA LÚCIA GUEDES PINTO
  • CELLINA RODRIGUES MUNIZ
  • HUMBERTO HERMENEGILDO DE ARAUJO
  • ILANE FERREIRA CAVALCANTE
  • MARIA CARMEM FREIRE DIOGENES REGO
  • TATYANA MABEL NOBRE BARBOSA
  • Data: 23-feb-2023


  • Resumen Espectáculo
  • 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.

2
  • DÂMARES SALDANHA TOSCANO DE SOUZA GOMES
  • -

  • Líder : TATYANA MABEL NOBRE BARBOSA
  • MIEMBROS DE LA BANCA :
  • TATYANA MABEL NOBRE BARBOSA
  • MARIANGELA MOMO
  • HALANA GARCEZ BOROWSKY
  • CLAUDIANNY AMORIM NORONHA
  • IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • MÁRIO GLEISSE DAS CHAGAS MARTINS
  • Data: 24-feb-2023


  • Resumen Espectáculo
  • This work is the continuation of our master’s degree research (Research Group CONTAR - CNPq | PPGED – UFRN, 2018), in which we focus on school policies for writing in different áreas, from Political Pèdagogical Projects analysis at Education Municipal System in Parnamirim/RN, city from Natal/RN metropolitan zone. Our studies on the context of relation between curriculum – writing teaching, the theoretical survey and the built results contributed to deepen the topic to doctorate standard. It also made possible to broaden the research into a national dimension. In this sense, we go back to these elements analysis in master’s dissertation and doctoral thesis developed in all Brazil regions by Post Graduation in Education and Language Studies Programs, over a nine-year period. Our corpus is made of twenty thesis and dissertation, collected oficial sites, such as: CAPES Thesis and Dissertations Catalog and Federal Universisty Of Rio Grande do Norte Institutional Repository. Our work is set as qualitative and documental research, meta research type, whose data analysis occurred through information systematization in categories, from corpus reading. We adopted the following research question: which research theoreticalmethodological approach deal with the relation between curriculum and writing teaching to Portuguese Language area in nine-year Elementary School? Our general aim consists in indentifying theoretical-methodological tendencies in research fields of studies that deal deal with the relation between curriculum and writing teaching. Our main specific aims are: I – Identifying theoretical tendencies related to writing teaching; II – Investigating curriculum theoretical tendencies and III – Identifying results and perspectives at the topic studies. For this purpose, we have as theoretical-methodological references: Almeida (2007), Antunes (2003), Bakhtin (2011), Faraco (2009), Kieslich (2004), Koch (2006), Leite and Barbosa (2014), Marcuschi (2011), Meurer e Motta-Rott (2002) (bakhtinian conceptions, language, writing teaching); Libâneo, Oliveira and Toschi (2012), Lima (2014), Sacristán (2000), Silva (2015), Varela (2013) (Curriculum); Lüdke and André (1986), Flick (2009), Mainardes (2018), Mainardes and Tello (2016) (research methodology), among others. The results point out that the researches: are qualitative; mostly use documental analysis; converge to the same área and are based on language interactionist conception; define curriculum as a document that guides the writing teaching and that is a political environment. It salso contributes to improve writing teaching and the research field. In conclusion, carrying out this research enabled finding results to teaching and school in persuing a curriculum that regards writing teaching through discursive genres.

3
  • EMANUELLE JUSTINO DOS SANTOS
  • THE BODY ART BRINCANTE OF ANTÔNIO NÓBREGA AS AN EDUCATIONAL POWER

  • Líder : ROSIE MARIE NASCIMENTO DE MEDEIROS
  • MIEMBROS DE LA BANCA :
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • MARCILIO DE SOUZA VIEIRA
  • TEREZINHA PETRUCIA DA NOBREGA
  • LUIZ ARTHUR NUNES DA SILVA
  • ANA CRISTINA ZIMMERMANN
  • Data: 27-feb-2023


  • Resumen Espectáculo
  • 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.

4
  • LIÉDJA LIRA DA SILVA CUNHA
  • A formative experiment to teach reading portuguese in a comprehensive way

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • ELDA SILVA DO NASCIMENTO MELO
  • ADIR LUIZ FERREIRA
  • MARIA DA PENHA CASADO ALVES
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 27-feb-2023


  • Resumen Espectáculo
  • -

5
  • LAÍS PAULA DE MEDEIROS CAMPOS AZEVEDO
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • OLIVIA MORAIS DE MEDEIROS NETA
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARIA INES SUCUPIRA STAMATTO
  • CRISLANE BARBOSA DE AZEVEDO
  • IRANILSON BURITI DE OLIVEIRA
  • DIANA GONÇALVES VIDAL
  • Data: 27-feb-2023


  • Resumen Espectáculo
  • 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.

6
  • JONATHAN ALVES MARTINS
  • -

  • Líder : ANDREIA DA SILVA QUINTANILHA SOUSA
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • CARINA ELISABETH MACIEL
  • CLEIDE EMILIA FAYE PEDROSA
  • MARIA GORETTI CABRAL BARBALHO
  • MARIA VIEIRA SILVA
  • TAYSA MÉRCIA DOS SANTOS SOUZA DAMACENO
  • Data: 28-feb-2023


  • Resumen Espectáculo
  • Due to higher education expansion policies responsible for a significant increase in the entry of students from the most vulnerable strata of the population in these spaces, the profile of students at public universities has been modified in recent decades, whether regarding race, gender or social class (ANDIFES, 2018). From the context of increase in the number of vacancies in public educational institutions, also derives the institution of policies that seek to provide conditions so that needy students could remain in the university until the completion of the formative process. From the perspective of such material reality, this doctoral thesis analyses the National Student Assistance Program (Pnaes), as operationalized at the Federal University of Rio Grande do Norte (UFRN) in the period between 2011 and 2020, with the central objective of analysing the student assistance policy from a focus that falls on the benchmarks that guide the conduct of the referred public action, as well as on the changes that occurred during the first decade of implementation of Pnaes at UFRN. Throughout the analysis, concepts are mobilized that refer both to the universal aspect and the particularities of the research object in focus, such as: the binomials justice/social justice and social inclusion/exclusion; vulnerability, poverty and inequality; and access and permanence. We also adopt, in agreement with Nascimento and Arcoverde (2012), the concept of "scholarshipification" to describe the logic under which the Student Assistance policies operate nowadays, patent in a historical context of concomitance between student and social assistance and marked by processes of financial reimbursement and counterparts located beyond the pedagogical requirement. In the toada of this interdisciplinary perspective, the research adopts public policies as an analytical category (MULLER, 2018; HASSENTEUFEL, 2008), and the methodological path was built by the dialogue between Cognitive Approaches to Public Policy and Critical Discourse Studies. The corpus of analysis is composed of transcripts of semi-structured interviews with six professionals from the permanent staff of public servants at UFRN identified by the research as decision-makers in the various sectors responsible for the operationalization of student assistance at UFRN, as well as 650 interviews collected with students served by such policy. Thus, the thesis presents a specific analysis of the ideas in action which materialize by means of a particular normative and cognitive framework at UFRN in the period under analysis. The work is divided into five chapters, which accommodate: (i) a detailing of the public policies for student assistance in the historical cycles of Brazilian public higher education; (ii) a historical and dialectical recovery of the cycles of student assistance at UFRN, focusing on the responses elaborated by the institution in the execution of Pnaes resources in the period; iii) an analysis of the discourses and assessments of students who are assisted by assistance about the policy at UFRN; iv) a critical appreciation of the ideas of assistance in the discourses of political-bureaucratic actors who execute the public policy at UFRN; and v) a reflection about the possible sociocognitive and ideological effects of the discourses of managers in the materialization of the policy. In view of the results obtained, we conclude that the student assistance model adopted by UFRN is not ideal and that, among other factors to be improved, the resources coming from Pnaes should be used to grant permanence allowance without the requirement of a work counterpart. We defend that, following the example of other federal universities, UFRN should create a permanence allowance linked to those already existing. Finally, in the Final Considerations, it is woven a reflective and propositional synthesis based on the results of empirical and theoretical-epistemological analyses carried out, taking into account that the research was built with a view to building knowledge for the transformation of the policy and, thus, produce conditions that favor social change for the improvement of people's lives.

7
  • MOALDECIR FREIRE DOMINGOS JUNIOR
  • -

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • JOSE PEREIRA DE MELO
  • ALLYSON CARVALHO DE ARAUJO
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • Data: 28-feb-2023


  • Resumen Espectáculo
  • 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.

8
  • CAMILA RODRIGUES DOS SANTOS
  • -

  • Líder : ELDA SILVA DO NASCIMENTO MELO
  • MIEMBROS DE LA BANCA :
  • ELDA SILVA DO NASCIMENTO MELO
  • CYNARA TEIXEIRA RIBEIRO
  • ADIR LUIZ FERREIRA
  • DANIELLE OLIVEIRA DA NÓBREGA
  • ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA
  • JOSÉ BELTRÁN LLAVADOR
  • Data: 28-feb-2023


  • Resumen Espectáculo
  • Investigating the contributions of the studies on Social Representations Theory (SRT) to the teaching practice has as its epistemological foundation the conception that the knowledge is a human construction based on the individual and group view of a specific group in a determined social organization and of the historical traces of this group and of its members individually. Hereupon, this research aims to analyze the social representation of a group of teachers about “being a teacher”, from the interface between the Social Representations Theory (SRT) and the own representation of the group as a social phenomenon and its implications on the “teacher doing”. This investigation was born from the studies elaborated in the scientific initiation, during the participation in Research Projects on the Line of Research “Education, Representations and Teacher Training”, part of the Postgraduate Program in Education from the Federal University of Rio Grande do Norte (UFRN). Also contributed to this study researches related to teacher training, the educational public policies and the teaching practice, associated with the assumption that the studies related to SRT reveal a knowledge of the researcher about herself as a “teacher being”. Such knowledge provided changes in her own teacher doing and for this reason, the writing is inspired by the autoethnography. To develop the research, we used as theoretical-methodological support: the SRT, defended by Moscovici (1961), Jodelet (2001, 2011) and Sá (1996, 1998); the Central Core Theory (CCT), elaborated by Abric (1996, 1998) and held by Melo (2009, 2022); and Freire’s Philosophy of Education (1979, 1997, 2000, 2019). Reviewing the literature and the state of art, from the investigation about the proposed theme, in Thesis and Dissertations CAPES/MEC Database, it was noticed the lack of studies in this regard, signaling that the proposition of this research is innovative and it can contribute to rethink teacher training. Considering that the researched group participated actively in the knowledge production for this study, we understand that it is an action-research in SRT. Thus, the methodological route involved a visit to each one of the three educational institutions which constitute the research locations, represented by 12 teachers from a Teaching Institution part of Natal City Educational System and 16 teachers from the Teaching Institution part of the Federal Educational System, both located in Brazil; and 17 teachers from the Center of Public Education in Spain. The construction of data was made through the Technique of Free Association of Words (TALP) and a socioeconomic questionnaire with teachers who teach in the first years of the Elementary School. After analyzing the data, we opted to return to the educational institutions researched and to promote Dialogical Reflective Meetings (DRM) with the three groups, constituted by 5 teachers in each of the Brazilian educational institutions and 3 teachers from the Center of Education in Spain. To analyze and interpret the generated information we assumed a qualitative perspective. In the first phase, the data from the TALP was analyzed in the Representational Spiral System (SER) and in the Content Analysis (BARDIN, 2011). The phases of categorization, description and interpretation were done, working with the semantic criteria and prioritizing the thematic analysis, which investigate the meaning cores which constitute the communication through the observation of the themes inside the Structural Approach of the CCT (ABRIC, 1996,1998). In the second phase, the data obtained with the DRM were analyzed through the description of the meetings and the triangulation of this information with the theoretical foundation. The results revealed that this research evoke a new look to the teacher training in its relation to the practice, that starts in the symbolic dimension concerning the SRT and that it brings subsides to the promotion of the debates that allow the rethinking of the continuing education courses, as also the (re)thinking of your own teacher doing.

9
  • CAMILA URSULLA BATISTA CARLOS
  • -

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • JOSE PEREIRA DE MELO
  • ANTONIO DE PADUA DOS SANTOS
  • ALLYSON CARVALHO DE ARAUJO
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • Data: 28-feb-2023


  • Resumen Espectáculo
  • 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.

10
  • URSULA ANDREA DE ARAUJO SILVA
  • -

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARGARIDA MARIA PEREIRA DOS SANTOS LOURO DE FELGUEIRAS
  • CARLOS ÂNGELO DE MENESES SOUSA
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • LUSIVAL ANTONIO BARCELLOS
  • MARIA EMILIA MONTEIRO PORTO
  • MARLUCIA MENEZES DE PAIVA
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 06-mar-2023


  • Resumen Espectáculo
  • The present research lends itself to studying a section of the History of Brazilian Colonial Education from the letters of the Jesuit José de Anchieta. He was Spanish, graduated in Portugal and lived his missionary experience in Brazil during the 16th century. During this period, both Brazil and the Society of Jesus were being conceived, so everything was new and experimental. In order to understand this moment and its events and help in understanding the missionary thought, we tried to highlight some concepts relevant to the theme, supporting ourselves with renowned scholars. We study the ideas of Education, civilization, interculturation, representation, child, culture and so on. We carried out a historical contextualization based on specific references and used the discourse analysis methodology in an attempt to understand what moved the Jesuit to record his daily life and the populations with which he was in contact. His correspondence highlights all the aforementioned concepts and provides us with a photograph of the period, nature, people, culture, territory, physical and philosophical conflicts. We understand that the study of his experience brings a historiographic contribution and collaborates to reduce the gap in studies in this area and period.

11
  • MARIA KEILA JERONIMO
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • VALENTÍN MARTÍNEZ-OTERO PÉREZ
  • ANTONIO JÚLIO GARCIA FREIRE
  • Data: 14-mar-2023


  • Resumen Espectáculo
  • 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.

12
  • JOSENILDO PEREIRA DA SILVA
  • CURRICULAR ORGANIZATION AND TEACHING PRACTICE FROM THE INCLUSIVE PERSPECTIVE IN HIGH SCHOOLS IN RIO GRANDE DO NORTE
  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • WALTER PINHEIRO BARBOSA JUNIOR
  • GESSICA FABIELY FONSECA
  • MARLA VIEIRA MOREIRA DE OLIVEIRA
  • DÉCIO NASCIMENTO GUIMARÃES
  • Data: 27-mar-2023


  • Resumen Espectáculo
  • The object of study of this thesis is the curricular organization and the planning of teaching practices in high school from the perspective of inclusive education. We analyzed the curricular organization and the planning of the pedagogical practice, as well as its relationship with Specialized Educational Assistance from the perspective of teachers. We carried out an empirical research of the type "Study of Multiple Cases", with a qualitative approach, we investigated four cases, high schools of the state public network of Rio Grande do Norte/RN. We applied 76 semi-open questionnaires with teachers from the four schools, remotely. Then, we selected 15 participants, with whom we conducted an interview. The case studies showed, in the document analysis, that while the PPP model adopted by SEEC/RN suggests “Curricular Guidelines”, instead of curricular organization, only one of the schools discusses “curricular organization and evaluation” focusing on the concept of “ curriculum”, as well as on Special Education and collaborative learning. In the PPP of the second school, we verified the presence of “curricular and pedagogical aspects and Curriculum Structure. One of the points explored in the “pedagogical proposal/2019” was the production of mathematical games by students to help with work as a whole and, especially, with students with special needs. The subjects' speeches reaffirm the contributions articulated by the AEE professionals by listening to the anxieties felt by the students, guiding studies, seeking to integrate them into the regular classroom. Some of the subjects argue that without the AEE they would not be able to contribute much, nor would they think about the needs of each student. In this sense, we argue that curricular organization and pedagogical planning make it possible to carry out inclusive practices, without necessarily the presence of specialists in special or inclusive education, a thesis confirmed, since teachers developed inclusive practices at a time with little training in the inclusive perspective. , performed a job, teaching public students of special education. Therefore, the curricular organization may be able to articulate the planning of the teaching pedagogical practice in a collaborative way between classroom teachers and special education teachers (AEE). Thus, a curriculum from the perspective of inclusive practices should also involve the support of AEE and special education teachers through dialogue, daily discussions about curricular organization and planning of teaching practice, strengthening education from an inclusive perspective.

13
  • WILSON COSTA SOARES
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • ADIR LUIZ FERREIRA
  • DENNYS LEITE MAIA
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 28-mar-2023


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

14
  • ALEKSANDER HADA RIBEIRO
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • ADIR LUIZ FERREIRA
  • APUENA VIEIRA GOMES
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 30-mar-2023


  • Resumen Espectáculo
  • 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.

15
  • THIAGO DE LIMA TORREÃO CEREJEIRA
  • -

  • Líder : JEFFERSON FERNANDES ALVES
  • MIEMBROS DE LA BANCA :
  • EDUARDO CARDOSO
  • FLAVIA ROLDAN VIANA
  • FLÁVIO AUGUSTO DESGRANGES DE CARVALHO
  • JEFFERSON FERNANDES ALVES
  • JOSELIA MARIA SANTOS JOSÉ NEVES
  • LIVIA MARIA VILLELA DE MELLO MOTTA
  • MARIA APARECIDA DIAS
  • Data: 25-abr-2023


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

16
  • DENISE BORTOLETTO
  • -

  • Líder : ADIR LUIZ FERREIRA
  • MIEMBROS DE LA BANCA :
  • ADIR LUIZ FERREIRA
  • CYNARA TEIXEIRA RIBEIRO
  • MARIA CRISTINA LEANDRO DE PAIVA
  • ELISA PEREIRA GONSALVES
  • ANDRE AUGUSTO DINIZ LIRA
  • Data: 27-abr-2023


  • Resumen Espectáculo
  • 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.

17
  • SONIA AZEVEDO DE MEDEIROS
  • -

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • FLAVIA ROLDAN VIANA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • GESSICA FABIELY FONSECA
  • LUCIA DE ARAUJO RAMOS MARTINS
  • Adriana Leite Limaverde Gomes
  • EDUARDO JOSÉ MANZINI
  • ALEXANDRO BRAGA VIEIRA
  • Data: 12-may-2023


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

18
  • LOUISE CARLA SIQUEIRA DA SILVA
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • WALTER PINHEIRO BARBOSA JUNIOR
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • HUDSON PABLO DE OLIVEIRA BEZERRA
  • AMANDA BATISTA BRAGA
  • Data: 19-may-2023


  • Resumen Espectáculo
  • 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.

19
  • CATARINA SHIN LIMA DE SOUZA
  • -

  • Líder : FRANCISCO RICARDO LINS VIEIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • JEFFERSON FERNANDES ALVES
  • CAROLINA CHAVES GOMES
  • DOLORES TOMÉ
  • PATRICIA LIMA MARTINS PEDERIVA
  • Data: 29-may-2023


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

20
  • SHALATIEL BERNARDO MARTINS
  • -

  • Líder : ERIKA DOS REIS GUSMAO ANDRADE
  • MIEMBROS DE LA BANCA :
  • ERIKA DOS REIS GUSMAO ANDRADE
  • ELDA SILVA DO NASCIMENTO MELO
  • DANIELLE OLIVEIRA DA NÓBREGA
  • GUILHERME MARIANO MARTINS DA SILVA
  • EDSON SOARES MARTINS
  • Data: 07-jun-2023


  • Resumen Espectáculo
  • 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.

21
  • ALINE FREITAS CHACON
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • ANTONIO JÚLIO GARCIA FREIRE
  • Francisco Canindé da Silva
  • Data: 06-jul-2023


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

22
  • LUAN PRESLEY MENDONÇA SANTIAGO
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • WALTER PINHEIRO BARBOSA JUNIOR
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • Francisco Canindé da Silva
  • SARA RAPHAELA MACHADO DE AMORIM
  • Data: 21-jul-2023


  • Resumen Espectáculo
  • This thesis aims to understand the educational practices of the prayer healers in Pendências/RN, Brazil. For many years, this region lacked medical professionals, leaving the art of caring for people’s health in the hands of these healers. These are women recognized in their communities as custodians of ancestral knowledge who have dedicated part of their lives to healing men, women, and children through prayer. This study arises from the problem question: How do prayer healers exercise their educational practice in the ritual of prayer to promote the healing of ailments present in people’s bodies? The literature used in this thesis favors decolonial authors such as Aníbal Quijano (2010), who discussed coloniality; Mary Del Priore (2014), with her understanding about women; Elda Oliveira (1985), with her definitions about blessing and prayer; Paulo Freire (2011), in the debate about educational practice; and Leonardo Boff (1999), in the discussion about care. Methodologically, I used the technique of construction and analysis of interviews, which I call “sidewalk conversation”, which allowed me to perform the analytical procedures capable of understanding how the prayer with the purpose of healing educates people who experience it. Five prayer healers who reside in the rural and urban areas of the city of Pendências, located in the interior of Rio Grande do Norte, were interviewed. It is concluded that there is an educational practice of healing through prayer responsible for instilling in patients knowledge that has become their own daily self-care actions.

23
  • HUDDAY MENDES DA SILVA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • PAULO MOREIRA SILVA DANTAS
  • PAULO FELIPE RIBEIRO BANDEIRA
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 24-jul-2023


  • Resumen Espectáculo
  • Teacher training involves different aspects, such as updating knowledge, reflecting on
    pedagogical practices, and seeking new approaches. This training, by promoting critical
    reflection and the ability to deal with complex situations, enables physical education teachers
    to plan and develop inclusive practices. In turn, thinking in a complex manner implies
    considering the multiple dimensions present in physical education and inclusion. This means
    going beyond a simplistic and fragmented view and understanding the interconnections
    between the physical, cognitive, emotional, and social aspects of individuals. In this context,
    continuous training becomes essential for physical education teachers to acquire updated
    knowledge about inclusion, develop appropriate pedagogical skills, and be prepared to deal
    with the diversity of their students, promoting a more comprehensive, equitable, and inclusive
    education in which all students can fully enjoy the benefits of physical education, regardless of
    their individual differences. To achieve this, the construction of six articles was proposed. The
    first objective (article 01) was to develop a narrative review on inclusive school physical
    education through complex thinking. Based on this analysis, we were able to present a
    perspective on how complex thinking can contribute to the pedagogical praxis of physical
    education professionals through a holistic practice, understanding the relationships between the
    different subjects involved in order to promote the inclusion and participation of students with
    disabilities in school physical education. We also presented the main concepts that permeate
    the theme, as well as some documents that have been presented over time with the aim of
    contributing to the construction of the physical education curriculum, without explicitly
    addressing important aspects of the inclusion process for students with disabilities in regular
    education. The second objective (article 02) aimed to develop a literature review, a theoretical
    study, focusing on teacher training in inclusive physical education based on complex thinking.
    The findings of this article allowed us to reflect on complex thinking as a guiding theory for the
    construction of an expanded training approach when considering inclusion and school physical
    education. This process was based on a theoretical study on a new approach to education,
    highlighting the need for scientific thinking, starting from complexity, and not allowing the
    separation of being/reality, subject/object, educator/learner, objectivity/subjectivity, and
    culture/subject/society. In article 03, the objective was to construct and validate a questionnaire
    to investigate inclusion in school physical education. In this research, we constructed and
    validated the Questionnaire for Investigation on Inclusion in School Physical Education
    (QUIIEFE). The validation process was carried out through the analysis of judges. Based on
    the coefficient of content validity, we established a reference value of 0.95, which was
    considered above the reference values, thus validating the instrument for its purpose. Article 04
    aimed to construct a teacher training in inclusive physical education based on complex
    networks. Through network analysis, it was possible to indicate five subcategories: structural
    difficulties, training difficulties, planning difficulties, pedagogical difficulties, and school
    difficulties. The analysis identified factors of greater influence in the network, such as the
    planning of theoretical and practical classes, specific knowledge, ableism, family relationships,
    and multidisciplinary relationships. Based on the findings, it was possible to establish the
    variables of greatest influence and, through continuous training, intervene by conducting
    workshops, mini-courses, lectures, and/or events, generating changes in the network and

    xii
    contributing to a better inclusion of students with disabilities in physical education classes. In
    the fifth objective (article 05), the research aimed to discuss the relationship between school
    physical education, inclusion, and teacher training from the perspective of physical education
    teachers in the Municipal Education Department of Juazeiro do Norte, CE. The results showed
    that during continuous training, teachers discussed the relationship between school physical
    education, inclusion, and teacher training. Participation in activities involving the construction
    of materials and experiences with adapted and Paralympic sports revealed new opportunities to
    make use of the spaces and resources available in schools. During lectures and roundtable
    discussions, teachers were encouraged to reflect on their role, prompting them to see students
    based on their abilities rather than their limitations. These moments also allowed for reflection
    on the individual capacities and potential of the teachers themselves. In the sixth and final
    objective (article 06), the research analyzed the reports of physical education teachers in the
    basic education network in the municipality of Juazeiro do Norte, CE, regarding the
    contribution of continuous training in inclusive physical education to their pedagogical praxis.
    The results pointed to significant changes in the teachers' practice, especially in lesson planning,
    making adaptations without relying solely on material resources to promote the inclusion of
    students with disabilities, adapting the physical education curriculum by modifying its contents,
    as well as fostering connections among colleagues, enriching pedagogical practice, and
    expanding the possibilities for the implementation of inclusive activities. Thus, from the
    teachers' perspective, this study highlights the importance of continuous training to further
    enhance the educational process of physical education teachers, particularly concerning the
    inclusion of students with disabilities. The conclusions of the thesis suggest a new perspective
    on continuous training in inclusive physical education, understanding the inclusive process
    within the school context in relation to the curricular component of physical education and
    teachers' pedagogical praxis in ensuring the inclusion of students with disabilities. Based on
    complex thinking and network analysis as a way to measure and understand the environment
    in which students with disabilities and teachers are inserted, we offer an original contribution
    to the field of inclusive education and teacher training.


24
  • JOSÉ GONÇALVES DE ARAÚJO FILHO
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • OLIVIA MORAIS DE MEDEIROS NETA
  • GILMAR BARBOSA GUEDES
  • MAX LEANDRO DE ARAUJO BRITO
  • LENINA LOPES SOARES SILVA
  • DARLAN REIS JUNIOR
  • FÁBIO JOSÉ CAVALCANTI DE QUEIROZ
  • Data: 24-jul-2023


  • Resumen Espectáculo
  • This thesis presents a historical analysis of the creation and development of the Production Engineering Course at the Regional University of Cariri (URCA), taking as a starting point the year 1993, when the first movements in favor of the creation of the course took place, until the present moment, on the eve of completing 30 years of its existence. The thesis establishes the understanding that, from a historical perspective, the functions and social characteristics of the training of production engineers were shaped under the influence of a logic strongly marked by neoliberal ideology, mainly from the last quarter of the second half of the 20th century. Therefore, within the scope of engineering education, the primacy of the production engineering teaching modality is nothing but the finished ideological expression of this neoliberal stage of the pattern of capitalist accumulation, whose mentality, in the last instance, is to serve the market and satisfy its desires. The research is linked to the line “Education, socio-historical and philosophical studies of Brazilian education” of the Graduate Program in Education at the Federal University of Rio Grande do Norte. In the theoretical-methodological framework, under the light especially of the Marxist tradition, the categories of analysis "social classes", "class struggle", "ideology", "hegemony", "neoliberalism", "education and work", which they helped, under the prism of the Marxist tradition just mentioned, to understand the contradictions of classes in the analyzed period. The study resorted to an extensive historiographical reference, sources on the formation of teaching institutions and class entities linked to the teaching and practice of engineering. The research presents reflections on the impacts of neoliberal policies adopted in higher education at state universities in Ceará, which gave rise to the first and only engineering course at URCA in the 1990s. The aim was to understand which actors would respond to the creation of this course in a small public institution of higher education in the context of the Tasso Jereissati era (1995 - 1999) in Ceará and Fernando Henrique Cardoso (1995 - 2002) in Brazil, when hundreds of new courses of engineering were the result of the mandatory requirement of big capital to “produce more in less time”. Contradictorily, the engineering course at URCA -thought to fit perfectly into the institutional design of Ceará's higher education system promoted in the Tasso/FHC era - suffered setbacks throughout its three decades of existence, since it did not match the continuous fiscal adjustment of the State, nor with the entrepreneurial greed for quick and easy returns on public and private investments, essential characteristics of the neoliberal paradigm.

25
  • REGINA CELI ALVARENGA DE MOURA CASTRO
  • -

  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • MARIA GORETTI CABRAL BARBALHO
  • ANTONIO CABRAL NETO
  • EDINEIDE JEZINI MESQUITA ARAUJO
  • VERA LÚCIA JACOB CHAVES
  • Data: 26-jul-2023


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

26
  • JAQUELINE MENDES BASTOS
  • -

  • Líder : MAGNA FRANCA
  • MIEMBROS DE LA BANCA :
  • MAGNA FRANCA
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • MARIA GORETTI CABRAL BARBALHO
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • LENINA LOPES SOARES SILVA
  • DALVA VALENTE GUIMARÃES GUTIERRES
  • Data: 04-ago-2023


  • Resumen Espectáculo
  • The thesis analyzes the positions, careers, and remunerations plans (or PCCR) of Cametá and Oeiras do Pará (North of Brazil) specifically the fight of the Teachers’ Union against the municipal executives to ensure the PCCR implementation, including issues about valorization of teaching profession, such as: salary, remuneration, career progression, political guidelines and resources of the Fund for the Maintenance and Development of Basic Education (or Fundeb), in the period of 2012 to 2020. The research had as a theoretical and methodological reference the categories of historical and dialectical materialism: totality, contradiction, and mediation, which enable to understand the specific aspects of the reality they analyze. The procedures include bibliographical and documentary research (national and municipal legislation) about Fundeb, the National Professional Wage Floor (or Basic Wage), the reports of the Information System on Public Budgets in Education, the meeting reports of unions, the paychecks, and interviews with six public school teachers. Although the study on the PCCRs has shown positive and common points, some divergences were observed regarding the organization and structure of the career: the interlocutors highlighted, as main achievements, the administrative organization, the inclusion of the work journey, and the standardization of the hours of activities added to salary; however they recognize the need for adjustments in the PCCRs in order to really achieve the valorization, the fair remuneration and the career progression. Moreover, in the two cities studied, it wasn’t applied the minimum percentage of 60% of Fundeb to pay the remuneration of education professionals throughout the historical series, that is, from 2012 to 2020. The regional educational policies must be constantly debated based on national guidelines, because Brazil has a vast territorial extension and social inequalities, that makes the public policies materialize unequally, reinforcing the regional asymmetries.

27
  • ANA APARECIDA TAVARES DA SILVEIRA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • GESSICA FABIELY FONSECA
  • AGUINALDO CESAR SURDI
  • JOSÉ FRANCISCO CHICON
  • MARIA DAS GRAÇAS CARVALHO SILVA DE SÁ
  • Data: 14-ago-2023


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

28
  • MIGUEL JUNIOR ZACARIAS LIMA
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • WALTER PINHEIRO BARBOSA JUNIOR
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • AVELINO ALDO DE LIMA NETO
  • CARLOS ALBERTO TOLOVI
  • ZULEIDE FERNANDES DE QUEIROZ
  • Data: 17-ago-2023


  • Resumen Espectáculo
  • In this work, we defend that dialogue and understanding are educational foundations that enable the transformation of self-awareness and awareness of the world. We arrived at this thesis, assuming dialogue and understanding as our to-be-thought, as educational foundations for the transformation of consciousness about the world. In the research journey, we mobilized our reflections from the question: How can dialogue and understanding be thought of as educational foundations for the transformation of consciousness about oneself and the world? In the light of this question, and starting from a hermeneutic methodology of interpreting when we experience and understanding when we relate, we patiently, rigorously and inventively lean over the production of interlocutors such as Hans-Georg Gadamer and Paulo Freire as reflective exponents to think about the concepts of dialogue and understanding. Guimarães Rosa, Ailton Krenak and Davi Kopenawer opened our horizons to the decolonial movement. And, we broaden and deepen our researcher awareness by appropriating the pillars of Sertania: vastness, itinerancy and anthropophagy. The interlocutors and Sertania as an approach enabled us to understand that dialogue and understanding are ways of transforming self-awareness and about the lived world, because they open spaces for everyone's expression and participation, allowing different voices to be heard and valued, contributing for the construction of a fairer and more democratic society, modifying the relations of social domination and oppression. In addition, Krenak and Kopenawer made us return to a cosmovision, which implied the appreciation of traditional knowledge, the preservation of ancestral languages and cultures, the guarantee of territorial rights and the active participation of different peoples in decision-making that affect their lives. Thus, we conclude our studies taken by the feeling that 'living well' implies breaking with the development model based on unbridled consumption, the exploitation of natural resources and the incessant pursuit of profit. It is necessary to adopt a more holistic and integrated approach, recognizing the interdependence between all beings and seeking ways to live in harmony with nature.

29
  • THIAGO ALVES MOREIRA NASCIMENTO
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • WALTER PINHEIRO BARBOSA JUNIOR
  • AVELINO ALDO DE LIMA NETO
  • IRANILSON BURITI DE OLIVEIRA
  • ZULEIDE FERNANDES DE QUEIROZ
  • Data: 18-ago-2023


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

30
  • SARA MARIA PINHEIRO PEIXOTO
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • GESSICA FABIELY FONSECA
  • Roseli Belmonte Machado
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 24-ago-2023


  • Resumen Espectáculo
  • Starting from the assertion that the body is the axis of relation with others and the environment, considering time, space, culture, and the individuals' experiences, we defend the understanding that it is through the body that one comes to know the world, and the world is embodied in the body through its experiences and subjective relationships established by it. From this perspective, this doctoral research emerged with the objective of analyzing the dimensions of a collaborative training proposal, considering the body in the learning processes of children with/without disabilities and its implications for the practices of Special Education teachers and regular classroom teachers in Early Childhood Education. Methodologically, we anchor ourselves in the alterity and dialogical dimensions of qualitative research, through the lens of collaborative research, defending the thesis that when we consider the body as the protagonist of the educational act, we are contributing to the learning processes of children with/without disabilities (BOGDAN; BIKLEN, 1994; IBIAPINA, 2008; GASPAROTTO; MENEGASSI, 2016). Considering this, we seek the realization of formative work within the inclusive perspective, integrating the practices of the Special Education Teacher (AEE) with the regular classroom at a Municipal Center for Early Childhood Education in the city of Natal. The teacher training was grounded in the theoretical epistemology of philosopher Merleau-Ponty (1999), considering that the teacher needs to sensitize their pedagogical practice through paths that take into account the body in motion, in light of the phenomenology of perception. This includes considering the experience of feeling and perceiving beyond a physical and biological body, but a body that is constituted by the stories, affections, and memories built upon their learning, intertwined in a relationship of senses and meanings (NÓBREGA, 2015). Regarding the collaborative nature, we developed formative moments through an extension course, considering the ten workshops, theoretical studies, planning sessions, and the development of a work plan that could be implemented in the Specialized Educational Assistance (AEE) alongside the regular classroom, thus comprising a group of seventeen participants. In order to gather data, we utilized document analysis, interviews, and observations, as well as the reflective records in the Portfolios, which constituted Field Journals 1 and 2 (GIL, 2008; TRIVIÑOS, 2007; ARAÙJO, 2013). The data was triangulated and categorized following the frameworks of Bardin (2016) and Franco (2018), fostering the theoretical discussions that underpin the thesis. As results, we highlighted that the formative process led to changes in conceptions and the breaking of stigmas regarding the corporealities of children with/without disabilities. Reflective and critical attitudes towards practices emerged, permeating dialogue and the exchange of experiences, guided by the action-reflection of the act itself, resonating in the planning and implementation of the developed work plan, which reaffirms the thesis defended in this study. Bringing this knowledge about the body as sense and meaning was to invest in the experiences of sensitivity (MERLEAU-PONTY, 1999). These experiences provided an opportunity to bring a sensitive gaze and listening to this body, starting from early childhood, as a fundamental act for the child to establish this encounter with oneself, with others, embracing the diversity of bodies, expanding their knowledge, and constituting themselves in relationships of being and being in the world as a thinking and learning subject who, despite limitations, has potentialities. We inferred that the research aimed not only to bring forth the discussion and importance of working on this object of study but also to articulate the dimension of this body within pedagogical practices in different spaces within the school. This was anchored in collaborative and coordinated work for and with all children, providing visibility and giving voice to these bodies, contributing to their learning processes in the pursuit of building the inclusive school we aspire to.

31
  • CELIA FONSECA DE LIMA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • GESSICA FABIELY FONSECA
  • Roseli Belmonte Machado
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • RUBIANE GIOVANI FONSECA
  • Data: 24-ago-2023


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

32
  • PEDRO REZENDE SANTOS FEITOZA
  • -

  • Líder : MARCILIO DE SOUZA VIEIRA
  • MIEMBROS DE LA BANCA :
  • MARCILIO DE SOUZA VIEIRA
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • CIBELLE AMORIM MARTINS
  • JOSÉ HUMBERTO DE GÓES JUNIOR
  • CARLOS FREDERICO DE BRITO D’ANDREA
  • ANA BEATRIZ BAHIA SPINOLA BITTENCOURT
  • Data: 24-ago-2023


  • Resumen Espectáculo
  • The present work addresses the technocultural ways in which Instagram establishes the users' socialization process and the characteristics of the teachinglearning process implicit in this platform, assuming the position that a technology is never neutral, but a mediating and productive force of new forms of sociability. The work investigates the formative intentionality of Instagram as a socialization space for the production and sharing of content and focuses specifically on the role played by the technology of the Instagram platform in the socialization of users and the way in which it plays this role. We consider the general guidelines of the ascending analysis of power coined by Foucault (2014) and the methodological model for platform analysis by Van Dijck (2013) as a methodological contribution that guides the research. The research poses the following questions: what political and pedagogical values guide the programmed socialization of Instagram? What ways of relating to others and to yourself does Instagram aim to develop and engage its users? And by what means? The investigation is divided into five parts. In the first part, we discuss the current social and technological context of datafication that has absorbed and transformed the process of digitizing information and social relations promoted by digital culture from the second half of the 20th century onwards. In the second part, we “dismantle” Instagram's technology into three layers that follow the path taken by the data from its collection sources to its transformation into economic capital, investigating how Instagram organizes itself as a permanent system for converting personal data into capital data. In the third part, based on the results obtained in the first stage of investigation, we “reassembled” the platform through its protocols to characterize the programmed sociability of Instagram and the pedagogical values and principles that guide the socialization of users. The objective is to understand how Instagram contributes to the production of meaning and action of the subjects, identifying which ways of relating to others and to itself Instagram aims to develop in its users. In the fourth part of the paper, we move on to position the platform by examining its similarities to a number of elements of neoliberal strategy and technology. The fifth and last part of the work investigates in detail the means by which Instagram promotes such values and modes of subjectivation, means that are intimately related to the logic of entrepreneurial pedagogy and can be summarized in three main areas: the identification of the user account with the user himself through a process of involvement in the construction of a personal image, called datafication of the self; the use of gamification strategies with continuous rankings and awards; and the provision of reports with performance metrics in order to encourage self-assessment and individual accountability. The research revealed that what happens and is reproduced daily on the platform among its users has an active and preponderant participation of the platform itself through the way in which it is planned to function and, above all, the sociability that it is programmed to constitute.

33
  • FABYANA SOARES DE OLIVEIRA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • GESSICA FABIELY FONSECA
  • ANTONIO DE PADUA DOS SANTOS
  • MARIA DAS GRAÇAS CARVALHO SILVA DE SÁ
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 25-ago-2023


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

34
  • MARIA CLAUDIA LEMOS MORAIS DO NASCIMENTO
  • -

  • Líder : MARIA INES SUCUPIRA STAMATTO
  • MIEMBROS DE LA BANCA :
  • MARIA INES SUCUPIRA STAMATTO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • LUCIENE CHAVES DE AQUINO
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • Data: 28-ago-2023


  • Resumen Espectáculo
  • The Theme of this research deals with the trajectory of the Escola Normal in Brazil as an establishment for the training of primary teachers that passes in its institutionalities for long periods of a process of Brazilian nomadism characteristic of teaching institutions, due to the lack of its own building. The investigation is part of the theme of the History of School Institutions and is based on the assumptions of Gatti Junior (2002), Magalhães (1996; 1998), Frago (1998, 2001), Escolano (1998). We collected sources from the collection of the Instituto Superior de Educação Presidente Kennedy, Online Repositories, Legislation, Province Reports, and from the collection available in the line of research Education, Socio-Historical and Philosophical Studies of the Graduate Program in Education/PPGEd/UFRN . This time, we took as research objective: to investigate the trajectory of the occurrences of space sharing that passed the Normal Schools in Brazil in their period of nomadism (1835 - 1971) until acquiring their own building. In reference to the time frame: 1835 is justified by the act of creation of the first Normal School in Brazil, located in Niterói, seat of the province, and 1971 due to Law 5.692/71 that initiates the process of extinction of the Normal Schools. The normal school was thought to be a teacher training institution operating in an adequate physical space, in accordance with the educational legislation in force at the end of the 19th century and the Brazilian Public Instruction Reforms. It was the government's responsibility to allocate the percentage of the budget for education. However, the provincial rulers oscillated throughout the period between the discourse of valuing teacher training and the practice, which in reality, there were no means to carry it out. Causing, in practice, long periods of space sharing with other institutions and persistent nomadism without its own building. The lack of its own building and the process of sharing space between the Normal School and other educational institutions, within the proposed 1835 – 1971 period, jeopardized what was assigned to the physical space of the school. The precariousness of inadequate installations and operating conditions are pointed out both in reports by provincial presidents, in reports by directors of Normal Schools, and in the available bibliography. Investigating the history of the Escola Normal means deepening important scenarios about education in Brazil, in particular the pioneering institution for teacher training. This time, analyzing the history of the Normal

35
  • GIRLIANY SANTIAGO SOARES
  • -

  • Líder : ANDREIA DA SILVA QUINTANILHA SOUSA
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • GILMAR BARBOSA GUEDES
  • MARIA APARECIDA DE QUEIROZ
  • KILDO ADEVAIR DOS SANTOS
  • CARINA ELISABETH MACIEL
  • JOAO PAULO LIMA CUNHA
  • Data: 29-ago-2023


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

36
  • MARIA WANESSA DO NASCIMENTO BARBOSA FRANCO
  • -

  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • GILMAR BARBOSA GUEDES
  • MARIA GORETTI CABRAL BARBALHO
  • ANTONIO CABRAL NETO
  • MARIA LUISA MACHADO CERDEIRA
  • VERA LÚCIA JACOB CHAVES
  • Data: 31-ago-2023


  • Resumen Espectáculo
  • This research analyzed the process of internationalization of private higher education in Brazil, with emphasis on the context of the acquisition of Universidade Potiguar by the educational conglomerate Laureate International Universities and its repercussions on teaching work. It takes as reference the current configuration of the private-commercial internationalization of Brazilian higher education, which in the context of financialization adopts the form of oligopolies, assuming as a management model practices of corporate governance that have modified institutional structures and teaching work. In this context of liberalization of educational services, education is no longer seen as a public good, but as a commodity, at the service of capital. The research is anchored in historical-dialectical materialism as a theoretical-methodological framework and uses, above all, the categories totality, mediation and contradiction to investigate the implications of financialization. As methodological procedures, bibliographical research, literature review, questionnaire and document analysis were used. It was found that the corporate governance strategies and the expansion of enrollments of private-mercantile institutions were greatly influenced by financialized capital and neoliberal policies and that there was a strong process of mass enrollment in recent decades, mainly in institutions of capital open source, such as Laureate/UNP. Even with the significant increase in enrollments, UNP Laureate reduced its teaching staff, which went through two massive layoffs in the last six years and hired a smaller number of professionals with part-time and hourly work. This measure reduces the teachers' labor benefits, causing contractual instability and promoting a process of work intensification, since the new hires had the expansion of their work, encompassing all classes, which have an exacerbated number of students. The defended thesis that changes in the form of organization of commodified institutions, with the implementation of corporate governance practices, bring implications for teaching work, has been proven. We emphasize that the consequences, especially for UNP Laureate, were to promote a strong process of precariousness, flexibility and intensification of teaching work.

37
  • ANTONIO FERNANDES DE SOUZA JUNIOR
  • -

  • Líder : ALLYSON CARVALHO DE ARAUJO
  • MIEMBROS DE LA BANCA :
  • ALLYSON CARVALHO DE ARAUJO
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • TADEU JOAO RIBEIRO BAPTISTA
  • MARTA GENÚ SOARES
  • FELIPE QUINTÃO DE ALMEIDA
  • Data: 04-sep-2023


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

38
  • JOSÉ CARLOS DOS SANTOS
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA CARMEM FREIRE DIOGENES REGO
  • EUGENIA MARIA DANTAS
  • FRANCISCO JOSÉ DA SILVA
  • FRANCISCO DO O DE LIMA JÚNIOR
  • CÍCERA NUNES
  • Data: 12-sep-2023


  • Resumen Espectáculo
  • The subject of this research is to understand Father Cícero Romão Batista (1844- 1934) as a visionary who established strategies to face the existential challenges of the sertanejo people living in the semi-arid region in northeastern Brazil. He created development solutions for the city of Juazeiro do Norte, in Ceará, and succeeded in encouraging agricultural production, the community spirit among people, ecology principles, local craftsmanship valorization – with his natural skills to dive into the shadows of his time and to discover trends to enlightening the future. The theoretical references used in this research were the Complexity Sciences, mainly Edgar Morin’s ideas, as well as other interlocutors who have been studying the life and work of the mentioned priest. The methodology consisted in consulting documental sources, such as his correspondence, mainly letters, notes and telegrams exchanged with politicians, ecclesiastical authorities, and his followers, and in observing pilgrimages in loco. Among the lessons taught by the priest, I emphasize persistence and compassion as drivers of right-thinking and of doing the right thing. Such lessons are absorbed by the pilgrims as boosters of faith and perseverance. We learn that each pilgrimage event means a strengthened courage, the belief in a new beginning, and the opportunity to rebuild one’s life. Understanding the figure of Father Cícero as the master of many lessons and the intellectual behind multiple strategies is to see him beyond religious precepts, to understand him as a contemporary man as designed by Giorgio Agamben.

39
  • FRANCISCA EUGENIA GOMES DUARTE
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • IRENE ALVES DE PAIVA
  • ALINE DE PINHO DIAS
  • MARIA TELVIRA DA CONCEIÇÃO
  • ZULEIDE FERNANDES DE QUEIROZ
  • Data: 14-sep-2023


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

40
  • DJAMIRO FERREIRA ACIPRESTE SOBRINHO
  • -

  • Líder : ANDREIA DA SILVA QUINTANILHA SOUSA
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • KILDO ADEVAIR DOS SANTOS
  • CRISTINA HELENA ALMEIDA DE CARVALHO
  • RICARDO ANTONIO GONCALVES TEIXEIRA
  • Data: 20-sep-2023


  • Resumen Espectáculo
  • This thesis analyzes the Law School courses expansion in Brazil. It focuses especially on the amount of open spots by Centro Universitário Estácio do Ceará – Yduqs/B3/Brasil. This expansion is a result of the context of neoliberal rationale and Private Higher Education Institutions financialization.The following questions serve as starting points: which are the normative and cognitive frameworks that lead to the Law School courses expansion within private-mercantile Higher Education Institutions, specifically within the Yduqs/B3/Brasil group in Ceará? What is the egress’ profile from these courses and what are the results achieved in the Brazilian Bar Exam between 2015 and 2022? This thesis offers the hypothesis that the Law School courses offered by Centro Universitário Estácio do Ceará – Yduqs/B3/Brasil do not prepare its graduates to the approval in the Bar exam, becoming an illusory inclusion, since when they graduate, the graduates do not have access to the private practice career due to the low approval rate in the Bar Exam. The general objective is to analyze the normative and cognitive framework of the private-mercantile (Centro Universitário Estácio do Ceará – Yduqs/B3/Brasil) higher education expansion policies; as well as the Law School egress access to the private advocacy between 2015 and 2022. The methodological approach is guided by the critical-dialectic episteme from the gramscian concept of amplified State, political society, civilian society, Private Apparatuses of Business Hegemony (Gramsci, 2017a; 2017b), towards the Public Policies Cognitive Approaches. The theoretical framework draws from Muller, Surel (2002), Dardot (2016) and Bretas (2020). The thesis is divided in six chapters: i) introductory-methodological chapter presenting the rationale, form, and episteme; ii) the neoliberal rationale and the role of the State; iii) the cognitive framework of neoliberal governance and the normative framework as a product: the higher education cooptation to market logic; iv) the private-mercantile educational sector’s normative and cognitive frameworks to legal education in Ceara; v) the relationship between Centro Universitário Estácio do Ceará’s Law School Campus and the Bar exam – 2015/2022, and vi) the illusory inclusion foundation as the future’s expropriation of the search for professionalization in the Law School area to Estácio Ceará’s Law School graduates. Upon analyzing the Law School graduates from Centro Universitário Estácio do Ceará in the results of 21 Bar exams, from 2015 to 2022, it is possible to conclude that the Law School educational process of that institution does not offer its graduates competencies and abilities to the Bar exam approval. Their graduates are below the already low national standard. The average proportion of almost one graduate selected to five enrolled in the exam jeopardizes the graduate's opportunity to reach their aimed life change which would derive from their Law School education. It occurs because such a course is an illusory inclusion, since the graduates are not even approved in the Bar exam, which would allow them access to private legal practice

41
  • ANA ROBERTA DUARTE PIANCÓ
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • FRANCISCA CLARA PAULA DE OLIVEIRA
  • MARCOS AURELIO FELIPE
  • THIAGO DE ABREU E LIMA FLORÊNCIO
  • VÂNIA CRISTINA DA SILVA
  • Data: 22-sep-2023


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

42
  • OLENIA AIDE LEAL DE MESQUITA
  • THE BODY AND THE LANGUAGE OF CAPOEIRA: Notes towards an education through the aesthetiology of the body

  • Líder : ROSIE MARIE NASCIMENTO DE MEDEIROS
  • MIEMBROS DE LA BANCA :
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • LUIZ CARVALHO DE ASSUNCAO
  • MARCILIO DE SOUZA VIEIRA
  • ANA CRISTINA ZIMMERMANN
  • LUIZ ARTHUR NUNES DA SILVA
  • Data: 04-dic-2023


  • Resumen Espectáculo
  • The proposition of this thesis is that the experience of the body in Capoeira is evidence of an esthesiological and sensitive education, which amplifies its senses and contributes to the process of building subjects who are conductors of their own histories and also of a better understanding and appreciation of the culture in which they are inserted. As objectives, we sought to highlight education from the gestures and experiences of Capoeira; point out the educational meanings present in Capoeira; reflect on an esthesiological education in Capoeira, using Merleau-Ponty's phenomenological method as methodological support, together with the network of meanings. In the search for these meanings, I report on my own history and experience with Capoeira and on my experience and perception with the visit to the Capoeira Memorial, located in the Cidade Nova neighborhood in Natal, we also conducted structured interviews with Capoeira Mestres and Contramestres and the description and discussion of the film Besouro and all this data and impressions were gathered and discussed, following the first order of perception, then description, reduction and understanding of the phenomenon investigated with the help of authors such as Merleau-Ponty (1992; 2000; 2011), Paul Zumthor (1993), Medeiros (2010), Nóbrega (2010; 2015; 2016) and Freire (1987). As a result, we were able to discuss and confirm the body as the first and unified source of knowledge and that sensitive education has a lot to contribute to education, highlighting aesthetiology as enabling the structure of communication given by perception, which will trigger new learning, new knowledge. We therefore conclude that learning Capoeira cannot be a simple repetition of movement, but must give meaning to the movements, communicate through its gestures, get to know the elements that make it up, that form the roda, be they the instruments, the rituals, the music or the strokes, picking up their meanings that are there, latent and ready to fill our being, educating through the aesthetiology of the body.

43
  • ALEXSANDRA FELIX DE BRITO
  • NARRATIVAS DE DESENVOLVIMENTO PROFISSIONAL DE UMA FORMADORA DE PROFESSORES: O CASO DO LABORATÓRIO DE MATERIAIS DIDÁTICOS DE ENSINO DA MATEMÁTICA (LAMADEM) DA UFCG

  • Líder : FREDY ENRIQUE GONZALEZ
  • MIEMBROS DE LA BANCA :
  • CLAUDIANNY AMORIM NORONHA
  • FREDY ENRIQUE GONZALEZ
  • HALANA GARCEZ BOROWSKY
  • REGINA DA SILVA PINA NEVES
  • SANI DE CARVALHO RUTZ DA SILVA
  • Data: 19-dic-2023


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

44
  • CARLOS EDUARDO CAMPOS FREIRE
  • EPIGENÉTICA, BIOLOGIA E SABERES DA TRADIÇÃO: Uma ética para as ciências e para a vida

  • Líder : MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MIEMBROS DE LA BANCA :
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • CARLOS ALDEMIR FARIAS DA SILVA
  • JAIR MOISES DE SOUSA
  • PATRICIA LIMAVERDE NASCIMENTO
  • Data: 20-dic-2023


  • Resumen Espectáculo
  • Life exists and happens from a varied set of interrelationships and interdependencies, so that to define it only from what is scrutinized, observable and manipulable in the laboratory is a kind of reductionism that serves much more to confirm the theoretical and epistemological assumptions of biology as a discipline than to describe what it actually means to live and be alive. Thus, in the name of a more adequate understanding of reality and in the search for elaborating discourses that recognize its weaknesses in order to avoid false self-sufficiency, it becomes necessary to broaden perspectives in order to conceive and recognize the importance of elements that escape the institutional and disciplinary control of scientific techniques. This thesis is dedicated to this commitment of broadening the interpretative and discursive repertoire, in order to criticize the determinism characteristic of Biological Sciences and offer alternatives to this determinism based on the reflections raised by epigenetics, a relatively recent branch of studies, researches and productions in the history of Biology, whose emergence and consolidation in the academic community confronted the theoretical paradigms that were previously treated as definitive. For this branch of studies, living beings and their particularities are defined both by internal aspects and by multiple external aspects, that is, living organisms are constituted from correlations between environment and ambience, between survival conditions and individual characteristics, so that each one of these terms is both cause and effect of the ways of life and the features that each living being has. In making this discussion, this paper presents the historical landmarks and the main assumptions of biology and epigenetics to demonstrate the possible openings that the latter allows to the rationality of the former. In this sense, the text elaborates a bibliographical review on the themes and presents its exponents, discusses their ideas and tensions them in order to compose a general panorama of the themes and the most important questions involving these fields of knowledge, using figures and graphics to illustrate each of the sustained points. Besides the literature review, this research also resorted to the knowledge of tradition as a fundamental experience for relating to and better understanding nature and what lives. This knowledge, in this thesis, was represented by Francisco Lucas da Silva and his close relationship with the Lagoa do Piató, in Assú, Rio Grande do Norte. Through descriptions of daily life and transcriptions of practices and knowledge, it was possible to conclude that in nature only the complex exists, that is, that which is formed by many parts that, though distinct, are interconnected, so that all things that can be presented as simple are, in fact, simplified and fragmented data of reality. It is necessary, therefore, to reform thinking to meet the needs of ethical and political change. Therefore, more than a theoretical contribution, this thesis, with reference to Complexity Science, proposes agendas for another way of thinking, being and understanding.

45
  • LAURA MARIA DE FIGUEIREDO
  • AS LUZES E AS PALAVRAS: Um percurso didático para a audiodescrição da iluminação teatral

  • Líder : JEFFERSON FERNANDES ALVES
  • MIEMBROS DE LA BANCA :
  • JEFFERSON FERNANDES ALVES
  • LIVIA MARIA VILLELA DE MELLO MOTTA
  • MARIA APARECIDA DIAS
  • JOSE SAVIO OLIVEIRA DE ARAUJO
  • BERILO LUIGI DEIRÓ NOSELLA
  • EMERSON DE PAULA SILVA
  • Data: 22-dic-2023


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

2022
Disertaciones
1
  • ÍSIS DE FREITAS CAMPOS
  • -

  • Líder : MARIA INES SUCUPIRA STAMATTO
  • MIEMBROS DE LA BANCA :
  • AVELINO ALDO DE LIMA NETO
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • JOSE MATEUS DO NASCIMENTO
  • MARIA INES SUCUPIRA STAMATTO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 09-feb-2022


  • Resumen Espectáculo
  • This dissertation aims to understand which ideas circulated in the Boletim da CBAI (1947-1961), a periodical published by the Brazilian-American Commission for Industrial Education (CBAI – Comissão Brasileiro-Americana de Educação Industrial), in relation to the subjects of General Culture and Educational Practices, that appears in the curriculum of industrial education. The CBAI, officially maintained from 1946 to 1962, operated from the articulation between Brazil and the United States for the development of industrial education,  organizing this branch of education based on what was established in the Organic Law of Industrial Education, of 1942, until the National Education Guidelines and Framework Law of 1961. That legislation was responsible for the structuring of a curriculum that set out the subjects of General Culture and Educational Practices, with components that also appeared in secondary education, and those of Technical Culture, more directed for the professions to be learned. Based on Apple (2008), it is questioned how the proposals for teaching General Culture and Educational Practices would also be adequate to the logic of training for productivity in the industry, understanding that the curriculum is designed from the demands of social relations and productive, which, in this case, are connected to the industrialization project. From Catani (1996), we understand the potential of educational journals for the study of discourses about ideal ways of carrying out educational work. In this sense, the CBAI Bulletin was used as the main source of research, being analyzed based on the methodological assumptions of History Through the Press (ZICMAN, 1985) and content analysis (ARÓSTEGUI, 2006; MORAES, 1999). For this, it was first necessary to build a biography of the concepts (CASTANHA, 2011) of General Culture and Educational Practices, in order to identify changes in the legislation of the period. Also, as secondary sources, newspapers from the Hemeroteca Digital Brasileira and documents taken from the Gustavo Capanema archive at the Center for Research and Documentation of Contemporary History of Brazil (CPDOC) were used to assist in the interpretation process. As a result of the study, it was identified that the CBAI Bulletin was an area to defend the teaching of General Culture and Educational Practices. However, this teaching should be connected to technical knowledge, an appropriation of the New School perspective of combining theory with practice. For the application of this proposal, problems were detected such as the lack of specific teacher training and bibliography, for example.

2
  • MARIANA DAMIAO FARIAS
  • -

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • PATRÍCIA TUXI DOS SANTOS
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • LUZIA GUACIRA DOS SANTOS SILVA
  • PATRÍCIA ARAÚJO VIEIRA
  • Data: 11-feb-2022


  • Resumen Espectáculo
  • 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.

3
  • JOÃO PAULO DA SILVA BARBOSA
  • -

  • Líder : DEBORA REGINA DE PAULA NUNES
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • DEBORA DELIBERATO
  • GESSICA FABIELY FONSECA
  • LEILA REGINA D'' OLIVEIRA DE PAULA NUNES
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 17-feb-2022


  • Resumen Espectáculo
  • Limited dissemination of Evidence-Based Practice (EBP) in schools, the absence of adequate teacher training, difficulties in planning classes and in establishing efficient communication are obstacles to the academic development of students with Autism Spectrum Disorder (ASD). In this sense, the present research aims to analyze the effects of a training program in Augmentative and Alternative Communication (AAC) on the lesson plans of teachers who teach students with ASD in the regular classroom. Five teachers who worked in Elementary School participated in the study. The training program, structured in a dialogic perspective, discussed by Shulman (1986), was based on the real demands presented by the participants. Regarding the research methodology, strategic action research was used and, for data analysis, the principle of Content Analysis proposed by Bardin (1977) was followed. The IRAMUTEQ software (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires) was used to assist in data processing. The results reveal that the training program expanded the teachers' knowledge about ASD and AAC. In general, they were able to modify and implement AAC systems in their lesson plans. Despite these results, some teachers had difficulties in using the AAC with a focus on the socio-communicative aspects of the students, even though they seemed to understand the central objectives of AAC. The findings of this research underscore the need for studies focused on the lesson plan and teacher training models.

4
  • LETÍCIA PEIXOTO DE MENDONÇA
  • -

  • Líder : FREDY ENRIQUE GONZALEZ
  • MIEMBROS DE LA BANCA :
  • REGINA DA SILVA PINA NEVES
  • CLAUDIA ROSANA KRANZ
  • FREDY ENRIQUE GONZALEZ
  • MARCELO BEZERRA DE MORAIS
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 18-feb-2022


  • Resumen Espectáculo
  • 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.

5
  • TALLISON FERREIRA DA SILVA
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • CARLOS ALDEMIR FARIAS DA SILVA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA CARMEM FREIRE DIOGENES REGO
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • WELLINGTON VIEIRA MENDES
  • Data: 18-feb-2022


  • Resumen Espectáculo
  • Cette étude présente une composition intellectuelle et biographique du Père Educateur Francisco Canindé dos Santos qui, dans la ville d'Assu/RN, a résisté à une politique de sujétion ; il s'est mobilisé contre le démantèlement socioenvironnemental impliquant le Projet Baixo-Açu et a exercé son ministère sacerdotal (1966-2011) en éduquant à la conscience comme exercice émancipateur en vue du bien de la communauté. Cette thèse utilise une méthodologie historic-bibliographique-descriptive basée sur l'épistémologie des sciences de la complexité. De plus, tout au long de ce récit, sont exposés des reportages et des photographies qui rendent compte des différents moments et actions pertinents qui ont marqué la pratique éducative du personnage référencé. Les interlocuteurs théoriques de cette recherche sont : Paulo Freire, Edgar Morin, Giorgio Agamben, Marcelo Gleiser, Ailton Krenak et Joseph Cardijn. Parmi tant d’enseignements se trouve la leçon du déplacement – d’agir pour se transformer à travers des actes éducatifs. Une éducation qui fait bouger le monde est une éducation qui, en premier lieu, guide ses destinataires à composer des parcelles de lumière dans le but d'éclairer les ténèbres de l'ignorance en vue d'un humanisme solidaire et d'une éthique de coresponsabilité.

6
  • GABRIELLA CRISTINA DE FRANÇA SILVA SANTOS
  • -

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • LARA FERREIRA DOS SANTOS
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • LUZIA GUACIRA DOS SANTOS SILVA
  • PATRÍCIA ARAÚJO VIEIRA
  • Data: 21-feb-2022


  • Resumen Espectáculo
  • 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.

7
  • PAULO SÉRGIO RAPOSO DA SILVA
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • FAGNER TORRES DE FRANÇA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • JOÃO BOSCO FILHO
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • RENATO PEREIRA DE FIGUEIREDO
  • Data: 22-feb-2022


  • Resumen Espectáculo
  • Born in Caraúbas, Rio Grande do Norte, Valdetário Carneiro (1959-2003) became one of the best known names in the state, as a precursor of the so-called “Novo Cangaço”, a type of organized crime characterized by surrounding small towns and robbing their bank agencies. Methodologically, this dissertation assumes a descriptive character by detailing biographical data and facts through journalistic articles, interviews with biographers, family members and some people of Caraúbas. The theoretical basis of the research is the Science of Complexity, through which the awareness of contradictions is conceived as an important foundation in the understanding of social phenomena and an essential condition for an education capable of producing relevant knowledge. In addition to his criminal record, there is the figure of a man who overcomes immediate labels and reveals the complexity of living in multiple belongings. Valdetário, the marginal strategist, made his life a stage on which he plays a multifaceted drama and constituted one of those expressions that, although tragic, carried deep meanings about what we are and what we can be as human beings.

8
  • LAELSON VICENTE FRANCISCO
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • MARTA MARIA DE ARAUJO
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • CLÁUDIA ENGLER CURY
  • JOEDNA REIS DE MENEZES
  • Data: 23-feb-2022


  • Resumen Espectáculo
  • 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.

9
  • SILVANA DE MEDEIROS DA SILVA
  • -

  • Líder : MARIANGELA MOMO
  • MIEMBROS DE LA BANCA :
  • MARIANGELA MOMO
  • DENISE MARIA DE CARVALHO LOPES
  • MARIA CRISTINA LEANDRO DE PAIVA
  • DARLIZE TEIXEIRA DE MELLO
  • PATRICIA IGNACIO
  • Data: 23-feb-2022


  • Resumen Espectáculo
  • -

10
  • RAQUEL DUARTE FERNANDES
  • -

  • Líder : ALESSANDRA CARDOZO DE FREITAS
  • MIEMBROS DE LA BANCA :
  • ALESSANDRA CARDOZO DE FREITAS
  • ANA CAROLINA PERRUSI ALVES BRANDÃO
  • JULIANA DE MELO LIMA
  • MARLY AMARILHA
  • NORMA SANDRA DE ALMEIDA FERREIRA
  • Data: 23-feb-2022


  • Resumen Espectáculo
  • -

11
  • WILLYAN RAMON DE SOUZA PACHECO
  • -

  • Líder : MARIA CARMEM FREIRE DIOGENES REGO
  • MIEMBROS DE LA BANCA :
  • CLAUDIANNY AMORIM NORONHA
  • HOSTINA MARIA FERREIRA DO NASCIMENTO
  • HÉLIO JUNIOR ROCHA DE LIMA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA CARMEM FREIRE DIOGENES REGO
  • Data: 23-feb-2022


  • Resumen Espectáculo
  • Dissertation on screen presents the impacts of the community health volunteer course in rural communities of Morogor / Tanzania, with innovative solutions and all the unpublished viable by the community for transformation of the local reality. The course was developed by the Laboratory of Technological Innovation in Health (LAIS) and by the Department of Distance Education (SEDIS) of the Federal University of Rio Grande do Norte (UFRN), being made available online through the SUS Virtual Learning Environment (AVASUS) and mediated in person in the Tanzanian rural communities of Vila Berega; Mtakujia Village; Massai Village of Parakuyo; Village of Mvomero, Village of Dumila and Village of Kimambae. The research was, based on the system and analysis, in the process of analyzing the impacts of the voluntary community health course on the Tanzanian rural communities assisted. For the embodiment of research, we rely on the research methodology of the Research Group of Educational Practices of the Study Group of Practices (GEPEM of the analysis in comparison and the regularities), between the development of the course and the thought of Paulo Freire, taking advantage as a license as categories of dialogue, awareness, possible and viable conditions. As a theoretical contribution, we sought studies by Freire (1980; 1996; 2014; 2015; 2016; 2018); Pernambuco (1994; 2006); Rego (2006); Gadotti (2007); Freitas (2004), among other authors. The organization is through the collection of technical data about the course at AVASUS and the AVASUS presentation platform through Google participation of data as actions, with thirteen students of the course and seven collaborators who mediate, four Tanzanians and three Brazilians. From the actions developed through the course, we observed that the assisted rural communities changed their health habits and managed to alleviate the high rates of infections, diseases and preventable deaths. The students of the course started to recognize themselves as amplifying agents of the acquired knowledge and look for viable possibilities to take health education to other Tanzanian communities. The mobility difficulties are pointed out by Tanzanian students and employees as a limit situation to be overcome, something that in Vila Berega is being minimized through a  financial fund organized by the community itself to assist agents in locomotion to the most remote locations, aiming to expand the course offer.

12
  • MILENA OLIVEIRA DE LIRA
  • -

  • Líder : GESSICA FABIELY FONSECA
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • ELAINE LUCIANA SOBRAL DANTAS
  • GESSICA FABIELY FONSECA
  • JULIO RIBEIRO SOARES
  • MARIA APARECIDA DIAS
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • 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.

13
  • DÉBORA DE VASCONCELOS SOUZA CONRADO
  • -

  • Líder : FLAVIA ROLDAN VIANA
  • MIEMBROS DE LA BANCA :
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • LARA FERREIRA DOS SANTOS
  • LUZIA GUACIRA DOS SANTOS SILVA
  • PATRÍCIA ARAÚJO VIEIRA
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • The Supervised Curricular Internship in the Licentiate Degree in Letters-Libras at the Federal University of Ceará (UFC) aims to provide the development of didacticpedagogical knowledge and skills for the teaching of Libras (Brazilian Sign Language) as a first and second tongue. Therefore, students experience different stages during the internship. Based on my experience in the last three years, in the guidance of deaf students and hearing students enrolled in the Supervised Internship in Libras as L1 and Supervised Internship in Libras as L2 of the aforementioned course, I began to wonder why students in training, even after studying Libras teaching approaches, they reproduce the old practices focused on teaching vocabulary and grammar. Another issue concerns deaf didactics that is not part of the repertoire of most students, which is not perceived by them and which needs to be developed. In this sense, I believe that the curricular internship is a space that can contribute to this discussion, as it directly addresses the central issues of Didactics, namely, theory and practice, content and form and teacher - student. Therefore, the proposal of this dissertation falls on the aspects of deaf didactics in the teaching of Libras as L1 by deaf students in the scope of the supervised curricular internship of the Letters-Libras course at UFC, with the general objective of analyzing aspects of the teaching of Libras as L1 in the scope of the supervised curricular internship of the Letters-Libras course at UFC by deaf professors and students. As a method, exploratory research with a qualitative approach was used, with an interpretative paradigm, with elements of an action research in which we sought to know, understand and intervene in the social reality in response to the demands made by the deaf community in the dialogic interaction with the different actors. involved in the process of teaching and learning Libras as L1 (first language), with emphasis on the role of deaf subjects in the decisions that involve them. The challenges that arise in the education of the deaf are many and are marked by ruptures and contradictions within a context of relational and active process, but the favoring of a deaf didactics for the teaching of Libras as L1 can strengthen the recognition of specificities of teaching and learning of this student. The research obtained as results important reflections that allow a better understanding about the teaching and learning process of deaf students, enabling the perception: to seek (re) know the deaf student as a visual subject and that the use of visual and mnemonic resources should to be contextualized to teaching; and the appropriation of constitutive elements of a way of organizing teaching, based on reflections made by authors linked to the field of Deaf Studies in Education, seeking to understand the meaning of bilingual education in its concrete reality in schools and at the University.

14
  • IZABELLA KELLY CARNEIRO ALVES
  • -

  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • FAGNER TORRES DE FRANÇA
  • IRAN ABREU MENDES
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • JOÃO BOSCO FILHO
  • RENATO PEREIRA DE FIGUEIREDO
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • 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.

15
  • JAMMERSON YURI DA SILVA
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • JOEDNA REIS DE MENEZES
  • PAULO ROBERTO SOUTO MAIOR JUNIOR
  • RICARDO DOS SANTOS BATISTA
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • This research is inserts in the field of History of Education, articulating the domains of History of Intellectuals and Sensibilities, in order to analyze the trajectory of Dorina de Gouvêa Nowill. We aim to identify the aspects that accredited her as an intellectual for inclusion, through the study and analysis of her experiences, actions and writing. We understand Nowill as a creator and cultural mediator intellectual, according to the conceptions of Jean-François Sirinelli (1998; 2003). For that, we take as a basis their itineraries, generational aspects and sociability networks. In a sensitive perspective of understanding history, we dialogue with Sandra Pesavento (2019) and with the concept of “Abnormal” by Foucault (2001), understanding Dorina Nowill from the categories monster, masturbator and incorrigible. We also discuss aspects related to the Dorina Nowill Foundation for the Blind (FDNC), an institution created by the intellectual, based on what was exposed by Justino Magalhães (2004); and finally, we approach the tripod exposed by Michel de Certeau (1992) in “The Writing of History”, composed by the place of speech, practice and writing. The documental body of this research consists of photographs, letters, notes, minutes, reports, statutes and books written by Nowill. The sources are operationalized from the historiographical method of heuristics and hermeneutics and discourse analysis, from the perspective of Foucault (1996). The work developed here led us to meet a multifaceted intellectual who was legitimized over the years through her performance, becoming a symbol of inclusion in Brazil and in the world.

16
  • LAVÍNIA MARIA SILVA QUEIROZ
  • -

  • Líder : ALESSANDRO AUGUSTO DE AZEVEDO
  • MIEMBROS DE LA BANCA :
  • MEYRE ESTER BARBOSA DE OLIVEIRA
  • ALESSANDRO AUGUSTO DE AZEVEDO
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARIANGELA MOMO
  • PATRICIA IGNACIO
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • 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.

17
  • MARIA LUZIENE DE MEDEIROS
  • -

  • Líder : MARIA CARMEM FREIRE DIOGENES REGO
  • MIEMBROS DE LA BANCA :
  • MARIA CARMEM FREIRE DIOGENES REGO
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • IRENE ALVES DE PAIVA
  • MARIA REILTA DANTAS CIRINO
  • RICARDO BURG CECCIM
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • This dissertation aims to analyze the experiences socialized in the Virtual Community of Practice of the Sífilis Não Project, as a space for collective and collaborative construction that enables the exchange of ideas based on the reality of the subjects. The qualitative research adopted netnography as an investigative flow, as it suits the need for emerging research in the network society, by verifying how virtual digital communicative interactions contribute to a structured dialogic environment based on visualization and observation in chatting lives. papo Sífilis Não, on the YouTube channel. The study is articulated to the references that direct research for teaching mediated by technologies and as theoretical interlocutors that dialogue with the text: Fleck (2010), Freire (1967, 2017), Castells (2003, 2013), Rêgo (2006), Wenger and Lave (1991). For the analysis, the principles of the Study Group on Educational Practices in Movement (GEPEM) were articulated, which proposes the process of construction of practices from different realities relating the study to a communicative ecosystem. The research pointed out the possibilities of interactions in a virtual, synchronous and asynchronous digital environment, during lives chat Syphilis No, on YouTube, guiding axis for the exchange of ideas, in a communicative ecosystem.

18
  • JEFFERSON MELO DA SILVA
  • -

  • Líder : KILZA FERNANDA MOREIRA DE VIVEIROS
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • CESAR AUGUSTO CASTRO
  • IRAN DE MARIA LEITAO NUNES
  • JOSE MATEUS DO NASCIMENTO
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARLUCIA MENEZES DE PAIVA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • 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.

19
  • AYSLLANE JUNIE PESSOA DA CUNHA
  • -

  • Líder : GESSICA FABIELY FONSECA
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • MARLA VIEIRA MOREIRA DE OLIVEIRA
  • NIEDJA MARIA FERREIRA DE LIMA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • This research investigates the performance and monitoring of Special Education teachers in Rio Grande do Norte, here called Special Educators, initially highlighting a historical and social reflection on the profile of the position that consists of supporting pedagogical activities in everyday school life. Thus, this study aims to analyze the perceptions of special educators about their professional performance in teaching processes from the perspective of school inclusion in the state of RN.The research methodology is of a qualitative nature, which presents integration between the social and the human phenomena, analyzing the different objects through different descriptive instruments, enabling the systematization of the central results. Data collection took place remotely due to the coronavirus pandemic, ensuring the safety of those involved. The survey design comprises the following steps: 1) compliance with ethical protocols, this being an approved research by the ethics committee; 2) sending the online questionnaire to the effective professors working in the position; 3) interview with a member of the coordination of SUESP/RN, which is the body that acts directly in the monitoring process of these professionals; 4) systematization and analysis of the collected data. The results of this investigation point to the gaps in the monitoring process and difficulties faced in the mediation of the school routine that educators experience, as well as, it was possible to understand, through discussions and data analysis, the efforts and plans outlined by the state and professionals to build a school experience that is concerned with the learning of the students, who are the target audience of special education in RN, which aims to become truly inclusive.

20
  • ISABEL CRISTINA DA SILVA
  • -

  • Líder : GESSICA FABIELY FONSECA
  • MIEMBROS DE LA BANCA :
  • CIBELLE AMORIM MARTINS
  • GESSICA FABIELY FONSECA
  • MARCIA TORRES NERI SOARES
  • MARLA VIEIRA MOREIRA DE OLIVEIRA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • 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.

21
  • DANIELE ANTONIA DA SILVA
  • -

  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • ALLAN SOLANO SOUZA
  • ANTONIO CABRAL NETO
  • MARIA EDGLEUMA DE ANDRADE
  • MARIA GORETTI CABRAL BARBALHO
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • This dissertation aims to analyze the actions of the National Program of Student Assistance (PNAES) and its configuration at the Federal University of Rio Grande do Norte, as a reference it was used the policy of distribution of housing, transport and food granted to the graduation students, Campus-Natal (2010-2019), placing it in the context of the current social policies. As an epistemological matrix it adopted Historical-Dialectical Materialism, including the following categories of analysis: contradiction, mediation and totality. The methodological procedures used were the literature review; documental analysis: as the management reports of UFRN (2007-2019), PNAES budget bulletins from UFRN, UFRN's Institutional Development Plan (PDI), Results Consolidation Reports of PNAES Management, Normative nº 39 of December 12th of 2007, and the Decree nº 7234 of July 19th of 2010, among others; were also used the data analysis of the National Institute of Studies and Research Anísio Teixeira - INEP and UFRN's open data portal. It is concluded that the PNAES defined assistance procedures focused on prevailing the viability of equal opportunities, with the purpose of improving academic performance and developing preventive actions against repetition and evasion. However, some social economical and political conditions affected the development of its functions. Higher Education Institutions (IES) presented difficulties and failures in their role of planning, implementing and executing the program, student participation was little present and there were budget cuts, among others. The results of the analyzes the actions of the PNAES allow us to affirm that food, transport and housing aid, despite their compensatory nature, are essential to grant basic conditions of permanence to students in a situation of socioeconomic vulnerability. However, the public of PANES requires a policy with legal safety that defines by the Law an adequate budget basis so the IES can expand their attendance and not be submissive to the economical and political moment and to the government interests.

22
  • PAULO BASÍLIO DE ALCÂNTARA
  • -

  • Líder : MARTA MARIA DE ARAUJO
  • MIEMBROS DE LA BANCA :
  • ROSA LYDIA TEIXEIRA CORRÊA
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARIO LOURENCO DE MEDEIROS
  • MARTA MARIA DE ARAUJO
  • RAYLANE ANDREZA DIAS NAVARRO BARRETO
  • Data: 29-abr-2022


  • Resumen Espectáculo
  • 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.

23
  • ANA CRISTINA SANTOS COSTA
  • GENDER STEREOTYPES IN THE INTEGRATED TECHNICAL COURSE IN COMPUTER TECHNOLOGY AT THE PROFESSIONAL EDUCATION CENTER "SENADOR JESSÉ PINTO FREIRE"

  • Líder : AVELINO ALDO DE LIMA NETO
  • MIEMBROS DE LA BANCA :
  • AVELINO ALDO DE LIMA NETO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • KARYNE DIAS COUTINHO
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • NATÁLIA CONCEIÇÃO SILVA BARROS CAVALCANTI
  • Data: 26-may-2022


  • Resumen Espectáculo
  • The study was developed at the Graduate Program in Education (PPGED) of the Federal University of Rio Grande do Norte (UFRN). It emerged from the scarcity of publications, in the epistemological field of Professional Education (PE) in the state of Rio Grande do Norte (RN), about studies on gender stereotypes related to the choice of vocational courses by students. Thus, we justify the need for our investigation, taking into account the overlaps between these stereotypes and these choices. The study had as general objective to problematize the option of the students for the Technical Course in Computer Technology in the face of gender stereotypes in the state network of Vocational Education. For specific objectives, we aimed to (1) build a theoretical and historical reference of female education, focused on qualification for work specifically in the Potiguar context; (2) diagnose the places occupied by women in the guiding documents and in the data of Vocational Education in RN; and (3) reveal ruptures and continuities in the students' speeches concerning their professional preferences in confrontation with gender stereotypes within the Integrated Technical Course in Informatics at Professional Education Center "Senador Jessé Pinto Freire” (CENEP-SJPF). The study took place in the light of the theoretical framework of gender studies in dialogue with theorists of Professional Education. The methodological approach of the research is qualitative, exploratory in nature. In order to build the research corpus, we made use of the documentary film "Feministas: what were they thinking?" (2018). As a methodological strategy, we used the Film Analysis Form, in addition to a socioeconomic and demographic questionnaire, a focus group and a semi-structured interview. The collected and constructed data were analysed through Discursive Textual Analysis (DTA) proposed by Moraes and Galiazzi (2006). The results showed that the Computer Technology course in RN has a male predominance, and is still a field of study and performance considered for men. However, the study revealed a growing increase in girls taking the course each year. As for the students' choices for a vocational course, we found that they are mostly guided by their relatives, also taking into account the social expectations of each family. Most of the time, the choice for a professional course in the area of information technology occurs due to the persuasion of men of their acquaintance who already work in this field. We also inferred that the girls interviewed had already been through some situation in which they suffered discrimination or gender prejudice by the students or during the internship, although at the time they did not realize the violence they suffered and were subjected to. We conclude this work by pointing out the urgent need for education and training based on gender equity, not only in the area of the Computer Technology vocational course, the focus of this dissertation, but in all areas of Professional Education in the state.

24
  • ANA CLARISSA GOMES DE FRANCA
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • ELAINE LUCIANA SOBRAL DANTAS
  • GABRIELA MEDEIROS NOGUEIRA
  • HERCÍLIA MARIA DE MOURA VITURIANO
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • MARIA CRISTINA LEANDRO DE PAIVA
  • Data: 30-may-2022


  • Resumen Espectáculo
  • -

25
  • LORRINE BORGES PINTO
  • -

  • Líder : CYNARA TEIXEIRA RIBEIRO
  • MIEMBROS DE LA BANCA :
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • BLENDA CARINE DANTAS DE MEDEIROS
  • CYNARA TEIXEIRA RIBEIRO
  • DENISE MARIA DE CARVALHO LOPES
  • VANIA APARECIDA CALADO
  • Data: 30-jun-2022


  • Resumen Espectáculo
  • -

26
  • MARIA SANTA BORGES DO NASCIMENTO
  • -

  • Líder : DEBORA REGINA DE PAULA NUNES
  • MIEMBROS DE LA BANCA :
  • RITA DE CÁSSIA MOREM CÓSSIO RODRIGUEZ
  • MARIA MÁRCIA MELO DE CASTRO MARTINS
  • DEBORA REGINA DE PAULA NUNES
  • GESSICA FABIELY FONSECA
  • MARIA APARECIDA DIAS
  • Data: 26-jul-2022


  • Resumen Espectáculo
  • 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.

27
  • THAÍSE DE SANTANA LOPES
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • WALTER PINHEIRO BARBOSA JUNIOR
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • GILMAR LEITE FERREIRA
  • Data: 23-ago-2022


  • Resumen Espectáculo
  • The object of this dissertation is the Sertania and Education Research Group. We aim to understand the paths taken and the marks that made up this research group, limiting the journey to the years 2003 to 2020. This starting question unfolded into others, such as: What is sertania? What were the places where sertania was sown and germinated? What marks (footprints) has the group's journey left over these seventeen years? Can Sertania be configured as a theoretical tool for research or researchers in education? To answer them, we assume Carlo Ginzburg's evidential paradigm, but treating it as a method. The sources that provided us with data and information were the Research and Extension Projects; Academic Productions, such as articles, books, monographs, dissertations, theses; the Study Groups linked to the Sertania Research Line and Youth and Adult Education that nurtured the Sertania and Education Research Group; the events held; teacher curricula; the Group's e-mails and photos found in the teachers' personal collection, in the researcher's collection and on the computer in room 19 of the Education Center, UFRN, in addition to making use of the free conversational interview with some participants of the Group. From a theoretical point of view, we work as a background a reflection on education, craftsmanship and the sertão, nourishing these reflections with the conceptions of Freire (1983), Mills (2009), Barbosa Junior (2017), Rosa (1959), Euclides (1902) and Ferreira (2018). With all the study movement, and from the traces found, we came to understand that the Sertania and Education Research Group started as a study movement in Caicó-RN; assumed the word sertania from Nivaldete's poem; there was never any intention to have a leader, but to bring together people who like to study and think; that the two professors from Caicó created the Sertania Research Line and Lifelong Youth and Adult Education at UFRN's central campus, to provide conversation circles, loving dialogues and listening as fundamental conditions for those who needed them; the Sertania and Education Research Group was institutionalized in 2010, thinking about Scientific Initiation and Postgraduate Research; that throughout these seventeen years the Group assumed peculiar characteristics, such as not looking for authors, but looking for what authors were looking for in an anthropophagic way; that the focus has always been the person who is in the group and not concepts or theories that precede their existence, and, finally, we realize that there is no concern in making the Sertania and Education Research Group a new scientific paradigm, but to provide studies that make their participants/researchers understand, in their academic productions, how the object is made in itself, affirming with this notion that the researcher and his research are unique and united in the vastness of each ser-tão.

28
  • MARIA DA CONCEIÇÃO DANTAS DO NASCIMENTO
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DIAS
  • ANTONIO DE PADUA DOS SANTOS
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 26-ago-2022


  • Resumen Espectáculo
  • 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.

29
  • RAFAEL ARAÚJO DA SILVA
  • -

  • Líder : MARIANGELA MOMO
  • MIEMBROS DE LA BANCA :
  • MARIANGELA MOMO
  • ERIKA DOS REIS GUSMAO ANDRADE
  • WALTER PINHEIRO BARBOSA JUNIOR
  • GIOVANA CARLA CARDOSO AMORIM
  • PATRICIA IGNACIO
  • Data: 29-ago-2022


  • Resumen Espectáculo
  • The civic invisibility of children persists in the current times and the environments of early childhood education do not escape from this reality. Discussing the right of participation of children is necessary to break the paradigm of the silencing of this social group. This context is aggravated at a time of crisis caused by the COVID-19 pandemic, through which a series of measures were taken, radically changing everyone's lives, including that of children and the daily routine of early childhood education. Given this panorama, the research entitled "Children's participation in the return to classes in Preschool: elements for thinking about democracy" aimed to analyze the ways in which children's participation occurs in the return to classes in an institution of Preschool Education in the midst of the pandemic period. To develop the research, the theoretical framework was the studies on Democracy and Participation by authors such as Comparato (2010), Bobbio (2000), Hart (1992), the Sociology of Childhood with authors such as Sarmento (2007), Fernandes (2005) and Campos and Fernandes (2012), the Pedagogy of Childhood, with authors such as Oliveira-Formosinho (2007), the Reggio Emilia proposal, Edwards, Forman and Gandini (1999), Louro (2014) and Lino (2013), and the Modern School, Niza (1998) and Bohac (2014). The methodological approach of the research was qualitative, with inspiration in Ethnography and research with children, of which Sarmento and Pinto (1997), Demartini (2002) and Kramer (2007) were references. The methodological procedures also included the analysis of documents related to Early Childhood Education in the municipality of Currais Novos - RN, they were: Municipal Education Plan (2015 - 2025), Pedagogical Political Project of the investigated Early Childhood Education institution, and the School Diary of the class's titular teacher. The investigated children were 5 years old, resided in the municipality of Currais Novos/RN, and were in level V of Early Childhood Education. The on-site research took place in the second semester of the year 2021, when classes were returning to the classroom format after a long period of suspension, with observations, interviews with the children and their guardians, and interviews with a representative of the Municipal Secretary of Education of the city of Currais Novos/RN. As a result of the intertwining between theory and empirical research, three analytical categories were elaborated, entitled: 1) Childhood Education Institution as a fostering agent of children's participation; 2) Children's participation: interaction and subversion; and 3) Non-participation of children in a Childhood Education Institution. As a result, it was possible to evidence that there is a participative prism of the child, in which the more distant the children are from the decision centers, such as the Municipal Secretary of Education, the lesser are their possibilities of participating and the lesser is their power to influence the decisions. On the other hand, the closer the children are to the decision making instances, the greater is their possibility of participating in some way in the decision making, whether through interaction or subversion. Furthermore, it was possible to verify that there are still many situations in the scope of Early Childhood Education in which children do not participate, prevailing attitudes of silencing the child by the adult (intentionally or not) as a natural and even institutionalized practice.

30
  • ADRYELLE FERREIRA DE OLIVEIRA
  • -

  • Líder : GILMAR BARBOSA GUEDES
  • MIEMBROS DE LA BANCA :
  • GILMAR BARBOSA GUEDES
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • JOSE MATEUS DO NASCIMENTO
  • PEDRO ISAAC XIMENES LOPES
  • Data: 30-ago-2022


  • Resumen Espectáculo
  • 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.

31
  • NATÁLIA MEDEIROS DE OLIVEIRA
  • -

  • Líder : MARIANGELA MOMO
  • MIEMBROS DE LA BANCA :
  • MARIANGELA MOMO
  • DENISE MARIA DE CARVALHO LOPES
  • MARIA CRISTINA LEANDRO DE PAIVA
  • DARLIZE TEIXEIRA DE MELLO
  • PATRICIA IGNACIO
  • Data: 30-ago-2022


  • Resumen Espectáculo
  • Education happens through culture (CHARLOT, 2005; SILVA, 1999) and YouTube, as a cultural object, produces meaning, it forms subjects, identities and meanings. Therefore it is an artifact that educates, just like YouTubers, who are part of the daily lives of children who attend school. In this dissertation, we understand that YouTube is configured as an artifact that enables experiences – it contributes to the formation of identities and subjects, provides ways of being, of being in the world, of learning and even producing knowledge. Thus, we analyze this cultural artifact with a focus on the identity representations produced by a Child YouTuber put into circulation on two channels with a large national audience during the years 2020, 2021 and 2022. In other words, the research aimed to analyze children's identities put into circulation by a Child YouTuber from northeastern Brazil highlighting some of the cultural pedagogies disseminated. As specific objectives, the research was concerned with 1) problematizing the identity representations displayed by the YouTuber and the way they operate from cultural pedagogies that can produce ways of being a child and living childhood; and 2) understand the relationships of cultural pedagogies in circulation on the Child YouTouber’s channels with certain contemporary children's identities. To carry out the research, we make dialogues with studies in the Field of Cultural Studies, through authors such as Bauman (2001), Hall (2014), Momo (2007) and Silva (2000), in addition to Childhood Studies, based on authors such as Corsaro (2006), Buckingham (2007) and Bujes (2004). Concerning the theoretical-methodological contribution, we were inspired by the virtual ethnography (HINE, 2004) by mapping the videos available on the channel of Valentina Pontes, a Child YouTuber (10 years old, Fortaleza/CE), starting from the immersion in the child's channels and selection of six videos having certain cultural pedagogies that teach specific ways of being a child and living childhood. The results point to the recurrence of some childhood identities, such as: 1) living childhood as a Child YouTuber; 2) the inseparability between being a child and playing; 3) being a child and consuming and 4) ways of living childhood attached to beauty and vanity. Thus, the research shows that some of the representations that make up and constitute the subject Child YouTuber are linked to games, playing and spectacularized consumption, in addition to standards of beauty taken as ideas nowadays. In a context of globalization and blurring of borders, children's expressions and identities are not fixed in a unified cultural process, but rather are characterized by the sociocultural and symbolic scenario in which children are inserted.

32
  • POLIANA LOPES DA COSTA
  • -

  • Líder : ANDRE FERRER PINTO MARTINS
  • MIEMBROS DE LA BANCA :
  • ANDRE FERRER PINTO MARTINS
  • FLAVIA POLATI FERREIRA
  • LUCIANO DENARDIN DE OLIVEIRA
  • Data: 30-ago-2022


  • Resumen Espectáculo
  • 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?

33
  • RICALINE DA COSTA
  • -

  • Líder : GILMAR BARBOSA GUEDES
  • MIEMBROS DE LA BANCA :
  • GILMAR BARBOSA GUEDES
  • OLIVIA MORAIS DE MEDEIROS NETA
  • MIRIAM FÁBIA ALVES
  • Data: 30-ago-2022


  • Resumen Espectáculo
  • The progress of Brazilian public basic education has been crossed by several changes, including those imposed by the period of the Military Dictatorship (1964-1985) such as, for example, the surveillance of institutions and professionals. Later on, the opening of education to the private sector began, due to an important change introduced by the 1967 Constitution, provided for in Art. 168, § 3, item III: “Whenever possible, the Government will replace the free system with the granting of scholarships, requiring subsequent reimbursement in the case of higher education”. The Brazilian dictatorial period, whose two main objectives were the formation of a workforce that fit the technocratic model of economic development of the military and the dissemination of an ideology that favored the conviction (among children and young people) that the regime was something positive, starting with imposing on young people a pattern of behavior driven by rules, obedience and homogenization, becomes the embryo of the way for the implementation of anti-democratic educational policies today. In this light, the present article, based on the methodology of document analysis, focusing, therefore, on the legalnormative framework of Brazilian education such as: aspects of the Law of Directives and Bases of Education, nº 9394/96, of the National Plan of Education (2014-2024), of Decree No. 10,004, of September 5, 2019 - which establishes the National Program for Civic-Military Schools - and in Decree No. 9,940, of July 24, 2019 - which amends Decree No. 88,777 , of September 30, 1983, to allow firefighters and police officers to work in civic-military schools, draws a parallel between nuances of Brazilian educational policy in the Brazilian military regime and that advocated by the Programa Nacional das Escolas Cívico-Militares (Pecim), instituted with the objective of “promoting improvement in the quality of basic education in the country”, under the aegis of an “environment of partnerships and greater bonding between managers, teachers, soldiers, students and even parents and guardians” and that the model of Education militarized system will promote “improvement in the quality of basic education in the country”. It is questioned that the Program is only applicable to schools of a public nature, located on the periphery, to the detriment of the educational environment of private institutions. In the same way, the allocation of funds for the consolidation of the new project is questionable, since the public school remains increasingly in a state of abandonment by the successive governments of the country, as well as how the ultraconservative and ultraliberal tendencies, embedded in the ongoing educational project, can strengthen the foundations of the clear clash of political order in conflict: the public and private interest in the educational sphere in Brazil and, mainly, the breaking of the model of democratic management.

34
  • MARIA DA CONCEIÇÃO BARROS DE SOUZA
  • -

  • Líder : JEFFERSON FERNANDES ALVES
  • MIEMBROS DE LA BANCA :
  • JEFFERSON FERNANDES ALVES
  • MARIA APARECIDA DIAS
  • LIVIA MARIA VILLELA DE MELLO MOTTA
  • MARTHA MILENE FONTENELLE CARVALHO
  • Data: 31-ago-2022


  • Resumen Espectáculo
  • 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.

35
  • LAÍSSA CHRISTINA CAVALCANTE ARRUDA MARINHO
  • -

  • Líder : VANDINER RIBEIRO
  • MIEMBROS DE LA BANCA :
  • VANDINER RIBEIRO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • LUCÉLIA DE MORAES BRAGA BASSALO
  • Data: 31-ago-2022


  • Resumen Espectáculo
  • -

36
  • GILLEVELENEWE SOUSA REZENDE
  • PREDICTIVE FACTORS FOR EVASION, DISTANCE PEDAGOGY CLASS UAB/UFRN, ACCORDING TO ENTRY STUDENTS 2021.1
  • Líder : ANDREIA DA SILVA QUINTANILHA SOUSA
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • OLIVIA MORAIS DE MEDEIROS NETA
  • EGESLAINE DE NEZ
  • Data: 31-ago-2022


  • Resumen Espectáculo
  • 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.

37
  • REGINA LÚCIA ALVES COSTA
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • APUENA VIEIRA GOMES
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 28-sep-2022


  • Resumen Espectáculo
  • The present study approaches the affiliation and adherence process to Digital Technologies (DT) from a self-regulated orientation developed by teachers when they internalize necessary actions for the use of DT in the daily teaching activity. It was considered, for the analysis of this study, observations organized through the researcher's formative experiences, informal studies with teachers where she works as a training teacher and the formative experiment developed in the format of an Extension Course: the use of discursive genres for digital support in classroom. The purpose of the analysis is to reveal a model of self-regulated guidance that contributes to the process of teacher’s affiliation to DT, to re-elaborate other guidelines that make it possible to re-signify their practices and use DT as an inherent knowledge to the teaching profession. The study is based on an epistemic basis taking into consideration theorists who discuss DT, teacher training, learning and the meaning of affiliation, having this last one being a key category in this study. Therefore, the conceptions of researchers such as: Coulon (2008;2017), Garfinkel (2018), Ramalho; Núñez; Gauthier (2004), Imbernón (2011), Gatti (2016), Kenski (2008), Valente (1999; 2011; 2014) among others, are referenced in the study. The methodology used in the study is based on ethnomethodology for the main object of observation - the practices of the teaching routine revealed in the routines that materialize in languages, knowledge, conducts. As a result, it is possible to observe the relevant contribution of self-regulated guidance for affiliation and adherence to DT from the re-elaboration of other guidelines and application in the classroom by the professors of the Instituto de Educação Superior Presidente Kennedy, context of the research.

Tesis
1
  • TELMA MARIA DE FREITAS ARAÚJO
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • JULIO RIBEIRO SOARES
  • KILDO ADEVAIR DOS SANTOS
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MAGNA FRANCA
  • MARIA APARECIDA DE QUEIROZ
  • MARLUCIA BARROS LOPES CABRAL
  • SILVIA MARIA COSTA BARBOSA
  • Data: 10-feb-2022


  • Resumen Espectáculo
  • 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.

2
  • INGRID PATRÍCIA BARBOSA DE OLIVEIRA
  • -

  • Líder : TEREZINHA PETRUCIA DA NOBREGA
  • MIEMBROS DE LA BANCA :
  • SORAIA CHUNG SAURA
  • IRAQUITAN DE OLIVEIRA CAMINHA
  • LUIZ CARVALHO DE ASSUNCAO
  • MARCILIO DE SOUZA VIEIRA
  • RAIMUNDO NONATO ASSUNCAO VIANA
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • TEREZINHA PETRUCIA DA NOBREGA
  • Data: 15-feb-2022


  • Resumen Espectáculo
  • -

3
  • LARISSA FERNANDA SANTOS OLIVEIRA DOS REIS
  • -

  • Líder : FRANCISCO RICARDO LINS VIEIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • LEONARDO SANTOS AMANCIO CABRAL
  • LUCIA DE ARAUJO RAMOS MARTINS
  • MÁRCIA DENISE PLETSCH
  • OLIVIA MORAIS DE MEDEIROS NETA
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • VANESSA HELENA SANTANTA DALLA DÉA
  • Data: 18-feb-2022


  • Resumen Espectáculo
  • 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.

4
  • RODRIGO WANTUIR ALVES DE ARAÚJO
  • -

  • Líder : MARIA INES SUCUPIRA STAMATTO
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • ANTONIO DE PADUA CARVALHO LOPES
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • IRANILSON BURITI DE OLIVEIRA
  • JOSE MATEUS DO NASCIMENTO
  • MARIA INES SUCUPIRA STAMATTO
  • PAULO ROBERTO SOUTO MAIOR JUNIOR
  • Data: 18-feb-2022


  • Resumen Espectáculo
  • This present work corresponds to a chapter in the history of Brazilian education and aims to analyze the process of professionalization of public teaching in Rio Grande do Norte, based on the experience of implementing the Logos II Project (1976-1986) as a national public policy for teacher training in the state of Rio Grande do Norte. We established as a time frame the period between 1976, with the opening of the call for teachers, and 1986, with Resolution No. 02/86 of the State Council of Education, which suspended enrollment in the State of RN. This thesis was justified by the understanding of the Logos II Project, as a certification program, created by the national political regime in Brazil, known as the Military Dictatorship (1964-1985), which implemented the minimum training of teachers with 2nd Teaching qualification, in particular, teachers who attended and had their certification for the exercise of teaching. As a theoretical contribution, we consider the history of education as a field between history and education in Stephanou's conceptions; Bastos (2005), Saviani (2002), (2007), (2009), (2016); Galvão; Lopes (2010) and the foundations from the perspective of the new cultural history in Bloch (2001); Pesavento (2004) and Burke (2011), besides the discussions on memory present in Lombardi (2011); Halbwachs (2003) and Pollak (1989). We used the educational legislation Guidelines and Framework Law No. 4.024/61 and Law No. 5.692/71, in the process of teachers' formation, and Law No. 7.044/82, which repealed this item in the educational legislation; the sets of Sectoral Education Plans published in the 1970s, besides Opinions No. 853/71; 42/72; 346/72, which planned the curriculum, qualification, and professionalization of the High School Teaching course, as well as Opinion 699/72, which regulated Supplementary Education. The base of this work’s method was the analysis of statistical data on Potiguar education and oral history, with interviews with teachers who took the Logos II course, observing their impressions, sensations, and perceptions about the relevance of this project in their teaching activities, the sociopolitical, historical, and cultural context in eradicating lay teachers in this region. We used the concepts of Delgado (2020); Mehy and Holanda (2007) as the constitution of the oral source and the type of oral history in the formulation of Mehy and Ribeiro (2011) and the dialogic relations of oral history by Portelli (2016). As research sources, we used the Diário de Natal and O Poti newspapers available at the Hemeroteca Digital, as well as the teaching materials and documentation related to the Logos II Project. To help the discussions about the feminization of the Magisterium, we used the studies of authors, Stamatto (2002); Louro (2012); Almeida (2007), and Rosenberg (2012). We concluded by understanding the process of feminization of the Magisterium, consolidated as a national and regional phenomenon in which Logos II was a course that attended mostly the female gender, in the mid-1970s and 1980s, which made it possible to train women, according to the educational legislation, providing the qualification of teachers, contributing to the decrease in the number of lay teachers in the State of RN.

5
  • DÉBORA QUÉZIA BRITO DA CUNHA CASTRO
  • -

  • Líder : CRISLANE BARBOSA DE AZEVEDO
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • CICERO MAGERBIO GOMES TORRES
  • CRISLANE BARBOSA DE AZEVEDO
  • DANTE HENRIQUE MOURA
  • MARCOS SILVA
  • MARIA DA PAZ CAVALCANTE
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 21-feb-2022


  • Resumen Espectáculo
  • 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.

6
  • JARBAS ANTONIO DA SILVA BEZERRA
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • FRANCISCA SANVICÉN-TORNÉ
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • JOAQUIM LUÍS MEDEIROS ALCOFORADO
  • PAULO LOPO SARAIVA
  • ROBSON ANTÃO DE MEDEIROS
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 21-feb-2022


  • Resumen Espectáculo
  • This thesis was motived by the fact that we understand that citizenship should not be treated as a merger, foundation or a virtual word used in the daily fife by those who summarize it as a mere concession of rights and duties granted to the citizen. Thus, in this restlessness of the impotente that it has in the word scenario, an analysis was made through a perspetive of being considered a science and classified as a legalscience, as well as legal sociology, legal philosophy and others. To understand the rationaly of this perspective, it is necessary to became. Investigate citizenship from your concept and your permanent resignification, analyzing from the time of the Hebrews, Greece and Rome. Even with lactive content adopted in the study, it was necessary to evaluat about the contribution of Jesus Christ and his citizen actions that linked him to be seen as the largest citzen in the world. Several were the intellectual presursors of citizenship in the world field, among them, Rousseau, Comenius, Paulo Freire, Milton Santos and Norberto Bobbio. The brasilian constitucional evolution is notorius and with visible growth in the terms of citizenship, education and citizen. The Universal Declaration of Human Rights and International Organizations have a role of great importantein practices for the development of citizenship, being follwed by several countries in Europe and South America, highlighted for Portugal, France, German, Chile an Uruguay. Unfortunately Brasil still has a reschemas of the Public Heritageist Administration, with the prelimination of anti heroes, from the Brasilian way, of prejudiced songs and interfere withcitizen training and crete cultural evils. The lack of education for citizenship has generated social and economic damages incalculable to the country, as high aggressin to teachers, depredatios and traffic accidentes. The importance and implementation of citizenship between family and scholl, becomes essential, although thereis an ideological resistance of some teachers in linking this study to that of the discipline of moral and civic education of the military regime. Several successful projects have highlighted in education for citizenchip, especially those emerged in Rio Grande do Norte in 2013, called the Brasilian Citizen Education Program – PROBEC. Face of the importance and relevance of citizenship for social welfare, as well as its analysis from the perspective of a legal science, having as precursor citizen science and the need for educational conduct, theories of duality, broken, tridimional and tetradimional of law wewew used for the speculative demonstration that was called the universal theory of citizenship – TEJUC, being presented through the semiotic representation to substantiate the perspective of citizenship as a legal science.

7
  • TERESA CRISTINA COELHO DOS SANTOS
  • -

  • Líder : LUCIA DE ARAUJO RAMOS MARTINS
  • MIEMBROS DE LA BANCA :
  • LUCIA DE ARAUJO RAMOS MARTINS
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • LUZIA GUACIRA DOS SANTOS SILVA
  • MARIA APARECIDA DIAS
  • IVANILDE APOLUCENO DE OLIVEIRA
  • JANINE MARTA COELHO RODRIGUES
  • TÂNIA MARIA GORETTI DONATO BAZANTE
  • Data: 22-feb-2022


  • Resumen Espectáculo
  • 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.

8
  • SIMONE LEITE DA SILVA PEIXOTO
  • -

  • Líder : MARLY AMARILHA
  • MIEMBROS DE LA BANCA :
  • ALESSANDRA CARDOZO DE FREITAS
  • ANDERSON ARAUJO OLIVEIRA
  • CASSIA DE FATIMA MATOS DOS SANTOS
  • DANIELA AMARAL SILVA FREITAS
  • DIANA MARIA LEITE LOPES SALDANHA
  • MARLY AMARILHA
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • The thesis Potential of poetry for reading education in early childhood aims to investigate the receptive competence of very young children to read poems, considering the sensitive nature of this verbal composition that contains sound, rhythm and rhymes, in a Nursery class of a public institution of early childhood education in the city of Natal-RN, Brazil. The presence of literature in the context of early childhood education is fundamental in the construction of children's reading behavior. However, when we propose to think about reading formation in early childhood in the daycare context, it is essential to investigate how the interaction of very young children with poetry reading occurs. In this sense, perceiving the child as someone who constructs meanings and who, since babies, already evokes a potential language to give birth to poetry, instigated us to question and investigate how the reception of poetry reading by very young children happens in the context of Early Childhood Education. The research is methodologically based on the qualitative approach with pedagogical intervention, in which we defined as corpus of research the multiple languages transcribed from 15 subjects, aged 1 to 2 years old, considering 20 reading sessions held through 8 books of poems. The data analysis is done through the principles of categorization and inference present in content analysis, in the thematic modality, proposed by Bardin (2011). It is adopted as theoretical subsidies regarding the reading formation (AMARILHA, 2012; 2013; 2016; COELHO, 2000; ZILBERMAN, 2005); about poetry (KIRINUS, 2011; PAZ, 2012; PINHEIRO, 2018; POUND, 2013) and about literature for very young children (PARRA, 2014; PARREIRAS, 2012; REYES, 2010; SOUZA, 2018). The results point out that the children were attracted by the poetic text, mainly for its differentiated construction, experiencing it with their senses, bodies and emotions. The thesis evidences that working with poetry in the classroom contributes to the formation of the imaginary, the symbolic, and creativity, and is potentially one of the means of providing cognitive structures capable of favoring the development of language and respecting the world of children, because very young children have a peculiar way of perceiving the world.

9
  • ANDRÉIA GOMES DA SILVA
  • Autobiographical learning: research-action-training with teachers of hospital and home educational care

  • Líder : MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • MIEMBROS DE LA BANCA :
  • ADRIANE CENCI
  • ANDRE AUGUSTO DINIZ LIRA
  • ECLEIDE CUNICO FURLANETTO
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • SIMONE MARIA DA ROCHA
  • TATYANA MABEL NOBRE BARBOSA
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • 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.

10
  • CHRISTOMYSLLEY ROMEIRO DA SILVA FRITSCHI
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • ANDRÉIA FERREIRA DA SILVA
  • ANTONIO LISBOA LEITAO DE SOUZA
  • GILMAR BARBOSA GUEDES
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARCIO ADRIANO DE AZEVEDO
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • MARIA GORETTI CABRAL BARBALHO
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • The general objective of this investigation was to analyze the process of implementation of the Pact for Learning in Paraíba (SOMA-PB), considering its implications in the organization and management of the state public education in Paraíba. The theoretical and methodological framework was woven through the contributions of materialist dialectics, substantiated by the categories of mediation, contradiction and totality. As methodological procedures and research techniques, semi-structured interviews were developed, with two participants in the Soma-PB implementation process in Paraíba, and analysis of the normative documents that established the educational program. The interpretation and analysis of information was based on critical discourse analysis. It was found that the Pact for Learning in Paraíba (SOMA-PB), as a result of socio-economic changes and international and national policies, seeks to implement management strategies for results and accountability of subjects, in an attempt to guide the functioning of the public educational network and, consequently, public schools, as practiced in private companies. The educational policy stems from actions implemented in the Governments of Ricardo Coutinho (2011-2014 / 2015-2018), based on the logic of modernization of management and managerial rationality, which advocates efficiency in the provision of services. In the organization of the state public education in Paraíba, the Pact for Learning in Paraíba (SOMA-PB) consolidated managerialism strategies, especially in the activities of school teams, responsible for fulfilling the goals agreed with the state education department and introduced the control and monitoring of results, in particular, in class councils, as a way of adapting pedagogical and evaluative actions to what is defined by the program. We conclude that the concepts of managerial management, materialized in the process of implementing the Pact for Learning in Paraíba (SOMA-PB), deepens the logic of performance evaluation, competition and meritocracy in the teaching network, as it advocates the improvement of educational indices measured by external evaluations. It reduces the subjective dimension of the teaching and learning process, the training of students through minimum content, guided by pragmatism, functionalism and the pedagogy of competences. Finally, within the scope of school administration, the Pact for Learning in Paraíba (SOMA-PB) re-signifies principles of democratic management based on legitimate participation and the transfer of responsibilities, which empty the political sense of democratic school management.

11
  • DANIELE DA ROCHA CARVALHO
  • -

  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • MARIA APARECIDA DE QUEIROZ
  • ANTONIO CABRAL NETO
  • RAQUEL MENEZES BEZERRA SAMPAIO
  • JOÃO FERREIRA DE OLIVEIRA
  • EDVALDA ARAUJO LEAL
  • MARIA DA SALETE BARBOZA DE FARIAS
  • Data: 24-feb-2022


  • Resumen Espectáculo
  • 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.

12
  • ANNA KATYANNE ARRUDA SILVA E SOUZA
  • -

  • Líder : ERIKA DOS REIS GUSMAO ANDRADE
  • MIEMBROS DE LA BANCA :
  • ADEMARCIA LOPES DE OLIVEIRA COSTA
  • ADIR LUIZ FERREIRA
  • ANDRE AUGUSTO DINIZ LIRA
  • DANIELLE OLIVEIRA DA NÓBREGA
  • ELDA SILVA DO NASCIMENTO MELO
  • ERIKA DOS REIS GUSMAO ANDRADE
  • JACILEIDE GUIMARAES
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • The present study is part of the Education, Curriculum and Pedagogical Practices research line, linked to the Graduate Program in Education at the Federal University of Rio Grande do Norte (UFRN). Teaching in Professional Health Education is strongly associated with the professionalization of these teachers mediated by the pillars of the world of work, health, science, education and technology that integrate the different levels and teaching modalities in which these teachers work. This is a descriptive-exploratory study, with a qualitative approach, in which the Theory of Social Representations was used as a theoreticalmethodological contribution, with the objective of analyzing how the social representations that permeate being a teacher in Professional Health Education impact in the identity constitution of the teachers who work in it. In turn, the object of study consisted of the impacts of the social representations of being a teacher of Professional Education in Health in the identity constitution of the teachers who work in it. For data collection, 11 semi-structured interviews were carried out and 25 online questionnaires were applied using google forms with teachers of Professional Health Education at the School of Health, Academic Unit Specialized in Professional Education in the area of health at UFRN, in the city of Natal /RN. The findings of the study were analyzed through the assumptions of the Theory of Social Representations and also through the interpretative path of social representations. The reflection and analysis work was based on the stages of data interpretation, which starts from micro-interpretations in the initial categorization, in search of conclusive interpretation in the general articulation between the theoretical contributions that support the study and the context in which the group is inserted. , considering the fabric of social representation in the identification of relationships that indicate the thought integrated by the participants and the meaning attributed to the object. The description and discussion of the data were carried out from the dialogue with the literature on the subject and also exponents of the field of education, work and health. The results obtained showed two identity matrices: one related to the discourse of care and humanization in health and the other related to the discourse of professionalization of education, focused on critical pedagogies and social change. As the main elements involved in the formation of teacher identity in the EPS, individual and social subjectivity, collective thinking, regularities, identity matrices and tensions inherent to the process of intersection between being a professional in the health area and being a teacher stand out, professional performance at different levels and courses and the inter and intra-individual processes linked to personal and group history, the cultural, academic and professional background of teachers, continuing education in service and the socio-historical and political-cultural context in which it is located intertwined with teaching. Therefore, the thesis is defended that the impacts of the social representations that cross the teacher being in the identity constitution of EPS teachers are associated: to the peculiarities of their professionalization mediated by the process of intersection between the professional being in the health area and the being teacher; to the pillars of the world of work, health, science, education and technology, which integrate different levels and teaching modalities in which these teachers work; aspects inherent to individual, social and professional subjectivities; and the history of struggle and resistance of the group in defense of the SUS and the qualified training of health workers.

13
  • DENILTON SILVEIRA DE OLIVEIRA
  • -

  • Líder : LUCIANE TERRA DOS SANTOS GARCIA
  • MIEMBROS DE LA BANCA :
  • AKYNARA AGLAE RODRIGUES SANTOS DA SILVA BURLAMAQUI
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • DENNIS BARRIOS ARANIBAR
  • FRANCISCA EDILMA BRAGA SOARES AURELIANO
  • LUCIANE TERRA DOS SANTOS GARCIA
  • LUIZ MARCOS GARCIA GONCALVES
  • RAQUEL ESPERANZA PATIÑO ESCARCINA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • 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.

14
  • SENADAHT BARBOSA BARACHO RODRIGUES DE OLIVEIRA
  • Hospital Educational Monitoring: what children, mothers and teachers say

  • Líder : MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • MIEMBROS DE LA BANCA :
  • ADRIANE CENCI
  • ECLEIDE CUNICO FURLANETTO
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • ROBERTA CERES ANTUNES MEDEIROS DE OLIVEIRA
  • SIMONE MARIA DA ROCHA
  • TATYANA MABEL NOBRE BARBOSA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • The general objective of this thesis is to investigate, based on narratives of lived experience, the meanings that children undergoing treatment for chronic diseases, their mothers and teachers attribute to educational monitoring in a hospital classroom. We take as an object of study the meanings that children undergoing treatment for chronic diseases, mothers and teachers attribute to the hospital class. In our doctoral research, we adopted the epistemological principles of (auto)biographical research in education. We also place ourselves in childhood studies, and in research on schooling in a hospital context, especially those produced by the Interdisciplinary Research Group Formation, Auto.Biography, Representations and Subjectivities (GRIFARS/UFRN/CNPq). 04 (four) children under treatment of chronic diseases participated in our research, between 05 (five) and 12 (twelve) years old, who carried out or carry out pedagogical follow-up in the hospital classes in which the researcher worked or works as a teacher; 04 (four) mothers; 02 (two) teachers who accompanied or accompany children in a hospital class, between the years 2014 and 2022. The research corpus is formed by the transcription of narratives of 04 (four) sick children, produced in a situation of "make-believe", in conversation circles with the researcher and an alien doll, called Alien, who comes from a planet that does not have schools and hospitals; of 04 (four) mothers, produced in conversation circles with the researcher and the mother Alien, whose child will spend a long period without attending school on her planet, as he is starting treatment for a chronic disease; of 02 (two) teachers of children with chronic diseases, the researcher and the teacher Alien, who is starting as a hospital class teacher and would like to know what the school is like inside the hospital; drawings of children, mothers and teachers; notes in the researcher's field diary. The analyzes reveal that the educational follow-up in a hospital class provides the sick child with the possibility of remaining active in their development process through the realization of the guarantee of the right to education. The narratives of the children, their mothers and teachers corroborated the recognition of the hospital class as an ally in the “cure process”, since it enables the maintenance of an important activity for child development, which is the school, in addition to, also, to enable access and continuity of schooling during health treatment.

15
  • SILCIA SOARES FARIAS SILVA
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • BETANIA LEITE RAMALHO
  • FRANCISCA SANVICÉN-TORNÉ
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • MARIA ALIETE CAVALCANTE BORMANN
  • MARIA CRISTINA LEANDRO DE PAIVA
  • ROSALIA DE FATIMA E SILVA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • -

16
  • KIVIA PEREIRA DE MEDEIROS FARIA
  • -

  • Líder : MARLY AMARILHA
  • MIEMBROS DE LA BANCA :
  • ALESSANDRA CARDOZO DE FREITAS
  • ALLYSON CARVALHO DE ARAUJO
  • DANIELA MARIA SEGABINAZI
  • DIANA MARIA LEITE LOPES SALDANHA
  • DIÓGENES BUENOS AIRES DE CARVALHO
  • JULIANA DE MELO LIMA
  • MARLY AMARILHA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • This study investigates, in the pedagogical mediation of literature reading, the emergence of creative thinking in elementary school children. Its relevance consists in recognizing the educational practice with literature as a catalyst for creative thinking, through actions that promote dialogue, repertoire formation, openness to divergence, and the reading and discussion of stories. It is supported by the studies of Amarilha (2009; 2013), fundamental in the correlation of literature and pedagogical practice; Yunes (2003), Zilberman and Silva (2008), whose works reveal the importance of literature for the formation of readers; Iser (1996, 1999) who deals with the reader's reception through reading, highlighting the quality and aesthetic effects of the literary work, signaling the creative potential of the reader in the process of reading literature, in addition to the studies of Eco (2011; 2016), Culler (1999) and Eagleton (2006) for the understanding of literature as art. Regarding educational action, the studies of Fontana (2005), Bortoni-Ricardo (2012), Bruner (1997), Vygotski (2007; 2014), and Zabala (1998) subsidize the understanding about mediation in pedagogical relations. Research by Csikszentmihalyi (1996), De Masi (2005), Guilford (1977), Martínez (1997, 2002, 2009, 2012), Alencar (2009; 2007; 2001), and Vygotski (2014) assists in the understanding of creativity, evoking the relevance of the subjects' social interactions in the development of creative thinking. The study is in line with qualitative research and adopted on-site observation and pedagogical intervention as techniques for data constitution. As instruments, we used the field diary and audio and video recording of the literature reading sessions. The research was carried out in the school of application of the Federal University of Rio Grande do Norte, in a 4th grade class with 19 children, whose ages ranged between 9 and 10 years old. During the intervention stage, ten literature reading sessions were implemented, anchored in the methodology of scaffolding, oriented by Graves and Graves (1995). As corpus, we have the speech episodes of the research subjects, whose semantic coding allowed the grouping into central categories: literary repertoire and creativity, literature and divergent thinking, creation and literature. The analyses of the subjects' voices indicate that pedagogical mediation in the literature class favors the emergence of creativity as it allows an opening for dialogue, a space for divergence, the formation of a repertoire, and the expression of collective thought by valuing the voices of the text and of the readers. Regarding procedures, it revealed that the methodology of scaffolding is related to creativity in fundamental aspects, repositioning the teaching of literature in the face of emerging educational demands.

17
  • CARLOS EDUARDO DE ARAÚJO
  • -

  • Líder : MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MIEMBROS DE LA BANCA :
  • CARLOS ALDEMIR FARIAS DA SILVA
  • DANIEL MONTEIRO COSTA
  • EUGENIA MARIA DANTAS
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • JOÃO BOSCO FILHO
  • LUIZ CARVALHO DE ASSUNCAO
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • Data: 25-feb-2022


  • Resumen Espectáculo
  • 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.

18
  • ALINE DE MEDEIROS FERNANDES
  • -

  • Líder : MARIA INES SUCUPIRA STAMATTO
  • MIEMBROS DE LA BANCA :
  • MARIA INES SUCUPIRA STAMATTO
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • PAULO ROBERTO SOUTO MAIOR JUNIOR
  • IRANILSON BURITI DE OLIVEIRA
  • MARIA ELIZETE GUIMARAES CARVALHO
  • SANDRA REGINA FERREIRA DE OLIVEIRA
  • Data: 28-mar-2022


  • Resumen Espectáculo
  • The research aims to analyze rural schools and teaching functions, considering the construction of the historical narrative of the memories of women who performed teaching in the countryside of Rio Grande do Norte State, Seridó region, São João do Sabugi (1954-2014). The space-time demarcation comprises the date of the political-educational organization, in 1954, with the enactment of the Municipal Law nº 63 of April 2nd, which created and named, institutionally, the first public rural schools in the place, until the date when officially all rural schools were extinct (2014), after a gradual process of nucleation (reunion of schools) and interruptions. This research was built from the guidelines of the theory and methodology in History, opted for the conception of the New Historicism, subscribed to the History of Education as an epistemological field and the hybrid thematic oral history as a theoretical-methodological approach, due to the use of oral, documentary, bibliographic and iconographic sources. The historiographical discourse was questioned by the relations between the conditions and conceptions of school, considering the perspective and the functions of women, under the concepts of collective memory, unitary school and female teaching. The research resulted in the systematization of dialogic relationships between teachers and schools, converged in the line of thought of the collective thinking. Rural schools were situated as institutional configurations which reproduced characteristics of the unitary school model; not as mere examples, but as explainers of primary education and of society itself, given the determinations of analysis. It is concluded that the personal and institutional dimensions, understood as functions which involved the teachers, legitimized the performance of their activities, without rigid limits between the profession and private life.

19
  • TARCILEIDE MARIA COSTA BEZERRA
  • -

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • DÉCIO NASCIMENTO GUIMARÃES
  • ELIANA COSTA GUERRA
  • FLAVIA ROLDAN VIANA
  • LUCIA DE ARAUJO RAMOS MARTINS
  • MARCIA TORRES NERI SOARES
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • SINARA MOTA NEVES DE ALMEIDA
  • Data: 30-mar-2022


  • Resumen Espectáculo
  • 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.

20
  • ISABELLA CECILIA REIS SOARES DE MARIA
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • BETANIA LEITE RAMALHO
  • ISAURO BELTRAN NUNEZ
  • MARIA CRISTINA LEANDRO DE PAIVA
  • ADRIANA VALÉRIA SANTOS DINIZ
  • EDNEIDE DA CONCEICAO BEZERRA
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • Data: 28-abr-2022


  • Resumen Espectáculo
  • -

21
  • MILENA PAULA CABRAL DE OLIVEIRA
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • MARIANGELA MOMO
  • MARIA CRISTINA LEANDRO DE PAIVA
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • MARIA DE FÁTIMA CARVALHO
  • MARIA TERESA JACINTO SARMENTO PEREIRA
  • MÔNICA CORREIA BAPTISTA
  • Data: 26-may-2022


  • Resumen Espectáculo
  • 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.

22
  • ROSELIA CRISTINA DE OLIVEIRA
  • -

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • FELIPE PEREIRA LOUREIRO
  • HENRIQUE ALONSO DE ALBUQUERQUE RODRIGUES PEREIRA
  • JAILMA MARIA DE LIMA
  • MARLUCIA MENEZES DE PAIVA
  • NILTON FERREIRA BITTENCOURT JUNIOR
  • OLIVIA MORAIS DE MEDEIROS NETA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 27-may-2022


  • Resumen Espectáculo
  • This thesis analyzes the educational processes implemented by the state governments of Aluízio Alves and Monsignor Walfredo Gurgel (1961-1971), highlighting the developmental policy and funding of the Aliança para o Progresso Program in the State of Rio Grande do Norte. This program, guided by the US foreign aid policy for Latin America, had in its proposal the idea of consolidating democracy and preserving freedom; ideas that were linked to a broad hegemonic project. To this end, economic and social development would be encouraged with a view to economic and social control and domination. To forge this development, these governments, in line with international recommendations, used planning, administrative organization, project financing and education as a strategy. In this sense, we discussed a series of technical and financial cooperation agreements and the recommendations of the Inter-American Conferences that generated public policies involving national education. Through documental research by the state government, reports from the Ministry of Foreign Affairs, ECLAC, the Inter-American Education Meetings, letters, official letters from INEP and CBPE, government department dossiers, reports from the embassy, North American consulates, national newspapers and our work sought to demonstrate that behind the developmental discourse adopted by the state government, there were subtle forms of hegemonic domination that aimed to forge an education directed towards the training of manpower to meet the demands of the international market and contain the advance of left in Northeast Brazil.

23
  • NARA LIDIANA SILVA DIAS CARLOS
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • CRISLANE BARBOSA DE AZEVEDO
  • DANTE HENRIQUE MOURA
  • HENRIQUE ALONSO DE ALBUQUERQUE RODRIGUES PEREIRA
  • ILANE FERREIRA CAVALCANTE
  • LENINA LOPES SOARES SILVA
  • NATALIA DE LACERDA GIL
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 30-may-2022


  • Resumen Espectáculo
  • 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.

24
  • MARIA LUCIENE URBANO DE BARROS
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • WALTER PINHEIRO BARBOSA JUNIOR
  • MARIA CRISTINA LEANDRO DE PAIVA
  • FLAVIO BOLEIZ JUNIOR
  • RUTE REGIS DE OLIVEIRA DA SILVA
  • MARIA CECÍLIA LUIZ
  • FRANCISCO HERBERT LIMA VASCONCELOS
  • FRANCISCO CANINDE DA SILVA
  • Data: 22-jun-2022


  • Resumen Espectáculo
  • The object of study of this research is the work developed by both male and female working teachers in the Municipal Department of Education of the city of Natal/RN (SME-Natal/RN). It is aimed to understand what is proper of the teacher’s work in this managing body. In order to develop the research, we adopted the Dialectical Historical Materialism as a method, since the data, the information and their interpretations and problematizations were understood from the concrete reality. For this, we conducted interviews with a group of twelve teachers who work in the aforementioned Department of Education. Through what was said by these interlocutors, and from what was possible to observe in the course of the research, three categories of study emerged, namely: work, knowledge and praxis. These categories were intertwined in the course of the investigation by others that emerged, such as: person, roaming and place. Thus, we used as research sources the speeches of teachers and professors exposed in the interviews; observations of practices; the annual plans and reports of the institution corresponding to the researched period (2003 to 2018) and the legislations both national and from Natal, which refers to the subject studied in this research. These sources and the study carried out revealed that what is proper of the work of the teachers at SME-Natal is the role of educational advisor, since these professionals act directly with the educational macro policy in regard to the continuing of education from male and female servers; to planning, evaluation, monitoring, guidance and counseling in the pedagogical, administrative and financial dimensions, in addition to the dimension of participatory democratic management in public education units in the city of Natal. The understanding of what is proper to the work of the teachers at SME-Natal made us raise the thesis that the specificities of the work and the field of action of these educational advisors require a specific norm that regulates the exercise of the activity and defines who should exercise it, aiming to recognize these people as professionals. Therefore, the lack of legal recognition of teachers who work in the Department of Education, as educational advisors, deprofessionalizes their job.

25
  • GILLYANE DANTAS DOS SANTOS
  • -

  • Líder : MARIA INES SUCUPIRA STAMATTO
  • MIEMBROS DE LA BANCA :
  • MARIA INES SUCUPIRA STAMATTO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • TANIA CRISTINA MEIRA GARCIA
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • IRANILSON BURITI DE OLIVEIRA
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • LUCIENE CHAVES DE AQUINO
  • Data: 27-jun-2022


  • Resumen Espectáculo
  • 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.

26
  • MARCOS SAIANDE CASADO
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • MARIA JOSE DA CONCEICAO SOUZA VIDAL
  • ANTONIO JÚLIO GARCIA FREIRE
  • Data: 25-ago-2022


  • Resumen Espectáculo
  • The present work aims to understand the formation of man and citizen postulated by Jean-Jacques Rousseau from the analysis of the concept of the general will. For that, we used the methodology of bibliographic and documentary research combined with hermeneutics. In addition to understanding Rousseau's texts, we also appealed to a considerable number of commentators and interpreters of the thought of the Genevan thinker. This dissertation concludes by pointing to the meaning that the concept of the general will has in Rousseau's work, revealing an interpretative key to the formation of man and citizen, especially the one presented in Emílio.

27
  • TICIANA PATRICIA DA SILVEIRA CUNHA COUTINHO
  • -

  • Líder : ROSALIA DE FATIMA E SILVA
  • MIEMBROS DE LA BANCA :
  • ROSALIA DE FATIMA E SILVA
  • ADIR LUIZ FERREIRA
  • ELDA SILVA DO NASCIMENTO MELO
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • HILDA MARA LOPES ARAUJO
  • CARMEN LÚCIA DE OLIVEIRA CABRAL
  • Data: 25-ago-2022


  • Resumen Espectáculo
  • -

28
  • UMBERTO DE ARAÚJO MEDEIROS
  • Líder : JOSINEIDE SILVEIRA DE OLIVEIRA
  • MIEMBROS DE LA BANCA :
  • EUGENIA MARIA DANTAS
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • JULIO RIBEIRO SOARES
  • MARCIO ADRIANO DE AZEVEDO
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MARLUCIA MENEZES DE PAIVA
  • Data: 30-ago-2022


  • Resumen Espectáculo
  • The thesis presents the Agência de Desenvolvimento Sustentável do Seridó (ADESE) as an ethical-political-pedagogical experience, born from the process of reflection, awareness and struggles in search of sustainable development for this micro-region of Rio Grande do Norte, Brazil. The research was developed from face-to-face visits, analysis of documents, minutes, photographic collections, interviews, testimonies and bibliographic consultations. The composition of the ideas is based on Complex Thought and its interlocutors, among them Edgar Morin, Isabelle Stengers, Ilya Prigogine, Maria da Conceição de Almeida, Ailton Krenak, Serge Latouche and Papa Francisco. The time frame (1997 to 2005) considers the democratic dynamism of the ADESE's foundations and the first years of the peak of the collective's effervescence. Constituted from the dialogue between religious, academic, intellectual, political social sectors and mainly from collective popular mobilizations, ADESE goes beyond the traditional characteristics of an agency (elaborate, manage and execute projects) and shines as a political education entity focused on reduction of social inequalities, the promotion of the population's well-being and the preservation of the natural resources of the place. It is also characterized by the openness to permanent learning from contradictions, encounters and disagreements, continuities and discontinuities. This dynamic was reflected in the ability to reference the potential of that semi-arid region and encourage the development of projects to build water mains, encourage the modernization and professionalization of the production of milk, cheese and dried meat, and investment in policies to combat pollution of soil and air. Far from the developmental fascination that is based on the imposition of political projects without a social basis, ADESE was guided by a complex-based pedagogy, in which listening, action and reception are guided by the principles of citizenship and respect for the ecosystem.

29
  • JOÃO MARIA FREIRE ALVES
  • -

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARLUCIA MENEZES DE PAIVA
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • WALTER PINHEIRO BARBOSA JUNIOR
  • JOSE MATEUS DO NASCIMENTO
  • EDNEIDE DA CONCEICAO BEZERRA
  • MARCELO PAGLIOSA CARVALHO
  • Data: 31-ago-2022


  • Resumen Espectáculo
  • 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.

30
  • IKARO DE PAULA SANTOS
  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • GILMAR BARBOSA GUEDES
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • FLÁVIO DE SÁ CAVALCANTI DE ALBUQUERQUE NETO
  • FABÍOLA BOUTH GRELLO KATO
  • Data: 31-ago-2022


  • Resumen Espectáculo
  • This thesis analyzed the Science, Technology and Innovation Policy of the Federal Institute of Education, Science and Technology of Pernambuco (IFPE), seeking to establish its relationship with the legal frameworks of the Brazilian Science, Technology and Innovation Policy. It was assumed that this policy was implemented in a context of rooted innovation as a hegemonic reference for Brazilian research institutions, reflecting part of the prescription provided by international organizations for the sector. The thesis defended here is that the IFPE develops its investigative practice between academicist assumptions and aligned with Innovation, without, however, guiding the perspectives of Research, Science and Technology, specified in Law nº 11.892 of 2008 and in one of its main structuring documents , the "Conceptions and Guidelines of the Federal Institutes". The work took historical-dialectical materialism as a theoretical-methodological foundation, using as a priori categories of analysis "totality", "mediation" and "contradiction" and as empirical categories "Science", "Technology", "Research" and "Research". Innovation". The investigation used a qualitative-quantitative approach and involved a wide set of documents produced in the international, national and institutional spheres. Among these, the reports of research carried out at the institution, deposited by its researchers between the years 2010 and 2020, representing a volume of 145 documents, stand out. The results obtained in the investigation highlight that the restructuring initiatives of schools belonging to the Federal Network of Professional, Scientific and Technological Education (RFEPCT), from the creation of the Federal Institutes, by Law nº 11.892 of 2008, contained as one of the main objectives to incorporate in the new institutionality the mission of promoting the development of the territories where these schools were installed, was only partially fulfilled in the context of the IFPE. This thesis shows that, in the field of Research, the institution has a majority production of academic works, although its conception oscillates between critical perspectives and market service. The Science and Technology categories appear in the institution's documents with a primarily discursive character, and with few works that result in technologies. On the other hand, Innovation is deeply aligned with the guidelines of international organizations and the market, being the target of great attention and investment by the institution, which has resulted in progressive increases in intellectual property registration claims.

31
  • JULIE IDALIA ARAUJO MACEDO
  • -

  • Líder : FREDY ENRIQUE GONZALEZ
  • MIEMBROS DE LA BANCA :
  • FREDY ENRIQUE GONZALEZ
  • ISAURO BELTRAN NUNEZ
  • LILIANE DOS SANTOS GUTIERRE
  • OLIVIA MORAIS DE MEDEIROS NETA
  • RAQUEL CARNEIRO DÖRR
  • DOUGLAS DA SILVA TINTI
  • Data: 05-sep-2022


  • Resumen Espectáculo
  • 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.

32
  • BERGSON PEREIRA UTTA
  • -

  • Líder : FREDY ENRIQUE GONZALEZ
  • MIEMBROS DE LA BANCA :
  • FREDY ENRIQUE GONZALEZ
  • ERIKA DOS REIS GUSMAO ANDRADE
  • HALANA GARCEZ BOROWSKY
  • CLAUDIA LISETE OLIVEIRA GROENWALD
  • REGINA DA SILVA PINA NEVES
  • MARIA NÚBIA BARBOSA BONFIM
  • Data: 12-sep-2022


  • Resumen Espectáculo
  • This research aims to identify the dimensions that are intertwined for the constitution of the professional identity of the Enchanting Teachers, focusing on the experiences lived by teachers at the university. Two understandings were fundamental in this study: the enchantment pertinent to teaching and the constitution of knowledge. The first is related to the daily practice of these teachers who, managing to attract, involve and stimulate students for their future professional practice, contribute to self-esteem, self-knowledge, the appreciation of affective expressions, the encouragement of creativity and the development of competences. in the learning subjects, in order to strengthen their identity as teachers, so that they understand their professional activity as a career. That to achieve the second, it will be necessary to develop an intentional look at what comes through the language expressed by individuals and/or groups, on the culture that is being woven, becoming a promoter of the historicity of the life-world, intertwined by layers of meaning. This knowledge that is built up, strengthens the professional identity of charming teachers and slips into the now, at the moment of each act, foreshadowing more intentional actions, continuously, remembering the past in order to improve the present and the future. The charming posture of a teacher requires various dimensions intertwined with professional identity, aspects that I identified with the significant subjects of this research. In this way, several scholars - like runners in a race - added with me, allowing many understandings, namely: (1) about the relationship experiences/enchantment/pedagogies – Morin (2003ab, 2017), Bondía (2002), Heidegger (1987) , Assmann (2012), Gonçalves (2008), Simka (2020), Freire (2019ab), Rossini (2008) and Chalita (2005); (2) the constitution of knowledge – Husserl (2006) Bicudo (2010, 2011ab, 2016, 2019), Merleau-Ponty (2011), Bicudo & Afonso da Silva (2018), Ales Bello (2015), Dartigues (2005), Zilles (2007), Derrida (1994); (3) about the teaching profession and professional identity – Freire (2019ab), Schön (1995), Nóvoa (1995), Pimenta (2018ab), Tardif (2019), Brzezinski (2002), Franco (2008), Mizukami (2008) ), Dubar (2005), Bolívar (2006), González (2008) and Gimeno Sácristan (1995). After a narrative interview with the significant subjects (charming professors) from the campus of the Federal University of Maranhão in the city of São Bernardo-MA, based on a sensitive and self-interested conception of this teaching practice, I will focus on the rigor of qualitative research with a phenomenological approach. , with a view to understanding the dimensions that intertwine for the constitution of the professional identity of charming teachers, with the support of authors such as Husserl (2006) Bicudo (2010, 2011a and 2016), Passeggi (2006) and Bolívar, Domingo & Fernández (2001). After archaeological immersion and hermeneutic contemplation, it was possible to verify that charming teaching has many dimensions, in this thesis having raised six of them, but which are not exclusive, but related to the look of the significant subjects who were part of it, in the movement that took place in the now. of each one, intertwined in the flow of experiences.

33
  • ELAINE CRISTINA DE MOURA RODRIGUES MEDEIROS
  • -

  • Líder : FRANCISCO RICARDO LINS VIEIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • FRANCISCO RICARDO LINS VIEIRA DE MELO
  • ANGELA MARIA CHUVAS NASCHOLD
  • ERIKA DOS REIS GUSMAO ANDRADE
  • ISABELLE CAHINO DELGADO
  • PATRICIA ABREU PINHEIRO CRENITTE
  • Data: 08-nov-2022


  • Resumen Espectáculo
  • 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.

34
  • ARTEMISA DE ANDRADE E SANTOS
  • -

  • Líder : MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MIEMBROS DE LA BANCA :
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • CARLOS ALDEMIR FARIAS DA SILVA
  • DIOGO ANDRADE BORNHAUSEN
  • IRAN ABREU MENDES
  • Data: 12-dic-2022


  • Resumen Espectáculo
  • This thesis addresses conceptions about music and science as languages, activities, and human expressions around life, dealing with emotion and complexity in the musicmaking of scientists, musicians, conductors, and artists. For this purpose, the interlocutors are three musicians with unique, diverse, and aesthetic interpretations and conceptions: the conductors André Muniz Luiz Oliveira and Pedro Ferreira da Costa, as well as the clarinetist Ronaldo Ferreira de Lima, all affiliated with the Universidade Federal do Rio Grande do Norte (UFRN). To the interviewees and their impregnated ideas, I add my own musical experience in the Madrigal of the Escola de Música da UFRN, for 14 years, in the Coral Canto do Povo and in the Camerata de Vozes do Rio Grande do Norte for 16 years. The research has been based on the ideas of scientists such as Ilya Prigogine, Carl Sagan, Claude Lévi-Strauss, George Steiner, and Edgar Morin to create a complex and transdisciplinary musical pedagogy.

35
  • ELIZABETH CYNTHIA WALTER
  • -

  • Líder : DEBORA REGINA DE PAULA NUNES
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • DEBORA DELIBERATO
  • MARIA DE JESUS GONCALVES
  • CLAUDIA CARDOSO MARTINS
  • CATIA CRIVELENTI DE FIGUEIREDO WALTER
  • SÍGLIA PIMENTEL HÖHER CAMARGO
  • Data: 12-dic-2022


  • Resumen Espectáculo
  • 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.

2021
Disertaciones
1
  • THAIANE GOMES DE MEDEIROS
  • -

  • Líder : LUCIA DE ARAUJO RAMOS MARTINS
  • MIEMBROS DE LA BANCA :
  • IVANILDE APOLUCENO DE OLIVEIRA
  • JACYENE MELO DE OLIVEIRA ARAUJO
  • KATIENE SYMONE DE BRITO PESSOA DA SILVA
  • LUCIA DE ARAUJO RAMOS MARTINS
  • LUZIA GUACIRA DOS SANTOS SILVA
  • TÂNIA MARIA GORETTI DONATO BAZANTE
  • Data: 29-ene-2021


  • Resumen Espectáculo
  • Mothers are singular beings in the development of their children. Commonly, they accompany the birth, the growth, the entry of their children into school and their inclusion in society. Therefore, the objective of this study was to analyze maternal perceptions regarding the schooling of children with Special Educational Needs (SEN) and, in a specific way: a) identify the conception of an inclusive school that the mothers participating in the research have; b) discuss their understanding of the school educational process of children with SEN; c) describe possible ways of improving the inclusive educational work carried out in public schools. The study adopted a qualitative approach, based on a case study and a bibliographic research. The survey was conducted in 4 (four) public school institutions located in the west zone of Natal and it had 7 (seven) mothers of children with SEN as participants. The results were organized into five analytical categories:1) understanding about inclusion in school; 2) enrollment of the child in school; 3) home and school day-to-day; 4) family and school relationship; 5) possible improvements for an inclusive school, which show the fact that, when enrolling a child with SEN in a school institution, mothers look for places with architectural accessibility, qualified professionals and good references. Regarding the conception of an inclusive school, the mothers participating in this study demonstrated to perceive it as: socialization and participation of the person with SEN in the school institution; coexistence with diversity without stigma and prejudice; acceptance and the offering of all conditions, so that, the student who has special educational needs remains in the school institution. In this sense, most part of the interviewees, perceived the school institutions surveyed as inclusive, because in these environments their children had the opportunity to advance in scientific and social knowledge. According to them, the school institutions in which their children were enrolled performed a good job, which could be improved through: for hiring and valuing education professionals; school pedagogical work focused on music and sport; constant contact with professionals who attend students with SEN, outside school, as well as through school actions aimed at students and their families.

2
  • VITÓRIA DINIZ DE SOUZA
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • AVELINO ALDO DE LIMA NETO
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • JOEDNA REIS DE MENEZES
  • RICARDO DOS SANTOS BATISTA
  • Data: 05-feb-2021


  • Resumen Espectáculo
  • 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.

3
  • RITA THAINÁ CORREIA DA CUNHA
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • CLÁUDIA ENGLER CURY
  • IRANILSON BURITI DE OLIVEIRA
  • RAIMUNDO NONATO ARAUJO DA ROCHA
  • Data: 11-feb-2021


  • Resumen Espectáculo
  • This dissertation aims to analyze the articles on education present in the Revista do Instituto Histórico e Geográfico do Rio Grande do Norte (Historical and Geographical Institute of Rio Grande do Norte's Journal), as well as to present this material as a source for research in the area of education. The Institute, founded in 1902, is the oldest cultural entity in the state of Rio Grande do Norte, it is open to new research, its collection, and more specifically, its journal being a material of considerable value for researchers in the field of education but still rarely used. The first articles published on the subject in question refer to the year 1938, the initial time frame of this research, and extends to 2016. The sources used to carry out this researcj work were the Institute' Journals, from the year of foundation till 2016, available on the Institution's website, in digital format, in partnership with the Laboratório de Imagens - Digitalização de Documentos Históricos (Image Laboratory - Scanning of Historical Documents). These journals were cataloged through the historical method, proposed by Michel de Certeau (2006), which aims to understand the place of production of the material manipulated by the historian. This way, all the analyzed articles were inserted in their production contexts in order to understand the reasons behind the Institute's historiographical production in relation to the History of Education, the authors behind the published articles were also analyzed. Still in graduation, I began to research about the professors linked to Institute, reaching the conclusion that, since the foundation of the Institute, professionals in the educational field have been among the effective members. I questioned the fact that there are no articles on education in the journals, despite the fact that many professors are present in the membership. This problematization started the research made here, which involves concepts such as authors, proposed by Roger Chartier (2014), and mode of address, proposed by Elizabeth Ellsworth (2001), leading to the understanding of the discussion about the partners behind the published articles, as well as the way that the Institute presented, directed and represented the theme of education to its reading public over the years through certain characteristics. I also understand that the education, as proposed by José Gonçalves Gondra and Alessandra Schueler (2008), is involved in the plots of power and interests throughout all historical periods, being an important tool for the constitution of the political project of construction of the national and regional identity.

4
  • MATHEUS LUCAS SILVA DE SOUZA
  • -

  • Líder : ALDA MARIA DUARTE ARAÚJO CASTRO
  • MIEMBROS DE LA BANCA :
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • GILMAR BARBOSA GUEDES
  • MARIA GORETTI CABRAL BARBALHO
  • ALLAN SOLANO SOUZA
  • MARIA EDGLEUMA DE ANDRADE
  • Data: 22-feb-2021


  • Resumen Espectáculo
  • -

5
  • MARCELLY KATHLEEN PEREIRA LUCAS
  • -

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • BETANIA DE OLIVEIRA LATERZA RIBEIRO
  • JOSE MATEUS DO NASCIMENTO
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARIA INES SUCUPIRA STAMATTO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 23-feb-2021


  • Resumen Espectáculo
  • This study aims to analyze the actions of the Ministry of Agriculture, Industry and Commerce for the expansion of agricultural, industrial and commercial professional schools from 1909 to 1930. The time cut was assigned taking into consideration the organization of the Ministry. The Ministry of Agriculture, Industry and Commerce was created through Decree No. 1,606 of December 29, 1906, but was only organized and installed through Decree No. 7,501 of August 12, 1909. During the period 1909 and 1930, the Ministry of Agriculture, Industry and Commerce had among its attributions the development of policies for professional education in these branches. They were constituted as research questions: How were the professional schools linked to the Ministry distributed throughout the Brazilian territory? What kind of schools were created more frequently and how did they expand? And, what influenced the creation of these schools? To answer such questions, the mapping and analysis of sources in the aforementioned period was carried out. The methodology consists of documentary analysis according to Arostegui (2006) and is based on the indicator method according to Ginzburg (1989). The documentary research was conducted in the annual reports of the Ministry of Agriculture, Industry and Commerce, presented by the Ministers to the President of the Republic, made available virtually by the Center for Research Libraries. The theoretical framework is based on Manfredi's (2003) conception of professional education, is part of the political history dimension according to Rémond (2003) and in the field of the History of Professional Education according to Ciavatta (2015; 2019). Through the analysis of sources it can be seen that the Ministry created and financed agricultural, industrial and commercial schools. The schools were distributed throughout the country, but there was a concentration in the central region of Brazil. Two schools served as models for the organization of education and deserve to be highlighted: in agricultural education the School of Agriculture and Veterinary Medicine and in industrial education the Wenceslau Braz Normal School of Arts and Crafts. As far as commercial education is concerned, it was realized that no school was created, but the Ministry officially regulated commercial education through Decree No. 17,329 of May 28, 1926.

6
  • ANDERSON FELIX SILVA
  • -

  • Líder : ISAURO BELTRAN NUNEZ
  • MIEMBROS DE LA BANCA :
  • FRANCISCO DE ASSIS BANDEIRA
  • HÉCTOR JOSÉ GARCÍA MENDOZA
  • ISAURO BELTRAN NUNEZ
  • LILIANE DOS SANTOS GUTIERRE
  • ROGÉRIA GAUDÊNCIO DO RÊGO
  • Data: 24-feb-2021


  • Resumen Espectáculo
  • -

7
  • RAFAEL DA SILVA PEREIRA ROSENO
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • ALLAN SOLANO SOUZA
  • ARILENE MARIA SOARES DE MEDEIROS
  • LUCIANE TERRA DOS SANTOS GARCIA
  • MARIA APARECIDA DE QUEIROZ
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 24-feb-2021


  • Resumen Espectáculo
  • This research has as object of study: The active participation of students in the political and pedagogical decisions of the Escola Estadual de Tempo Integral Rosa Pignataro (EETIRP). We aimed to analyze the forms and spaces of active participation of students in the management of this teaching unit in 2019, guided by the following question: what are the forms and spaces of active participation of students in the management of the ESTIRP? From this question, we build data and information working with the following sources: Interview with students and management team; questionnaires with students; guiding material for the implementation of the School of Choice, produced by Instituto de Coresponsabilidade para Educação (ICE); material produced by the EETIRP management team and observation of the school environment. We guide our gaze on the research object and the sources from an approach, which we call Sertania. This approach is characterize by inviting the researcher to focus on the object, guided by three basic conceptions: Vastness, roaming and anthropophagy. In addition to the approach and sources, we nourish our research with the following categories: participation, from the theorization of PATERNAM (1992), democratic management, as a path of neoliberal politics, based on the writings of ANDERSON (2008), SILVA, (1988), GOHN (2011), TEIXEIRA (2017) and relation, based on the work of FREIRE (1967). This whole process of seeking to understand the object of study revealed a school, which, despite being an unfolding of the neoliberal relations present in the current Brazilian society, it maintains contradictions with this policy and activates spaces of participation and protagonism of students, to the extent that students and their life projects constitute the starting point of the school's educational project. But, with everything, there is the presence of mechanisms that deny the emancipation of the school, to the extent that the history of the school is replaced by a history built elsewhere, importing models that do not respond to the needs and desires of the school and local community, which even relativize the regulatory frameworks of the Escola Estadual Rosa Pignataro, such as its Pedagogical Political Project (PPP) and Internal Rules, to implement guidelines built by institutions that are unaware of the reality of this teaching unit.

8
  • ANA RAQUEL DE OLIVEIRA SOUZA
  • -

  • Líder : ALESSANDRO AUGUSTO DE AZEVEDO
  • MIEMBROS DE LA BANCA :
  • ALESSANDRO AUGUSTO DE AZEVEDO
  • EDNEIDE DA CONCEICAO BEZERRA
  • ERIKA DOS REIS GUSMAO ANDRADE
  • JOSE MATEUS DO NASCIMENTO
  • ROSALIA DE FATIMA E SILVA
  • Data: 25-feb-2021


  • Resumen Espectáculo
  • 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.

9
  • OLGA CARLA ESPINOLA DA HORA E SOUZA
  • -

  • Líder : ISAURO BELTRAN NUNEZ
  • MIEMBROS DE LA BANCA :
  • ALESSANDRA CARDOZO DE FREITAS
  • BETANIA LEITE RAMALHO
  • ISAURO BELTRAN NUNEZ
  • MARIA ALIETE CAVALCANTE BORMANN
  • RISOLEIDE ROSA FREIRE DE OLIVEIRA
  • Data: 29-mar-2021


  • Resumen Espectáculo
  • This dissertation aims to analyze errors in the Portuguese language questions of the ENEM tests applied between 2013 and 2016, since this exam makes it possible to identify students' learning difficulties in relation to high school content. The methodology applied was that of error analysis, which has been relevant for the improvement of the teaching and learning process, as it can point out the students' learning difficulties in content approched in the classroom and raise the needs for adaptation and development of the content in order to improve the teacher’s proceeding and the students’ performance. In addition to the error in the application of the content of the Portuguese language to the solution of the questions, the conception of reading error was also verified, in the broad and strict senses, which constitutes the only possible linguistic competence to be assessed in this type of evaluation. The corpus of the research was the performance of the candidates to UFRN selected in the first call of the SISU, in the years 2014 to 2017, which, despite being the students with the best performance, still demonstrated difficulties in some contents of the discipline. The data revealed issues with low and very low performances, with emphasis on question 106, of the 2016 LCT test, which had the lowest performance in the four years under study. The contents in which the candidates presented greater difficulties were: textual cohesion, linguistic variation, metalanguage, intertextuality and argumentative strategies. In relation to reading, there was a
    greater difficulty in relation to reading in the broad sense, that refers to the mobilization of the subject's knowledge to solve the question. Through this analysis, this work can provide high school teachers of the Portuguese language with a return from their work and should contribute to the reflection on teaching practices and result in an improvement in the processes developed in the classroom in that discipline.

10
  • IURY GABRIEL AMORIM DE ARAÚJO
  • -

  • Líder : AZEMAR DOS SANTOS SOARES JUNIOR
  • MIEMBROS DE LA BANCA :
  • ALINY DAYANY PEREIRA DE MEDEIROS PRANTO
  • ANTONIO CARLOS FERREIRA PINHEIRO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • CRISLANE BARBOSA DE AZEVEDO
  • RICARDO DOS SANTOS BATISTA
  • Data: 26-abr-2021


  • Resumen Espectáculo
  • 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.

11
  • MANOEL HONORIO ROMÃO
  • -

  • Líder : MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MIEMBROS DE LA BANCA :
  • CARLOS ALDEMIR FARIAS DA SILVA
  • IRAN ABREU MENDES
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA CARMEM FREIRE DIOGENES REGO
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • Data: 30-abr-2021


  • Resumen Espectáculo
  • This work wants to highlight important moments that constituted the life and work of the educator and political activist Marta Maria Castanho Almeida Pernambuco (1952-2018). Throughout her life she has fought tirelessly against social inequalities and made educational praxis the possibility of inclusion. In this research we chose to consult the documentary sources made available in the archives of the Group for the Study of Educational Practices in Movement - GEPEM and the Group for the Study of Complexity - GRECOM, reading the correspondences and listening to testimonies given by colleagues, friends, students, family members and teachers who at some point they enjoyed living with the research. For theoretical interlocutors we take Paulo Freire, Edgar Morin, Maria da Conceição de Almeida, Michel Serres and Jean-Philippe Pierron. The lesson learned is that life is a constant movement, a permanent opportunity to shower hope.

12
  • ROBÉRIO NUNES MAIA
  • -

  • Líder : AVELINO ALDO DE LIMA NETO
  • MIEMBROS DE LA BANCA :
  • ALLYSON CARVALHO DE ARAUJO
  • AVELINO ALDO DE LIMA NETO
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • IRAQUITAN DE OLIVEIRA CAMINHA
  • Data: 07-may-2021


  • Resumen Espectáculo
  • 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.

13
  • FRANCISCO DE OLIVEIRA NETO
  • -

  • Líder : FREDY ENRIQUE GONZALEZ
  • MIEMBROS DE LA BANCA :
  • CLAUDIANNY AMORIM NORONHA
  • FREDY ENRIQUE GONZALEZ
  • HALANA GARCEZ BOROWSKY
  • KALED SULAIMAN KHIDIR
  • MARCELO BEZERRA DE MORAIS
  • Data: 26-may-2021


  • Resumen Espectáculo
  • This dissertation consists of research performed in the field of the Social History of Mathematics Education, highlighting contributions made by the Federal University of Rio Grande do Norte (UFRN) in the disciplinary development of Mathematics Education as a scientific field, during the period between 1997 and 2020. This study is based on our collection of 146 works, 98 of which are dissertations and 48 in Mathematics Education, produced by this institution, in three graduate programs: (1) Graduate Program in Education (PPGEd); (2) Graduate Program in Teaching of Natural Sciences and Mathematics (PPGECNM) and (3) Graduate Program in Teaching of Sciences and Mathematics (PPGECM). The objective of this research is to investigate which international theories of Mathematics Education still circulate within these scientific works. The hypothesis presented is that very few theories of Mathematics Education consolidated outside Brazil and disseminated worldwide support the dissertations and theses produced at UFRN. As a theoretical foundation, we relied on the concepts pertinent to the Field of Science proposed by Pierre Bourdieu (2004) and Conceptual Evolutionism idealized by Stephen Toulmin (1972) to outline the evolutionary process of Mathematical Education, from both practical and academic standpoints. During our investigation, we consulted archives related to the Coordination for the Improvement of Higher Education Personnel (CAPES) in addition to those of the aforementioned Graduate Programs; the Lattes Platform curriculum of dissertation advisors and graduate students and the Brazilian Digital Library of Theses and Dissertations (BTDT). This work is methodologically configured as meta-research and is analytical in nature, as proposed by Bicudo (2011) and Mainardes (2018). The information was obtained using 3 primary methods: (a) testimonial; consisting of the researchers’ autobiographical narrative and the testimony of Dr. Iran Abreu Mendes, the first master's candidate in Mathematics Education at UFRN; (b) documentary; composed of texts related to Mathematical Education (Mendes, 2008; Garnica and Sousa, 2012; González, 2015) and (c) empirical; through the examination of theories in the referenced dissertations and theses. Our findings also delineate how Ethnomathematics, introduced by Ubiratan D’Ambrosio, was established as the international theory of Mathematics Education most present in research associated with this field developed at UFRN.

14
  • JENNIFER JULIANA BARRETO BEZERRA COSTA
  • -

  • Líder : ADIR LUIZ FERREIRA
  • MIEMBROS DE LA BANCA :
  • SÉRGIO ROBERTO MORAES CORRÊA
  • ADIR LUIZ FERREIRA
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • CYNARA TEIXEIRA RIBEIRO
  • MARIA CRISTINA LEANDRO DE PAIVA
  • Data: 27-may-2021


  • Resumen Espectáculo
  • 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.

15
  • ANA SANTANA BATISTA FARIAS
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • ANTONIO JÚLIO GARCIA FREIRE
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARIA JOSE DA CONCEICAO SOUZA VIDAL
  • MARLUCIA MENEZES DE PAIVA
  • Data: 28-may-2021


  • Resumen Espectáculo
  • The present work intends to analyze the political-philosophical reflections of Hannah Arendt, looking back to detect the constituent threads of her conceptual web, capable of founding the universal pillars inherent to education and the foundational validity of human rights, in the Arendtian perspective. The research path traced, first, ascertains the recent challenging historical context of human rights education in Brazil, marked by the regression of the Brazilian State in the fulfillment of the progressive human rights agenda. In a second step, starting from the bibliographic study of Arendt's main works, the repercussions on education and human rights, brought about by the crisis of the modern world, brought about by the great misfortune left by the totalitarian regimes that occurred in the century, are brought to light XX. Subsequently, it is intended to emerge, according to Arendtian reflection, the common founding elements of education and human rights, namely: responsibility, tradition and plurality, with the task of understanding them as contributory gems for a new perspective of rights education human beings, assurance that the binding promise of protecting human dignity resides in everyone's responsibility for the common world, based on human plurality, even in dark times like the ones we experience in the current scenario of Brazilian education.

16
  • EMANUELLE LOURENÇO DO NASCIMENTO
  • -

  • Líder : MARIA GORETTI CABRAL BARBALHO
  • MIEMBROS DE LA BANCA :
  • CRISTINA HELENA ALMEIDA DE CARVALHO
  • ALDA MARIA DUARTE ARAÚJO CASTRO
  • ALLAN SOLANO SOUZA
  • GILMAR BARBOSA GUEDES
  • MARIA GORETTI CABRAL BARBALHO
  • Data: 31-may-2021


  • Resumen Espectáculo
  • 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.

17
  • RAQUEL MARINHO DE MENESES
  • -

  • Líder : WALTER PINHEIRO BARBOSA JUNIOR
  • MIEMBROS DE LA BANCA :
  • HOSTINA MARIA FERREIRA DO NASCIMENTO
  • JOSE MATEUS DO NASCIMENTO
  • MARIA CRISTINA LEANDRO DE PAIVA
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 09-jun-2021


  • Resumen Espectáculo
  • This dissertation has as its object of study the places where the children from the 5th grade “A” occupied at the elementary school of Escola Municipal Antônio Campos, in Natal/RN. By aiming to comprehend the main educational meaning of the places which the children occupied, we sought to identify and problematize the places that the school had reserved for them or that they created for themselves, as well as to understand what they had to say about those places. In order to find the answers wich motivated us to seek the path of research, we took Sertania as the approach to immerse in the phenomenon by the notions of people, vastness, itinerancy and anthropophagy. Therefore, we did a qualitative research through a study case with twenty-seven children from the 5th grade “A” at Escola Municipal Antônio Campos in the year of 2019 and, as data and information construction procedures, we used the participating observation during three months, in which period we conducted an semi structured interview, applied two questionnaires and, for listening to the children according to their multiple languages, we created a pedagogical workshop, a dramatization and a photoshoot. To complete our information, we listened to the children’s caregivers through a conversation circle. After concluding that step, we dedicated ourselves to the content analysis and, to assist our reflections, we presented the children’s profile and made a historical and social contextualization of the neighborhood of Mãe Luiza, the place where the children live and of the school where they study. Focusing on interpreting the constructed data, we sought to relate the theory to the children’s speeches taking into account the concept of place; the invisibility in which the children have been subjected to throughout the history; how they see themselves in the roles of children and students and, at last, what is the educational meaning of the places they occupied at the school. By listening to the stories of the children of 5th grade “A”, we saw that the Escola Municipal Antônio Campos, with its historically consolidated symbols and rituals, has reserved them the place of studying and learning, following the rules and feeding properly, but because it seeks to develop pedagogical projects focused on social quality it has also allowed them to create places wich have the educational sense of socialization, awareness and free speech.

18
  • JAÍSE DO NASCIMENTO SOUZA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • DEBORA REGINA DE PAULA NUNES
  • GRACIELE MASSOLI RODRIGUES
  • LUZIA GUACIRA DOS SANTOS SILVA
  • MARIA APARECIDA DIAS
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 22-jul-2021


  • Resumen Espectáculo
  • -

19
  • HUGO DONATO NÓBREGA DE LUCENA
  • -

  • Líder : MARIA APARECIDA DIAS
  • MIEMBROS DE LA BANCA :
  • GRACIELE MASSOLI RODRIGUES
  • JOSE PEREIRA DE MELO
  • LUZIA GUACIRA DOS SANTOS SILVA
  • MARIA APARECIDA DIAS
  • MICHELE PEREIRA DE SOUZA DA FONSECA
  • Data: 23-jul-2021


  • Resumen Espectáculo
  • This work aims to analyze from the literature review, if and how virtual reality (VR) promotes the diversification of movements in students with reduced mobility in the context of School Physical Education. Based on this, we define as specific objectives: to establish the relationship of the VR glasses with the learning of the contents of the culture of movement in the School Physical Education classes, specifically the sport of adventure in nature, under the inclusive perspective; understand from phenomenology, the existence of recognizing other possibilities of movement beyond a physical displacement in space and time, expanding this notion to an inclusive perspective; and propose to RV as a pedagogical possibility of teaching and living the contents of the culture of movement in Physical Education classes. In this sense, we chose as a methodological strategy, the research of the exploratory type of bibliographic characteristics. Therefore, the theoretical construction of the research, took place from the survey and the readings of the references found, based on different stages, but that at the same time walked together: the exploratory, selective, analytical and interpretative reading. It is worth noting that the literature review, dialogued with the areas of education, philosophy, sociology, neuroscience and mainly with phenomenology. The results of our research recognize, the importance of proposing didactic-pedagogical methodologies and curricular adaptations in the promotion of an Inclusive Physical Education in the possibility of ensuring the participation of all and all indistinctly and their rights of learning, in this case we discuss the experience of VR, through its glasses, for the experience of the contents of the culture of movement. They also pointed out that the notion of movement was crystallized in a one-sided view, influenced mainly by the technical and standardized gestures of high-performance sports, excluding subjects who for some reason are not able to reproduce this model, mostly people with disabilities. Finally, it was in the dialogue with phenomenology that the notion of human movement is broadened by aligning the inclusive perspective, as a function of this considering the sensitive dimension of the subject preponderant in the construction of knowledge about movement, through other possibilities of feeling it.

20
  • FLÁVIA LARYSSA GONZAGA RABELO
  • -

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • ELIANA COSTA GUERRA
  • GESSICA FABIELY FONSECA
  • MARCIA TORRES NERI SOARES
  • MUNIQUE MASSARO
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • Data: 26-ago-2021


  • Resumen Espectáculo
  • 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.

21
  • MARCIA JERONIMO DE SOUTO
  • -

  • Líder : RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • MIEMBROS DE LA BANCA :
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • FLAVIA ROLDAN VIANA
  • GESSICA FABIELY FONSECA
  • MARIA APARECIDA DIAS
  • SINARA MOTA NEVES DE ALMEIDA
  • SONIA LOPES VICTOR
  • Data: 27-ago-2021


  • Resumen Espectáculo
  • La cultura escolar se expresa en el conjunto de aspectos institucionalizados y en el hacer pedagógico cotidiano; se desvela entre los conocimientos explícitos e implícitos de los actores que participan en la comunidad escolar. En este sentido, se investigan las concepciones de los profesores y directivos sobre la cultura escolar dentro de las prácticas inclusivas desarrolladas en el Nucleo de Educación de la Infancia (NEI), la escuela de aplicación del Centro de Educación (CE) de la Universidad Federal de Rio Grande do Norte (UFRN). Se trata de una investigación descriptiva-exploratoria, cualitativa, de tipo historia oral temática. Participaron en el estudio ocho profesores y un representante de la dirección, con un total de 9 participantes. Se realizaron entrevistas semiestructuradas, que tuvieron lugar a distancia, mediante videoconferencia, por plataforma digital. Los datos se analizaron mediante el método de análisis de contenido. A través del análisis de las entrevistas surgieron cinco categorías: 1) La caracterización pedagógica y administrativa del NEI; 2) La organización curricular del NEI y su relación con las prácticas pedagógicas inclusivas; 3) El papel de la dirección para la promoción de prácticas pedagógicas que valoren las diferencias culturales y las prácticas inclusivas; 4) La pandemia del COVID-19 y el develamiento de las desigualdades: límites y posibilidades de las prácticas inclusivas en el contexto de la educación a distancia; 5) Las concepciones de los docentes sobre la cultura escolar inclusiva en la institución. La organización curricular del NEI se basa en una acción pedagógica que se produce guiada por un modelo de enseñanza caracterizado por la resolución de problemas en el que la relación dialógica y la escucha sensible son la base de la relación profesor-niños. Se identificó que la pandemia de COVID-19 causó varias dificultades y obstáculos en la educación infantil, dejando claro a los profesores la importancia de agudizar la mirada para la identificación de las necesidades educativas especiales que surgen en este escenario. A través de las concepciones de los profesores y de la dirección de la escuela, y también a partir de la normativa institucional y de los referentes educativos, la NEI fue caracterizada como una escuela que presenta la inclusión de forma transversal, siendo la cultura escolar inclusiva evidenciada a través de las políticas, el currículo, la estructura y las prácticas pedagógicas desarrolladas en la institución.

22
  • THALITA CRISTINA BARROCA DA SILVA
  • -

  • Líder : VANDINER RIBEIRO
  • MIEMBROS DE LA BANCA :
  • ALESSANDRA CARDOZO DE FREITAS
  • DYANE BRITO REIS
  • KARYNE DIAS COUTINHO
  • MARLECIO MAKNAMARA DA SILVA CUNHA
  • PAULO ROBERTO SOUTO MAIOR JUNIOR
  • VANDINER RIBEIRO
  • Data: 30-ago-2021


  • Resumen Espectáculo
  • -

23
  • ALANA TAMIRES FERNANDES DE SOUZA
  • -

  • Líder : ANDRE FERRER PINTO MARTINS
  • MIEMBROS DE LA BANCA :
  • THIAGO DA SILVA PERON
  • ANDRE FERRER PINTO MARTINS
  • ANDRÉIA GUERRA DE MORAES
  • BERNADETE BARBOSA MOREY
  • CIMONE ROZENDO DE SOUZA
  • Data: 31-ago-2021


  • Resumen Espectáculo
  • Is it possible to watch our society without the interference of science? Is it possible to split science from politics? In times of pandemics, we can see how science is able to provide solutions to public health policy issues, in addition to realize how this action takes place intertwined with political and economic interests. The science education field has changed its approaches in an attempt to offer a science teaching that surpasses the merely content, bringing historical, philosophical, and sociological contexts that elucidate other elements that comprise the scientific practic. In this work, we focused on studies guiding a Knowledge about Science or Nature of Science (NoS) to think about the use of a historical case which enables a historicalepistemological discussion about scientific practice. For this aim, we resorted to the episode experienced by the American biologist Rachel Carson (1907-1964), who was accused of being a pseudoscientist after publishing her Silent Spring (1962) book. By denouncing the risks behind the unsystematic use of pesticides in the postwar United States, Rachel became a target of several criticisms that sought to delegitimize the validity of her work. However, the diffusion of her work took place in such an expressive way that until nowadays Rachel is considered mother of the modern environmental movement. In our analysis, we are guided by the science perspective defended by the philosopher Bruno Latour, who by stating that we were never modern, leaves room for inquiring about the conceptions of progress and constitution of a neutral, dissociated from culture, and fully objective science. Latour’s ideas help us to perceive other elements of Rachel Carsons’ case by proposing his Actor-Network Theory (ANT) as an exercise of looking at social events incorporating humans and non-human actors. Our analysis is expanded and corroborates the arguments defended by Latour, when we bring, in a second moment, some considerations endorsed by the ecofeminist Carolyn Merchant, dialoguing with Donna Haraway’s Cyborg Manifest. Merchant presents her conception of nature death by outlining how Scientific Revolution and its representatives mobilized different ways of dealing with nature, prioritizing mechanistic ideals. The path followed in this text is intended to establish an analytical dialogue among the consulted authors with Rachel’s troubled passage through the universe of science. We understand that this case mobilizes several discussion topics that are of interest to defenders of a scientific education that guides scientific work in a more complex and critical way, pointing the ways in which science relates to aspects of subjectivity, politics, and feminine.

24
  • ZILANA TEIXEIRA MARCELINO
  • -

  • Líder : VANDINER RIBEIRO
  • MIEMBROS DE LA BANCA :
  • AZEMAR DOS SANTOS SOARES JUNIOR
  • LUCÉLIA DE MORAES BRAGA BASSALO
  • MORGANA DOMÊNICA HATTGE
  • VANDINER RIBEIRO
  • VANIA APARECIDA COSTA
  • Data: 01-sep-2021


  • Resumen Espectáculo
  • -

25
  • EDILAYNE CHRISTINA SOUZA CAVALCANTI DIAS
  • WHAT THE SERVICES AND ACTIONS OF THE PEDAGOGICAL ATTENDANCE CENTER – CAP RN: 2002 TO 2019 REVEAL US.

  • Líder : LUZIA GUACIRA DOS SANTOS SILVA
  • MIEMBROS DE LA BANCA :
  • LUZIA GUACIRA DOS SANTOS SILVA
  • MARIA APARECIDA DIAS
  • RITA DE CASSIA BARBOSA PAIVA MAGALHAES
  • AMÉLIA MARIA ARAÚJO MESQUITA
  • CARMEM LÚCIA ARTIOLI ROLIM
  • Data: 27-oct-2021


  • Resumen Espectáculo
  • The study in question is consistent with our professional trajectory and deals with our concerns about the actions developed by CAP RN, to understand them and to reveal their possible contributions in the process of school inclusion of students; as well as for constituting us in a researcher, reflective, dialogic and collaborative teacher, in the search for alternatives for teaching and other educational actions consistent with the principles of Inclusive Education, which overcome the gaps in the current format of the institution. Concerns found in this academic master's research, the possibility of investigating what were and how CAP RN's actions and service offerings were implemented, with regard to the process of school inclusion of students with visual impairment, based on the following problematization: "What were the actions and offer of services implemented by the Pedagogical Support Center to assist visually impaired people in Rio Grande do Norte that may have contributed to the process of school inclusion of students with blindness or low vision throughout the period from 2002 to 2019?” For this, we obtained the consent of the SEEC-RN, PPGED - UFRN and approval of the Research Ethics Committee of HUOL-UFRN (CEP-HUOL/UFRN), through CAAE 40439520.0.0000.5292 issued on 02/04/2021. In order to solve the problem, we developed a research with a qualitative approach, of the types: exploratory and descriptive, with the main objective: To analyze the offer of services and teaching actions adopted at CAP RN, between the years 2002 to 2019 (RAMPAZZO, 2002). And specific objectives: List the offer of CAP RN services in the period under study; and Describe teaching services and actions taken at CAP/RN during the study period. As instruments and strategies for constructing empirical data, we chose the questionnaire-type instrument format, applied via electronic form. Eight (8) guests participated in our research, all managers, four (4) administrative-pedagogical directors and four (4) pedagogical coordinators of CAP RN, in the period from 2002 to 2019. Regarding the analysis of the constructed data, we opted for Bardin's principle of Content Analysis (2009). The reading and interpretation of data, carried out in the light of the concepts that served as a beacon for our studies in the following themes: Special Education, Visual Impairment, Services and Actions in the Specialized Context and School Inclusion. We organized this dissertation in four chapters: 1) INTRODUCTION – REVEALING PATHS, DRAFTING POSSIBILITIES, where we present the justification, the problem and the general and specific objectives, and the research outline; 2) SYNTHESIS OF ACTIONS TO PROVIDE EDUCATION FOR PEOPLE WITH VISUAL IMPAIRMENT IN BRAZIL AND IN RN; 3) PEDAGOGICAL SUPPORT CENTERS FOR SERVICE TO PEOPLE WITH VISUAL IMPAIRMENT (CAP), IN THE CONTEXT OF BRAZILIAN SPECIAL EDUCATION; and 4) DISCLOSURES ABOUT CAP RN'S SERVICES AND ACTIONS - 2002 to 2019, where we report the research findings. We believe that the problems and objectives of the research were met and that they aim to contribute to the qualification, optimization and improvement of practices developed by CAP RN. We ratify the validity of CAP RN's actions in the school inclusion process of students with visual impairment, so that the provision of services and actions associated with their practices can be improved.

26
  • URSULA GABRIELA DANTAS DE MENEZES
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • ELAINE LUCIANA SOBRAL DANTAS
  • MARIA CRISTINA LEANDRO DE PAIVA
  • MARIA DE FÁTIMA CARVALHO
  • MARIANGELA MOMO
  • Data: 23-nov-2021


  • Resumen Espectáculo
  • 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.

27
  • RAYSSA CRUZ DE FARIAS COUTINHO
  • -

  • Líder : DENISE MARIA DE CARVALHO LOPES
  • MIEMBROS DE LA BANCA :
  • DENISE MARIA DE CARVALHO LOPES
  • MARIA CRISTINA LEANDRO DE PAIVA
  • MARIANGELA MOMO
  • ELAINE LUCIANA SOBRAL DANTAS
  • MARIA DE FÁTIMA CARVALHO
  • Data: 26-nov-2021


  • Resumen Espectáculo
  • This Master's Thesis aimed to analyze the meanings and practices of teachers in relation to listening to children in the context of Early Childhood Education, considering that Early Childhood Education is a collective space of multiple relationships, which, among other possibilities, can promote the encouragement of democratic life. In this sense, during the investigation process, we were guided by the premises: a) listening to children goes beyond listening to them, a technique or a mechanical skill, as it presupposes interaction and dialogue; b) to enable children to be listened to, it is necessary to give up curricula that are fixed and organized from disciplinary content or other arrangements based on the views and intentions of adults, such as spontaneity, and give the child a status of subject with agency, with the right to freedom to choose and intervene in the course of situations in their lives (FORMOSINHO, 2007). Thus, we understand that listening contributes to ensuring the right of children to democratic life, their effective participation, through the sharing of their knowledge, dialogue, interactions, negotiation of choices-decisions in and about the situations that involve them, in a process that is essentially ethical and respectful of the children involved in/from the dialogue. Thus, the study sought to answer the question: what are the meanings and practices of teachers in relation to listening to children in the context of Early Childhood Education? As our object is listening to children in the context of early childhood education, from the design of the investigative work, we assume postures and conceptions that recognize the subjects as capable, active and participating in all the moments-situations in which they are involved. Thus, the chosen methodological contributions privilege the relationships between the subjects and value attentive listening in the research process, adopting a qualitative approach, based on L. Vigotski's historical-cultural principles for research on human processes and propositions of dialogism of Mikhail Bakhtin for research in the social sciences. Based on the indication of the Municipal Department of Education of Natal/RN, we defined as an empirical field two institutions - which are known in their communities as encouraging the training of teachers, who value the practices of studies and the participation of children in the school context - and as subjects of research Teachers from different groups of children and pedagogical coordinators. We consider that, in general, the teachers participating in the research recognize the importance of listening to children, indicating that the topic has been the object of discussions in the context of their schools and how they take ownership of this subject. From their reports, we evidence that the participating teachers relate listening to different conceptions, approaching discussions that consider listening as an ethical way of being and relating to children, highlighting the languages, interests and needs of children in their life contexts. However, we point out that although the participating professionals present in their speeches different conceptions about listening, they demonstrate a still fragile knowledge about what it really means to listen to children in a sensitive and productive way, indicating the need for investment in continuing education actions on the subject, explaining that the teacher's role in the listening process is not simple actions, but needs to consider the child and their points of view, needs and interests, being, therefore, a complex process that demands sensitivity to meet the children's needs.

28
  • JÚLIO GABRIEL MEDEIROS DE SOUZA PONTES
  • -

  • Líder : GILMAR BARBOSA GUEDES
  • MIEMBROS DE LA BANCA :
  • GILMAR BARBOSA GUEDES
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • PEDRO ISAAC XIMENES LOPES
  • Data: 29-nov-2021


  • Resumen Espectáculo
  • 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.

29
  • BARBARA ELLEN REBOUÇAS CUNHA
  • -

  • Líder : GILMAR BARBOSA GUEDES
  • MIEMBROS DE LA BANCA :
  • GILMAR BARBOSA GUEDES
  • MARIA GORETTI CABRAL BARBALHO
  • OLIVIA MORAIS DE MEDEIROS NETA
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • Data: 30-nov-2021


  • Resumen Espectáculo
  • Educational management needs to walk alongside the precepts of democratic management. Public school management is a challenge for everyone, it has to honor everyone involved in the education journey: teachers, employees, parents or guardians, students and the community. The object of this research is the political culture of participation of the School Council in the context of Democratic Management at the Professor Carlos Bello Moreno Municipal School in Natal-RN (2019-2021). Political culture is the sum of ideas that delineate political projects and these conceptions provide the articulation of the struggle for control of political power in various social institutions. Furthermore, political culture stimulates emotions, moral and ethical values and thus strengthens social traditions . Social institutions are spaces for the sociability of subjects, these relationships are established in the long term, such as within the family or in school institutions. It is precisely in these environments that the reproduction of political cultures takes place. Because these social institutions are where reproduction takes place, they are also where responses to social problems are manifested, thus becoming places of social development. It is therefore necessary that the political culture of school institutions is in line with the principles of democratic management, with the participation of members of the school community in the
    preparation of the school's pedagogical project and especially with the participation of the school community in the School Councils. Only through the implementation of democratic management principles will public schools satisfy the wishes of everyone involved in the learning process. This agenda was also reproduced in legal instruments of the most diverse natures: in the Federal Constitution/1988, in the Guidelines and Bases of National Education Law (LDB) no. 9394/96, in the National Education Plan - PNE, Law No. 13.005/2014, in the Municipal Complementary Law nº 147/2015 and in the Municipal Education Plan - PME Ordinary Law nº 6603/ 2016. The general objective of this research is to analyze the culture of political participation of the school council in the Professor Carlos Bello Moreno Municipal School, and has as specific objectives: to identify in the legislation pertaining to democratic management, especially Municipal Law No. 147/2015, which attributions, powers, prerogatives and delegations are attributed to the Council and the school counselor; and understand the
    political and cultural reasons for the actions of the School Council. To achieve these goals, we used conversational free interviews as a methodology and applied a questionnaire with members of the School Board and we studied the literature produced on Political Culture, Democratic Management, Political Participation and School Board, and analyzed the school's internal documents as: Political Pedagogical Project, School Board Regulation and School Board Meeting Minutes Book. Our research pointed out that in this school studied, democracy has been confirmed as a political action. The interviews, the questionnaire, the observations and documental analyzes carried out at the school reveal that the school management has really been structuring itself in a democratic way and indicate that the school council has a democratic political culture.

30
  • MARIANNA CARLA COSTA TAVARES
  • -

  • Líder : MARIA GORETTI CABRAL BARBALHO
  • MIEMBROS DE LA BANCA :
  • ANDREIA DA SILVA QUINTANILHA SOUSA
  • DANIELA CUNHA TERTO
  • GILMAR BARBOSA GUEDES
  • MARIA APARECIDA DOS SANTOS FERREIRA
  • MARIA GORETTI CABRAL BARBALHO
  • Data: 09-dic-2021


  • Resumen Espectáculo
  • 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.

31
  • MISTÊNIO BERTULEZA DE ARAÚJO
  • Perception of teachers at a Municipal Educational Center about school results at IDEB/SAEB -final years of elementary school- (2005-2019): implications of training needs.

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • ADIR LUIZ FERREIRA
  • ADRIANA VALÉRIA SANTOS DINIZ
  • BETANIA LEITE RAMALHO
  • GUILHERME MENDES TOMAZ DOS SANTOS
  • MARIA ALIETE CAVALCANTE BORMANN
  • Data: 21-dic-2021


  • Resumen Espectáculo
  • This dissertation, resulting from a case study, aimed to highlight, from the perception of teachers at a Municipal Educational Center, the conditioning factors of school results in IDEB/SAEB (2005-2019) and the training needs they may have attribute them as enhancers for a better academic performance of students in the final years of elementary school. Therefore, a basic, qualitative and exploratory research was carried out. The research subjects were four teachers who acted as teachers of Portuguese language and mathematics from the 6th to 9th grade of elementary school, which sought to: know what teachers reveal to know about the results of the Center at IDEB (2005-2019); identify the difficulties revealed by the teachers regarding their training needs; reveal the conditioning factors of school performance within the scope of teaching practice and, based on these specific objectives, propose a training plan for teachers aiming to enhance improvements in school performance and in IDEB. The theoretical framework used was broad, among which we highlight Ramalho and Nuñéz (2014), Tardif (2015), Cury (2010), Berenguel (2021), Gauthier et al. (2006), Libâneo (2015), Libâneo and Veiga (1999), among others. In this perspective, from the analysis carried out, we had the following research findings: the professors evidenced a dissociation between their pedagogical practice developed in the institution and the guidelines of the reference matrices (BNCC) that serve as evaluation parameters for external exams; in the managerial aspect, there is a lack of activities aimed at identifying training needs justified by the COVID-19 pandemic (although this subject has evidence before this phenomenon); teachers point out needs in working with students including through digital technologies; point out the need for refresher courses that deal with the Portuguese language and mathematics so that they can contribute to solving students' learning difficulties, especially students from other educational institutions; the focus on reading, writing and mathematical literacy are considered central axes in teachers' discourse and, therefore, need to be much more discussed with network managers so that there is a greater correspondence between the training needs of teachers in relation to the references ( BNCC) of the SAEB/IDEB. This proposition suggests other activities to be scheduled with the school management and the pedagogical team to seek to involve them in a set of activities to be promoted as the next steps and continuation of this study.

Tesis
1
  • FILLIPE AZEVEDO RODRIGUES
  • -

  • Líder : ELDA SILVA DO NASCIMENTO MELO
  • MIEMBROS DE LA BANCA :
  • ADIR LUIZ FERREIRA
  • ANA IZABEL OLIVEIRA LIMA
  • ANDREZZA MARIA BATISTA DO NASCIMENTO TAVARES
  • ANTONIA MAIRA EMELLY CABRAL DA SILVA VIEIRA
  • CYNARA TEIXEIRA RIBEIRO
  • ELDA SILVA DO NASCIMENTO MELO
  • ERIKA DOS REIS GUSMAO ANDRADE
  • Data: 03-feb-2021


  • Resumen Espectáculo
  • 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.

2
  • TIAGO SILVA MEDEIROS
  • -

  • Líder : ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • MIEMBROS DE LA BANCA :
  • ANTONIO BASILIO NOVAES THOMAZ DE MENEZES
  • IRANILSON BURITI DE OLIVEIRA
  • JOSE CARLOS DE ARAUJO SILVA
  • KILZA FERNANDA MOREIRA DE VIVEIROS
  • MARIA JOSE DA CONCEICAO SOUZA VIDAL
  • MARLUCIA MENEZES DE PAIVA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 22-feb-2021


  • Resumen Espectáculo
  • The 18th century in Portugal was marked by the development of an intellectual thought that tried to modernize not only the Portuguese administrative machinery, but also the education and knowledge production in the Metropolis and its Colonies. The present work aims, in light of History of Education, to understand the Sociability of Educational Knowledge as an enlightenment pedagogical proposal according to five axes: the Knowledge Matrix, the Knowledge Ordination, the Knowledge Institutionalization, the Knowledge Regulation and the Knowledge Agents or Civilizing Agents. Theoretically, we are based on the German sociologist Norbert Elias, thinking of education as a conditioning that is capable of making men civilized. This thought takes place in a historical teaching-learning process that is both, essential to the so-called development of ways and behaviors and directly responsible for the formation of a model of civilization and knowledge. The English historian Peter Burke also appears in the theoretical basis of the research, more specifically, to deal with the Social History of Knowledge and how this element is conceptualized in historiography. The methodological proposal is based on the “Sociability of Educational Knowledge”, because, when studying some Portuguese enlightenment authors, such as Luiz Antônio Verney and Antônio Ribeiro Sanches, in addition to the University of Coimbra Statutes, the Historical Compendium of the University of Coimbra, journals that used to circulate in Lisbon, Manuscripts from the Overseas Historical Archive, Tumble Tower and the Council Terms of the Rio Grande do Norte Captaincy, we examined the stages, conditions and divergences that educational and civility knowledge went through to get consolidated in the Pombaline Period. Chronologically, we are situated between 1759, the beginning of the pombaline reforms in public education, and 1800, the maximum limit for the analyzing sources. In this research, we found convergences and divergences between the assumptions of Portuguese enlightenment and the pombaline reforms in public education as well as several factors that hampered the achievement of this new educational paradigm in Portugal and Overseas.

3
  • ANA MAURA TAVARES DOS ANJOS
  • Children’s narratives about their relationships with writing

  • Líder : MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • MIEMBROS DE LA BANCA :
  • GESSICA FABIELY FONSECA
  • LUCIANE GERMANO GOLDBERG
  • MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
  • MARLY AMARILHA
  • POLLYANNE BICALHO RIBEIRO
  • TATYANA MABEL NOBRE BARBOSA
  • VANDA MENDES RIBEIRO
  • Data: 22-feb-2021


  • Resumen Espectáculo
  • 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.

4
  • MARIA JOSÉ RIBEIRO DE SÁ
  • -

  • Líder : MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • MIEMBROS DE LA BANCA :
  • PATRICIA LIMAVERDE NASCIMENTO
  • CARLOS ALDEMIR FARIAS DA SILVA
  • DANIEL MONTEIRO COSTA
  • EUGENIA MARIA DANTAS
  • JOSINEIDE SILVEIRA DE OLIVEIRA
  • MARIA DA CONCEICAO XAVIER DE ALMEIDA
  • WALTER PINHEIRO BARBOSA JUNIOR
  • Data: 23-feb-2021


  • Resumen Espectáculo
  • Monocultures of the mind are destroying the forest and the existing sociobiodiversity in many Brazilian indigenous lands. Living in a state of physical and symbolic violence are the Tentehar (Guajajara) of the Arariboia indigenous area in the state of Maranhão/Brazil. One of the greatest challenges of these people today is to keep the rest of the forest standing. Overcoming the uniformity of knowledge and installed power is fundamental for the Arariboia's biocultural diversity to continue to exist. For this reason, in this study I proposed to describe about knowledge, mythical narratives and ritual celebrations of the cultural universe tentehar, about the ancestral memories lived in the backyard of the inhabitants of Juçaral Village and/or in narratives of the Maíra heroes, the rituals of the girl young woman, the honey and the boys. In these stories we identify pedagogies of good living, resistance, care for life, healing and the celebration of forest diversity. They are pedagogies that teach us to take care of all beings and to thank for the existing diversity. Today, aware that their ancestral knowledge and education are sources of wealth and alternatives for future generations, these people maintain the resistant fight against sources of scarcity and poverty installed in their territory. Learning from those who taught us ancestrally to live in the midst of biodiversity is fundamental to overcome mental monocultures installed by the capitalist way of life.

5
  • ALISON PEREIRA BATISTA
  • PHYSICAL EDUCATION AND DIGITAL EDUCATIONAL RESOURCES: A PEDAGOGICAL INTERVENTION IN PROFESSIONAL VOCATIONAL HIGH SCHOOL AT THE FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • CRISTIANO MEZZAROBA
  • ALLYSON CARVALHO DE ARAUJO
  • JOSE PEREIRA DE MELO
  • MARCIO ROMEU RIBAS DE OLIVEIRA
  • MARIA APARECIDA DIAS
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • Data: 25-feb-2021


  • Resumen Espectáculo
  • 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.

6
  • DANIELE DOS SANTOS FERREIRA DIAS
  • -

  • Líder : BETANIA LEITE RAMALHO
  • MIEMBROS DE LA BANCA :
  • ADRIANA VALÉRIA SANTOS DINIZ
  • BETANIA LEITE RAMALHO
  • ELDA SILVA DO NASCIMENTO MELO
  • FREDY ENRIQUE GONZALEZ
  • ISAURO BELTRAN NUNEZ
  • JOAQUIM LUÍS MEDEIROS ALCOFORADO
  • JOÃO RICARDO FREIRE DE MELO
  • Data: 25-feb-2021


  • Resumen Espectáculo
  • -

7
  • HUDSON PABLO DE OLIVEIRA BEZERRA
  • -

  • Líder : JOSE PEREIRA DE MELO
  • MIEMBROS DE LA BANCA :
  • ANTONIO DE PADUA DOS SANTOS
  • JOSE PEREIRA DE MELO
  • MARIA APARECIDA DIAS
  • MARIA ELENI HENRIQUE DA SILVA
  • MARTA GENÚ SOARES
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • VILMA APARECIDA DE PINHO
  • Data: 25-feb-2021


  • Resumen Espectáculo
  • 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.

8
  • CHRISTYAN GIULLIANNO DE LARA SOUZA SILVA
  • -

  • Líder : TEREZINHA PETRUCIA DA NOBREGA
  • MIEMBROS DE LA BANCA :
  • ANA CRISTINA ZIMMERMANN
  • BERNARD ANDRIEU
  • IRAQUITAN DE OLIVEIRA CAMINHA
  • JOSE PEREIRA DE MELO
  • LUIZ ARTHUR NUNES DA SILVA
  • ROSIE MARIE NASCIMENTO DE MEDEIROS
  • TEREZINHA PETRUCIA DA NOBREGA
  • Data: 26-feb-2021


  • Resumen Espectáculo
  • This thesis presents education as an experience of the body in movement, based on the dialogue between the French philosopher Maurice Merleau-Ponty and the Dutch physician Johannes Jacobus Frederic Buytendijk. We believe that education as an experience of the body in movement happens throughout life based on what is experienced at all times. In this study, we understand Physical Education as education, a common and exclusive sensitive experience of the human being, which involves all spheres of society in general, the family, history and the world. The research aims to present education as an experience of the body in movement, through the dialogue of the academic and professional trajectory in Physical Education and the notions of very own body in Merleau￾Ponty and very own movement in Buytendijk as the soil of a phenomenological education based on body and movement. The methodology is based on the phenomenological attitude of the French philosopher Maurice Merleau-Ponty; we believe that this phenomenological path, based on lived experience, allows us to understand the phenomena discussed here. This new thought built here will start from the descriptions of experiences, memories, of what touches us on this journey, always involved with the body in movement to search around the world, return to ourselves, as well as reading texts. Following the phenomenological reduction, as shown by Merleau-Ponty in the Phenomenology of perception (1945/1999), he dedicates himself to the phenomenological reading of the texts by Merleau-Ponty, Buytendijk that bring the concepts about body and movement treated here seeking the claimed meaning from phenomenology. Considering the phenomenological views on the human body and movement, we think of the field of Physical Education from the conceptions presented by these studies that broaden the epistemological horizon, providing openings and perspectives for educational experiences focusing on the experience of the body in movement. The experiences in dance and cycling made up, among others, our way of feeling the very own body and the very own movement, which allowed us to understand the importance of reaffirming the studies of the understanding of the phenomenological body for Physical Education, considering as existence unit, as well how to affirm the human movement as the opening, expression and function of being in the world.

9
  • GISLENE DE ARAÚJO ALVES
  • School memories and life trajectories of people with visual impairment in the light of the Self-Determination Theory

  • Líder : MARLUCIA MENEZES DE PAIVA
  • MIEMBROS DE LA BANCA :
  • MARLUCIA MENEZES DE PAIVA
  • LUCIA DE ARAUJO RAMOS MARTINS
  • LUZIA GUACIRA DOS SANTOS SILVA
  • VALERIA LAZARO DE CARVALHO
  • FRANCINAIDE DE LIMA SILVA NASCIMENTO
  • MARIA ELIZETE GUIMARAES CARVALHO
  • LENINA LOPES SOARES SILVA
  • Data: 26-feb-2021


  • Resumen Espectáculo
  • 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.

10
  • JUAN CARLO DA CRUZ SILVA
  • EDUCING THE HAND AND THE EYE ON THE WORK: the subject of Drawing at the School of Apprentice Craftsmen of Rio Grande do Norte (1909 - 1937)

  • Líder : OLIVIA MORAIS DE MEDEIROS NETA
  • MIEMBROS DE LA BANCA :
  • ARLETE DE JESUS BRITO
  • IRAN ABREU MENDES
  • JOSE MATEUS DO NASCIMENTO
  • LILIANE DOS SANTOS GUTIERRE
  • MARIA INES SUCUPIRA STAMATTO
  • MÁRCIA MARIA ALVES DE ASSIS
  • OLIVIA MORAIS DE MEDEIROS NETA
  • Data: 26-feb-2021


  • Resumen Espectáculo
  • This thesis has as object of study the school subject Drawing in the scope of the Professional Education. Our objective was to understand the role of the subject of Drawing in the formation for the work in the School of Artistic Apprentices of Rio Grande do Norte. The time cut researched began with the creation of the professional institution in the state of Potiguar, in 1909, by Decree No. 7,566 of the Federal Government, and continued until the change of name of this institution, in 1937, which is now called the Industrial High School of Natal. The work is inserted in the field of the History of Education, more specifically in the interface of the domains of the History of School Subjects, the History of Professional Education and the History of Mathematics Education. The research is based on the theoretical perspective of French historiography, with notions of the New Cultural History according to Roger Chartier, representations, practices, circulation of ideas and appropriation, and with conceptions of the History of Disciplines according to André Chervel. With regard to the methodological foundations, we approach the classical historical method according to Jörn Rüsen. Our sources are bibliographical and documental, the latter consisting of sets of legal, administrative, pedagogical and public order. We defend that the discipline Desenho was constituted, in the scope of Professional Education, from ideas in circulation in the world and in Brazil, with the representation that understood it as a basis for the formation of labor for work and, throughout its history as a school discipline, went through a change of this status. Throughout the text we have come to the confirmation of this thesis, because through the appropriation of different ideas in circulation by the actors of Brazilian professional education who assume protagonism during the temporal cutout, the discipline Desenho goes through a displacement of its initial role of relevance. Thus, Drawing is being reconfigured, starting its trajectory as an allied to the intuitive method in the search for education of the senses, of the hand and of the gaze, spreading drawing to the natural and to the free hand, becoming intrinsically linked to Geometry, becoming a Geometric Drawing with the intention of representing the object with precision and perfection, and ending up as a Technical Drawing itself, emphasizing itself in the alliance between theory and practice, thus having its status in the context of Professional Education shifted to the division of protagonism with another discipline.

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  • MARCOS TORRES CARNEIRO
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  • Líder : MARIA APARECIDA DE QUEIROZ
  • MIEMBROS DE LA BANCA :
  • MARIA APARECIDA DE QUEIROZ
  • ANTONIO CABRAL NETO
  • GILMAR BARBOSA