Banca de DEFESA: ALIAN PAIVA DE ARRUDA DO NASCIMENTO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ALIAN PAIVA DE ARRUDA DO NASCIMENTO
DATE: 03/07/2026
TIME: 14:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

higher education policies; provision of undergraduate teacher education programs; expansion; interiorization; Federal Institutes.

PAGES: 419
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis aims to analyze the provision of undergraduate teacher education programs at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), within the context of institutional expansion and interiorization, in order to identify the external and internal determinations that contributed to the secondary status assigned to these programs, thereby compromising compliance with the teacher education target established by Law No. 11.892/2008. The thesis is based on the understanding that the inclusion of the Federal Institutes within the configuration of Brazilian public higher education took place amid the contradictions of the expansion of this educational level, marked simultaneously by the widening of access, institutional interiorization, and institutional diversification that characterized higher education policies following the enactment of the National Education Guidelines and Framework Law No. 9.394/1996. In this context, IFRN expanded its provision of undergraduate teacher education programs, configuring them as doubly strategic: on the one hand, by contributing to the expansion and interiorization of public higher education; on the other, by broadening initial teacher education for basic education in the state of Rio Grande do Norte. Paradoxically, however, this initiative became secondary within the institution’s own dynamics. This process resulted both from external determinations — associated with educational policy orientations and regulatory frameworks — and from internal constraints that intensified institutional resistance and limited the consolidation of these programs. As a result, tensions emerged that partially compromised the fulfillment of the Federal Institutes’ legal responsibility in the field of teacher education, one of the constitutive dimensions of their institutional identity. The research is grounded in a theoretical-methodological perspective based on historical-dialectical materialism, understanding the investigated phenomenon through its totality, historicity, and constitutive contradictions. Methodologically, the study adopts a qualitative approach, enabling the apprehension of meanings, mediations, and social processes underlying the expansion of undergraduate teacher education programs at IFRN. Content analysis was employed as the main investigative strategy, allowing the systematic and inferential organization, categorization, and interpretation of empirical data. The research procedures included: bibliographical research based on national and international academic studies on teacher education policies and professional education; documentary research involving institutional regulations, legislation, and official documents; data collection from public digital platforms, especially statistical and informational databases; and field research through semi-structured interviews conducted with members of the IFRN Teaching Committee, aiming to apprehend perceptions, institutional strategies, and tensions inherent to the investigated object. The data produced were analyzed in light of the theoretical categories derived from the adopted framework, seeking to reveal the structural and institutional determinations affecting the process of expansion and consolidation of undergraduate teacher education programs at IFRN. The findings show that, especially after 2014, the provision of undergraduate teacher education programs as initial teacher education at IFRN began to show signs of stagnation and to face significant limitations. Added to these elements are internal constraints, particularly those related to institutional culture, which contributed to restricting the growth potential of these programs, producing their stagnation, and compromising compliance with the legal parameters established for teacher education. It is concluded that the provision of undergraduate teacher education programs at IFRN constitutes a field marked by tensions, in which effective possibilities for democratizing access to public higher education and expanding teacher education coexist alongside structural and institutional limits that hinder their consolidation. These contradictions express the very dynamics of the Federal Network of Professional, Scientific and Technological Education, marked by disputes surrounding educational priorities, resource allocation, and the definition of its institutional identity. In this context, although legally established as an institutional responsibility, undergraduate teacher education programs remain in a condition of relative marginality, revealing the need to reorient institutional policies and strengthen strategies capable of ensuring their centrality within the educational project of the Federal Institutes.

COMMITTEE MEMBERS:
Presidente - ***.306.895-** - ALDA MARIA DUARTE ARAÚJO CASTRO - UFRN
Externo à Instituição - ALLAN SOLANO SOUZA - UERN
Externo ao Programa - 347393 - ANTONIO CABRAL NETO - nullExterna à Instituição - DANIELA CUNHA TERTO - IFRN
Externo à Instituição - JOÃO FERREIRA DE OLIVEIRA - UFG
Interna - ***.566.554-** - MARIA APARECIDA DOS SANTOS FERREIRA - IFRN
Interna - 347594 - MARIA GORETTI CABRAL BARBALHO