Banca de DEFESA: IZABELLA KELLY CARNEIRO ALVES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : IZABELLA KELLY CARNEIRO ALVES
DATE: 28/08/2026
TIME: 14:00
LOCAL: Remoto
TITLE:

Pedagogical Practices of Indigenous Science Teachers of the Potiguara Ethnic Group: A Study from the Perspective of Objectification Theory

KEY WORDS:

teaching and learning; ancestral knowledge; culture; Theory of Objectification; sciences; Indigenous teachers

PAGES: 184
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

The general objective of this study was to investigate the semiotic elements that emerge from the pedagogical practices of Potiguara Indigenous Science teachers in schools located in the state of Paraíba, Brazil. These semiotic elements, or semiotic means, were analyzed based on the theoretical and methodological framework of the Theory of Objectification (TO), developed by Luis Radford. This theory, which served as the analytical lens of the study, is characterized by its understanding of teaching and learning as processes embedded in culture, history, and social relations. Furthermore, TO conceives learning through two simultaneous processes, referred to by Radford as objectification and subjectification. The former concerns the materialization of knowledge into conscious awareness, whereas the latter refers to the ongoing production and transformation of the human being. As a dialectical materialist theory, inspired by Vygotsky’s cultural-historical psychology and Paulo Freire’s conception of education, TO understands educational processes as part of a complex and dynamic social system, considering both teachers and students as cultural and historical beings with human needs.

From this perspective, the research problem was formulated as follows: How do Indigenous teachers from the Potiguara Territory of Paraíba make pedagogical choices when addressing scientific concepts established by Western science? Accordingly, the object of this investigation consisted of the pedagogical practices of Potiguara Indigenous Science teachers working in their communities, examined against a historical and cultural background. The analysis considered cultural artifacts, classroom organization, teaching approaches, lesson planning, community participation in the school, classroom activities, and forms of classroom organization, among other aspects.To achieve the proposed objectives, participant observation, semi-structured interviews, analysis of the school's Political-Pedagogical Project (PPP), and classroom recordings were conducted. Data analysis was primarily grounded in the Theory of Objectification. The findings revealed the emergence of teacher subjectivities shaped by the cultural context, teacher education processes, and forms of social interaction. The pedagogical practices of the participating teachers reflected processes of knowledge hybridization, constituted through the interaction between two distinct cultural systems—Indigenous and Western—highlighting the complexity of becoming an Indigenous teacher amidst conflicts, contradictions, power relations, colonialism, and social movements. Through the lens of the Theory of Objectification, the semiotic means mobilized in teaching practice were understood as expressions of unfinishedness and of the continuous creation of subjects in an ongoing process of becoming, contributing to an Indigenous School Education and a Science Education that are intercultural, community-oriented, and transformative.

COMMITTEE MEMBERS:
Interna - ***.883.742-** - CLAUDIANNY AMORIM NORONHA - UFPA
Interna - 3321606 - MARCIA GORETTE LIMA DA SILVA
Externo à Instituição - ALINE ANDRÉIA NICOLLI - UFAC
Externa à Instituição - MAYARA LARRYS GOMES DE ASSIS NOGUEIRA - UFPA
Externo à Instituição - SHIRLEY TAKECO GOBARA