The Covid-19 pandemic, which began in 2020, has become a global milestone, impacting the lives of thousands of people in various sectors of work and service provision. With the spread of the new coronavirus, social isolation measures had to be taken in order to prevent the spread of the virus. In the education sector, the immediate measure was to close educational institutions, suspending classes and face-to-face activities. At first, society had no idea of the impact this pandemic would have on human life, believing that the situation would not last long. However, with the advance of Covid-19, the school community had to rethink education beyond the walls of the school in order to continue the educational processes, education being a right guaranteed by the 1988 Constitution. In view of the pandemic situation experienced by the school community, there is an interest in contributing to discussions about pedagogical practice in Early Childhood Education during the Covid-19 pandemic. In this sense, the general objective of this work was to analyze the discourses of early childhood education teachers on the organization and development of their pedagogical practices in the context of the Covid-19 pandemic. The discussion was explored through four chapters: chapter I presents a theoretical foundation regarding the right to education; chapter II discusses the organization of pedagogical practice for remote teaching in the context of the Covid-19 pandemic; chapter III discusses the learning and development of children in Early Childhood Education and; chapter IV brings a discussion on public policies for Early Childhood Education: impasses in the pandemic scenario. Qualitative field research was carried out through focus groups with 10 teachers and comprehensive interviews with 3 of these teachers, as well as interviews with 2 pedagogical supervisors who worked in São Gonçalo dos Campos/Ba (selected municipality) during the pandemic period. The first results of the focus group analysis and comprehensive interviews show the impacts of the pandemic on the school context, which directly affected the personal and professional lives of the research participants, as well as the children and their families, as mentioned by the teachers, causing consequences for the teaching-learning process. The challenges and difficulties in reorganizing pedagogical practice based on the use of technological resources and tools and pedagogical strategies consistent with remote teaching were pointed out. Based on the analysis of the results obtained, it was possible to verify that the pedagogical practice developed by early childhood education teachers during the pandemic period considered the recommendations presented by the National Education Council, established by Opinion No. 5/2020.

This research aims to understand the discourses and meanings that children construct about the literacies of storytelling circles of Afro-Brazilian children's literature. Seeking to understand how literature can raise critical racial, re-existence and literary literacy. This study took place in a community school and promoted storytelling circles of different works of Afro-Brazilian children's literature for a first-year basic education class. The methodologies used are content analysis, as it understands that the elements of everyday life present in the text function as language and emit a message. In addition to critical interpretation of racial relations to explore the possibilities of racial issues through literature and storytelling to enable the dialogue of children's prior knowledge about 1.ethnic issues with the stories narrated. Through storytelling, children were encouraged to write their own stories. Afro-Brazilian literature is one of the possibilities to write a new history and rescue the culture and identity of black people. Afro-Brazilian children's literature provides children with racial, literary, re-existence literacy, instrumentalizing children to face racism, not reproduce it, and transform the corrupted view of black subjects, restoring their dignity tarnished by racism. Afro-Brazilian literature is one of the possibilities to write a new history and rescue the culture and identity of black people, children wrote their works and despite the limitations they presented, it is an initial step for them to place themselves as authors of their own stories , resisting the oppressive colonizing dictates. The enchantment arising from this literature and literacies dispels the racist clouds that underlie children's views on the condition of blackness, allowing them to begin to see the beauty that they were previously unable to see in themselves as black people or in their peers, being able to see the rainbow of plurality, rhythms, colors and loves that constitute society.

This investigation has as its central theme multimodal children's literature, in particular picturebooks, and the responses of readers, students of the first years of Primary Education, from an aesthetic, cultural and artistic perspective of literature. The object of this study is the process of children's interaction with multimodal children's literature, in a mediated way, through interventions and shared reading situations, with the purpose of investigating aspects of this interaction that can reveal paths to its formation. teacher in the first years of Primary Education. The objective is to identify possible contributions of the reading of multimodal literature to the formation of the literary reader in the first few years. To achieve the objective of this study, a qualitative investigation of ethnographic and phenomenological inspiration was carried out, which consisted of two stages: bibliographical, with theoretical foundation and analysis of works, and field investigation, participant observation type. The results emerged from the analysis of children's responses, which showed different reactions to the works read and to the resources provided by the picturebooks, showing little familiarity with the format and, at times, a deficit in visual and literary literacy , which leads to difficulties in reading, but does not completely impede the aesthetic experience in interaction with the works.

This research aims at discussing the theme of Life Project (PV in its Portuguese acronym) at school, on the one hand, considering the studies by the philosopher Paul Ricoeur on narrative identity, and on the other, based on field research carried out with students from the Sate College Georgina de Mello Erismann, located in Feira de Santana, Bahia. According to Ricoeur (2016), we understand ourselves through the narrative of our life story, which reveals our identity, which May integrate changes and is constructed in a way linked to the plot of our story. This narrative develops over time, connecting what we know from the past with our actions in the present and projections we make for the future. Field research sought to understand the students’ viewpoint regarding their participation in activities related to their Life Project. At this research stage, the meetings of the Writings of Self workshop were observed, performed within the scope of the Life Project, which developed activities linked to subjectivity. In addition, interviews with ten High School students were used for data survey. The workshop lasted eight meetings, in which understanding oneself and interaction with others in the constitution of oneself were emphasized. Finally, this study highlights that Life Project approach at school needs to be further discussed, and seeks to make its contribution, dialoguing with Paul Ricoeur’s conception of narrative identity. From that, it is argued that Life Project, due to the theme breadth, which is related to the subjects’ life history in its entirety, cannot be condensed into a curricular component, as it permeates school education in its completeness.

This research questions the access of people from the periphery, those placed on the margins of the hegemonies of power and knowledge; The analysis focus is the continued professional training of teachers carried out by the Grupo de Estudos Novas Tematicas, Epistemologias e Saberes – GENTES. The qualitative analysis was carried out through content analysis of the data collected, collaboratively, in participant observation being conducted from April 2022 to November 2023 and also interviews with seven continuing education participants during the year 2023. The problematization brought to debate the exclusion of teachers, from basic education in Bahia, from stricto sensu postgraduate studies, a fact that suggests a certain contradiction considering that they are theoretically educated, cultured and intellective subjects. The incongruity, according to the investigation, is anchored in the categorization and discrimination of race, gender and economic class that tacitly operate as selection and elimination criteria. To understand how the exclusion of peripheral bodies from master's and doctoral levels takes place, we started with research on postgraduate studies since its foundation in the 1960s. We analyze higher education, the university and policies aimed at this stage of education as a reflection of governmental, institutional, racial, class and gender policies engendered in the colonial past, maintained and updated by the dominant influence of Euro-North American capitalism on the production of knowledge at the levels of education, training and research. This research demonstrated that the peripheries are inscribed on individual’s bodies through social markers and that even teachers face multiple forms of discrimination, and sometimes are disqualified, subjugated and excluded. The study highlighted the overlapping of oppressions inflicted by racial, class, gender and linguistic violence, placing them as determinations of the exclusion of these individuals from the spaces of production of scientific knowledge. At the same time, the study indicated possibilities of subversion of hegemonic models of knowledge and power based on borderline ways of knowing and generating knowledge identified and recognized in the continuing education of teachers in the GENTES collective. By making public the effects of the convergence pedagogy used by the GENTES collective, as a subsidy for access to postgraduate studies, the research revealed the need and importance of public inclusion policies also at the postgraduate level.

The aim of this dissertation was to investigate the use of audiovisual editing techniques in disinformation campaigns, considering this as a factor that directly interferes with the exercise of citizenship in contemporary times. We start from the issue of the expressive use of the audiovisual support as a tool in the dissemination of ideals and narratives, where we recognize that its use in disinformation campaigns can be quite problematic. The scenario of advancement of the far-right political spectrum in democratic elections and the use of false/misleading news about SARS-CoV-02, during the pandemic, motivated us to defend the development of one of the diverse skills that new generations must possess to deal with this problem in a more responsible and autonomous way, generating an audiovisual literacy that is directly related to the way individuals inform themselves in times of network society. This is theoretical research and its main objective is to demonstrate how editing techniques are used in disinformation campaigns. To this end, we used authors from different areas of knowledge, with an emphasis on Nelson Pretto and Guillermo Orozco who deal with the use of technologies and media in the area of Education; Massimo Di Felice and Egle Muller Spinelli in approaching the ideas of digital citizenship in the area of Communication; and Walter Murch with regard to the theory of audiovisual montage. This work demonstrates how editing techniques are used to misinform and that the practice of video editing is one of the possible paths towards audiovisual literacy, which will strengthen more critical citizen action in confronting disinformation campaigns.

This thesis investigates the conditions under which teacher maps can evoke productions of teacher
subjectivities in formative processes. Specifically, the thesis aims to map, through the cartographic
method, existential territories and, in this way, to follow processes of teacher subjectivity
production. It presupposes teaching as an unfinished, artisanal potentiality, gestated by
movements and flows that stubbornly resist confinement. This trajectory of production and analysis
was inspired by post-critical theories in Education, as in the trajectory of post-critical studies, life is
not segregated from thought. This theoretical approach unfolds in the weave of power, knowledge,
and subjectivity forms present in contemporary society. Methodologically, we turn to teaching
cartography (the name given to this cartographic exercise) as a composite of heuristic movements
to record individual and collective events: in a limited intentionality cut (the desire to investigate
with teachers) facing an unlimited condition (what happens throughout the process with subjects
becoming teachers). Without a port to dock and without a lighthouse to illuminate the paths leading
to a presumed truth, this teaching cartography indicates a research trajectory built in the face of
unique conditions, with people and their singularities and unique relationships. Teacher maps, on
the other hand, emerge as possibilities to capture different territories, seeking emerging aesthetics
from life trajectories involved in plans of forces. They are artifacts of recording these training
trajectories, like a captured image of thought in an attempt to operate on the complex production
of becoming a teacher when words fall short. The general argument of the thesis is that, in a
scenario of spreading possibilities to investigate teacher trajectories, teacher maps emerge as
instruments capable of going beyond mere geographical representation. By exploring this capacity
in representing teacher subjectivities in formative processes, a powerful craftsmanship is unveiled
where the observation of combined reliefs aligns with ways of recounting the production of
difference. In this way, by giving fluidity to its criteria and principles, we map our own training
trajectories, common points, ways of being and doing in education, in relation to curricula, students,
and institutions. This involves a sensitive attention to what unfolded through narratives of self with
others, as a means involved in recording some of the processes that generate inputs and outputs,
in inhabiting experiential territories, the primacy of openness to events, and the construction of a
procedural pedagogy: a composite of compositions. It is concluded that, even though we have to
perform scientific concepts and systematizations, craftsmanship in education highlights the
emergence of ways to operate with systematized knowledge, creating new paths that contribute to
the composition of meanings, which cannot be counted, objectified, or deciphered.

The writing of this thesis is based on the affirmation that young black girls are announcers of other worlds, which is, they are messengers of black ancestry, and they bring continuity. These girls are not old, they are not young, and they are not future. These girls are in the present, in here and now. They go! They follow in inventions, fissure, insurgencies and disobediences. Following the route created by black girls that I found in this thesis construction, I aimed understand how child’s culture are produced in everyday experiences lived by young black girls that attend the Comunitária Luiza Mahin School, in Salvador, Bahia. Through this aim, I produced an ethnography with an eight- girl- group composed by girls that were 5 years old in a kid’s garden classroom on Comunitária Luiza Mahin School in 2021, year that we faced the pandemics occasioned by Coronavirus. In order to find myself and research with young black girls, I brought Childhood Sociology Studies dialoguing with Decolonial studies in an attempt to dewhiten Childhood Sociology. Besides these two theoretical fields, this work also anchors itself in ethnic-racial, gender and childhood’s social studies. The context that these black girls live in their childhood, as far the territory as the school was presented as a way of demonstrate that child’s culture do not exist in the social empty and, as consequence forms and is formed by it. This thesis points to the girls that participated in the research build cultures between pairs and between women and men marked by racial, gender and generation issues, prominently to crossing between childhood’s culture and diasporic black culture highlighting Hapiness/Alacrity concepts’ (Muniz Sodré, 2006) and Odara (Marco Luz, 2018). In addition to this appointment discussions about bodies and black childhood gain emphasis in the work demonstrated by young black girls that use them to express their wishes, feelings and produce culture. This research announces the importance of embodiment in the process, through which the black girls participate in the social life. Young black girls bodies’ were understood in this work as biological, historic, cultural and social, but also localized in a black majority territory, this is how it is constituted body-territory-child.
Keywords: little black girl; black childhood; Ethnography; childhood’s culture; body-territory-child.

The phenomenon of Internationalization in Higher Education has gradually gained prominence in Brazil in the National Postgraduate Plans (PNPG) and, despite the last PNPG (2010a), valid from 2011 to 2020, emphasizing research as a priority and international collaboration of Vital importance for scientific advancement, the area of Education deals with contradictions and disregard for public educational institutions. This research is part of this theme and was organized around the following problem question: which themes and contradictions about Internationalization in Higher Education are recurrent in theses and dissertations (T&D) of Postgraduate Programs in Education in Brazil? This is a bibliographical research that used the database provided by CAPES to locate the empirical material. The general objective was to unveil the T&D on the Internationalization of Higher Education, defended between the years 2018 and 2022, in postgraduate programs in Education in Brazil. The specific objectives were to identify T&D; characterize productions in terms of geographic location; Higher Education Institution (HEI); guidance; postgraduate programs in education and evaluation score from CAPES (2017-2020 quadrennium); highlight the most recurrent themes covered; point out the main contradictions mentioned in the T&D based on the most recurrent theme presented, indicate the possibilities for overcoming the contradictions mentioned in the T&D. Among the procedures, the infometric instrument was used to identify the corpus, which begins with the survey of words and information registered in the CAPES Theses and Dissertations Bank. After characterizing the corpus and highlighting the most recurrent themes, the dialectical perspective allowed us to point out the contradictions, indicating the highlighted possibilities for overcoming the contradictions. In relation to the main findings, we highlight that the university emerges intertwined with concepts and strategies aimed at the internationalization of higher education in a context of multiple and contradictory interests, just as T&D indicates that education researchers resist a Globally Structured Agenda for Education. The findings enable us to prove the thesis that T&D on the internationalization of higher education in postgraduate programs in education consider diverse educational themes in the context of multiple and contradictory interests and privilege knowledge that converges towards an autonomous agenda of university cultural diplomacy in the face of logic imposed by the Globally Structured Agenda for Education.

The present research has as its object of investigation the OECD formulations for education and their interfaces with the Common National Base for Teacher Training (BNC-Formação) in Brazil and aims to answer the following research problem: What are the links between the formulations? of the OECD for education and the Common National Base for teacher training in Brazil? The general objective of this study is to analyze the OECD formulations for education and the Common National Base for Teacher Training (BNC-Formação) in Brazil to verify the links between the OECD formulations for education and the BNC-Training. Specifically, we seek to: a) Analyze the teacher training project that constitutes OECD documents from 2000 to 2019; b) Analyze how this project manifests itself in teacher training policies in Brazil; c) Investigate and analyze which OECD propositions were incorporated into the Common National Base for Teacher Training. Methodologically, this study adopts documentary research. The study finds six links between the documents formulated by the OECD and the National Curricular Guidelines for Initial Training at Higher Level of Teachers for Basic Education, which are: 1) The documents follow the neoliberal logic of information manipulation; 2) They use studies commissioned from private institutions as a source of data; 3) Present a conception of education based on economic principles; 4) The curriculum and results of basic education students measured via large-scale testing and assessment are parameters for the development of training policies and control of teaching work; 5) Criticizes teacher training for its “excess of theory” and points out the need for training for “practice” and adoption of a utilitarian concept of practice; 6) Teacher training must allow guidance on job, career and remuneration plans through the assessment of competence and skills. It was also identified that BNC-Training proposes a more harmful and precarious training model than that recommended by the OECD, as: i) There was no participation of class representative entities in the representative bodies at the CNE, however the OECD prioritizes, even if limited way, the participation of teachers in the process of developing and establishing policies; ii) The new Guidelines for Teacher Training are disconnected from a broad set of policies for attractiveness, recruitment, development and retention of teachers, guided by the organization, as it aims at curricular standardization and control over teaching work; iii) The document is also disassociated from policies to value the teaching profession and investments in education, as the country pays the lowest remuneration for elementary school teachers and invests per student only a third of what is recommended by the OECD.

The research seeks to analyze the conceptions that guide the didactic interventions carried out by the literacy teachers of Cycle I of the Initial Years of the Municipal Network of Salvador (RMS), in a didactic situation that favors reflection on the writing system. The theoretical field is anchored in the contributions of the constructivist psychogenetic approach to literacy and in the discussion about the didactic intervention itself in the context of Literacy Training (FERREIRO 1985, WEISZ 2009, LERNER 2002, CASTEDO 2021, ZEN, D’ÁVILA 2018). This is a qualitative research and assumes ethnoresearch as a methodological approach, supported by studies by Macedo (2015). The research participants were four teachers from the classes of Cycle I of the Initial Years of Elementary School, the Literacy cycle (1st, 2nd and 3rd year). The practice thematization procedure (WEISZ, 2009) transversalized the conversation circles and participant observation, instruments defined for the research. The analysis of the review of the Memory Game cards indicated that the didactic interventions carried out by the literacy teachers are anchored in different conceptions of literacy, evidencing contradictions and inconsistencies in the pedagogical practice that, probably, are configured as a reflection of the historical process of public policies of training of RMS literacy teachers, marked much more by partisan and market interests than ideological ones. The results reveal the urgency of a continuing education policy that offers teachers, in addition to theoretical deepening on psycholinguistic and didactic research linked to the constructivist psychogenetic approach, a systematic follow-up that in fact assumes pedagogical practice as an object of study to thematize it and qualify it. Making teachers responsible for students' learning, without ensuring the right to professional development, is to allow them to swim and then die on the beach.

Considering that throughout history the city is in a constant process of construction and transformation, in order to be occupied and give meaning and meaning to the environment, becoming a place that enables social interactions, correlation between individuals and spaces. Proving to be essential for the development of diverse phenomena, such as leisure, the spaces available in cities must present full conditions to be appropriated by all individuals in society, and it is up to public authorities to ensure that all citizens can experience in these spaces the legally established social rights, enabling the viability of these experiences not only in the central areas of cities, but making it necessary to stimulate, raise awareness and support leisure activities, including in places that remain stigmatized and lacking in the public and academic gaze, as well as in better infrastructure, such as peripheral areas. Therefore, this study sought to investigate how phenomena such as leisure are experienced in a peripheral region of Salvador-BA, the neighborhood of Liberdade, aiming to understand the relationship between the spaces identified by the residents of the neighborhood of Liberdade as spaces of leisure and access to leisure as a social right, as well as the possibility of non-formal education through leisure education in these spaces. This is an exploratory research, with a qualitative character. To proceed with this study, a field survey was carried out, developed with residents of the Liberdade neighborhood, in Salvador-BA, through the application of an online questionnaire with a structured script, via Google Forms. Each questionnaire could be accessed virtually by people interested in participating in the study, being available to receive responses during a period of 1 (one) month, it was made available in August 2022. From then on, following the inclusion criteria and exclusion established 18 (eighteen) responses were valid to be analyzed. For data analysis, the questions were segmented, systematized, organized into categories and a content analysis was performed. Through the results obtained, it was possible to determine the sociodemographic profile of the social actors participating in the research, to understand what residents of the Liberdade neighborhood understand as a social right, the meaning of leisure for these people, how these residents experience leisure and life. importance of leisure spaces for residents of the neighborhood. In this sense, it is understood that it is extremely important to provide access to city environments and leisure, as this is a fundamental phenomenon for human life, which must be experienced equally by all individuals in society, which is unrelated to marketing character and is more focused on human and cultural principles. Directed to the most diverse fields of interest of each person by their free choice and provided in the widest possible way, capable of providing opportunities for improvement in the quality of life and countless benefits, including educational ones through non-formal education for people, so that in this way the leisure materializes as a social right.

The present dissertation discusses the subject of education for leisure and its possibilities of application in the school environment from Physical Education classes. Its general objective is to analyze and understand the perceptions and conceptions of physical education teachers about the relationship between leisure and education and to identify the potentialities and possibilities of education for and through leisure in physical education classes. This is a qualitative analysis and exploratory research, using questionnaires via google forms as a data collection instrument. Data collection only took place virtually, with self-administered questionnaires of objective and subjective questions, the data analysis technique employed was content analysis. The research inclusion criteria were: being a physical education teacher; the teaching network of public basic education in Bahia; teach at levels of elementary school I, II and high school. The results point out that teachers observe that the training of physical education teachers still does not consistently address the theme of leisure, they consider that physical education classes may become a space for debate on leisure, contributing to the expansion of the range of students' repertoire on leisure possibilities and a critical view of the phenomenon and that the lack of physical education teacher training on leisure and the rigidity of formatted curricula are barriers to leisure education in schools.

The multiple possibilities of creating a communicative channel represent a complex network of interactions between individuals. This communication, expressed in the context of pedagogical practice, is made up of the dynamic unit Form and Content, thus having an artistic and aesthetic character. In this way, an investigation was carried out with teachers in formation of the Licentiate in Geography course at the Federal University of Bahia to observe Form and Content in these practices, as well as possible occurrences of content and formalisms. In order to observe how these participants perceive and exercise pedagogization, provocations and conversations were undertaken in an investigative involvement. That said, it was possible to perceive the pedagogical intention attributed to the themes and even approximations or distances from essentialist perspectives that are based on the idealization of practices. From the various provocations, it was noted that there was a one-sided narrative – content or formalist – focused on the choice of themes and justified by demands, reflections of theoretical approaches, various (un)learning or school administrative issues. In spite of this, the teachers in training were open to identifying possible influences that would lead to a pedagogical practice with Form and Content as a dynamic unit.

The writing of children in the acquisition phase is often crossed by medicalizing practices that constantly relate spelling errors to deficits and disorders, ignoring the complexity of language and human life. The search for the ideal spelling emphasizes errors, disregarding that children, even at the beginning of literacy, have some stability in graphic records. This study, in the light of the enunciative-discursive linguistic perspective, had the general objective of understanding how a child, considered to have school difficulties, deals with the Brazilian Portuguese (BP) orthographic system, more specifically with the biunivocal and multiple relations between graphemes and phonemes. The specific objectives were: to identify and characterize spelling errors linked to the relationship between graphemes and phonemes considered as biunivocal; to identify and characterize spelling errors linked to the relationship between graphemes and phonemes considered as multiple and to understand how the enunciative-discursive aspects constitute the relationship between graphemes and phonemes considered biunivocal and multiple. This is a qualitative, descriptive and cross-sectional study that aimed to analyze writing data of a child (Ana), of school age, attended at the Nucleus of Social and Pedagogical Therapeutic Attention (NATESP), located in the city of Simões Filho – BA. Data collection was carried out through 9 writing activities, produced between April and November 2021, recorded on video and production of a field diary. Writing data were organized, categorized and analyzed, based on work carried out by authors such as Capristano (2011), Oliveira, Harayama and Viégas (2016) and Chacon (2021). The results showed that Ana hits more than wrong both in biunivocal and multiple relationships. In both types of relationships, mistakes and successes occurred with and without slips, and slips often culminated in a hit. Regarding the error, Ana makes more mistakes in multiple relationships. Regarding the main types of errors, it is possible to observe more substitutions than omissions and transpositions. In this study, aspects that crossed Ana's schooling and writing process - such as racism, remote teaching and some more specific aspects of the functioning of her language - in addition to her insertion in oral and literate social practices, were also discussed. The results found de-medicalize Ana insofar as it was observed that she deals with multiple and biunivocal relationships like most children in the writing acquisition phase, that is, with more successes than mistakes, with more errors in multiple relationships and with errors that bring it closer to success. Thus, far from evidencing supposed disorders, illnesses or deficits, the errors observed showed what she already mastered in relation to the spelling rules of BP.

Considering that the school, nowadays, is experiencing the scenario of technological innovations, with the impulse of new digital and intelligent technologies, incorporating new forms of thoughts, organization and constructions, the aggregation of objects to the Internet, in an intelligent and sensorial way, called the Internet of Things (IoT), from the English Internet of Things, is already present in educational environments, and its expansion and complexity are seen as a technological revolution and challenging for educational institutions. In view of this, the objective of the research was to analyze the experiences of the application of IoT, in two municipal public schools, of elementary education, in the state of Bahia. A qualitative, descriptive and analytical method was adopted, focusing on the analysis of the empirical study. In this context, the research was outlined through the detailed description of the data and the analysis of what was surveyed in physical and virtual environments, and in the study of the empirical field to understand the characteristics, applicability, possibilities and challenges of IoT, outlining it in the field educational. The two schools studied were the Centro Municipal de Educação Professor Paulo Freire (CAIC), in the city of Vitória da Conquista - BA, and the Escola Municipal João Pereira Vasconcelos, located in the city of Mata de São João - BA. We selected three teachers and the director of the two schools to learn about their perceptions of the application of IoT, the relationships of this technology with educational practices and teaching-learning processes, through semi-structured interviews, with the purpose of understanding the perspectives and consequences of IoT advances in the school environment, including data security and privacy issues. The results of this study indicate that IoT is an object of attention in education, it brings new possibilities to the educational context, transforms communication, habits, skills and learning in the school community, transcending the use of only a technological device, or an automated space, or a smart environment. It was possible to perceive that the course of technology in schools needs to be more closely monitored and inserted in the context of teachers as well, who need to participate in the whole process. It was verified that it is essential to have a favorable and democratic environment in schools, with infrastructure, guarantee of the law, transparency for the use of IoT elements in their spaces, to guarantee that the data captured, within their spaces, are not used for purposes other than supposedly educational purposes.

Like the turns of a spinninig top, which are also the turns of this world, a playful education tensioned by reality is possible and necessary. This research has as it’s object te act of playing within a critical analysis of the process of coloniality in Brazil. Together with children from the village of São Roque, rural region of Feira de Santana - Bahia, as research subjects, playing as an object was also made as a methodological and procedural choice. Considering playing a spirit that permeates all instances of existence, here the loops are related to education, developing a conceptual elaboration on playing specifically tensioned by material and symbolic consequences of the colonial legacy: whiteness and the maintenance of power in their hands. Through studies of whiteness, it’s dominating impetus is identified as a fundamental trait, which steals the spirit, subjugates it, and creates a social structure separated from a playful way of existing. It also does the same with the body in the learning processes. That is why the research revolves around the structure of rationality in Brazilian education and its still deeply colonial and colonizing format imposed on childhood. In contrast, the key concept in the work is: alacrity, because it dialogues with the concepts of drift, time, and body for a cosmoperceptive and investigative construction: a Philosophy of Spinninig Top. The main objective of the investigation is to defend playing as a cultural system capable of tracing paths to combat an education that still proposes to be colonizing. To do so, specifically traces of coloniality and whiteness are pointed out that playing, as an ontology, tensions and undermines. The methodology on the spinning top axis is a combative epistemological exercise that crossed studies on coloniality, whiteness, educational policies in Brazil and playful encounters with the children of São Roque. The research questions: what is the effect, for education, of this connection of playing from a critical perspective on the colonial legacy? The research provokes the blaming of whiteness for the distortion of playing as a possible axis of social regency and, on the other hand, contributes with foundations for facing oppressive realities, through education. Since playing itself has an attitudinal muscle, these encounters with the children of São Roque inspired the construction of a methodology that promotes the exercise of researching while playing, through seven fundamental moments of spinning tops as methodological paths: the wooden trunk in the lathe ; the spinneret that surrounds the toy; the release; the dance; sleep; the staggering and falling of the spinning top. As a procedure, photography, audio visuals and the logbook are great allies for capturing both the poetics of the encounters with the children and the recording of important moments of reflection. Through the teachings of children, the masters on playing, the act of playing here resists bravely, since these playful routes contest the formation of Brazilian educational thought and present a confrontation with Western rationality as an axis of knowledge.

The present study aims to understand the process of school inclusion of children with Autism Spectrum Disorder (ASD) Salvador BA; analyze the legal documents and theoretical references that subsidize Inclusive Education; to identify the knowledge of Early Childhood Education teachers regarding the legal and pedagogical aspects relevant to the process of school inclusion of children with ASD; to investigate which pedagogical practices were developed in the classroom with children with ASD. For that, a qualitative research was carried out, of the case study type in two Creches and Pre-Schools Primeiro Passo and a Municipal Center of Education (CMEI) of the municipal education network of Salvador, as well as, the bibliographical survey on the legal aspects and pedagogical aspects of school inclusion of children with ASD in the daycare and preschool segment. Data were collected through semi-structured interviews and unsystematic observation of children in teaching units. The analyzes and reflections pointed out in this dissertation permeated the analytical framework of the historical-dialectical materialist approach, more specifically the Historical-cultural Theory, focusing on the context of school inclusion of children with autism spectrum disorder. In this way, the studies undertaken by Vigotski (1896; 1898; 2010; 2019), as well as rereadings of his work by Prestes and Tunes (2011; 2012; 2020), plus other authors (ARANHA, 22001; BIANCHI, 2017) who discuss the aforementioned theme and who contributed to complementing the theoretical foundation of this research. The findings indicate that the school inclusion of children with ASD in early childhood education has occurred in the researched EU, however the lack of investment in the continuing education of teachers, infrastructure and didactic-pedagogical resources are barriers that make this process difficult. It was concluded that the school inclusion of children with ASD is a collective demand of contemporary society and that needs a joint effort to be effective.

This dissertation falls within the realm of (Auto)biographical studies by offering discussions and reflections on the author's life history. The focus on self-narratives arises from the understanding that (auto)biographical writing contributes as a method of research and professional development for the mentioned teacher. Thus, this study addresses the following problem question: How have I been shaping myself as a dance teacher? and presents the general objective: to understand the texture of meanings and experiential weft underlying the ways in which I have been shaping myself as a dance teacher. In addition to (auto)biography, it catalogues discussions from a literature of dance authors who discuss body, teacher education, curriculum theories, and education, among other relevant subjects, in connection with Post- Critical Studies in Education. The intertheoretical dialogues between (Auto)biography and Post-Critical Studies come about because these latter references are dedicated to the invention and construction of their research methods, thereby allowing the articulation of promising methodological procedures, ethical and concepts in which the teaching subject has complete freedom to employ a scientific rigor along with their own writing style that they deem relevant as a “body” that dances. Consequently, it is observed that the teacher's trajectory intersects a tangled web of arrangements, compositions, and dance practices experienced from informal situations within the family, school, and church, as well as through their university involvement in the Dance Teaching program at UESB. Thus, it is evident that these institutional transitions, provided by the Political and Pedagogical Project of the Dance Course, circunscribes the teacher within the artist-researcher-teacher triad, constantly negotiating, experiencing tension, and conflicting with discourses that this individual carries from previous experiences prior to graduation, going through their continued academic education and informal and formal performace contexts in which they engage in their teaching activities.

The present master's dissertation focuses on the experiences and learning that led to changes in
the professional practice of mathematics teachers. This work takes on a multipaper format,
organized into two distinct studies, guided by the following objectives: to understand how
mathematics teachers in basic education relate their experiences to their learning aimed at
challenging the exercise paradigm; and to understand how these teachers describe how they
reconcile the challenge to the exercise paradigm with the school pedagogical practice in which
they participate as educators. The data for these qualitative studies were generated through
semi-structured interviews with six mathematics teachers in basic education, selected from a
questionnaire administered to participants of the XIX National Mathematics Education Meeting
(ENEM). The analyses indicate that these educators relate the way they challenge the exercise
paradigm in the school context to a dynamic learning process that involves diverse and shared
practices. Furthermore, the analyses also suggest that teachers reconcile the ways in which they
deviate from traditional teaching with school pedagogical practice, primarily through an
attitude of experimentation. This approach allows them to overcome limitations, seize
opportunities, and transform adversities in the school context into circumstances favorable to
challenging the exercise paradigm. Thus, we highlight the relevance of the articulation between
teachers' life experiences and initial and continuing education courses and programs, so that
different modes of professional practice may be offered to them. Finally, the data also point to
the importance of teacher training that is more attentive to school pedagogical practice and that
encourages teachers' experimentation attitude.

The general objective of this study is to understand the assessment practices developed by teachers working in the initial years of Elementary School in Salvador/BA during the Covid-19 Pandemic. In order to meet the proposed objective, we defined the following research question: How did teachers, who work in the initial years of Elementary School I, in municipal schools in Salvador/BA, develop assessment practices during the Covid-19 Pandemic? The theoretical foundation was developed with the contribution of authors from the field of Evaluation, especially Esteban, Villas Boas, Luckesi Freitas and Fernandes.

The feasibility of this research was organized based on a qualitative approach, using Narrative Research to place emphasis on the speeches of teachers from the 1st to 5th year of Elementary School who mobilized their memories and experiences through individual narrative interviews that dealt with Assessment during the period of Pandemic. After constructing the information, it was analyzed using the Meaning Nuclei analysis procedure, explaining the senses and meanings that the teachers undertook regarding the concept of Assessment and the development of assessment practices in the initial years of Elementary School.

The results indicated that the didactic-pedagogical guidelines provided by the Municipal Department of Education (SMED) suggest practices based on the act of examining and not evaluating and, in this sense, there is an emphasis on the number of tasks carried out by students, in order to occupy time and maintain ties with the school. However, the conclusion of this research is that the teachers' evaluative practices during the Covid-19 Pandemic were developed with the greater objective of establishing a bond with students rather than monitoring the process of building learning curricular contents, with a view to the sensitive look of teachers in the face of the social vulnerability of children and their families. Such results reinforced the idea that Assessment involves affection, acceptance, commitment, pedagogical mediation and disposition of all subjects in the teaching-learning process.

First and foremost, I ask for agô (execuse me) from my ancestors to share stories that belong to us. This brief mandinga introduces the ongoing dissertation, exploring educational processes emerging from the bodies of black women in the Capoeira Angola community in Salvador, Bahia, Brazil. The goal is to investigate how the narratives of corporeality of these black women reflect ancestral memories through Capoeira Angola and how these insights translate into educational practices. I chose action research as the best methodological approach, constructing this study through empirical action, demonstrating that educational spaces, even informal ones, strengthen the cultural identities of these women and their communities. In the social context, I assume that black women, in society and within Capoeira spaces, face the overlap of two social markers, resulting in more intense oppressions, whether through patriarchy or racism. I bow before the berimbaus to contemplate the intersection of gender and race when addressing the historiography of women in Capoeira. The racist and sexist social structure prompts us to rethink these trajectories at the racial and gender crossroads, preventing these stories from being told from a singular perspective that nullifies the feminine existence throughout these journeys of gingas and resistances. To give rhythm to this construction, four other women shared their lives and learnings: Master Jararaca, CounterMaster Brisa do Mar, Larissa Almeira, and Jéssica Paranaguá.

Considering the damage inflicted upon the planet by the Anthropocene, it is understood that acts of caring for and educating children towards alternative experiences, fostering emotional connections with nature, can shape subjectivity that lives and coexists harmoniously with ecosystems. This can lead to the anticipated growth of sustainable societies, rich in ethics and environmental justice. While legal frameworks in Brazil stipulate that Environmental Education should be integrated into the curricular policy at all educational stages, the incorporation of climate-related themes is not widely seen in daycare spaces. Babies and very young children can initiate contact and meaningful learning through play, interactions, and experiences in garden pedagogical, provided the daycare offers such a ludopedagogical environment, thus constituting Environmental Education from infancy. This research pursues the question: What are the conceptions of Environmental Education's role as reported in scientific articles discussing experiences, play, and interactions in daycare gardens, published on the CAPES Periodicals Portal between 2010 and 2021, and how can the results contribute to the organization of curricular proposals in daycares committed to Ecocitizen Environmental Education from infancy? An integrative literature review was conducted, concluding that babies and very young children are rarely engaged in play and interactions in gardens, despite this being a crucial phase for the development of alternative subjectivities committed to the planet's sustainability and breaking free from dominating nature relationships.

Physical Education, whose contents include elements of body culture, encompasses various teaching possibilities and, given the diversity in school reality, there are countless possibilities that teachers can explore when thinking about praxeological work in Physical Education classes for an inclusive context. Thus, the research question of this study arises: how can Study and Research Activities (AEPs) for an inclusive classroom context with visually impaired students, based on the CRIE model, enhance the praxeologies of future Physical Education teachers when working with the Game? To this end, the aim of this paper is to analyze how Study and Research Activities (SRAs), for a context of inclusive classes with visually impaired students, based on the CRIE model, can foster the praxeologies of future Physical Education teachers working with the Game. It was based on the Anthropological Theory of the Didactic (TAD) in order to reveal the possible praxeologies used to develop the work with the object of knowledge Game, for a context of visually impaired students. In this sense, we will rely on the TAD as a methodology and on the use of Study and Research Activities (AEPs) to experiment with the study, also using the CRIE Didactic Reference Model. The study has a qualitative approach and the context of the research, the participants are future teachers, who are students from the 5th semester of the degree course in Physical Education at the State University of Feira de Santana (UEFS). Data production was carried out using an open-ended questionnaire, a logbook, audio and video recordings and AEPs in order to reveal/work out how the AEPs, together with the CRIE Didactic Reference Model, can make it possible to effectively experience inclusion in Physical Education classes, in addition to understanding the praxeologies present in the actions of future Physical Education teachers using the model through TAD and the dialectic of ostensive and non-ostensive, and understanding the possibilities of inclusive work with the Game content for Physical Education classes.

Research located in the area of education and carried out in the Postgraduate Program in Education at the Federal University of Bahia (PPGE/UFBA), in the line of Education, Body Culture and Leisure and forms part of the research carried out by the History of Body Culture, Education Research Group , Sport, Leisure, Environment and Society (HCEL/UFBA-CNPq). Dialogues and their many faces had their relationships damaged during the Covid-19 pandemic that is still ravaging Brazil and the world and that has affected vulnerable populations more aggressively. Technology became people's greatest ally, who from then on began to use virtual environments and screens for almost all their activities. Information and communication technologies (TICS) during the pandemic period gained unique visibility to the point of driving educational dialogue for an important period. The study proposed to look into technologies and their roles in dialogues involving work, education and body culture. The question raised is based on the Brazilian context and the inequalities present in it, with emphasis on less favored populations who do not have access to the technological world in their daily lives and who did not have easy access to the technological world during the health crisis. The central objective of the research was to reflect on information and communication technologies in dialogues between issues affecting work, education and body culture in pandemic times and, specifically, identify and carry out a survey of academic work to regarding this topic, as well as considerations regarding educational action related to the role of technology in dialogues between work, education and body culture in pandemic times. With a qualitative approach, historical research of the present time presents a literature review, of a descriptive and analytical nature. This search included books, scientific articles and publications published since 2000, in the databases of e Scielo (Scientific Electronic Library Online) regarding the themes that addressed the use of technologies, body culture and its relationship with the theme of the coronavirus pandemic. COVID-19 in the Brazilian scenario. In addition to the review, speeches about the objects of this dissertation were recorded and transcribed. The statements were collected from voluntary participants, from different segments and social positions, following the ethical procedures of research in Human and Social Sciences. From the results, we infer that the strategies used for the literature review in the search for studies led to the capture of 183 articles. Of these, 23 studies were maintained for the literature review, which highlighted technologies in the dialogues between work, education and body culture in pandemic times as a thematic interest. In the case of speeches, 13 free interviews were recorded and transcribed, later analyzed and cited in the body of the text of the research carried out. From the considerations presented in this research, we highlight that the production of the investigation managed to highlight that the role of technology in the dialogues between work, education and body culture becomes very important, not only in pandemic times, but also in all typical times of societies. The investigation also showed that society needs to prepare for possible pandemics and disasters, understanding that these scenarios may become increasingly frequent.

This thesis is partof discussion sabout the implication sandsociotechnical appropriations of cyberculturein educational contexts. How are networked digital technologies appropriated in teaching practices? How can we seize the opportunities, while recognizing and facing the threats potentialized by these appropriations? In order to answer these questions, the research aimed to purposefully understand the technological appropriations experienced in the teaching practices of the Federal Institute of Education, Science and Technology of Bahia (IFBA) - Campus Jacobina, during the preparation and implementation of remote teaching activities, developed duringtheperiodoftheCOVID-19pandemic. Starting from an approximation between the concepts ofactor-networkby Bruno Latour andacts of curriculumby Roberto Sidnei Macedo, I proposed the concepts ofacts of curriculum in network, curricular network sand curricular actors-network, astheoretical-methodological device sto support the understanding-action of technologic alappropriation sin teaching practices mediated throughout field studies. In pursuit of thisunderstanding-action, I developed aninvestigative-interventionprocess inspired by critical and involvedethnoresearch-formationandcyberresearch-formation. Actingasa researcher, teacher and course coordinator, I was able to interact with educational actors, to understand their ethnomethods, the ways in which they instituted and were instituted bycurriculum acts. During this course, I also institutedcurriculum acts, involved with the recognition and confrontation of the threats potentiated by the digital technologies in the network. Faced with a global scenario of expansion of the platformization of education and the precarious nessof teaching me diatedby network ed digital technologies, I experience dand defend ed freean dopen technological appropriations, in amulti-referential, inter-criticalandinter-implicated way, as counter-hegemoniccurriculum acts, aiming to contest and re-signify the policies of meaning and ordering, instituted in the different contexts of mediation that involve technological appropriations in teaching practices. I present, as a result of the objectification of thisinvestigative-interventionprocess, the learnings built from my research, management and teaching experiences. Experiences that are unique, as they occur in a particular and institutionally determined space-time, but which are at the same time global, asthey share the same dilemmas andc ontroversies experienced by other actors and educational institutions, in other space-times.

This study aimed to analyze the political and academic developments of the affirmative action policy arising from the implementation of quotas for Afro-descendant students in the stricto sensu Postgraduate Programs of the State University of Bahia, a pioneer in the field of said policy and the first to institute the mechanism for booking vacancies in both undergraduate and postgraduate courses. To this end, anchored in qualitative social approach research, with a positioned, activist and engaged bias, based on the decolonial epistemological perspective, in addition to the selection and analysis of documents that deal with affirmative action in the investigated institution, three coordinators and seven teachers were interviewed of four postgraduate programs that offer master's and doctoral courses and seven students contemplated with reserved places. As a result, the research revealed that racial quotas at Uneb, initially adopted for blacks, over these 20 years, unfolded, both in the political and academic fields, in several other affirmative action measures aimed at monitoring, evaluating , improvement and permanence of these students; important advances and innovations, such as the expansion of ethnic-racial and social groups contemplated with the reservation of vacancies - indigenous people, quilombolas, gypsies, people with disabilities, autism spectrum disorder and high skills, transsexuals, transvestites and transgenders; the creation of the Dean of Affirmative Actions; master's programs; nuclei, centers and study and research groups; degree and specialization courses, among other measures that put into practice the Affirmative Action Policy at Uneb and enhance the gradual occupation of the university by subjects historically excluded from Higher Education, significantly impacting production of scientific knowledge. It also revealed that the mishaps and obstacles encountered by these students with regard to access and permanence in the postgraduate academic space, as well as some existing gaps, the need and possibilities of the university and postgraduate programs implement new affirmative action measures that complement the existing ones, in order to guarantee the access, permanence and success of the referred students, in offering them the conditions that meet their academic demands and social.

The general objective of this thesis was to problematize the articulation between AEE and Early Childhood Education and its implications for the educational inclusion of children with ASD. For that, a qualitative research, case study type was carried out and for data collection interviews were carried out with fifteen education professionals, namely: coordinators, managers, AEE and early childhood education teachers from four municipal schools that had children with ASD enrolled in Kindergarten and who are supported by specialized educational services. The theoretical concept that guides this study is Vygotsky's cultural-historical approach. Data analysis and discussion were organized based on the content analysis technique, resulting in four categories, namely: 1. Specialized Educational Assistance in Early Childhood Education for children with ASD. 2. Barriers to articulation between AEE and Early Childhood Education. 3. Ideas to favor the articulation between Specialized Educational Assistance and Early Childhood Education. 4. Specialized Educational Service and the inclusion of children with ASD during the pandemic. The results showed that, despite the understanding that there is a need for articulation between SES teachers and ECE teachers and the efforts made by professionals to make interaction happen, the articulation still occurs in a fragile way, depending on the goodwill of the teachers. , since it has not yet been possible to perceive, in the realities investigated, an institutionalization of this articulation in the PPP of the institutions and the guarantee of spaces and times for the articulation to happen in a systematized way, as guided by theorists in the area. However, it was possible to verify signs of change in the suggestions given by the interviewed professionals for the articulation to happen, such as having a longer planning time, institutionalizing fortnightly meetings so that the teachers know the work developed in the AEE. Another suggestion was the creation of a pedagogical shift so that AEE teachers and EI classes could meet to discuss cases, plan, guide and build resources. In the research, it appeared, as a suggestion, the possibility of taking advantage of the learning and experiences of the remote period with regard to the use of technologies as a way of favoring collective meetings for reflection, training and planning. It is understood, in this investigation, that there is no ready-made recipe that can solve all the barriers that exist in schools that weaken or prevent the articulation between AEE and ECE teachers in a single way, however, the articulation needs to be institutionalized both by part of SMED, as well as in the school units themselves, through the PPP and other documents that guide the actions developed, with the feasibility of actions that favor this articulation. Thus, after this institutionalization, each school will be able to think, collectively, in ways that best meet their specificities and promote an articulated action for the inclusion of children with ASD.

This thesis has the general objective of understanding the meanings attributed by Portuguese Language teachers, without specific training, to the recognition of not knowing and how this recognition promoted reflective action in the training processes in order to impact the teaching performance. Thus, three specific objectives were listed: to know the meanings attributed by Portuguese Language teachers, without specific training, to the recognition of not knowing; to analyze how the recognition of not knowing promoted reflective action in the formative processes; to analyze the impacts of the recognition of non-knowledge and reflective action in teaching practice. In this perspective, a phenomenological research was carried out, with a qualitative, exploratory approach, defined as research-training. To build the data, the narratives produced in the Biographical Project Workshops (BPW) held in 2018 and in the reunion, held in january 2022, with the participation of three teachers working in the Final Years of Elementary School of the Municipal Education Network of Itapetinga were used. , who work or have worked with the subject of Portuguese and did not have specific training in the area of Literature. The data were described and organized into categories, with a view to providing an understanding of the whole, based on the technique of Discursive Textual Analysis (DTA), proposed by Moraes and Galiazzi (2016). The research revealed that not knowing walked side by side in the teachers' pedagogical work, always making a dialogue with knowledge. Reflection on the recognition of non-knowledge reverberates discourses about teaching a subject without specific training, revealing that a teacher's knowledge does not reside only in knowing how to apply theoretical or scientific knowledge, but knowing how to recognize what he does not know, in order to re-signify his practice and be able to change. The meaning given to recognition was related to the understanding of self-knowledge and we realized that not knowing is knowledge built within the scope of professional experience, in the context of teaching work, with a power capable of carrying the beauty of knowledge. Thus, through the teachers' narratives, it was possible to concentrate the senses and meanings of not knowing in two major aspects: the positivity and negativity of teaching in the Portuguese Language. In view of the above, we note the importance of establishing a craft made of knowledge, because it is from there that a critical and reflective teacher will be built in relation to his know-how to teach.

Developed in the Graduate Program in Education (PPGE) of the Faculty of Education of the Federal University of Bahia (FACED/UFBA), articulated with the matrix research of the Line of Study and Research in Physical Education & Sport and Leisure (LEPEL) and the Group de Estudos e Pesquisa em Educação do Campo (GEPEC) the study's object of investigation is the continuing education of teachers in rural education and the planning of didactic work based on critical historical pedagogical theory, in a context of reconstruction of the national policy of Rural Education and the fight against privatization, standardization and ideological control in teacher training and in the didactic work underway in the country through the implementation of Resolutions of the National Education Council No. 2/2019 and no. 1/2020, which instituted, respectively, the Common National Base for the Initial and Continuing Training of Basic Education Teachers, linked to the National Common Curricular Base (BNCC), called BNC-Training and BNC-Continuing Training. Based on the investigative problem: What elements characterize the reality of continuing education of teachers in rural education, its connections, relationships and contradictions with the planning of didactic work developed in rural schools and the possibilities of overcoming it from the historical-pedagogical theory criticism? the following hypotheses were delimited: 1) The continuing education of teachers in rural education, based, contradictorily, on the same legal and theoretical foundations that constitute the current policy of teacher education in the country, based on neotechnics, determines the planning of the didactic work developed in rural schools; 2) The contents of the fourth version of Ação Escola da Terra - 2017 and 2018, under the leadership of LEPEL/GEPEC/UFBA, due to their consistency and counter-hegemonic character, have the potential to promote teacher training in the field of emancipatory; and, 3) The essence possibilities of overcoming the contradictions in the didactic work carried out in rural schools, resulting from the pedagogical foundations of neotechnicist basis, imposed by the current teacher training policy, are located in the systematized teaching plan by the teachers who graduated from the fourth version of the Escola da Terra Action - 2017 and 2018. The general objective of the research: to analyze the pertinence of continuing education in Rural Education, based on historical-critical pedagogical theory, to overcome contradictions in the didactic work planned by teachers who graduated from the fourth version of Ação Escola da Terra - 2017 and 2018. It unfolds in the following specific objectives: a) to characterize the reality of the continuing education of teachers in rural education, pointing out connections, relationships and contradictions with the planning of didactic work developed in rural schools; b) examine the effectiveness of the continuing education course in Rural Education developed by LEPEL/GEPEC/UFBA to promote emancipatory education for rural teachers; and, c) identify, in the teaching plans systematized by teachers who graduated from the fourth version of Ação Escola da Terra - 2017 and 2018, elements that overcome contradictions in the didactic work carried out in rural schools. In order to achieve the proposed objectives, the study was developed based on the historical-dialectical materialist theoretical framework and in the investigation process, procedures specific to bibliographical and documentary research were used, guided by the content analysis technique, which comprises three phases: 1) pre-analysis, 2) material exploration and 3) treatment of results and interpretation. The didactic work planned and developed by rural school teachers, graduates of the fourth version (2017-2018) of Ação Escola da Terra, from the Bahian municipalities of Santa Bárbara, Santo Estevão and Teofilândia, constituted the empirical field of the research and for collecting and Data analysis interviews were conducted with teachers, in addition to consulting bibliographic and documentary sources on Rural Education, historical-critical pedagogy, teacher training and didactic planning. The analysis made it possible to verify that the content of initial and continued teacher training, as well as the school content, are currently determined by the BNCC, a document headed by business reformers of education, based on neotechnics, based on the productivist conception of education, under the logic of the pedagogy of competences, which mischaracterizes the role of the teacher, reduces educational work to circumstantial know-how and replaces theoretical and academic training with training in and through practice based on professional skills. In addition, the investigation showed that the contents of the continuing education course in Rural Education, in the implementation of the fourth version of Ação Escola da Terra, conducted by LEPEL/GEPEC/UFBA, based on the following elements: understanding of the constitutive phenomena of reality in its current expression, its historical development and its foundations and the mastery of educational theories, areas of knowledge and didactic-curricular issues, are essential for the promotion of consistent teacher training and for the development of a didactic work committed to human emancipation and the historical project defended by the rural working class.

The thesis has as its object the teaching of sport knowledge in basic education from the perspective of crítico-superadora teaching in physical education and as its title Dealing with sport knowledge and the theory of study activity: possibilities for developing crítico-superadora teaching in physical education . It is a survey of the Graduate Program of the Faculty of Education, of the Federal University of Bahia and is part of the framework of the matrix research of the group Line of Study and Research in Physical Education, Sport and Leisure. The research method is historical-dialectical materialism and the research technique is theoretical-conceptual, based on a bibliographic review. We start from problematizing questions: what are the approaches between the critical-overcoming theoretical-methodological perspective of physical education, the historical-critical pedagogy, and the historical-cultural psychology that enable its development, in relation to dealing with knowledge, aiming to advance in selection, organization and systematization and organization of sport knowledge?; and, how to treat sport knowledge (select, organize and systematize) considering the categories curricular, selection and methodological principles, and schooling cycles, articulating them with the theory of study activity, in particular modeling, in Basic Education, with a view to omnilateral development? Our research problem was What are the possibilities of dealing with sport knowledge (selection, organization and systematization) in school physical education from critical-superior teaching, articulated with the theory of study activity, in the perspective of omnilateral human development? Our objectives were: General: Apprehend the development of theoretical-methodological assumptions for dealing with sport knowledge (selection, organization and systematization) in critical-superior teaching, making a first approximation with the theory of the study activity, which contributes to the promotion of omnilateral human development; the specific objectives were: 1. Retrieve the central elements of the category dealing with knowledge in critical-superior teaching and its relationship with the categories curricular principles for dealing with knowledge and schooling cycles in critical-superior teaching; 2. Establish relationships between the historical-cultural periodization of psychic development with dealing with sports knowledge in Secondary Education of Basic Education; 3. Identify the central elements of the study activity theory, articulating it with dealing with sport knowledge in Basic Education High School. Our hypothesis, confirmed, is that the formulations of the theory of the study activity can contribute to the theoretical development of the crítico-superadora teaching of sport in High School, so that we can select, organize and systematize sport knowledge, articulating with the knowledge the histórico-crítica didactics, the histórico-cultural periodization of psychic development, in the sense of guiding the study tasks necessary for the development of the study activity, aiming at the development of theoretical thinking, in students of the Secondary School of Basic Education.

The objective of this thesis is comprehending the historical and sociocultural meanings through the cordel literature found in Salvador (BA). Therefore, we mapped fifty-one Memory Places and visited forty-three. On them, we found thirty-three cordéis with the capoeira thematic, our study objective. By the Content Analysis, of Bardin, we categorize the works in five themes and made an analysis of its meanings by the cultural studies. As an epistemological basis, embodied this thesis by the studies of Capoeira, with Abib (2005, 2009, 2019), Oliveira (2019), Pires (2002, 2010), Rego (1968), Reis (2010) etc. The Cordel Literature, with Cascudo (1979), Curran (1973, 2011), Nogueira (2004), Nascimento Neto (2014), Maxado (2013) etc. The Memory and Memory Places, with Nora (1993), Da Silva (2019, 2021), Le Goff (2013), Halbwachs (2006), Jelin (2002), among others. After the analysis of the Cordéis, fundamental conceptual categories emerged for the discussion, by the example of dissimulation, tradition, the dichotomy between types of capoeira, etc. Between the results, we evidenced capoeiras clashes, by the example of Besouro de Mangangá, of Manduca da Praia and of Nascimento Grande against repressive forces of yesteryear. We realized, also, the founding role of the Mestre Bimba and the Mestre Pastinha as social actors against the discriminatory process of capoeira as Afro-Brazilian and diasporic culture that reveal themes so latent in our lives, also as the racism, the prejudice, the religious intolerance, among others. In addition, we realized that the cordel is a symbolic place of memory with contributes for the past marks do not disappear and coexist with the perspectives of the present. Keywords: Capoeira. Cordel Literature. Memory. Places of Memory

This thesis is the result of a study aimed at analyzing how public policies for digital inclusion and early childhood education enable the use of digital technologies in the educational management of community educational institutions, focused on early childhood education, in the municipality of Camaçari/Ba. To achieve this, anchored in qualitative social research, with a research focus on 13 community nursery schools located in the municipality of Camaçari, state of Bahia, in addition to the analysis of legislation addressing the theme at hand, 12 managers and 13 pedagogical coordinators were interviewed. As a result, the research revealed that the investigated Community Nursery Schools have sought to ensure access to digital inclusion through early childhood education, through projects financed by the Ministry of Labor in partnership with the Municipal Council for Children and Adolescents' Rights (CMDCA). The available technologies in the educational context of social organizations regarding digital inclusion are not yet consolidated with equity of rights and opportunities, despite the efforts of early childhood NGOs

This thesis is the result of research that aimed to analyze how continuing teacher education is established from the scenarios and perspectives arising from the policy that guides the performance of Specialized Educational Service Centers in the municipality of Salvador-BA. Therefore, this research is characterized by a case study approach and by a qualitative methodological approach, composed of objectives that investigated the documents that guide the establishment of the continuous training offer by the CAEEs, recognizing its importance for the process of school inclusion. We had as research locus 5 institutions of the Civil Society Organization (CSO) that function as CAEE, headquartered in the city of Salvador, state of Bahia, in addition to the analysis of the policy that deals with the subject in question, 5 professionals who work in a way were interviewed directly in the composition of continuing education. As a result, the research revealed that the CAEEs participating in the research have sought to guarantee the offer and execution of continuing training in Special Education through the cooperation agreement in partnership with the Municipal Secretary of Education of Salvador-BA. However, due to some communicative gaps, the effective participation of professors in these continuous formations is not yet consolidated with equality of opportunities and rights, even understanding the effort of the CAEEs to act actively in the formative actions.

This theoretical study, produced in multipaper format, was aimed at analyzing the concept of word, problematizing its relationship with the classical idea of representation, in Paulo Freire's theory – mainly in Pedagogy of the Oppressed, as well as in other writings that would orbit around it or seek on it support or foundation. For that, a performative interpretation of these texts was used, an exegetical method theorized by Jacques Derrida, which consists of an interpretation that transforms what it interprets. In this sense, in each of the essays that compose this thesis, it was possible to unveil and analyze aporias and apparent contradictions, making them the guiding thread for the problematization of the relationship between the concept of word and that of praxis, or those of ideology and reality, or the metaphor of the pronunciation of the world. This made it possible to produce articulations of the concept of word with notions such as performativity, real, expression, face, among others, as well as an approximation of Freire's thought with that of philosophers such as Jacques Derrida, Judith Butler, Roland Barthes, Alain Badiou, Emmanuel Lévinas, etc. In this sense, the study, interpreting performatively these relations, could open up space for thinking otherwise the notion of word in Freire's thinking as a whole, bringing to light its still unexplored potentialities.

The general theme of this research is the analysis of the relationship established between teachers who teach Mathematics in Youth and Adult Education (YAE) and Curricular Materials (CM) used in pedagogical practice. From this, we structured four research objectives that, although independent, are articulated around the understanding of the teacher-MC relationship in the pedagogical practice carried out at YAE: (I) Systematize the national scientific production on the subject of Mathematics Curricular Materials (CM) in scientific articles indexed in the Journal Portal of the Coordination for the Improvement of Higher Education Personnel published between 2015 and 2021, considering the structural aspects of the research area such as quantity, spatial distribution, themes, theoretical and methodological approaches. (II) Analyze and characterize the interactional dimension (ID) of the pedagogical practice built from the relationship established between Mathematics teachers and CM that they use daily in the design of classes at YAE, as well as understanding how factors present in these contexts and CM affect the design of pedagogical practice in this dimension. (III) Analyze and characterize the structural dimension (SD) of the pedagogical practice built from the relationship established between Mathematics teachers and CM that they use daily in the design of classes at YAE, as well as understanding how factors present in these contexts and CM affect the design of pedagogical practice in this dimension. (IV) Identify the principles underlying the recontextualization of Educational Curricular Materials (ECM) when moved to the YAE context. Each objective was described and presented in a chapter of this thesis with specific methodologies and results for each of them. This organization of objectives results from the choice of the multipaper writing format. The results point to the lack of investigations into CM in Early Childhood Education, YAE and Higher Education. No study was identified correlating teacher and MC relationships in YAE. In this sense, it is necessary to go beyond research into structural and descriptive aspects of CM, also contemplating the relationship that teachers and students establish with these resources. We noticed variation in control over DI rules, indicating a pedagogical practice of non-stable frameworks with alternating tendencies. In this way, control over what to study (selection), the order in which this occurs (sequencing) and what is expected to be learned (evaluative criteria) was concentrated on the teacher (strong framing). In relation to hierarchical rules and rhythm, the characteristics of the practice indicate a tendency to weaken the framework, this suggests that teachers respect students' different learning times and favor horizontal communication relationships. The results indicated that the transformations that occur in the SD of pedagogical practice carried out in the classroom and the situations that promoted variation in classification, defined a pedagogical practice characterized by spaces visibly demarcated between subjects and specialized discourses. This practice identified by strong classification privileges individual work, legitimizes the discourses provided by teachers, promotes hierarchization between contents with a preference for academic discourse and specialization of mathematical content in relation to other contents. The CM acted as a support element for students, but did not provide support to teachers for outlining pedagogical practice in structuring spaces. Among the principles underlying the recontextualization of ECM when moved to YAE, we highlight the text of the material, the linking of choice to a logical chain between contents, the intention of teachers to legitimize a directive teaching methodology, the heterogeneity and specificities of students in this modality and teachers not considering the ECM guidelines. The ECM applied were not prescriptive objects with a static message, on the contrary, they were subjected to transformations to meet the complexity of the context.

Over the last few decades, the dialogue on social pedagogy has been established and expanded in the context of Brazilian Education. Although it is internationally recognized as a science, curricular discipline, area of socio-pedagogical intervention, field of research and profession, understanding the complexity of social pedagogy in the national scenario becomes a challenge, due to the prevalence of practice over theory, as well as the scope of the field, multidisciplinary and polysemic. In this context, the study was delimited by the general objective of understanding the scientific field of Brazilian social pedagogy in dialogue with the assumptions of transformative praxis, through the analysis of theses and dissertations produced in Brazil. Anchored in the philosophical approach of historical-dialectical materialism, and of a qualitative nature, the methodology adopted was bibliographical research of the state of knowledge type, through dialogue with referenced materialist authors. Therefore, this report presents the syntheses of the research, taking as its preferred theoretical reference, contributions that explain the concrete Brazilian reality in its historicity, as well as corroborating the analysis of the totalities that make up the scientific field in question. As a result, the state of knowledge explains trends and theoretical gaps that draw attention to new research in the area, highlights the praxis of social educators in the various cataloged spaces and audiences of social education and systematizes the theoretical constructs that converge into praxis transformative of Brazilian social pedagogy.

Inclusive education points to the need for an educational transformation that revolves around the proposal to expand the participation of everyone in regular educational institutions, without distinction. It is considered that Multifunctional Resource Rooms are a significant milestone for promoting an inclusive public policy. Therefore, the theoretical and methodological approach of the policy cycle was used for the development of this research, which emerged from the following concern: How do educational policies evolve in the municipality of Feira de Santana, Bahia, considering the contexts (influence, production, and practice), in order to ensure the right to inclusive education in Multifunctional Resource Rooms? In order to address this concern, the general objective was proposed as follows: To analyze inclusive educational policies in the municipality of Feira de Santana, Bahia, based on the contexts (influence, production, and practice) to ensure the right to inclusive education in MRM. Specific objectives included: contextualizing the emergence of MRM as a public policy for inclusive education based on the influence of Brazilian educational policies; identifying the contradictions and similarities between the context of MRM practice and what is proposed in the context of the production of inclusive education policy; and describing the challenges and possibilities in the context of practice for teachers working in MRM in the municipality of Feira de Santana, Bahia, to meet the proposal of inclusive education. Qualitative research was used as the methodology, and theoretical foundations included authors such as (Mantoan, 2008; Padilha, 2004; Mazzotta, 1982; Baptista, 2009; Sassaki, 1998), among others. For the purposes of this research, it was considered that the presented data were extremely necessary since they included the analysis of texts related to inclusive education policies at the international, national, and local levels, as well as the influences that contributed to the production of such texts. Similarly, the statements of the participants were able to present the role of MRM as a policy for inclusive education in the municipality of Feira de Santana, Bahia

This thesis falls within the field of curriculum and training studies, moving in/through
the arts of contemporary teaching, in the context of cyberculture. Her investigation,
under the methodological approach of ethnoresearch-training, is interested,
especially, in understanding practices, modes, ways, meanings, intentions and
inventive acts that are being forged in the daily educational practices of teachers,
considering the multiple amplified learning spaces-times thanks to connected
information and communication technologies. Particularly, the study intends to reveal
the phenomenon of teaching-podcaster, seeking to understand - through
audio-authoring practices in a collaborative environment promoted by an education
NGO - the training value of the experience, based on the dynamics of the
ethnomethods constituting cybercultural acts of curriculum employed by the
subjects-participants in interaction. And to achieve this aim, the thesis - initially -
presents contemporary complexity under the framework of neoliberalism,
accentuating the paradigm of the 'attention economy' in which all of us (including the
research subjects) are inserted. It then situates the podcast phenomenon as an
emerging cultural language and its inspirations in radio, highlighting the power of
voice narratives in influencing and public formation. Further on, it problematizes the
classic notion of ‘ethnomethods’ to launch the bold move of proposing a conceptual
update of the term: ‘netnomethods’. Next, it presents narratives from the field,
identifies unique heuristics of the collective, analyzes and produces understandings
based on the subjects' experiential processes, creative expressions that alter events
and the social and cultural scene of the curriculum in contemporary times. Finally,
the thesis seeks to understand the nature of the identity processes of the
teaching-podcaster phenomenon, as a cybercultural act of curriculum, highlighting its
practices situated as singular curricular authorships.

This thesis is included among those that treat teaching planning as an object of research, in its singularity, in the Technical Professional Education Integrated into Secondary Education (EPTIEM) courses, and in particular, in the Physical Education curricular component. It problematizes the pedagogical theory that underpins Physical Education at EPTIEM. It defines as a problem: What is the reality of Physical Education teachers at EPTIEM at IFBA, with regard to teaching planning, what are the mediations, what are the contradictions, what are the possibilities for overcoming and the inconsistencies between the normative documents, theoretical-pedagogical-methodological references in pedagogical work? The objective is, therefore, to present contributions to didactic-pedagogical planning considering the foundations of critical-overcoming Physical Education, historical-critical pedagogical theory and historical-cultural psychological theory to face and overcome the contradictions present in the planning of Physical Education in EPTIEM of IFBA, from the perspective of omnilateral, polytechnic and unitary human training. The hypothesis arises from the contradictions or inconsistencies between the theoretical-methodological references expressed in the normative documents, as well as in the pedagogical practices of the Physical Education teachers of the EPTIEM courses at IFBA, and this reality makes it difficult to deal with the classical knowledge of body culture, since the non-systematization and/or fragmentation of this knowledge makes it impossible to raise the cultural standard and theoretical capacity in each individual student. In addition to the historical formative duality of High School and Professional Education restructured according to the needs of the capitalist mode of production, which reduces common basic training, narrows the curriculum, makes the teaching offer more flexible, the possibility of distance learning, lightened professional training, the deepening of the unequal distribution of knowledge. To face this contradiction, we start from the theoretical-methodological assumptions of critical-overcoming Physical Education, the historical-critical pedagogical theory and the historical-cultural psychological theory, which present significant contributions (possibilities) for the (re)organization of teaching planning. This study was developed based on bibliographical, documentary research and online semi-structured questionnaires, under the pillars of dialectical historical materialism. The results point to the need to overcome the contradiction regarding dealing with the specific content of Physical Education and developing the theoretical thinking of students at Federal Institutes, which is evident in the content – form – recipient triad. As a conclusion, we present and defend the consideration of didactic-pedagogical planning based on EF-CS references, as well as the conceptual qualification regarding pedagogical work; also explaining the relevance of transmission and theoretical foundations of a counter-hegemonic nature, in defense of Education, of the fight for the repeal of the counter-reform of secondary education, of the defense of Federal Institutes and of the transmission of classic content arising from body culture so that each student have mastery of the properties of reality – not given to immediate capture and, thus, the elevation of your theoretical capacity.

In this study, we consider teacher training and the construction of practical-poietic knowledge by Pedagogy graduates during the curricular internship as crucial for learning to teach. Therefore, we established as a general objective to understand how the constructions and appropriations of practical-poietic knowledge experienced daily by Pedagogy Course graduates take place in the context of the classroom, with a view to building teaching learning in the dimension of the curricular internship. As specific objectives we have: mapping the practical-poietic knowledge constructed by the Pedagogy course graduates in the context of the daily experiences of the Curricular Internship at the School of Basic Education; describe the construction and appropriation of practical-poietic knowledge by Pedagogy Course graduates based on their daily experience in the Curricular Internship at the School of Basic Education; analyze how Pedagogy Course graduates develop teaching learning based on the daily experience of the Curricular Internship at the School of Basic Education, taking into account the construction of practical-poietic knowledge. This study examines the nature of this knowledge, characterized by creativity and innovation, which manifests itself in everyday pedagogical practice, emphasizing theory-practice interaction. Practical-poietic knowledge, emerging spontaneously, demonstrates the intrinsic capacity of human beings to create and adapt to contingencies. Thus, qualitative and exploratory research was carried out, using a case study. To produce the data, questionnaires with problem situations were applied to intern students of the Stage II discipline - Elementary Education, Initial Years - Regular Education of the Pedagogy course at UESB/Itapetinga, in addition to the focus group. Furthermore, semi-structured interviews were carried out with two internship teachers and the Internship Reports of these students were analyzed.

To analyze the data, the content analysis technique was used. The results show that the curricular internship experience is crucial for the construction of practical-poietic knowledge, emphasizing the importance of reflective practice, creativity and adaptability in teacher training. This knowledge works as bridges between academic knowledge and the reality of the classroom, preparing future teachers for adaptive, creative teaching aligned with the complexities of contemporary education. We consider that this study ratifies the relevance of the curricular internship as a primary space for this construction, highlighting the need for pedagogical approaches that value and promote reflective practice and innovation in initial teacher training.

The present study takes as its object of investigation the triad of content-form-addressee as a possibility of formulating and criticizing the teaching proposed in the New High School. The objective was to contribute theoretically to teaching in school Physical Education in the face of the new guises of Brazilian secondary education, having as its horizon the possibility of raising the cultural standard of the working class, of building a school that aims at omnilateral training and that, fundamentally, perspective overcome class society; recognizing that the critical-overcoming approach - ACS is a fruitful path to building active resistance, given the need to reflect on the direction of public education, in a period of strong capital interference over schools, in which a poignant curriculum formulation articulated to the historical needs of the working class. To this end, we base this investigation on the content-form-recipient triad as a minimum unit of analysis, as this deals with the pillars of historical-critical pedagogical practice. The composition, interpellation and crossing of this study are driven by the principles of historical-dialectical materialism, as this offers us greater possibilities of apprehending reality, constituting a theoretical instrument to explain reality and face the problems it poses to us. With it, we outline a methodological gesture associated with Marxist references, engendered from the synthesis movement anchored in theoretical research, seeking to raise the systematizations already developed by Martins (2004; 2013; 2020), Anjos (2017), Anjos and Duarte (2017; 2020), Malanchen (2014), Gama (2015), Beltrão (2019), Lavoura, Santos Júnior e Melo (2021), Coletivo de Autores (2012), our sources of analysis, as well as the productions that present as theoretical basis historical-critical pedagogy, historical-cultural psychology and the critical-overcoming approach. Thus, the research effort undertaken allows us to support the thesis: the current reform of Brazilian secondary education is moving towards a utilitarian, pragmatic, reductionist, unilateral vision of education and school. Culminating in the lowering of the training of those individuals who need to sell their labor force to reproduce and who, for the most part, access public schools. Now, it is, therefore, the consolidation of capital's project for the working class, which tends to maintain the social structures of alienation and exploitation – the core of capitalist society. Capital offensive that also accentuates privatization processes and the deepening of the duality historically present in secondary education. In this movement, the reform of secondary education tends to downgrade part of the curricular components because it considers that these, from the point of view of capital, become unnecessary and dispensable. Immersed in this situation of curricular degradation is Physical Education, which does not immediately meet the desires for human training that capital demands. In effect, the syntheses resulting from this theoretical investigation attest/confirm that the critical-overcoming approach fits within the horizon of counter-hegemonic propositions by defending democratic principles, envisioning the elevation of cultural standards and the development of theoretical thought and the scientific conception of the world , contributing to the training of young people who can interpret, understand and explain the manifestations of body culture and its historical and material determinants. From the perspective of the dialectical perspective, it is reiterated that the struggle of the teaching working class must not become an end in itself, disconnected from the concrete totality, but as a constitutive part in the construction of an emancipated society and against the hegemony of capital. It is expected, therefore, that this investigation will contribute both to the academic/curricular debate and to the political and union struggle of workers against the processes of alienation and capitalist exploitation.

This study is linked to the Postgraduate Program in Education (PPGE) of the Faculty of Education of the Federal University of Bahia (FACED/UFBA) and articulated with the matrix research of the Line of Study and Research in Physical Education, Sport and Leisure (LEPEL) and the Rural Education Study and Research Group (GEPEC), which consider the articulating axes of scientific knowledge to be pedagogical work, teacher training, knowledge production and public policy. The problem concerns the teaching plan and the recipient-content-method triad. Specifically, we delimited the scientific question about the foundations of the teaching plan, its contradictions and overcoming possibilities, evident in the Municipality of Amargosa, in the year 2022. The objective of the investigation was to present, based on the analysis of the theoretical foundations overcoming the contradictions faced by( as) teachers in the pedagogical work developed in rural basic education, in the municipality of Amargosa-Ba, in the year 2022, a synthesis of the teaching plan prepared based on the foundations of Historical-Critical Pedagogy and Historical-Cultural Psychology. The research procedures were: delimitation of data sources, research instruments, systematization of data, collected in the Municipality of Amargosa, in the Public Education Network, in the year 2022. Data analysis considered the guidelines of the materialist method historical-dialectic establishing links and relationships between the logic of the data found and the history. The investigation confirmed the following thesis: the pedagogical work systematized in the teaching plan of the municipality of Amargosa, in the year 2022, presents fundamentals that overcome contradictions such as the denial of content, faced by basic education teachers in rural schools in the Municipality of Amagosa , regarding the conception of a historical and human development project, the social function of the rural school and, within it, the conception of pedagogical work and teaching plan, drawing on the foundations and experiences accumulated by Historical-Critical Pedagogy and Psychology Cultural History treated in the process of continuing teacher training, under the responsibility of UFBA and UFRB. We also found, according to the data analyzed, that, for the effective deployment of these fundamentals in pedagogical work, it is essential: (01) consistent theoretical basis in the initial and continuing training of teachers; (02) school education as a vital need for human development; (03) the appreciation of teaching; (04) mastery of teaching content and (05) mastery of preparing pedagogical planning in the triad dimensions: content (what should be taught), form (how it should be taught) and recipient (to whom it should be taught), grading by levels of development and stages of teaching the cultural heritage historically created by humanity.

This dissertation aims to investigate the policy of democratic management in municipal public schools in the city of Juazeiro-BA. The general objective of this research is to understand how the policy of democratic school management is mediated, from legislation to the distribution of power, in public schools Juazeirenses and has specific objectives: a) to identify the presence and/or absence of the determining elements of democratic school management in legislation national and in the current legal frameworks of the Juazeiro Municipal Education Network, showing advances and gaps; b) to analyze the management models and the forms of organization and functioning of Organs collegiate bodies constituted in the schools; and c) characterize the mechanisms of participation and mediation in the exercise of power distribution in the school environment. The guiding question of this research is: from legislation to the distribution of power, as the determining elements of the policy of democratic school management, announced by Licínio Lima (2014), were mediated in municipal public schools in the city of Juazeiro, from 2009 to 2019? With a qualitative methodological approach, having as empirical field two municipal public schools, in different territorial contexts, the study chose documentary research as a methodological procedure. The theoretical-methodological contributions of Critical Theory based on the reflections of Giroux (1986) and Kincheloe and McLaren (2006) guided the document analysis that adopted mediation as a category of methodological analysis of the real, based on the studies by Cury (2000). The analysis of the theoretical and empirical categories election, participation in decision-making and collegiality carried out in the documentary Corpuspointed out: the  establishment of the strong conceptual association between democratic school management and election, participation in decision-making and collegiality, and these were considered as determining and conditioning elements of school management democratic; the research identified the presence of these three elements in the Public Teaching Statute of Juazeiro, thus becoming the most significant current legislation in the democratic school management policy of the Juazeiro Municipal Education Network. However, it was evident that the laws of democratic school management policy elaborated later disregarded the guidance of the Statute of the Magisterium and reproduced the same models of the principles of New Public Management present in Bahia and national legislation with the choice of school leaders associated with "criteria merit and performance technicians”. The law of democratic school management in Juazeirense, in this decade of implementation, guaranteed the power of choice of school leaders in the 134 school units to school communities, but it is silent with regard to the participation and decision-making power of these communities in the practice of school management. The survey indicated that school councils are present in 93% of schools, although far from the expectations of representativeness, decentralization and school autonomy. The Political-Pedagogical Project is a reality in all schools in the Municipal Education Network of Juazeiro, with 85% of teaching participation in its elaboration. The finding is that these mechanisms are much more formal than effective collaboration and the way in which the power to decide is distributed within the school is still very unequal.

The present dissertation has as its object of study the pedagogical treatment of hip-hop in PE classes for young people in high school, with a view to raising the theoretical capacity of these students (subjects inserted in the capitalist mode of production in the outlying neighborhoods where the mostly black and marginalized working classes resides), regarding this historical and socially accumulated content. In order to carry out the research, a bibliographic survey was made about the treatment of hip-hop knowledge in PE classes. We found that there are few studies focused on this topic, and those that exist are not grounded in the reality of public schools, nor are they related to the understanding of its students to hip-hop as an expression of active resistance and an instrument for the revolution. This state of art research sought to investigate pedagogical practices from the studies of Physical Education Methodological Critical Approach and Historical-Critical Pedagogy, both referenced in dialectical historical materialism assumptions, besides which it tries to justify the presence of the hip-hop movement in PE classes and their development as an expression of active resistance, aiming to raise the theoretical capacity of public school students, as well as strengthening their ability to observe, understand, explain and act in the world with a view to transforming it. It is concluded that treatment of hip-hop knowledge without the contribution of a critical pedagogical theory referenced in the assumptions of dialectical historical materialism contributes to the alienation of the subjects, thus limiting the possibilities of elaborating complex concepts that allow raising the theoretical capacity of the students, contributing also for the fragmentation of the content-form-recipient triad. This investigation generated a pedagogical proposal to the teaching of hip-hop in high school, configuring a new synthesis in favor of the development of a critical methodological approach to Physical Education from the assumptions of dialectical historical materialism.

This dissertation is a performative-fabulation with and about a Profane Cartography in School Geography. Product of thoughts and wishes of mapping with students from a basic school in the Historic Center of Salvador, BA. We opted for a weak ontology, in the terrain of a post-structural approach, in which the mappers are dimmed in the continuum between map and mapping, which allowed them to compose operations of the uncontrollable, of what cannot be banished, in the tension of going through the Crossroads School Geography pointing out the space and the curriculum as open dimensions, which are reconstructed in the flow of knowledge and practices of the affections of/in the bodies. What can a Profane Cartography in the context of a School Geography do? The errant lines of this dissertation are written from three stones found at the Crossroads School Geography: a becoming stone, the stone of Sisyphus and the stone of Exu. It proposes articulations of these experiences with the translation, hybridization and detachments engendered by the aesthetics of the absurd - the absurdism - of Albert Camus, present in his book The Myth of Sisyphus and lucubrations of the propositions of open space in Massey, of the contributions of Jacques on the urban wandering, hodology in Besse and intersections of Deleuze's concepts.

Faced with the problem of valuing knowledge about the uses of plants in popular cures, this research sought to understand how this knowledge is formed, transmitted and updated. The term folk cures, as well as folk medicine or folk medicines, are used to designate knowledge and practices of maintenance and restoration of physical, mental and spiritual health, socially referenced in several non-hegemonic cultures. During this work, we had contact with saleswomen and leaf sellers, on the stands of Feira de São Joaquim (FSJ), shopkeepers, rezadeiras, and an indigenous leadership in the area of health. The field research began at Feira de São Joaquim with the workers of the paper stalls, where the data were collected and systematized through ethnographic-inspired research. Another moment of data collection took place during the course “Curricular Action in Community and Society (ACCS): Masters and Masters of Popular Culture”, at UFBA, where we saw the performance of three women who use plants to treat diseases and who exercise this role. activity in their respective communities, located in different urban areas of Salvador-BA: Mádisa Oliva (coordinator of the botica da terra); D. Gegé (reador de Itapuã); and Uhitwê Pataxo (former president of the indigenous health and university council). In addition to hearing about the formative paths of their knowledge and practices, their participation also made it possible to reflect on the insertion of popular knowledge in higher education. As it is such a hybrid manifestation as popular cures are, the resources for surveying, systematizing and interpreting the data were based on methods from different areas, as suggested by CANCLINI (2003), such as: anthropology (LAKATOS AND MARCONI, 2003; CANCLINI, 2003), communication ( BAKHTIN, 2010 ; FISHMANN, 2000, VANSINA, 2010), ecology (TOLEDO, V. M. BARRERA-BASSOLS, 2015), popular education (FREIRE, 1993), ethnobotany (ALMEIDA, 2011; CAMARGO. , 2014), ethnography (MACEDO 2005, 2006; PUJADAS, 2010) and History (BENJAMIN, 2000; THOMPSON 1998). In addition, the theoretical framework shares the decolonial perspective and also the thoughts that contributed to its formation (Marxism, post-structuralism and cultural and post-colonial studies). With the study, we were able to observe how hegemonic medicine has developed based on the accumulated knowledge of traditional practices, although these are currently discriminated against. On the other hand, the development of popular cures was shown as a result of the appropriation of economic and cultural goods by subaltern groups and, consequently, they have an ethics and a meaning specific to popular cultures. In view of the research, we conclude that the knowledge of popular cures are present in the experiences of masters who are able to transmit, elaborate and update this knowledge, being the main agents of this culture. Therefore, the safeguarding of popular cures goes through public policies that guarantee subsidies so that masters are able to continue these practices. The university, in turn, can – and should – help to ensure the development of culture, promoting interculturality and the development of biocultural memory through spaces for dialogue between diverse knowledge.

The research presented in this dissertation has the general objective of analyzing the extent to which school management has contributed to the implementation of Law 10.639/03 on Youth and Adult Education (EJA) in two schools in the municipality of Feira de Santana. To contemplate the purposes of this work, we used an empirical methodology, with a qualitative approach and, from this perspective, we have the interviews, carried out with two vice-principals from different school units, and the documentary research materialized by the analysis of the Pedagogical Political Projects (PPP) of the respective institutions. We brought in the structure of the research knowledge about the general profile of the students of Youth and Adult Education and, specifically, in the municipality of Feira de Santana with regard to the different belongings, mainly the ethnic-racial, supported by the assumptions of Miguel Arroyo, Natalino Silva and Paulo Freire; we approach, in the light of the concepts of Nilma Lino Gomes, Kabenguele Munanga, Lilia Schwarcz and Sueli Carneiro, the analysis of the trajectory of struggle of the black people for access to education until the conquest of law 10.639/03, an important public policy in the process of the anti-racist struggle in the context of the EJA, emphasizing its legal framework and historicization, pointing out reflections on how the implementation of Law 10.639 legitimizes the historical trajectory of struggle of black movements and promotes anti-racism in school education and finally, we seek to identify the facilitating and hindering elements found for school management for the implementation of law 10.639/03 in the context of EJA in two municipal schools in Feira de Santana through the analysis of the interviewees. In view of the results, we realize that despite more than two decades of sanction of law 10.639/03, there is a great need to discuss its developments in the educational sphere, its implementation process faces a lot of difficulty and complexity, evidenced in the lack of investment and political will in this endeavor that requires direct contact from educators with the theme of ethnic-racial issues. Competent bodies, such as the Department of Education, do not carry out actions that contemplate the implementation of law 10.639, from the lack of specific continuing training for educators, to the non-availability of didactic and pedagogical materials that give support, especially for those who are in the school environment. We identified that the deputy directors, within their possibilities, seek to insert the theme in the Pedagogical Political Projects and Curriculum of the schools they manage, but we need to seek their recognition within the logic of criticality as drivers of this process that must permeate those documents.

The dissertation has as its object of study the production of knowledge already accumulated on the financialization of Brazilian higher education. The objective of this research is to recognize what is already known about the multiple determinations that constitute the financialization of Brazilian higher education. For this purpose, a bibliographic research was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) of the Brazilian Institute of Information in Science and Technology (IBICT); on the Google Scholar platform; in the Proceedings of the National Association of Graduate Studies in Education (ANPED) and in the Scientific Electronics Library platform (SciELO Brasil). We located and analyzed fifty productions among theses, dissertations and scientific articles, which allowed us to recognize the financialization of Brazilian higher education as a historically determined phenomenon, which establishes an evident nexus with educational commodification, which, since at least 1960, has intensified and transformed, consolidating the necessary conditions for the development of the phenomenon in question. This financial movement in education in Brazil is expressed explicitly from the 2000s, especially in 2007, when the first Brazilian educational companies go public, starting to trade their shares on the São Paulo Stock Exchange – BOVESPA, presenting as main characteristics the presence of large private equity funds (private equity funds) in the control of educational companies, the trend of oligopolization of the sector and the need for state support for its development.

The research we have developed is exploratory in nature, limited to the teaching of Portuguese Language with a qualitative approach, with the general objective: To demonstrate understandings about the practice of teaching Portuguese in relation to the multiplicity and functionality of the Language in its diverse uses and contexts considering the reflections of the students. We believe that the relevance of this study lies in helping the teacher, in his/her practice of teaching Portuguese, open space for reflections on the multiplicity and functionality of the language. In our study, we are guided by the considerations of the following theorists Antunes (2003, 2007, 2009), Bagno (1999, 2004, 2007), Bortoni-Ricardo (2004, 2005), Freire (1996), Faraco (2008), González ( 2018), Labov (1972, 2008), Lucchesi (2006, 2011, 2015), Marcuschi (1996), Malfacini (2015), Mattos e Silva (1991, 2001, 2004), Muniz (1986), Santana (2007), Soares (1998, 2002a, 2002b); among others. And in the official documents: Guidelines for the Improvement of Portuguese Language Teaching (1986), the PCNs (2000), the Guiding Curriculum Document for academic year 2022: New part-time High School, the BNCC (2017, 2018) and the Referential Curriculum Bahia High School (Public Consultation). The field of our study is High School with Technological Intermediation (EMITEC), which is based on an unconventional high school modality and, therefore, to understand its specificities, we seek beyond theoretical and consultations to the websites of the Instituto Anísio Teixeira ( IAT) and the Department of Education and Culture of the State of Bahia (SEC); interview the Articulator of the Languages and Technologies Area and visit the (EMITEC) headquarters, located at the IAT. In this study, we also resorted to the use of a questionnaire to teachers in order to contemplate ours general and specific objectives. The interview followed a script containing six questions regarding the EMITEC program and took place in a virtual way, on a videoconferencing platform - free software online (google meet) and the questionnaire to teachers consisted of ten open questions about the practice of language teaching. Portuguese from the perspective of linguistic diversity; being carried out through a google workspace tool also online and free software (google forms) due to the scenario experienced, the COVID-19 pandemic. truly a Portuguese language teaching practice that embraces the perspective of a living, functional and constantly moving language. A teaching-learning practice that reflects the language in its varieties and in its linguistic norms and, therefore, a language in which it does not prescribe “errors”, but which reflects on the formal or informal contexts in which the speaker is or comes to be inserted. In this work, we also confirm that very little teachers in their teaching practice of Portuguese language cover all linguistic variations as advocated and pointed out by the official documents that guide the teaching work. 

Fairy tales have been consolidated over the centuries and continue to enchant and teach people from different cultures, generations and times. These stories were formed over a long period of time under the influence of different cultures, initially being exclusively part of the oral tradition. Charles Perrault, Hans Cristian Andersen and the Brothers Grimm are cited as the main compilers and storytellers. However, it should be noted that several women were also historically involved in the process of storytelling and writing of fairy tales and the Precious movement, which was composed by a group of women writers in France in the 17th and 18th centuries, offers rich contributions to the understanding of this theme. Based on the need to understand the space that these women occupied in the process of constitution and socialization of fairy tales, a bibliographical, qualitative and exploratory research was developed. The discussion was based on the theoretical support of several authors, among them: Ventura (2019) Warner (1999) and Perrot (2019). This discussion has a great relevance in contemporary times because it exposes the historical silencing imposed on women and values their important contribution to the consolidation of tales, as always.

The main objective of this dissertation is to analyze the educational experience of implementing the A Cor da Cultura project in Salvador - BA, as one of the main actions in favor of complying with legislation/amendment 10.639/03. This study has, addition to personal, academic and professional motivations, support from the perspective of decoloniality, understanding that, for the proper rooting of the aforementioned legislation, it is necessary to break with the logic of coloniality in the Brazilian educational system. Through a qualitative approach, of a descriptive and exploratory nature, this investigation made use of the following instruments for the production of data: bibliographic research,

systematic review, document analysis and semi-structured interview. Furthermore, in order to theoretically support the discussion woven in this study, we appropriate the thinking of Silva (2020) in order to reflect on the ideological performance of the school through the curriculum; Carneiro (2005) and Silva (2001) to discuss how epistemicide practices around the knowledge produced by the black community and how the existence of negative stereotypes about it in the didactic material, respectively, contributed to the reinforcement of ethnic-racial inequalities in the educational scope; Munanga (2001) in the sense of dialoguing about the need to deconstruct hierarchy myths by education itself; Gomes (2011, 2017), Saillant (2009), Nascimento (2014) aiming to understand the pre-legislation historical course, driven, above all, by the Black Movement; We also agree with Benedito’s thinking available at GIFE, 2018, when she emphasizes the silencing of legislation in the current National Common Curricular Base (BNCC) and Da Trindade (2005) to understand the importance of Afro-Brazilian Civilizing Values in education, advocated by the project. The results point to the formative efficiency of the project, reverberating in the pedagogical practices of educators and, therefore, to the relevance of perpetuating its legacy, given the contingent of teachers who did not have access in the city. They also indicate an advance in academic production on the subject in the country, however insufficiency in some regions, such as the Northeast region as well as in certain areas of knowledge, namely: Art Education and the field of exact sciences.

Brazilian Jiu-Jitsu is a sport practiced worldwide and consolidated. It is a sport practiced on all continents, with organized federations and confederations. Faced with this phenomenon and its relevance in Brazilian society, this study sought to investigate the historical process of institutionalization of the modality, understanding the formation of the first federations as an organizational landmark that allows to point out the beginning of the organized sport modality. This process began, according to the sources investigated in this research, in Rio de Janeiro with the foundation of the Guanabara Jiu-Jitsu Federation in 1967, authorized by the Brazilian Sports Confederation. From this experience, the modality was consolidated and expanded throughout Brazil. In Salvador there were previous contacts with the modality, which went through several attempts to organize and consolidate itself, but it was only in 1996 that the city received the first organizing entity of the modality, the Bahia Jiu-Jitsu Federation. In view of this scenario, it was decided to use the methodology of Comparative History, understood as a way of dealing with the process of organizing the modality at the national level, based on the experience of Rio de Janeiro, its consolidation and expansion to other cities, with a specific focus on Salvador. Regarding the sources investigated, a survey was made of specific productions in the field (books, biographies and specialized magazines), semi-structured interviews with relevant masters of the modality and context in question, a survey of information in the digital collection of Hemeroteca Digital and the collection of the Geographical and Historical of Bahia Institute. Given this, as an ongoing research, we point to the potential of debate in the area. 

This dissertation has as its main theme the relations between speech and writing in the face of the phenomenon of linguistic variation in literacy. In order to contribute to studies in the field of children's literacy, the research sought to discuss what literacy teachers from the municipal school system in the city of Salvador say on the subject. For the theoretical foundation, considerations about studies in the fields of literacy, linguistics and sociolinguistics are brought up in debates with several authors such as Magda Soares, Arthur Gomes de Morais, Carlos Cagliari and others. The methodological contributions conceptualize this research as an exploratory nature and with a qualitative characteristic, having the interview as an investigation device used for data collection, with a semi-structured script of questions that was carried out in the virtual/online modality through digital platforms, as a possibility of study in times of pandemic. The analysis of the literacy teachers' reports allows us to infer different contextual and theoretical meanings that correspond to the hypotheses raised in the problematizations, evidencing data on what are the challenges they face and what didactic strategies they use to develop the teaching of alphabetic writing, raising aspects about the evidence of linguistic variety in literacy classes and how much this influences the learning process, in terms of spelling in relation to the relationship between speech and writing.

This research thematizes the curricular policies of Early Childhood Education and its main objective is to analyze how education professionals from the Municipal Education Network of Salvador/BA translate and act with the curricular policies of Early Childhood Education, seeking to show whether there are repercussions of the National Common Curricular Base of Early Childhood Education - BNCCEI in the curriculum of a public early childhood education school. For the development of the research, the following problem was outlined: how do education professionals from the Municipal Education Network of Salvador interpret and act with the curricular policies of Early Childhood Education after the approval of the BNCCEI? The theoretical-methodological approach of the Policy Cycle by Stephen Ball (1994; 2006; 2011; 2016) and Bowe; Ball; Gold, (1992), for the analysis of the curricular public policy for Early Childhood Education, which presents different contexts. Considering the qualitative approach of the research, a documental analysis of national and local laws, guidelines and orientations was carried out, the application of a questionnaire with the Education Managers of the Municipal Secretary of Education of Salvador - SMED and the realization of the Dialogical Cycle used with the teachers and administrators of the João Lino Municipal School. The results of this research show that the BNCCEI's curriculum policy is notably governed by neoliberal imperatives and interests and sustained by the vision of education as a lucrative market. The subjects of the investigated school indicated that there were no effective developments of the BNCCEI in the institution and they continue to use the Municipal Curricular Reference for Early Childhood Education in Salvador - RCMEIS and National Curricular Guidelines for Early Childhood Education - DCNEI to support the school's curriculum. The municipality of Salvador-BA continues to use the RCMEIS and DCNEI for curricular organization, the BNCC has not yet been fully implemented. The lines showed a critical perception around the BNCCEI, and, consequently, the BNCCEI proposition clashed with the local context. It is concluded that it is essential for educators to follow the DCNEI, a powerful document for Early Childhood Education, to know the BNCCEI propositions in order to decide what to do with this curricular policy, as they must not only follow the recommendations, without studying them extensively, understanding them, and, mainly, to reflect, in order to take a critical position on what the National Common Curriculum Base for Early Childhood Education proposes.

Abstract

This qualitative study aimed to carry out a contrastive analysis between two programs linked to public policies for professional certification of knowledge acquired through the experience developed in Brazil and Portugal: the CERTIFIC Network in Brazil and the Recognition, Validation and Certification of Competences (RVCC), in Portugal. Therefore, supported by materialist, historical, dialectical epistemology, we sought to interpret and contextualize these programs developed in the last two decades, debating how the socioeconomic conditions of the countries in question were identified, identifying their geostrategic positions as a backdrop for the adoption of the aforementioned programs. Data were collected from documents, laws, decrees, reports, specific events, among other sources, as well as interviews were conducted semi-structured interviews with configured characters who were involved with the conception and execution of the programs in both countries. The research aimed to characterize these programs, identify the consequences of the process of internationalization of professional education policies present in their formulations and unveil the contrasts between programs in Brazil and Portugal, through the symmetries and contradictions between them. For the face-to-face interviews, two field stages were carried out: the first in Portugal, Faro and Lisbon and the second in Brazil, Natal/RN. The study revealed significant similarities in the socio-educational problems faced by the two countries, especially with regard to the illiteracy rate of their populations, poverty, school dropout, unemployment, underemployment, precariousness of work, among other indicators, subject to the appropriate proportions, taking into account the different dimensions of the two countries. The study also identified important similarities between the two programs studied, especially that both are the product of a specific historical moment of capitalism, characterized by a structural crisis that reflected in unemployment or underemployment. Thus, the programs mentioned contributed to the certification of simple work, given that the long-term structural crisis prevents the absorption of the workforce of all those who may be certified to carry out the complex work. Such certification policies and their respective programs occur at a given historical moment, as a product of solutions designed in each country, based on internal political and ideological disputes well hegemonic international propositions, externally articulated in view of the need to adopt palliative measures to compensate for the damage caused to important segments of workers in the world with great difficulties in accessing professional qualification.

Networked digital technologies have spread through the social fabric like a virus, which infects institutions, collective relationships and the subjects themselves, at the present time. Cyberculture is, therefore, the socio-technical environment in which the most diverse social practices are processed, among them, the educational actions in which students, teachers and school communities are involved. The itinerancy of teachers composes this scenario and, when oriented to the production of teaching materials, establishes a fruitful interface for the structuring of authorial creations linked to the effective exercise of their professional practice. Consequantly, and crossed by the pandemic contingencies arising from the health emergency caused by SARS-CoV-2, the research undertaken sought to understand how the current context of cyberculture tenses and enhances the authorial itinerancy of teachers for the creation of teaching materials. The methodology adopted started from a qualitative approach, having the subjects' profile been defined a priori – high school/secondary school teachers who declared themselves designers of didactic materials. As a result of the articulations promoted within the scope of the Inter-institutional Project “School-World Connection: innovative spaces for citizen training”, access to different school communities was made possible and allowed the researcher to interact directly with several teachers, six of whom effectively joined as subjects in this research. The production of data took place through semi-structured interviews carried out with these teachers who worked in a school in Bahia/Brazil and in two schools in Catalonia/Spain. A descriptive analysis of three teaching materials provided by the participants was also carried out. The process of interpretative intervention with the data was mobilized based on the strategies provided by the Discursive Textual Analysis, which, together with the articulation of the theoretical assumptions summoned to mark out the manifestations of the problem in question, allowed the identification of the incidence of five structuring dimensions of the Itinerancy of Teaching Author two of them (Conceptual Dimension and Technical Dimension) are more closely related to the appropriation of didactic materials in contemporary times and have a transversal profile, and the others (Curatorship Dimension; Creative Production Dimension; Sharing Dimension) are processed in a different non-linear and dynamic way along the authorial itinerancy of teachers being fortified by the collaboration and co-authorship regimes established based on and through digital technologies and by the dynamics of production/fostering of Open Educational Resources (OER); in addition, this itinerancy is also strained, for example, by the new contours that the teaching profession is currently assuming. Finally, it was also identified that the pluralization of learning experiences and of the entire educational process manifested from the conception of "Educations" is also an urgent demand and its service can engender and provide feedback the authorial itinerancies of teachers.

It is well known that gymnastics is experienced from multiple objectives, executions, and social spaces, thus encompassing several modalities. As one of the most experienced body practices in the world, through the course of time, it is essential to understand its history and professional performance. Therefore, this research aims to understand the praxis of gymnastics in Salvador from 1975 to 1988. The study is based on a historical research, founded through orality by using interviews, bibliographic sources, official and unofficial documents. It can be affirmed that the precursor formation in the state, the Catholic University of Salvador, developed its base from the knowledge in European gymnastics methods. Thus, the professionals started their actions in an autonomous way, systematizing their methods of intervention for this practice. The Cooper Method in the 1970's and aerobic gymnastics in the 1980's strengthened and guided the actions in a mass model. Adding the North American phenomenon to its various manifestations in the period, gymnastics in gyms became an opportunity to work in the city and opened doors for these professionals, thus grounding a generation that marked the progress of this practice in the city of Salvador. In light of the above, it is understood that the praxis of gymnastics in gyms is consolidated in the city of Salvador and that it permeates through non-established paths that need new looks that consider the perspectives of gymnastics in gyms in their entirety.

This research study is part of the debate about dealing with the knowledge of body culture and the formation of Physical Education teachers. It presents as object of study the Treatment with the knowledge Body Culture of African Matrix (CCMA) in the formation of teachers of Physical Education (PE) in Bahia, seeks to explain how this treatment occurs from the selection, organization and systematization. This research discusses three problematizations: (A) The denial of knowledge of subsumed ethnic matrices in Brazilian history; (B) - The second problematization dialogues with the historical landmark of Law 10.639 / 03 showing that higher education institutions, departments of education and elementary school have the need to account for this current agenda in Brazilian Education; (C) - Finally, the third problematization is the government attacks on education, public universities and teachers, we are currently confronting the Project School without Party PL 246/19 that is being processed in the Legislative Assembly of Brazil, which proposes to give preference to the curriculum family values on school education in aspects related to moral, sexual and religious education, disallows the Ministry of Education (MEC) to distribute books to public schools that address the sexual diversity of children and adolescents and prohibit the political, moral, religious indoctrination or gender ideology in schools. Thus, we present the following problem: What is the reality and possibilities of dealing with the knowledge of the body culture of African matrix in the education of PE teachers at the Federal University of Bahia (UFBA)? Objective: To investigate the reality and possibilities of dealing with African Matrix Body Culture in the training of Physical Education teachers at UFBA. Specifically, - Raise the contradictions exposed in dealing with CCMA knowledge in the curriculum of PE teachers degree to point out the scientific regularities and their conceptions; Finally - To elaborate a methodological theoretical proposal for the Treatment with the knowledge of CCMA in PE, based on the Overcoming Critical approach. Methodologically based on dialectical historical materialism and Pan Africanism, and elaborates a methodological theoretical proposal for the Treat with the knowledge of CCMA in PE from the Overcoming Critical approach, in order to advance the race and class studies on the specific knowledge of Physical Education teaching.

This thesis has as object the curriculum of serial media narratives, meaning it as an
artifact involved in the “pedagogy of existences” and in the delimitation of lives as
“livable” and as “killable”. Based on post-critical theories of education, this study
aimed to investigate the images of horror and death in contemporary serial media
narratives. Recognizing in the markers of gender, sexuality, and race some lines for
the constitution of a “whirlpool of lives”, the central question that guides the
research and that entitles this thesis is: “can a curriculum pour blood?”. The thesis
defended here is that the curriculum of serial media narratives contributes to a
permanent production of intensity differential of deserving death. The research fits
into the framework of curriculum studies that, inspired by the work of Cultural
Studies and philosophies of difference, the discourses and constitutive lines of this
artifact were examined in their availability of subject positions and modes of
subjectivation. The analysis of this material focused on an articulation of different
post-critical methodological orientations, producing a “methodology-zapping”
based especially on the discursive analysis by Michel Foucault and on the
cartography by Gilles Deleuze and Félix Guattari. The thesis shows that by updating
the lines of a “catastrophization device”, the curriculum of serial media narratives
has demanded ways of life in precarious registers, converging to the production of
a “zombie subjectivity”. “Zombie subjectivity” refers to the subject's way of relating
to himself, in the enjoyment of various subject positions made available by this
curriculum, in a modeled, serialized, programmed composition. The analysis
presented here evidenced that, in this curriculum, there is a hybridization of
"regions of control" - spaces whose function is to capture, control, dominate, hide
and annihilate the difference - and the "escape zones" - assemblages that forge
fissures in the hierarchical models, allowing that the audience of serial media
narratives can fable other modes of existence. In its regions of control, this
curriculum has a double action. On the hand, it is involved in a normalizing policy of
disguising expressions of gender and sexuality through a “technology of
concealment” that is the product and producer of a grammar of violence. On the
other hand, it triggers a “technology of apoptosis” in the face of markers of
difference, creating and articulating meanings that seek to justify the possibility of
purging what it considers unwanted through an “apocalyptic pedagogy” related to
the practices of programming death. Although this curriculum triggers necropolitics
that aims to eliminate the infamous and obscene, it will face resistance as inventive,
cunning, and agitating as the power it wields. Therefore, this artifact activates the
creative escape zones in this normalizing space and inaugurates smaller existences,
contributing to the production of a “minor-curriculum” that articulates love and
laughter as vectors of disaggregation of the investments of concealment and
extermination. Consequently, the curriculum of serial media narratives is an artifact
coextensive with our existences, capable of shedding blood but also overflowing life.

With the objective of undertaking an analysis of aspects of indigenous culture and education in the Pernambuco hinterland, this research project seeks to elaborate, in the light of post-colonial studies, a theoretical-analytical contribution on the autochthonous languages of the indigenous peoples of the Region of Scope of the Opará (São Francisco River), in which the following topics are covered: the relationship of peoples with Indigenous School Education and Law 11.645 (BRASIL, 2008), which deals with bilingual education in villages; the silencing of indigenous languages during the centuries of European domination; and current scientific-didactic production undertaken by teachers/teachers and indigenous researchers/researchers, linked to local institutions, based on projects such as the Indigenous Knowledge at School Action, promoted by the Federal Institute of Education, Science and Technology of Sertão Pernambucano, campus Floresta, and by the Opará Research Center, from the State University of Bahia, Paulo Afonso campus. Indigenous languages are the diacritical marks of Brazilian ethnic identities and the loss of these languages is used as a process of denial of indigenous identities, especially in the Brazilian Northeast, a region with greater prejudice against natives (BANIWA, 2006, 2012; OLIVEIRA, 2014). So, when undertaking a research on unwritten languages in the context of sociocultural resignification undertaken by indigenous communities in the Opará region, the objective is to analyze the linguistic-cultural expression of local indigenous peoples, through the elements of resistance, cultural hybridism (CANCLINI, 2010) and resignification, enhanced by education, from the perspective of interculturality and the awareness of individuals for the construction of a decolonial epistemology (MIGNOLO, 2007; QUIJANO, 2008; SANTOS, 2010), anti-hegemonic and anti-racist (CANDAU, 2011). Given the format of independent chapters, in the form of articles, the research seeks to answer the gaps on the following topics: Indigenous School Education and Interculturality, Autochthonous Languages of the Opará Coverage Region and the production of knowledge from the Scientific Research of Indigenous People. The studies are covered by the following methodological procedures, respectively: Ethnographic Research (MACEDO, 2011), Qualitative Systematic Review (BOTELHO; CUNHA; MACEDO, 2011) and Document Analysis. The data construction procedures of the Bibliographic Review, present in the three articles, were covered by searches in databases, repositories, books and other public records, and the analyzes carried out include methods of Content Analysis (BARDIN, 2011) and Analysis of Discourse (MAINGUENEAU, 2010). The results point to: the consolidation of Indigenous School Education in the researched villages (Atikum, Pankará and Truká peoples), in a process of interculturality in full development; the perception of the presence of autochthonous languages in the consciousness of communities, not as lost languages that need to be rescued, but as an immaterial territoriality of indigenous cultures; and the emergence of a current of studies on indigenous peoples and languages closer to reality, as it is produced by the producing subjects themselves, consolidating itself through didactic-scientific production, whose paradigmatic premises allude to the deconstruction of colonial hegemony, to decolonization knowledge and sociocultural resignification for Brazilian indigenous peoples.

This thesis prioritizes the written-discursive production of blind people within the scope of the Enem 2017. It also highlights the centrality of the blind person as an author/producer of texts and the importance of this centrality as an object of teaching in the schooling processes of these people. This centrality germinates as a general objective: To understand that discursive formations/memories are part of the written-discursive production of blind people within the scope of the Enem 2017 and unfolds two specific objectives: 1. To identify which discourses coexist from the reflection proposed by the theme directed to the challenges to educational background of the deaf person in Brazil; 2. To Understand how this written-discursive production makes it possible to reflect on the condition of the blind person from the signaling of the challenges for the educational formation of the deaf person. We bring, as a theoretical contribution, the studies on language/language privileging language as a social fact; historical-cultural psychology, historical-critical pedagogy; disability models, as well as a brief epistemological incursion into the theory of linguistic rights. Within a qualitative approach, we built our methodological path by dialoguing documental research and French Discourse Analysis for the formation, analysis and interpretation of the discursive corpus. To this end, we read the entirety of the five hundred and eighty-five essays written by blind people participating in the Enem 2017 edition, at the headquarters of the National Institute of Educational Studies and Research Anísio Teixeira (Inep), in BrasíliaDF. The discursive formations/memories reveal the presence of meanings that (dis)orient and/or (dis)regulate the existence of people in their functionally diverse bodies: from the experience of the disability condition as a social and historically crystallized stigma, from the perception of imposed limits by society and the confrontation that has also been woven to reframe the understandings already built, giving rise to new paradigmatic relationships with a view to consolidating a more inclusive society. These meanings are woven through the discursive formations that also found discursive memories inscribed/written in the textual production of blind people in Enem 2017: they are the paradigms of exclusion, segregation, integration and inclusion, as well as the supernatural, medical and social models that situate the person with disability in linear (or not) times and spaces and operate synchronously and diachronically. The written-discursive production in evidence thus reflects two important spaces of meaning: the first, the manipulation of stabilized meanings; the second, of the transformations of meaning. These spaces harbor important changes in terms of the conceptual-discursive evolution about disability via historical affiliations that are organized into memories and present networks of significance underlying this term, considering that each writing becomes an integral part of a discursive ethos, in spite of what each person writes/inscribes based on the social place they occupy in their relationships with intertextuality and interdiscursivity. Two emerging categories consolidate the research: a) The affirmation of an inclusive paradigm that coexists with a speech of linguistic deprivation in relation to the deaf person and b) The reflection of the condition of blind person from the signaling of the challenges for the deaf person's educational formation. The categories reveal a linguistic condition that inscribes the blind person as a producer of a writtendiscursive materiality that, in a first instance, places the deaf person in evidence, problematizing, questioning and affirming their linguistic circumscription, reflecting the updating of a socio-historical and cultural order of linguistic deprivation through another powerful discursivity: that of the implausible affirmation of the officialization of Libras as a second language in Brazil, making us reflect on its place in the composition of the multi and plurilingual Brazilian reality. In a second instance, this same materiality germinates an analysis bias that also accuses the presence of the “blind person”, historically instituted as a sign; as a peripheral being to the instituting logic of the seer and as a subject of rights that challenges, in a continuous and germinal way, the logic of being “disabled” so that, through his activity as a being of language, he perceives himself as a “person with a disability” and as a “blind person”, within the discursive formations inscribed in the paradigms of exclusion, segregation, integration and inclusion and in the supernatural, medical and social models of disability. The paradigmatic relationships/models are then sedimented as discursive memories, because, even with the transformations proposed by the more recent paradigm of inclusion, the presence of previous discursive formations that make up the social imaginary about being blind/being a person is perceived with disabilities. The transformation of these stabilized meanings is revealed as an effect of meaning that marks the assumption of the place of subject, that is, of a social place, resignifying the existence of the blind, decentralizing this condition of not seeing and shifting it to the condition of existing from a blind being-there.

The theme of this thesis belongs to discussions about literacy policies and, specifically, to discussions about policies for the continuing education of female literacy teachers, in comparison with international education policies. In the articulation between these themes, the objective was to analyze the effects of the relationship between international and national education and literacy policies, for the continued training of female literacy teachers, based on the National Pact for Literacy in the Right Age (PNAIC) program. We tried to answer the following question: what effects result from the relationship between the guidelines of international organizations for education and literacy and the Brazilian educational policy of continuing education of female literacy teachers, based on the PNAIC? This research is qualitative, whose method has a dialectical perspective, close to the Marxist current of thought and the assumptions of Critical Theory, which value the historicity of social processes and concepts, as well as the socioeconomic conditions in which the phenomena were produced, such as the social contradictions. The procedures used for the production of information were the analysis of documents and semi-structured interviews with female literacy teachers, female pedagogical coordinators and study advisors, who participated in the continuing education of the PNAIC. The thesis defended is that, in Brazil, the continuing education of female literacy teachers has been suffering the effects of neoliberal globalization processes, which has hegemonically driven education policies and practices through principles of accountability, effectiveness, efficiency, productivity and performance culture. It is understood that the PNAIC, when contemplating, within its processes of action, elements that converge to the same principles of neoliberal globalization, is in line with the guidelines inscribed in the global agenda for education, which is linked to economic determinants, that is, to the maintenance of the capitalist system. The continuous training axis, central to the actions of the aforementioned program, fulfills the strategic role of responding effectively to the needs of the labor market, which presuppose the training of a minimally qualified workforce, who master the functional aspects of reading and writing, enabling individuals to adapt to social situations in which such skills are required. The research results indicate that the national initiative to overcome the literacy problem is closely related to political and economic interests outside the Brazilian context. From the flow of forces that operate within the policy, it can be inferred, on the one hand, that the continuing education of women literacy teachers suffered the effects of the neoliberal globalization processes that designed the PNAIC (such as teacher accountability for the success or failure of the education, measured by student performance); on the other hand, it is inferred that, in the field of recontextualization (an environment in which politics comes to life, through the action of subjects involved between appropriations and authorship), the formative action took on other meanings, by associating itself with what the schools ask, in the effort to transform objective reality.

This thesis is a qualitative documentary research that sought to reveal, in the document National Postgraduate Plan (NPGP) 2011-2020, pedagogical links, approximations or distances in its contents that could relate stricto sensu postgraduate studies to the process of continuing education for university teaching with the mediation of University Didactics references. As methodological procedures, we used the set of references from documental research and Content Analysis from categories created for the interpretation of the document on screen: Contextualization of the PNPG 2011-2020, Conception of Education, Conception of Teaching and Conception of training: when training for research overlaps training for teaching. Thus, through the analysis of the content of the document, we obtained as main interpretative results: a) the concept of education of the PNPG 2011-2020 is aligned with a process that comprises stricto sensu postgraduate studies based on the perspective of meritocracy and overvaluation of the activity of search; b) as a conception of teaching, the document presented a devaluation and precariousness of the teaching activity, since it was silent about its recognition, which contributes to the lack of knowledge of teaching, pedagogical didactics, necessary for university teaching; c) regarding the concept of training, it was evident that training for research supplants training for teaching, because research constitutes the core and only concern of stricto sensu postgraduate studies. Thus, training processes linked to teaching are not addressed in the programs, disciplines or in the PNPG 2011-2020. In short, with the research, it was understood that the PNPG 2011-2020 did not recognize the professional teaching knowledge that University Didactics requires for teaching at the University. The knowledge that the PNPG 2011-2020 suggests to be conveyed in the stricto sensu graduate program is knowledge exclusively linked to doing research, to the interests of industrial sectors and market sectors. With the research carried out, this thesis argues that the PNPG 2011-2020 did not understand the stricto sensu postgraduate course as a locus for the continued training of university professors, nor did it recognize University Didactics, by silencing on the area of Education.

Play is the most genuine expression of playful culture, which has existed since the dawn of human nature. Scientific studies justify that this activity in the infant stage is crucial for the personality in formation of each individual. From the very birth, the game is an activity where not only fun emerges, but disagreements, possibilities and challenges that aim at multiple learning also emerge. Learning that begins with the first discoveries of the body itself, a body in movement that interacts with the physical and social world.This research externalizes issues that are inherent in child development such as psychomotricity in its relationship with play and other necessary theorizations that complement it. In this perspective, the study has as its main objective: Analyze how teachers of a public creche in Salvador-Bahía understand the interrelationship between play and psychomotricity in their pedagogical practice with children from zero to three years of age. Educational center that is located in the urban community of San Marcos in this capital, forming part of this study, five teachers who work in the aforementioned children's institution. The work followed a qualitative approach, protected by Vygotsky's Socio-Historical-Cultural Theory. The information was recorded through the combination of the following methodological instruments: Bibliographic research, documentary review, field diary, questionnaires and narrative interview, objectifying also the characterization of these social authors of the research and their understandings on the pedagogical practice they carry out. For the organization and analysis of these records, we use BARDIN's Theoretical-Methodological Containment Analysis budgets. As a result of the study, we found that despite the teachers, attributing great significance to play, psychomotricity and its interrelation, there are problems of continuous training of teachers in the creche, limiting an increasingly inclusive know-how that allows to attend more and better to the particularities of the child in this initial stage of Basic Education.

Contemporary society is characterized by a strong presence in digital technologies, which determines the realization of a lot of day-to-day activities that an individual makes. This context generates the necessity to promote in the citizens, the abilities of a digital literate, giving the educational institutions, in their different levels, to take on the responsibilities to advance those skills. In the face of this challenge, the teachers in Honduras have been implementing digital technologies in different ways in their pedagogical practices, nevertheless, it has not been clear the structured process that drove them to approach them in the first place. Within this context, this research had the objective of understanding how the emerging flows of the encounters between the desiring machines constituted the Rhizomatic (Per)formation, for the incorporation of the digital technologies in the quotidian of the Honduran teachers. This study has a qualitative imprint, and because of the nature of the object of investigation, it was opted for the cartographic method for data production, and for the selection of the participating teachers in this research, it was conducted at first, a questionnaire as a pre-registration form for a virtual course, data that was processed using a weighted classification of simple criteria, in which those who got the highest scores, showed that they had experience with digital technologies, and were selected to participate in the virtual course. Secondly, a virtual course on Digital Teaching Strategies was developed for the 43 Honduran teachers that were selected, staying only 18 of them in the duration of the complete course. All the interactions that occurred, as well as the creations that were made by the teachers during the totally of the course, were used for data in this research. Lastly, unstructured interviews were made with two of the teachers that participated in the course. The data was analyzed through discursive textual analysis. Among the obtained results, it was evidenced that the Honduran teachers were motivated to approach the digital technologies because of the different virtual and physical encounters that they had experienced in their lives with different technologies, colleagues, friends, etc., which have generated Pedagogical Contagions, contributing for them to advance towards the digital technologies. Another aspect that conditioned the (per)formations process of the teachers, is the perception that they had upon the digital technologies and the level of expertise that their students had compared to their own. These perceptions awakened a desire in them towards a (per)formation process, however, a lot of these perceptions were framed in a technical conception of the technologies, perceiving them only as tools. Finally, another aspect that has influenced the way that the teachers approach the digital technologies, are the formal formation processes, such as the professionalized and the continued education; in the case of the professionalized process, the university offers little expertise with digital technologies to the future professionals; due to this, the main influence is sustained by the continued education, that because of the power of the physical mobility, the information and thought, that contributed to the teachers to pursue and continue their studies in other countries, as well as online courses. Both formational processes, professionalized and continued education, are significantly impregnated by the self-formation process that the teachers must go through and the important role that it has for the constitution of the Rhizomatic (Per)formation and its incorporation to the digital technologies in the quotidian of the Honduran teachers.

After verify the context of the current educational reforms, the production balance of knowledge about the theory of Evolution and the hegemonic tendencies that are present in most researches in the teaching of the theory of Evolution, this thesis defends the presupposition of the historical-cultural theory and the historical-critical pedagogy to deal with the basic knowledge about the theory of Evolution present in the curricular basis of the elementary education. The scientific problem/thesis leads to inspect the process of development of the strictly abstract theoretical way of thinking of children and teenagers, especially when it comes to dealing with the classical learning of the theory of Evolution, observing the laws of teaching and thought in a historical, dialectical and materialist perspective. The main goal - of this thesis - is to demonstrate the real range of the current hegemonic theories/tendencies, principally when it comes to teaching the theory of Evolution in the theoretical sense of thinking. Later on, we confirm it the hypothesis of the research: the current tendencies/theories – whereon prevails in the majority of the researches about the theory of Evolution – don’t explore the full potential about the teaching of biology, specifically when it came in terms of overcoming the concrete and abstract thinking, prioritizing the abstract aspect only - defined by its scientific accuracy. Therefore, our theoretical analysis led us to a curious bibliographical revision in the production of knowledge about the theory of Evolution and the development of the premises that guides the process of transmission-assimilation of knowledge about the theory of Evolution itself.

The present thesis has as its object the development of theoretical thinking in Physical Education in the basic formation of the Federal Network of Professional, Scientific and Technological Education (RFEPCT) of Alagoas, considering, in general, the reality of the Federal Institutes of Education, Science and Technology ( IFs), the particular of the reality and possibilities of the Instituto Federal de Alagoas (IFAL) and, in the singular, of the IFAL/Campus Batalha for the human formation of students at the high school level, with a view to a formation that approaches a omnilateral perspective. Its objective is to analyze the reality, the contingencies, contradictions, mediations and the possibilities of the development of the theoretical thinking of the students through the teaching of Physical Education at IFAL, in order to verify the need to guarantee the classic knowledge of PE for the development of a human activity, with a critical and de-alienating conscience, based on consciously directed forms of realization mediated by scientific concepts and based on the logical operations of reasoning. This is a research that made use of bibliographic and documentary sources on the organization of pedagogical work and the development of theoretical thinking, which brings an analysis from the assumptions of Historical-Cultural Psychology, Historical-Critical Pedagogy and Critical Approach -Overcoming. Therefore, it is necessary to discuss the reality and possibilities of the Federal Education Network of Alagoas in the IFs, in order to situate how the development of theoretical thinking is effective in Physical Education, from a certain approach to PE and the organization of the physical education. pedagogical work in the 4th learning cycle. Finally, we consider that it is essential to defend the IFs and, within them, to deal with the knowledge of Physical Educationto increase the theoretical capacity of students.

Esse estudo teve como objetivo geral analisar, no desenvolvimento profissional de professores/as da Educação Básica do município de Itapetinga-BA, a formação stricto sensu e os desdobramentos desse processo no exercício da docência, tendo como aporte os princípios da Pedagogia freireana. Como objetivos específicos: i) conhecer os/as professores/as com formação stricto sensu do município de Itapetinga-BA e seus contextos sócio-históricos de desenvolvimento profissional; ii) relacionar o desenvolvimento profissional dos/a docentes da Educação Básica de Itapetinga-BA, com formação stricto sensu,  aos princípios fundantes da pedagogia freireana; iii) identificar, tomando como aporte os princípios da pedagogia freireana, os desdobramentos da formação stricto sensu para o exercício da docência. Nessa direção, sedimentamos a pesquisa em uma abordagem qualitativa, descritiva e exploratória ancorada no paradigma fenomenológico. Para construção dos dados utilizamos dois instrumentos: o questionário, respondido por 41 professores/as, e a roda de conversa, que teve 14 participantes. Os dados foram analisados a partir da perspectiva bakhtiniana. A pesquisa revelou que, por um lado, a formação stricto sensu dos/as docentes foi impactada pela ineficiência das políticas públicas de formação do município de Itapetinga-BA, o que se desdobrou na precariedade do acesso e permanência na formação, tempo para estudo, desgastes da saúde, entre outros. Por outro lado, esta formação possibilitou reflexões, questionamentos, mudanças, aprendizagens e descobertas, em um movimento contínuo e não linear, atravessados pelos princípios fundantes do pensamento freireano, evidenciando o Desenvolvimento Profissional desses/as professores/as, como este é construído e mobilizado no decorrer da carreira profissional. Foi constatado aspectos que possibilitaram aos/a participantes viabilizar transformações estruturais no exercício da docência, como a mobilização de uma ação educativa contra a educação bancária/desumanizante/opressora, o abandono da consciência ingênua e da passividade, a construção de uma consciência crítica e ativa, a assunção do compromisso com a oferta de uma educação para a vida e a autonomia nas tomadas de decisões, a participação na construção do conhecimento, o posicionamento político e ético na prática educativa, o amadurecimento profissional etc. Face ao exposto, compreendemos que todas essas mudanças se configuram como Desenvolvimento Profissional Docente, que puderam ser potencializadas pela formação stricto sensu, materializadas no exercício da docência e atravessadas pelos princípios freireanos.

The thesis entitled STUDENTS WITH HIGH ABILITIES/Giftedness and Looking at Themselves: A Phenomenological Study has been discussing the perception of students with high abilities and the practices brought by teachers in regular schools. The study now underway had a qualitative nature, in a phenomenological approach, one of the ways of investigating the lived world, as it favors looking at human issues in the dynamics of meaning and experience. From experiencing the phenomenon emerged the question of this research: how do students with high abilities/giftedness (AH/SD) perceive what is offered to them by the school? And as a question for this investigation: what happens when students with high abilities meet their teachers at school? Based on this principle, the study aimed to understand the perception that permeates the school universe of students with high abilities/giftedness, analyzing their interfaces in their formative process. To reach this end, it sought as objectives to explain the epistemological, historical and legal assumptions that permeate the phenomenon of AH/SD; discuss the role of the school as a training unit for students with high AH/SD; and to analyze the encounter between students with AH/SD and their teachers at school from the creation of meaningful units, in the light of the descriptions of these students.The central idea is to listen to that person, to perceive them through their eyes. Through the phenomenological trajectory, we seek, through the intercession of lived experiences, to build a Network of Meanings that can answer this question, reaching the understanding of the lived phenomenon. The observation and interview of this investigation took place via social networks, groups on Facebook and WhatsApp, on a daily and systematic basis, which allowed a direct contact between the researcher and the research collaborators. Observations and interviews of 09 (nine) collaborators were analyzed, from which 04 (four) significant units were allowed to be extracted (Concept, School, Pedagogical Practice and Student Perception), from which convergences were reached. In order to understand the phenomenon in its essence, interpretations and reflections were made on the participant's own reflection, leading to the transcendence of the phenomenon. At the end, the conclusions of the phenomenon were presented, whose unfolding proves the thesis that the process of inclusion of students with AH/SD will be more effective when their voices are heard in the production of material and in the pedagogical proposal that will be offered to them. by the school, based on the convergence of meaning units that, by the way, remain open to new interpretations.

This investigation is located in the line of research in Education, Body Culture and Leisure, of the Graduate Program in Education (PPGE) of the Faculty of Education (FACED) of the Federal University of Bahia (UFBA); was produced by the Research Group in Physical Education, Sport and Leisure (LEPEL) and is located in the axis of knowledge production of the matrix research of the referred group. The synthesis question that guided the research was: in the concrete reality of the structural crisis of capital, which historically feeds the development of a given logic to produce science, what logical foundations support the production of theses by professors/researchers in Graduate Programs of Education in Bahia (2004-2020) and what are the possibilities of the logic established in scientific production to advance beyond the interests of capital? The thesis was based on two essential foundations: 1) The logical foundations that support the Physical Education theses produced by teachers/researchers in PPG in education in the state of Bahia, considering the period from 2004 to 2020, suffer determinations arising from the crisis capital and its injunctions, with epistemological implications, such as the retreat of theory, ontological skepticism and epistemological relativism, fed by foundations of formal logic, on the one hand, and the valorization of theory, ontology and objective truth, fed by dialectical logic, on the other hand, which express the more general dispute over society's projects; 2) The production of knowledge stricto sensu in Physical Education, in view of the contribution of science production beyond capital, necessary to transform the social praxis of class society, towards transition, requires a change in the logic of science production, whose indicators of possibilities can be identified from the analysis of the production of Physical Education theses produced by teachers/researchers in PPG in education in the state of Bahia, which take as input the foundations of dialectical logic, which allows to apprehend the real movement and concrete objective reality. The analysis procedures were based on Kosik's notes: (1976, p. 37), Thorough historical appropriation of the object with full mastery of the investigated material; Analysis of ways of developing investigative material on the object; Investigation of the object's internal coherence. We conclude, therefore, by stating in theory that in a capitalist society with antagonistic interests between the working class and the bourgeoisie, science does not constitute an area of ideological neutrality; on the contrary, it is a field of increasingly fierce disputes, given the deepening of the contradictions of the imperialist phase of capital, which generates strong implications for the area of Science and Technology; These disputes are developed through different mediations such as the legal framework, politics and the logic of knowledge production. In the scope of the logic of knowledge production of theses in Physical Education in the state of Bahia, this dispute is given in the confrontation between the formal logic and the dialectical logic of producing science, in which the latter presents indicators of possibility for a production of knowledge beyond capital, in the line of transition towards the socialist historical project

The present investigation/formulation is inserted in the field of research of (auto)biographical narratives on the development of a Sciences/Biology teacher. It is based on educational post-critical theories and the studies of Michel Foucault. Its main question is: Which subjectivation approaches helped me turn into a Biology/Sciences teacher? And, from this question, I aimed to problematize subjectivation approaches that constituted me as a teacher. In order to achieve this goal, I sought to reframe the (auto)biographical narratives in the light of the post-critical perspective, understanding that life is constituted from what is said about it, and understanding narratives as products of numerous discourses. Once I understood that working with (auto)biographical narratives implies operating words, I tried to exercise a way of writing about life that was consistent with my own theoretical and political views. Thus, I invested in a fragmented and intertextual narrative with literary characteristics, aiming to break away from a unitary linguistic form. I called this way of writing about life an interstitial life scripture. Discourses/practices emerged from the problematized narratives that competed for my formation as a teacher, such as disciplinary discourses, cultural discourses, discourses on technical rationalism and critical rationalism, constructivist discourse, religious discourses, scientific discourses, etc. In addition to the discourses that contributed to build my identity as a teacher, I became what I am today through the work done on myself, through technologies of the self. I elaborated and shaped my life through aesthetic experiences with artistic-cultural artifacts, as well as through my relationship with knowledge and studies. Concomitantly, I elaborated the act of learning, molding it to fit my experiences, turning into a form of self-identification. I conclude that such research findings were formative because they allowed me to signify the ways in which I came to be who I am: a subject resulting from multiple formative processes, that were contingent, conflicting and disharmonious. Exercising an interstitial life script allowed me to elaborate my life as an interstitial life: a life that manufactures its power from a deterritorialized space, a life that, when writing about itself, seeks to transmute knowledge into art.

The research presented in this dissertation has the general objective of understanding the trajectories of women from and in EJA and their repercussions in facing situations of violence. Considering the asymmetry of the relations between men and women, inside and outside the classrooms, it is proposed to apprehend the importance of the school institution, in the students' lives, beyond the schooling process. The relevance of this study goes through the following dimensions: empirical, theoretical, political and structural. This is an empirical research, using the qualitative method, which was carried out in the context of a public school in the city of Salvador-BA, adapting to the requirements of the new social reality imposed by the pandemic of COVID-19. Two students were interviewed, using the resource of Narrative Interviews, through telephone calls (voice calls) and a face-to-face meeting. The information produced was assessed in the light of the Narrative Analysis. The study is based, mainly, on the contributions of Miguel Arroyo, to understand the specificities of the subjects of and in the EJA; on the assumptions of Angela Davis, Heleieth Saffioti, Kimberlé Crenshaw, Lélia Gonzalez and Nilma Lino Gomes to articulate oppressions and exclusions of gender, race / ethnicity and social class; and Paulo Freire's reflections to reflect on the processes of emancipation through education. The results point out that among the reasons for leaving school, the three-day work shift, including since childhood, stands out, as well as the interdiction of family members, especially male authority. Brazilian society attributes to women the attribute of inferior compared to men, culminating in discrimination and lower educational chances. In addition to gender violence, structural violence emerges as an impediment to the education of women, especially when they are poor, black, peripheral and / or migrants. Many of them manage to break the bonds applied by patriarchal power and exercise the right to education, but the decision to return does not take place without conflicts, generally related to the work established as female and to the contradictions of the capitalist production society. EJA emerges as a possibility to restore the right to education of these people, who have the desire to achieve better conditions for their lives. The school emerges as a space for socializing and establishing friendly relationships. Numerous challenges still persist, in terms of training and educational processes, for the awareness and emancipation of female students.

The study analyzes a set of comments identified as violent (discourteous), which were published by users on the Facebook accounts of three Costa Rican media: Diario Extra, CRHoy and Semanario Universidad, during the first quarter of 2020. The comments correspond to opinions on different news published in these media. In particular, We analize those communicative events that make direct reference to the writing skills or abilities of some users in order to censor or invalidate their opinions. The analysis seeks to answer the following research question: how is this specific type of violence manifested in the comments of three Costa Rican media outlets on Facebook and how is it related to forms of censorship, silencing and discipline? To do this, we work with a new conception of the concept of discipline, by M. Foucault, proposed by Constante for the study of virtual social networks, and with the theory of verbal discourtesy, by Kaul de Marlangeon and Culpeper. The phenomenon of violence is approached from the definitions of Bourdieu and Han. The study is organized into three analytical chapters; the first is dedicated to characterize the conditions in which the interactions take place; the second, identifies and systematizes the different strategies of verbal discourtesy used by the interacting people, in their comments, when referring to the writing of other participants; and the third, proposes a dialogical discussion that deepens on the way in which the dynamics of violence and resistance are articulated in these verbal acts. Through the analysis, it is concluded that there is a trend, between those who correct or point out the writing errors, to position themselves in a place of superiority with respect to those who commit the mistakes, censoring, discrediting, ignoring or silencing them; in short, symbolically excluding them from those spaces of interaction, while encouraging others to commit and also perpetuate violent discursive acts, whose purpose is not only to damage the social image of their interlocutors, but to marginalize them.

This work presents a reflection on the relationship between the concepts of authority, tradition and education in the thinking of Hannah Arendt. The author addresses these issues based on the educational crisis. Authority, in the Arendtian conception, corresponds to the responsibility that the adult assumes in relation to the preservation of the world, and tradition, means respect for the experiences of the ancestors. The concept of natality in Arendt, is fundamental because it represents the essence of education, and concerns the birth of newcomers who will be able to act and change the world. In this context of the Arendtian conceptual web, the crisis of authority and tradition in education is analyzed as displacement or disappearance of adults' responsibility towards newcomers in the world. So adults lose the ability to pass on the inheritance to children who are educated in the private space and in the school institution. Thus, the transmission of knowledge, supported by teaching and learning in education, is affected by an intergenerational crisis. This dissertation investigates how this intergenerational crisis influenced the relationship between adults and children. Understanding the crisis provides an opportunity to reflect on the relevance of children's education for the relationships they will establish in the future as free adults in the public space and in their constitution as individuals in civilization. Given this context, we discussed how the crisis deepened to such an extent that the newcomers themselves transferred the responsibility lost by adults to the access of information, arisen with the arrival of the digital revolution. However, in our analysis, we consider that access to information is not education. Reflecting on the crisis of authority and tradition, based on the intergenerational crisis, may mean that education is the space that must be preserved to sustain the relationship between generations. It is up to the adult to ensure his promise to present the legacy of a world, allowing access to the threads of tradition, so that newcomers assume this heritage and can relate as singular beings with human plurality.

The teacher has not been the only one working in the CEI classroom, next to him is the class assistant, to whom care activities have been delegated and different working conditions have been reserved, such as, for example, higher workload and lower pay. However, the work developed by them is the responsibility of the teacher, as the classroom is a professional place for this professional category. Occupying the professional place that belongs to someone else, the class assistant performs his function in the place of denial. Seeking to understand the construction of the professional non-place and the origin of the knowledge of the class assistants, this study is characterized as qualitative and has the general objective: to analyze the constitution of the professional "non-place" and the origin of the knowledge used by the class assistants. of Early Childhood Education, articulating possible public policies. It is a study with exploratory purposes, having as collaborators 7 class assistants from the municipalities of Amargosa and Itapetinga. Data production took place through document analysis and narrative interview. After producing the data, they were cataloged and analyzed using the content analysis technique. Structured in the Multipaper format, the research is presented in three articles and each one deals specifically with a specific objective. Finally, the data produced evidenced the construction of the “non-place of class assistants in Early Childhood Education. The elements that form and consolidate the “non-place” can be verified from the motivation to become a class assistant to the invisibility of these workers in official documents. Thus, the construction of the professional “non-place” takes place: through the occupation of the function in search of stability; lack of a definition of what it is to be an auxiliary that causes non-recognition; invisibility in legislation, both at the municipal and national levels; impossibility of recognition as a profession given the lack of autonomy in the work, proper place of action and specific knowledge coming from a specialized training.

This dissertation entitled "Ressignification of Curriculum Acts in the formative process of black children: teaching knowledge and practices in early childhood education,” aims to understand how from teaching practice can be constituted curriculum acts and meanings accurate to (re)signify the context of black children in Early Childhood Education. Qualitative research ethnographic nature adopts as inspiration the choice of methodological paths to Critical and Multi-referential Ethnoresearch. The research was carried out at the municipal school of Early Childhood Education, located on Maciel street from above, in the Pelourinho neighborhood, in the terreiro of jesus. As methodological resources, we use the semi-structured interview, questionnaire application and document analysis, an end to understand the research objective. Therefore, we use while theoretical contribution, the ideas of Macedo (2008), (2013) about curriculum acts as instituting in the formation of the black child, beyond of  Tardif (2002) in discussions about Learnings and practice teacher Cavalleiro (2001), Silva (2004) addressing racial issues in childhood, among other authors like Foucault (1986),  Freire (1987), Silva (1999), Moreira (2010), as theoretical foundations proposed to think the racial ethnic perspective in Early Childhood Education and the curriculum. How found, we have the understanding that the school community articulates your curriculum acts so that as teachers carry out their anti-racist practice, on the other hand, decents articulate their knowledge based on what they constitute at school, as an example, in the construction of collections of books and in welcoming the knowledge of the community.

The circle where knowledge circulates that intertwine childhood, capoeira, Bahianness and playfulness as a leisure practice, through the placement of the body on stage, is formed in this study. With a qualitative approach, anchored in the Sociology of Childhood, based on Sarmento, we sought to analyze the place of capoeira in the life of certain children in Salvador, practiced outside the compulsory time of school, as a playful activity. In order to listen to the children, the data collection, carried out through the capoeira masters, due to the isolation imposed by the invasion of Covid-19, we chose the resource of drawings, as they reach children of different ages, in addition to being a presence in the experience. of them, from an early age, presenting themselves as a resource of the intimacy of children's daily life, but they could also write or send audios or videos. When dealing with childhood, a journey through the history of this socially constructed generational category is necessary, seeking the reference of Philippe Ariès (1981) and Esteban Levin (2007). 9 (nine) teachers and 47 (forty-seven) children were heard, whose records resulted in twenty-eight drawings, six videos, two writings and eleven writings with drawings. Analyzing the content of forty-seven registers, we chose categories that express what capoeira is for them. Of these, twenty-eight correspond to musicality with drum instruments; hits/movements totaled twenty; eight records had masters/teachers; feelings accounted for nine; the wheel totaled five and five corresponded to play. In the records made by the children, the results clearly show how the playful aspect of capoeira attracts the little ones and the little ones, revealing the intimacy they have with this universe because this is also the universe where they like to be. Capoeira for them, then, is a place to sway with their body, to be with their peers, it is a time for fun, for fun, therefore, it is a time of leisure, as the capoeira of the analyzed groups is practiced in a time out of the obligation of the school. Capoeira seemed to be distant from children when they did not appear in records about this popular art, but after some searches, we found reasons that justify this distancing: having been persecuted, criminalized, it approached boys from the gangs or the Capitães da Areia. After resisting and being resignified, we see in this study how childhood and capoeira are not only in the same circle, but also attract each other, establishing a relationship of camaraderie, of loitering.

The history of Brazilian universities is marked by the fusion of isolated higher education institutions. This basic condition was present in the composition of Universities created in contemporary times, such as the University of the State of Bahia, whose creation took place after the then Superintendence of Higher Education of the State of Bahia (SESEB). The research was linked to the History of Education and aims to understand the continuities and ruptures imbricated in the historical dynamics that gave rise to the creation of UNEB, with its creation being our object of research. As the main source, we used oral reports from employees of the institution, as well as institutional documents and newspapers circulating in the State. We chose as a time frame the period between 1980 and 1983, marked by the transition from the Superintendence of Higher Education of the State of Bahia to the University of the State of Bahia.

We live in the global context of the COVID-19 pandemic, which had isolation and physical distance as the main strategies to contain the proliferation of the disease. In the educational field, at the beginning of the 2020 school year, classroom classes were suspended and schools were closed, and all of this caused changes in the entire school organization. All over the country, we have noticed a search, by the Education Departments, for alternatives to the continuity of the educational processes, with the use of technologies, among these the mobile digital technologies, which stand out as a possibility to maintain the interactions with the employees, families, and students during the pandemic. In such context, this research aimed to understand the perceptions of teachers and school principals of rural schools about the movements triggered by students, with mobile digital technologies, to remain connected to the school in the context of the pandemic. For this, we used as an approach the qualitative research, as a method the case study, and, as devices for the production of information, interviews, questionnaires and conversations with teachers and school principals who work in rural schools in the District of Abrantes in Camaçari-BA. As a methodology for data analysis, we used the Textual Discourse Analysis. The teachers and school principals perceived that the changes imposed by the pandemic context modified the school routine, the bond with the students, the time for the delivery of the pedagogical activities and caused an increase in the workload. In the case of rural schools, where the teachers and school principals of this research work, there was an increase in educational inequality, considering that, in the context where the students were at home, the level of education and monitoring of families becomes fundamental for the continuity of educational processes and monitoring of students. In general, families in rural areas have few conditions to mediate the teaching and learning processes, either because of the lack of knowledge, lack of physical and technological infrastructure, and/or the availability of time to accompany their children during school time, as they need to work to ensure the family's survival. This research also showed the lack of training of teachers to work with networked digital technologies, the lack of working conditions for remote work, and the need for public investment to guarantee the conditions for access to education and the effectiveness of pedagogical work in times when access to digital technologies and connection is fundamental for the continuity of educational processes.

The study in question is a research that originates from concerns about the relationship between literacy and heterogeneity and takes as its main objective the analysis of the strategies used by literacy teachers to foster interaction between students with different conceptualizations about the writing system , in the context of remote classes held during the pandemic. The discussions held are mainly anchored in the contributions of Ferreiro, Vygotsky, Lerner, Freire, Manacorda and Fernández Enquita. The qualitative methodological approach anchored this work as a case study committed to educational action in a context as adverse as the pandemic. The data were produced through the monitoring of three literacy teachers who worked in the modality of remote education in an institution that serves the Initial Years of Elementary School in the city of Amargosa/BA. The questionnaire, narrative interview and participant observation were used as data production instruments during the empirical research. Data analysis allowed us to recognize the limits imposed by the modality of remote teaching in the daily life of elementary schools I. The literacy teachers who participated in the research recognized the heterogeneity of the class as a pedagogical advantage for teaching reading and writing, but revealed great difficulty in considering it in planning and carrying out didactic situations, which indicates the urgent need to rethink homogenizing practices in the context of training literacy teachers.

The main theme of this research was the peasant identity in activities in specific textbooks for rural schools. The guiding question of the study was: how do mathematical activities present in specific textbooks for Rural Education address peasant identity? The research report is organized in a collection of articles format, presenting three articles, guided by three objectives: to understand how the studies approach the National Program for Rural Textbooks and the relationship between the results and principles of Rural Education; identify the common aspects of peasant identity that interconnect the different rural communities, seeking to understand the characteristics that unite rural subjects, without disregarding their differences; identify and analyze what are the possibilities for the dialogue with the peasant identity in mathematical activities present in textbooks for rural schools. We use a qualitative approach and document analysis, focusing on specific textbooks for rural schools. We rely on the concept of identity approached by Stuart Hall and on the concept of dialogue presented by Alrø and Skovsmose. The results pointed to concerns related to more complex issues involving the relationship between the textbook and the context of the field, which may go unnoticed by the criteria for choosing textbooks in guides and notices; the existence of four aspects of the identity of rural peoples, which, regardless of the particularities of each community, can be considered part of the subjects of the entire territory, namely: Family Agriculture, Agroecology, Traditions/Mysticism, Social Organizations; it was found that the analyzed textbook collection presents activities that refer to aspects of peasant identity, providing a dialogue between it and the mathematical contents, through investigations related to the context of students' lives. As implications of this study, we highlight the need for maintenance and improvement of collections, with a view to providing more frequent dialogue between mathematical content and peasant identity.

The purpose of this thesis was to analyze the set "formation, illness and cure" of students in the stricto sensu graduate course at UFBA. Qualitative research with bias in Implicated Ethnopesearch was used for the study, focusing on experiential and (auto) biographical studies by the author and participating social actors. For the analysis of the reports and writings, we opted for “sensitive listening” (BARBIER, 1990) through interviews and questionnaires. In addition, it was proposed to write letters to reveal the phenomenon through the written word. These analyzes of the reports and writings of the social actors, were based on Hermeneutics with a focus on “analysis of understandings”. Participated in the study, students who have already completed their research or were still with their studies in progress between masters / masters, doctors / doctoral students. The study of the phenomenon of illness and healing in the context of post-graduate training stricto sensu, revealed the complexity of training due to a system "swamped" with bureaucracies and imposed processes, creating a "cascade effect" of extreme demands that lead to illness of the students in addition to the others involved with graduate school. The cure, each one finds in a way, but the Science being benefited through scientific research is revealed with a form of cure by the social actors. It was revealed at the end of the study that dialogues are needed in this sense, so that the scientific research carried out in our Postgraduate Programs can contribute significantly and, mainly, that it does not affect the health of the actors that are part of the process, for the growth of Science in the country.

The use of technological resources in the teaching of Libras brings pedagogical advances for teachers, stimulating them in the teaching process, since it allows greater interaction of the content taught. This research has as object of study the analysis of the influence of digital technologies in the teaching process of the Brazilian Sign Language (Libras), from the perspective of deaf teachers, at the Federal University of Recôncavo of Bahia (UFRB). This investigation was carried out with the deaf teachers (users of Libras) at UFRB, in the Teaching Centers in the cities: Cachoeira and Amargosa-Bahia. The qualitative methodological choice defines the case study, using the semi-structured interview as a research tool. In order to meet the standards of ethics in research with human beings, this study was submitted and approved by the Ethics Committee of UFRB and UFBA. The theoretical basis that supports the present investigation is based on legal provisions: Brasil (2002; 2005); Institutional Documents: Sectorial management report (PROGRAD / UFRB 2015; 2018); Institutional Development Plan (PDI / UFRB / 2019-2030); among others; and in authors such as: Stumpf; Galvão Filho; Galvão Filho and Miranda; Pimentel; Corrêa and Cruz; Vygotsky; Wertsch; Souza; Reis, Corrêa and Ferreira; Bonfim, Araújo and Santos; among other authors that expand the discussions about the importance of digital technologies in the teaching process of Libras. The results demonstrate that deaf teachers use technological resources, namely: notebook, adapted and accessible software, videoconference, discussion forum, slides with images, virtual learning environment (VLE), video classes, glossaries, virtual translator, digital dictionary, among others, as influencers in the Libras teaching process, bringing advances in the classroom. We hope with this thesis to contribute to the sharing and reflection on the technological resources for teaching Libras used in the researched institution, in the expectation of including the technologies presented in this research in the composition of a booklet, as a Technology Product, made available by Editora UFRB.

This thesis aimed to identify in the texts and works of the Russian revolutionary Léon Trotsky (1879-1940) his possible contributions to the field of Education and, in particular, to the debate on the possibilities of socialist education. For this purpose, we intend to build a theoretical position in this field, based on his writings and elaborations. Our starting question was: what theoretical contributions to the field of education can be extracted from León Trotsky's works and writings? As a result of this question, we constructed the following questions: a) In which works, in what context, in what way, with which categories and in what relationships does León Trotsky approach the issue of Education? b) What is León Trotsky's theoretical position on the construction of socialist education? c) Based on your writings on education, is it possible to extract theoretical elements to support the construction of an educational theory? To answer these questions, we selected works written and published in the period 1917-1923, the height of the process of consolidation and maintenance of Soviet power. In this sense, in the selected period, we identified the presence of our object of study in the following material produced by the author: Terrorism and communism (1920); Military knowledge and Marxism (1921); Military writings (1921); Reflections on the party (1923); Questions of the way of life (1923); the texts Como empezar (1923), Contra la bureaucracy, progresista y no progresista (1923), present in Problems of daily life; the texts Work: the Basis of Life (1920), “Thou” and “You” in the Red Army (1922), Alas, we are not accurate enought! (1921), The Red Army, seedbe of enligtenment (1923), Tasks of Communist Education (1923), Big and Small (1923), Sciense in the task of socialist construction (1923), belonging to Problems of Everedy Life (Spanish editions) English for Way of Life Issues); and Literature and revolution (1923). Based on his works, we identified three movements or general relationships in which León Trotsky addressed the issue of education, each one of them, we constitute a category of analysis that expresses the chapters of this thesis, in which we develop the analysis of his thought and the context in which it is inserted. Thus, we built three chapters: 1. Education and War; 2. Education and way of life; 3. Education, Art, Culture and Socialism. We conclude that León Trotsky has theoretical contributions to the field of education. That he addresses the issue of education according to the tasks required at each stage of the class struggle and the social historical development of the Russian revolution ?; that before the working class takes political power, the main task of the revolutionaries is to carry out the political education of the class, which means to orient it towards a socialist revolution; that after the working class takes political power, that is, in the transition period, the tasks of education change and start to be ordered, at first, around the physical defense of the dictatorship of the proletariat, which requires an education specialized military; in a second step, the work of economic, cultural and lifestyle reconstruction of the population, which requires a broader education, enriching the general culture and; in a third moment, after the previous phases of elementary material and cultural deficiencies, education may assume a higher level of cultural and artistic development in the formation of a “new man” of a socialist type. Based on the reading of his writings, we interpret that for León Trotsky socialist education is not possible within a capitalist society, that the education necessary for the present moment, in a society divided into social classes with antagonistic material interests, whose class of capitalists exploit the workforce of the other classes, it is a revolutionary type of education.

This thesis presents the results of research whose objective was to examine the political orientation of the initial training of teachers in service, assumed and implemented by the governments of Bahia, in the period 2007-2018. The question that mobilized this research was: What is the teacher training policy outlined by the governments of the state of Bahia, in the period between 2007-2018, in order to face the problem of the large number of unlicensed teachers, and, what are the multiple determinations that guided the political choices made? To achieve the research objectives, documentary analysis was carried out, with emphasis on the following sources: Presidential Decree No. 6,755 / 2009; Ordinance no. 883/2009; Normative Ordinance No. 9/2009; Minutes of the meetings of the Permanent State Forum to support Teacher Education in Bahia that took place between 2010 and 2016; Management reports of the Anísio Teixeira Institute (IAT) 2012, 2013; Bahia Strategic Plan (2008), among other documents. Semi-structured interviews and questionnaires were also carried out, with a sample of 6 participants. The main results of the research substantiated the defense of the following thesis: The Teacher Training Policy implemented by the governments of Bahia in the period (2007-2018), articulated with Federal Decree no. 6,755 / 2009, it was configured in a strategy of massification and teacher qualification, marked by the strong tendency to search for higher educational levels, which, by not guaranteeing the adequate conditions for the formation and permanence of the teacher-course students at IPES, produced training in precarious conditions, whose main implications were uncriticality, depoliticization and de-intellectualization of teachers, thus revealing an alignment with the neoliberal conception of education and training recommended by international organizations that, since the 1990s, have pressured the countries of Latin America and Brazil to large scale, “adaptive and harmless” teacher training to the capital system. The main program of initial in-service training was Parfor on-site and distance education. Two determinations were highlighted for the way of being of the policy: The guidelines of the international organizations and the policy of class conciliation of the governments of the Popular Front of the PT.

When planting in the territories of teaching, teacher training is a rich field of knowledge to be explored, in which o

The data were obtained by observing the classes of the three collaborators in this study, through a schedule defined by them and through an interview, carried out individually with each teacher. Two categories of content analysis emerged: Teaching-Learning Strategies and Assessment. In the first category, it was evidenced that the teachers were sensitive and touched to diversify, flexibilize and even modify their didactic strategies, since they all demonstrated the importance of training Chemistry teachers but also of more reflective and critical people who could use scientific knowledge beyond the dimension of the classroom. The classes observed promoted the autonomy of the students in the search for resolutions of the most diverse situations proposed both in the theoretical classes and in the laboratory classes. In the second category, the teachers surveyed were building and mobilizing the knowledge of the pedagogical action through changes in the know-how, moving from traditional classical assessment to others in ways of assessing, aiming at the learning of their students. They went beyond the knowledge of the subject, and attended other aspects of the formation of the Chemistry graduate by being flexible, reflective and understanding the diversity of the students and their complexities. The teaching practice enabled teachers to be “touched” and reframed the strategies that involve both teaching and evaluating, as they realized that the crystallized methodologies were not being enough and opened up to other possibilities of know-how.

ne can research from professional qualification and performance to the strategies and teaching resources used by higher education teachers. The research aimed to understand how teachers with stricto sensu training in Chemistry mobilize their knowledge of pedagogical action, from their knowledge of experience in the Degree in Chemistry, revealing their meanings attributed in the exercise of teaching, with a view to relating them. This investigation had a qualitative, exploratory and ethnographic approach. The empirical field was the degree course in Chemistry at the Teacher Training Center of the Federal University of Recôncavo da Bahia, located in the city of Amargosa. The study participants were three professors from the mentioned graduation, codified as Autumn, Summer and Winter, with initial training in bachelor's, bachelor's and bachelor's / bachelor's degrees, respectively.

ABSTRACT

The student’s conception about Ludicity in the Ludic Didactic Mediation and its implications in the learning process in Higher Education is the “thesis statement of this thesis” and by derivation enabled literature development about Potentially Ludic-Pedagogic Activities (APLPs). The conception is a notion that one has about something, it doesn’t involve value judgment. The Ludicity is a subjective phenomenon, autotelic, ontological, internal, animus concerned, relational, of positive emotions and entirety. The Didactic Mediation is the external process of planned intermediation, intentional, critical and reflexive made by the teacher between the study subject and the student. So, the Ludic Didactic Mediation (LDM) is the teaching action that synthetizes didactic and ludicity, by doing an intentional social praxis, with contextual practice application, collaborative, emancipative, critical and respectful, full of teaching knowledges, rigorous methodologically, compromised with the learning phenomenon, materialized by integrative activities and potentially ludic balancing affection and cognition. There are lot of scientific productions about children’s ludic teaching, but researches applied to the higher education are depleted. This study’s main aim is to analyze comprehensively the interactions between ludicity, ludic didactic mediation and learning in the higher education, through the student’s conceptions. By revealing the student’s conception about ludicity in the classes, making explicit the students’ comprehension  about (ludic) didactic mediation in classes, it is aimed to raise how the students recognize their learnings in ludic context and discuss the relation(s) between potentially ludic-pedagogical activities  and the learning according to the students; it may foment scientific foundation to the teachers that search for a resignification to their teaching praxis, so it can be more meaningful through the university environment. After ethical approval, the qualitative methodological approach supported this investigation made by an instrumental unique case study and analyzed by content analysis with thematic categories. The data came from a mixed electronic questionnaire and a focus group half structured. The empirical field was the Accounting Course of the Universidade Estadual do Sudoeste da Bahia and the research collaborators were the students coursing from the fifth up to tenth academic semester in 2018. It was realized two paradigms in the comprehension of Ludicity: The Total Ludic and the Real Ludic. It was found in the locus these ludicity’s conceptions: Utilitarian (with didactic or business bias), Subjectivist (with didactic dimension), Entertainment, Infantile and Mixed. The conceptions of Didactic Mediation were divided into: Traditional-Behavioral and Cognitive-Constructivist. The students related problems in procedures (didactic and pedagogical) and in teaching attitudes, furthermore the exhortations about technical-professional, pedagogical-didactic and sensitive teaching knowledges; which indicates their massively request for LDM in Higher Education, because they recognize its positive and decisive contribution to their meaningful learning, and also its epiphenomena inputs as interaction and affectivity. Favorable reasonings to APLPs were predominant. It was concluded that the LDM exercises and valorizes the didactic and the ludicity in higher level. It is expected that the investigative results contribute to the scientific systematization about ludicity and didactic in Higher Education increasing the knowledge in Educations, Pedagogy and Accounting.

The present research had as a general theme the participation of teachers who teach mathematics in literacy practices. The context of this study was a community of teachers who teach mathematics in the final years of elementary school in a public school system. The community met weekly at the school unit in order to carry out studies and lesson planning. To understand participation, four objectives guided the development of this research: Identify and describe the engagement in literacy practices in which teachers who teach mathematics participated; Identify and describe the negotiation of meanings in literacy practices in an enterprise in which teachers who teach mathematics participated; Analyze and characterize the identity constitution of teachers who teach mathematics participating in literacy practices; Identify and analyze the learning of teachers who teach mathematics participating in literacy practices. Based on these objectives, we use a qualitative approach, whose data were produced through observations, interviews and documents and inspired by theoretical constructs from the sociocultural perspective of literacy (such as literacy events and literacy practices) and constructs from Social Theory of Learning , by Etienne Wenger, (such as engagement, negotiation of meanings, identity and learning), we analyze interactions in order to promote a theoretical understanding of the participation of teachers in uses of reading and writing practices in the context of these meetings. The results indicate that the participation of teachers in literacy events and practices promoted learning related to reading and discussing texts, reading and analyzing tasks and the elaboration of class narratives. These learnings occurred as a consequence of participating in a social practice and at the confluence of the following processes: (a) engaging both in literacy events that organized the repertoire and in literacy practices legitimized and valued by the community; (b) in the negotiation of meanings to select and implement tasks according to the context of the classes and in reference to specific, recognized and valued ways of developing tasks and elaborating narratives; and (c) in the constitution of identities as insiders in practices of use of reading and writing specific to the context, to socialize and be recognized as participants. The analysis of participation and learning suggests that they were constitutive of the organization of own practice of what is read and written and of the way it was carried out in that context. As an implication, these results suggest that participation and learning in reading and writing practices followed from the perspective of teacher literacy, in which members sought to socialize to assume the condition of teachers who teach mathematics. By indicating that participation in reading and writing practices in that context promoted teachers' learning, we envision the possibility of these results generating reflections for future research, training contexts and public policies in organizing spaces that recognize and enable the role of teachers in the undertaking of their training.

This study addresses the installation of the Ponte Nova Institute (IPN), in a time frame that covers the period 1940/1960 and brings as a central question: how did the development of the IPN and its activities take place? Our hypothesis points to the understanding that, in addition to its formative aspect, the IPN took on an ideological, political and behavioral modeling bias in the life of each countrymen who lived there and this interfered in their daily actions so that they became "citizens”. As more general objectives, we envision the possibility of unveiling contexts, facts, events and characters that appear in the subject's formation process, a chance to better understand the educational situation as a formative device present in the target school and still. The validity of the research lies in dealing with specific peculiarities and complexities related to the interference of American subjects in the implementation of such practices, in a social space without a tradition of direct action by public authorities in the construction of social goods. To end the intentions of this study and meet the desire to search for answers to the motivating question, we chose to work with descriptive research, having social history as a background. Finally, we understand that the IPN assumed the role of modeling behavior and knowledge in the countryside space, based on an educational notion that was based on Protestant ethical and aesthetic standards, making use of educational activities and activities that contributed to the shaping of the subject.

This study deals with the cultural movement and the educational processes of non-formal learning that involve the universe of singing and its relations with school education in the city of São Gabriel-Bahia. This singing is a party that was created in the 1980s, with its first edition being held in 1991. The institution that organizes the singing party is Fundação Culturarte, a non-profit organization with volunteer work. Its projects are developed through fundraising through cultural notices, scheduled events and sponsorships. In this text, foundation and singing are mixed, as it is the singing that gives rise to Fundação Culturarte.The singing party was born before the creation of the Foundation, from the ideas and ideals of some young people from the city of São Gabriel who were looking for a cultural movement from the ground up to have fun. They then got together and formed the MAC (Movement of Art and Culture) that suffered persecution from society at the time. Some stop working at MAC and others join the social and political movement of the Catholic Church, being supported by a priest.From that was created JUPP (Youth United in the Pursuit of Peace). These young people start working with theatre, people's political awareness and some social work. The combination or experience of these two groups gave rise to the CulturArte Group, which performed the first singing, and later constituted the Fundação Culturarte de São Gabriel. Our focus within the study was to deal with the process of cultural formation related to the educational, defending the idea that the São Gabriel´s singing (Cantoria de São Gabriel) movement promotes educational practices between formal school and non-formal education.Therefore, we treat singing as a hybrid event that brings together various manifestations of music, poetry and popular cultures, in a process of plural education. We then call for our textual dialogue the experiences of Gohn (2003, 2004, 2010 and 2011) who deal with social movements and non-formal education processes based on them; Brandão (1981, 1997, 2002a, 2002b) with his studies on cultures and the expansion of the concept of education for education, ideas that we have shared since the title of this research. We amalgamate and dialogue these authors with the idea of cultural hybridism from Canclini (2000 and 2003) and the constant "movement" of popular cultures, bringing the concept of hybridity to explain the hybrid relationship between the educational processes of São Gabriel´s singing (Cantoria de São Gabriel and school education.The knowledge that is in the universe of singing such as reisado groups, the São Gonçalo roda, the art of the circus, the capoeira circle and with them a whole popular songbook with local musical and literary productions are knowledge that move a pedagogical process, promoting educations. São Gabriel´s singing (Cantoria de São Gabriel is an innovative event that brings together different types of knowledge from popular culture groups, hybridizing them with school knowledge, both contributing to other learning. Finally, what moves us is the certainty of the work's contribution to a broadening of studies and research in the fields of Education intertwined with music and popular cultures.

This thesis analyzes the relationship between Education and popular culture looking at their relationships and contradictions in the socio-cultural context and implications for pedagogical practice. Nyago, practiced by the Yaawo or Yao people, from Northern Mozambique, in Niassa province. This popular culture is practiced annually, with rites of initiation or passage into adulthood for young people or adolescents. To study these relationships, contradictions and implications in the curriculum, in teacher training and in pedagogical practice, under a bibliographical, documental and field research, where 12 heads of schools in the District of Sanga were interviewed in depth, in order to encompass various perceptions and observe differences or similarities in the way they think about the possible relationship between formal education, produced in schools and popular culture – Nyago. It was a purpose of seeking results that indicated that the relationship between Education and popular culture - Nyago is conflicting and historical, deeply marked by the promotion of the Colonial State, through the discourse and policies that strengthened the denial of educational differences in popular culture African. This process in the post-independence period becomes a challenge for its non-perpetuation in educational policies, which support discourses of the cultural hierarchy, discriminating much of what is popular, such as incompatible, dual or ambivalent, with formal education. This process in Nyago contributes to the production of marginalization in the Mozambican culture and formal educational process.

Keywords: Education; "popular culture"; Nyago; Mozambique; Niassa.

This thesis, linked to the Graduate Program in Education of the Faculty of Education of the Federal University of Bahia, is a qualitative study of an exploratory nature, which aims to understand the effects of internationalization on scientific and cultural aspects, in the programs graduate degrees in education from Brazil and Argentina. In this sense, the role of the University and Graduate Studies in their relationship with the Internationalization process was discussed, in order to subsequently address concepts, definitions and contextualizations, as well as related aspects, such as: International Academic Mobility, International Scientific Cooperation, Internationalization at Home and the Inherent Effects of the Internationalization Process of a Graduate Program. Then, field interviews were carried out with directors and students of selected Brazilian and Argentine programs, and analyzed in a contrastive – and not comparative – way, through the application of Content Analysis techniques, whose intention was to capture the essence and uniqueness of the answers of the interviewees, based on the semi-structured questions we presented to them, to then apply the Contrastive Analysis technique, which allowed to show differences and similarities, without the purpose of comparing them, but rather understanding them, from the perspective of dialectics in articulation with its three core categories, totality, contradiction and mediation. 

This thesis consists of a study on university teaching in the context of academic inclusion of students with disabilities. It assumes that the process of inclusion of students, whose training demands are diverse, leads to the reconfiguration of university teaching. This perspective involves three fundamental thoughts: the interaction with the disabled student leads to new learning which can (re)signify the exercise of teaching in Higher Education; the inclusion process presupposes a didactic conduct in constant renewal and reconfiguration; the meeting with students with disabilities contributes to the understanding of teaching in Higher Education as an educational act that involves multiple dimensions (pedagogical, scientific, political, evaluative). Thus, the research has as its central objective to analyze how teaching in Higher Education is configured in view of the inclusion of students with disabilities. This is a study of a qualitative nature, based on Symbolic Interactionism as the main theoretical matrix and on the Grounded Theory as a methodological approach. The immersion in the field, therefore, was guided by TFD, as well as the data obtained through intensive interviews analyzed according to the fundamentals of this approach. The results of the study show that inclusion is an invitation to exercise an intersubjective, self-reflective and ethical-professional behavior capable of producing a modifying and transformative experience in the sphere of professional teaching. This modifying experience presupposes the internalization of the other, in the position of a unique individual, who expresses himself in his singularity. The study also indicates that the threads that connect the relationships established between professors and students with disabilities are woven from a central dimension, which would be responsible for providing the necessary conditions to locate and elevate the other dimensions that constitute teaching to a dialogical connection. This central dimension, which we call analytic, is the founding concept of our emerging. This concept reiterates the relational, dialogic and integrated nature of the educational process that (re)signifies itself through the reciprocity relationships in which inclusion and teaching overlap and change each other. Thus, the results of this research form a theoretical model, delineated by properties and categories, which confirm the thesis defended in this study: university teaching is reconfigured in the face of the inclusion of students with disabilities, provided that intersubjective exchanges promote a more convergent teaching identity with the dialectics of education.

This thesis, linked to the Graduate Program in Education at the Faculty of Education of the Federal University of Bahia, investigates the relation between curriculum experiences and co-authorship of self in a movement of re-existence. Taking into account that it is prior to the currentscenarioofBrazilianeducationwhichcurriculumpolicieshaveinexorably institutionalized the historic duality of High School education, especially in the last five years. Law no. 13 415 of February 16, 2017 (BRASIL, 2017)-High School Counter-Reform Law- and the approval of the Common National Curriculum Base (CNCB) seeks the compulsory professionalization for the job market for daughters and sons of workers with an emphasis on competencesandabilitiesascentraldevicesoftheireducationprocesses.However, understanding that students are co-authors of curricula, they interfere, recreate, tension and alter these policies through their curriculum acts. Thus, the objective of this thesis is to answer the following research question:How do curriculum experiences contribute to high school students poetically become co-authors of themselves?Therefore, this investigation opted, methodologically, for critical and multi-referential ethno-research whose singularity lies in listening to its subjects as theorists of their daily experiences, full of contradictions, driftsandparadoxes.Ethno-researchisgeneratedmainlyfromtheassumptionsof phenomenology,ethnomethodologyandmulti-referentiality.Thus,tounderstandthe contributions of curriculum experiences for high school students to poetically become co- authors of themselves it is necessary to listen sensitively to the beings in their incompleteness. It is through this that students and teachers teach and learn relationallythrough the proposed debates,theconversations,therespectforthedisplacementandtheautobiographical narratives of the students and their sentient welcoming. This poetic understanding, evidenced in the research findings, is an opening to the opacity, ambiguity and ambivalence of language that is constituted as speech and silence. In its fringes inhabit the senses and co-authorship produced by students, experiencing themselves as others through seminars, readings of literary works and their rewritingin theater codes and problematization and intervention projects-still according to the conclusions-in addition to the Journey of Knowledge in which disciplines integrate and students work from different reference systems. Due to their ethnoconstitutivepoiesis, co-authorships also break disauthorizing curriculum experiences when students produce instituting movements by discarding the game of what is imposed on them.

The privacy entertainment on social media is a great opportunity for people who want to reinvent their existence, by means of constant exposure to themselves. Whatever the means, these displays are marked by a common element: a big portions of an intentionally public privacy. In this case, historically and culturally glimpsed in a discretion and serenity atmospheric, there was relegated to the reader of its recondite lecture as the only and main territory of existence of this subject, because, the introspective silence was a founded element of its subject. At the same time, with the digital media emergence, the actions of spectacularization of privacies and predilections reconfigure the reader's image: the intimate subject gives way to those who no longer see meaning in silence and anonymity, because they want to be seen. This exercise culminates in processes of overexposures of reader intimacies - previously private - present in the current sphere and which do leaded to this research is called reader-spectacle. Based on these informations, the manuscript aimed to directed the research to analyze the pedagogical statutes coming from the Facebook Group “Skoob: what have you been reading?” and its reverberations into the constitution of the ambient reader profile. As specific aimeds, the following were selected: a. a emergence problematic of digital social media research, especially reading social networks; b. identify and analyze in reading narratives, the pedagogies that interactants use in order to be seen; c. understanding of the visibility pedagogies present in the readers' narratives and, d. understanding the concept of reader-spectacle and, utilized the self-intimity reader as an enterprise of itself. It based, although, a qualitative research, with an analytical and descriptive nature. The central argument of the thesis is that by assuming the digital social media as a territory of existence, the reader let go of a series of visibility of themselves pedagogies, as from the intimity spectacularization and lecture predilections, another reader of a quite distinct from what is historically and culturally known: the spectacule-reader and, what uses its own reader intimacy as its own enterprise. The results shown that the readers' narratives revealed interesting nuances, such as the pedagogies of visibility – essential for the constitution and consolidation of the reader's profile in the research locus and was evidentiated how pedagogical the processes arising from the spectacularization of the reader's intimacy can be as well as a possible pedagogy for the other readers formation’s.

The search has like objective to analysis the possibilities and limits for realize the democratic administration in Salvador’s town inside centers of juvenile delinquents education. The idea was studied how the democratic administration like a constitution principle of democracy’s public education has a possibility to realize beyond two principles discipline characteristics of space: school and prision. The questions than growing are: 1^st) How created ways to participation and listen in a space project to liberty’s privation an control rights? 2^nd) How to realize that principle? 3th) Which the dificulteis and possibilites for the realize that principle in that realities? The search has devolpment in net’s public school of Salvador city in two schools. The colletion of information has done to that categories: a) Legal presuppositions in Brazilian law order about penal juvenile responsibility; b) Legal presuppositions about scholer and control to the schools in Center’s education juvenile delinquent; c) Was to realize the education democratic administration beyond the perception of choose subjects. The basic procceding for the two first categories based on study word and the third category was done interviews with director’s schools, manager’s education center’s juvenile delinquent, teachers, monitor’s juvenile and students, with the objective to know, beyond their perceptions if has possibilities to democratic administration in that’s schools. The results show for the reproduction criminals stigmas about young are engaged in education centers of juvenil’s delinguents and study in the two schools and get a comprehension the difficulties find in that two realities for realize the democratic administration like a principle is decribe in education law and the studies about a that knowledge area.  However the any interview show possibilities to realize  many signs that administration, others ways show limits for the realize.

Speaking at the territorial crossroads of the Afro Brazilian Museum - UFBA is an invitation to encounter the ancestry between bodies, memories and formative crossings in a crossroads of concepts and looks at the affections in the present time. The objective was to investigate bodily experiences dialogued with the African memory present at the Museu Afro Brasileiro - UFBA, promoting emancipatory possibilities in the construction of insurgent identities of students; identify racial ethnic issues inserted in the formative path; understand ruptures and continuities in the formative process from the visit to the Afro-Brazilian Museum - UFBA. Historical research, with a decolonial and Afro-centric epistemological basis. Could the narratives and crossings of emerging bodies trigger a mechanism for decolonizing knowledge and engaging in anti-racist pedagogical praxis? The analysis appropriate to the history of the present time was based on oral sources, field diaries, observation, testimonies, reports. Experience was also considered as a source. A dialogue was established with the pedagogy of crossroads (RUFINO, 2003), in a movement of disobedience, of unlearning to learn, proposing a series of possibilities outside rationalized logic. Exu, as the sign responsible for the beginning of everything, change, circularity, movement can make it possible to reframe knowledge, build possibilities and powers. We conclude that the crossing between ancestral knowledge and the bodies that learn in decolonial pedagogical praxis allows for ruptures and situated educational praxis. The historical records present at the Afro-Brazilian Museum - UFBA contributed to the understanding of cultural bodies, of historical subjects. Formative crossroads that point to the unveiling of identities and the creation of emancipatory educational devices.