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1
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MARIA CLARA FONTES DE MELLO COÊLHO
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INTERSECTION BETWEEN PLAYING, READING AND WRITING: A STUDY ON THE POSSIBLE INTERSECTIONS BETWEEN THE ACT OF PLAYING AND THE ACTS OF READING AND WRITING WITH 5-YEAR-OLD CHILDREN
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Leader : GIOVANA CRISTINA ZEN
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MEMBRES DE LA BANQUE :
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GIOVANA CRISTINA ZEN
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CILENE NASCIMENTO CANDA
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LEILA DA FRANCA SOARES
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REGINA LÚCIA POPPA SCARPA
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Data: 14 févr. 2023
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Afficher le Résumé
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The present paper aims to analyze the possible intersections between the act of playing and the acts of reading and writing in situations of symbolic play with 5-year-old children from Tertuliano Góes Municipal Center for Early Childhood Education, in Salvador. The discussions that anchor the research take as reference the studies of Vigotski (2007, 2014), Ferreiro (1985, 1992, 2005, 2011), Lerner (2002), Molinari (2020, 2022), as well as Brougère (2010), Kishiomoto (2011), Wasjkop (2009), Moyles (2002, 2006). The research data were produced through observations of children in two 5-year-old classes at the Tertuliano Góes Municipal Center for Early Childhood Education, in contexts of make believe games taking place in an imaginary beauty salon and barbershop which were held during September, 2022. As qualitative research, the methodological path is based on the phenomenological approach, and we elected ethno-research of an exploratory nature as our method. Documentary analysis, participant observation, and the conversation circle were used as research instruments. We observed that the written materials included in the beauty salon and barber shop stations were not absorbed in the children's playtime. They were, during all sessions, unwilling to use the writings in playing, making us understand that they separated the act of playing from the acts of reading and writing, seeing them as incompatible. The significant reservation of the children of Tertuliano Góes Municipal Center for Early Childhood Education related to the acts of reading and writing provokes us to keep asking about public policies pro-teachers' continuous education, as well as about the investment in actions to promote research and studies in early childhood education schools. This research is expected to be able to collaborate with the debate on the invisibility of writing in official documents of Early Childhood Education and to expand discussions on the right of young children to get into the cultures of writing, having the school as an ally in this path.
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2
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Mariana Santos de Jesus
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DIDACTIC INTERVENTIONS IN LITERACY INITIAL: WHAT THE TEACHERS REVEAL SALVADOR MUNICIPAL EDUCATION
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Leader : GIOVANA CRISTINA ZEN
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MEMBRES DE LA BANQUE :
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MARIA DA CONCEIÇÃO DE CARVALHO ROSA
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RENATA BARROSO DE SIQUEIRA FRAUENDORF
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DENISE MOURA DE JESUS GUERRA
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GIOVANA CRISTINA ZEN
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Data: 15 févr. 2023
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Afficher le Résumé
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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.
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3
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NOÉ MATIAS DE SOUZA
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THE TRANSITION FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY EDUCATION: THE SEAT-SEAT PHENOMENON IN THE MUNICIPAL PUBLIC SYSTEM OF IRAQUARA, SEABRA AND SOUTO SOARES
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Leader : GIOVANA CRISTINA ZEN
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MEMBRES DE LA BANQUE :
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SILVANA DE OLIVEIRA AUGUSTO
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CILENE NASCIMENTO CANDA
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GIOVANA CRISTINA ZEN
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Data: 23 févr. 2023
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Afficher le Résumé
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The challenges imposed on the transition from Early Childhood Education to Elementary School are the object of investigation of this research, whose main objective is to critically analyze how educators of 5- and 6-year-old groups understand this transition. To do so, an exploratory research was conducted with 27 educators linked to the public educational system of the cities of Iraquara, Seabra and Souto Soares, in Bahia state. Data were produced through documental analysis, online questionnaires, focus groups and interviews, and then analyzed based on the contributions of Ferreiro (2011); Corsaro (2011); Sarmento (2011); Barbosa (2007; 2014); Kramer (2007); Zen (2020). Despite the regulatory frameworks point out the importance of a transition performed in a continuous mode, the results of this study indicate that the epistemic disputes between the two teaching segments, specified in the official documents and in the numerous participants’ testimonies, generate ruptures and negatively interfere in the curricular and pedagogical organization of the transition process between Early Childhood Education and Elementary School, metaphorically called in this research as the transition seesaw phenomenon. The study also points out that in order to this seesaw be balanced, it is necessary that the forces exerted on each of its ends be similar. This means that it is necessary to produce didactic-pedagogical practices that respect the being child and his/her childhood in line with public and training policies. More than to balance the seesaw, it is imperative to recognize that the challenge of the transition only exists because there is neither articulation nor coherence between what is proposed for Early Childhood Education and Primary School, respectively.
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4
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Ana Caroline Candeias dos Santos
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APPROPRIATION OF LEISURE SPACES BY THE COMMUNITY OF BAIRRO DA LIBERDADE: BETWEEN SOCIAL LAW AND NON-FORMAL EDUCATION
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Leader : EMILIA AMELIA PINTO COSTA RODRIGUES
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MEMBRES DE LA BANQUE :
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EMILIA AMELIA PINTO COSTA RODRIGUES
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MARIA CECILIA DE PAULA SILVA
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PRISCILLA PINTO COSTA DA SILVA
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Data: 24 févr. 2023
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Afficher le Résumé
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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.
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5
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ALINE CARVALHO NASCIMENTO
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THE ORDER OF THE LETTERS IN THE WRITTEN PRODUCTION: WHAT CHILDREN IN THE LITERACY PROCESS SAY
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Leader : GIOVANA CRISTINA ZEN
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MEMBRES DE LA BANQUE :
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MARÍA CLAUDIA MOLINARI
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GIOVANA CRISTINA ZEN
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LUCIA GRACIA FERREIRA TRINDADE
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REGINA LÚCIA POPPA SCARPA
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Data: 24 févr. 2023
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Afficher le Résumé
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This exploratory research, of psychogenetic nature, aimed to comprehensively analyze the conceptualizations of Brazilian children who already phoneticize writing when faced with the challenge of deciding in which order the letters should be placed in the written production. The participating children were 6 and 7 years old and were in the first year of elementary school. The investigation took place in a public school in Itaberaba, a city in the Bahia countryside, and the sample consisted of eleven children in the syllabic and syllabic-alphabetic levels of conceptualization. An initial diagnosis was made to identify the children's writing levels, and from that three tasks were proposed individually on two consecutive days: production of the first version of a list of seven animal names, production of the second version of the same list, and revision of the writing. The words on the list were selected to contemplate a variety of syllabic structures ‒ including CV, CVC, CVV, V, VC, in order to analyze how the children represented each one of them in their written productions ‒ and the relations with the particularities of Brazilian Portuguese. Thus, the research procedures enabled the production of data about the reflections made by the children and the decisions made about the order of the letters in the words. The results highlighted the power of the writing moments on their own, made by the children, and how much the review of their own writings potentiates the reflection about how many, which, and what the order of the letters in their written production. The results also showed that the order issues faced by the children in their written production are driven by internal conceptualizations and also by particularities related to the characteristics of Brazilian Portuguese ‒ in the case of this research, the mother tongue. Throughout the research, we tried to consider the children's ideas, as a political decision to give them the right to be heard and understood.
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6
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Alison Conceição Brito
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LEISURE AND EDUCATION IN THE DISCOURSE OF PROFESSORS OF PHYSICAL EDUCATION IN THE STATE OF BAHIA: POSSIBILITIES AND POTENTIALITIES OF EDUCATION FOR LEISURE
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Leader : EMILIA AMELIA PINTO COSTA RODRIGUES
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MEMBRES DE LA BANQUE :
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MARIA CECILIA DE PAULA SILVA
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EMILIA AMELIA PINTO COSTA RODRIGUES
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PRISCILLA PINTO COSTA DA SILVA
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Data: 24 févr. 2023
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Afficher le Résumé
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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.
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7
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Carlos Ferreira da Silva Filho
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CAPOEIRA IN THE SPACES OF SALVADOR:
TERRITORIES OF RESISTANCE IN THE GEOGRAPHY OF THE CITY
(20TH CENTURY AND THE FIRST TWO DECADES OF THE 21st CENTURY)
ABSTRACT
In any case, the contextualization of the debate listed in the text is anchored under the phenomenon of expansion of capoeira in urban areas, continuing its characterization as a corporal practice, cultural resistance, revealing territories of socialization and promotion of leisure in the city. However, considering the African roots of the cultural manifestation, its propagation from the public areas of the Bahian metropolis and its arrival to closed spaces, our problem in question emerges: how capoeira spread diachronically throughout Salvador and what spaces it currently occupies from the headquarters of the city groups? Based on this problem, the objective is to describe the cartography of capoeira in Salvador, from its roots in relevant moments of capoeira culture in the course of the 20th century and in the first two decades of the 21st century. A bibliographical research was carried out, emphasizing political and social factors that occurred since the beginning of the 30's that extended through the 20th century until the beginning of the 21st century, metamorphosing the meanings incorporated into the culture of capoeira. The cartography constructed in the text exposes part of the urban fabric of capoeira in the multi-territorial scenario of Salvador Contemporânea (schools, gyms, public spaces, among other locations) based on a compilation by the Gregório Foundation of the headquarters of the groups in the city in 2015. a contextualization of geographical space is built in the zoning of Salvador, as a possibility to establish communication with other fields related to the discussion. This refers to the problematization of cartography as an instrument of socio-spatial analysis by displaying the territorial resistance of capoeira that is propagated by its spreading and rooting in the spaces of the city. It is concluded that considering the social factors and meanings of capoeira in Bahian society from the 1930s onwards, we find that capoeira is widespread in all areas of Salvador, present in pedagogical practices, identified as a struggle and as an instrument for the promotion of leisure in the territories of his teaching, inscribed as emerging spaces in contemporary times. As a bodily experience, it circulates around the city when experienced in the squares, streets, square parties and beaches that make capoeira a hallmark of Salvador's identity. These are situations that confirm its characterization as spatial resistance, because it is marked in the most varied places of the Bahian metropolis: schools, gyms, clubs, residents' associations, urban social centers, private spaces, among other establishments. and situations that bequeath the culture of capoeira in the city from the institutionalized spaces for its teaching in Salvador. Created in the city and distributed throughout the 20th century and in the first two decades of the 21st century, these venues can be understood as territories of resistance that bequeath the culture of capoeira in the city.
Keywords: Capoeira; Territories; Resistance; Leisure; Salvador.
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Leader : BRUNO OTAVIO DE LACERDA ABRAHAO
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MEMBRES DE LA BANQUE :
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BRUNO OTAVIO DE LACERDA ABRAHAO
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JOSIVALDO PIRES DE OLIVEIRA
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PEDRO RODOLPHO JUNGERS ABIB
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Data: 27 févr. 2023
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Afficher le Résumé
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In any case, the contextualization of the debate listed in the text is anchored under the phenomenon of expansion of capoeira in urban areas, continuing its characterization as a corporal practice, cultural resistance, revealing territories of socialization and promotion of leisure in the city. However, considering the African roots of the cultural manifestation, its propagation from the public areas of the Bahian metropolis and its arrival to closed spaces, our problem in question emerges: how capoeira spread diachronically throughout Salvador and what spaces it currently occupies from the headquarters of the city groups? Based on this problem, the objective is to describe the cartography of capoeira in Salvador, from its roots in relevant moments of capoeira culture in the course of the 20th century and in the first two decades of the 21st century. A bibliographical research was carried out, emphasizing political and social factors that occurred since the beginning of the 30's that extended through the 20th century until the beginning of the 21st century, metamorphosing the meanings incorporated into the culture of capoeira. The cartography constructed in the text exposes part of the urban fabric of capoeira in the multi-territorial scenario of Salvador Contemporânea (schools, gyms, public spaces, among other locations) based on a compilation by the Gregório Foundation of the headquarters of the groups in the city in 2015. a contextualization of geographical space is built in the zoning of Salvador, as a possibility to establish communication with other fields related to the discussion. This refers to the problematization of cartography as an instrument of socio-spatial analysis by displaying the territorial resistance of capoeira that is propagated by its spreading and rooting in the spaces of the city. It is concluded that considering the social factors and meanings of capoeira in Bahian society from the 1930s onwards, we find that capoeira is widespread in all areas of Salvador, present in pedagogical practices, identified as a struggle and as an instrument for the promotion of leisure in the territories of his teaching, inscribed as emerging spaces in contemporary times. As a bodily experience, it circulates around the city when experienced in the squares, streets, square parties and beaches that make capoeira a hallmark of Salvador's identity. These are situations that confirm its characterization as spatial resistance, because it is marked in the most varied places of the Bahian metropolis: schools, gyms, clubs, residents' associations, urban social centers, private spaces, among other establishments. and situations that bequeath the culture of capoeira in the city from the institutionalized spaces for its teaching in Salvador. Created in the city and distributed throughout the 20th century and in the first two decades of the 21st century, these venues can be understood as territories of resistance that bequeath the culture of capoeira in the city.
Keywords: Capoeira; Territories; Resistance; Leisure; Salvador.
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8
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Pedro Henrique Teófilo de Jesus
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FORM AND CONTENT AS A DYNAMIC UNIT:expression in pedagogical practice
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Leader : MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MEMBRES DE LA BANQUE :
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REGINALDO CARVALHO DA SILVA
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FABIO PESSOA VIEIRA
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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ROSANE MEIRE VIEIRA DE JESUS
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Data: 1 mars 2023
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Afficher le Résumé
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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.
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9
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Gisele Tourinho Pereira
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AUDIOVISUAL CONTENT IN ENGLISH LANGUAGE TEACHING ON YOUTUBE
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Leader : VERONICA SOFIA FICOSECO
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MEMBRES DE LA BANQUE :
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EDVALDO SOUZA COUTO
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GABRIEL FRANCISCO CEVALLOS MARTINEZ
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VERONICA SOFIA FICOSECO
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Data: 20 mars 2023
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Afficher le Résumé
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The thesis analyzes two contexts of audiovisual content in English language teaching through YouTube. Its general objective is to analyze the audiovisual content produced for the teaching of the English language by Brazilian teachers/producers on two YouTube channels. Based on this general objective, three specific objectives were defined that guided the research: 1) To analyze the videos published by a Brazilian educator/producer, observing the outreach strategies and the contents included; 2) Recognize and characterize the technical, narrative and pedagogical audiovisual strategies implemented for the teaching of the English language by the Brazilian educator who produces content; 3) Analyze the dialogical dynamics produced around the videos, between the users of the social network and the Brazilian educator who produces the content. In order to meet the aforementioned objectives, we use as theoretical contributions concepts and foundations of digital technologies in education, audiovisual potential in the acquisition and learning of the English language, YouTube and social networks in education, teaching methodology of English language, Language Teaching and Bilingual Education. The method used was qualitative, descriptive and analytical, and the method adopted for data analysis was Content Analysis. Two YouTube channels were chosen: BBlíngue, which aims to show how a teacher and communication specialist couple raise the bilingual daughter. The fam- ily is Brazilian and lives in Brazil, however they decided to speak only English with the child; English in Brazil, which aims to teach the English language. The first channel focuses on acquisition and the second on English Language learning as a second language. In both channels, five videos were analyzed technical, pedagogical and descriptively. With this route, the research concluded that audiovisual content in English teaching through YouTube sets precedents for thinking theoreticall and methodologically about the production and sharing of videos to miti- gate the reasons why LI teaching is precarious in Brazil.
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10
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Cáritas da Hora Pereira
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Analysis of the linguistic aspects of the graphemephoneme relationship of a child with school difficulties.
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Leader : ELAINE CRISTINA DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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ELAINE CRISTINA DE OLIVEIRA
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MARIA LUCIA HAGE MASINI
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CRISTIANE CARNEIRO CAPRISTANO
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Data: 20 mars 2023
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Afficher le Résumé
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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.
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11
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Cáritas da Hora Pereira
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Analysis of the linguistic aspects of the graphemephoneme relationship of a child with school difficulties.
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Leader : ELAINE CRISTINA DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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ELAINE CRISTINA DE OLIVEIRA
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MARIA LUCIA HAGE MASINI
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CRISTIANE CARNEIRO CAPRISTANO
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Data: 20 mars 2023
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Afficher le Résumé
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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.
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12
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Caroline da Silva Santos
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USES OF THE INTERNET OF THINGS IN TWO PUBLIC SCHOOLS IN BAHIA
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Leader : EDVALDO SOUZA COUTO
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MEMBRES DE LA BANQUE :
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KAIO EDUARDO DE JESUS OLIVEIRA
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BARBARA COELHO NEVES
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EDVALDO SOUZA COUTO
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Data: 10 avr. 2023
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Afficher le Résumé
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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.
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13
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THAIS COSMO COUTINHO
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NATIONAL COMMON CURRICULAR BASE AND THE TREATMENT WITH THE KNOWLEDGE OF CORPORAL CULTURE IN KIDS EDUCATION: Contributions of the critical thinking approach to the teaching and learning process.
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Leader : CLAUDIO DE LIRA SANTOS JUNIOR
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MEMBRES DE LA BANQUE :
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CELI NELZA ZULKE TAFFAREL
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CLAUDIO DE LIRA SANTOS JUNIOR
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DAVID ROMÃO TEIXEIRA
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KATIA OLIVER DE SA
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MARIZE SOUZA CARVALHO
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MÁRCIA MORSCHBACHER
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Data: 20 avr. 2023
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This dissertation aims to systematize the theoretical and methodological contributions proposed by recent scientific production that deal with the organization of the teaching of Physical Education in Early Childhood Education, from the theoretical and methodological unity between the historical-critical pedagogy, the historical-cultural psychology and the critical-superior approach, to demonstrate, on the one hand, the downgrading of teaching in this first stage of education arising from the BNCC and, on the other, the important contributions that the curriculum component Physical Education can offer from the teaching of body culture in early childhood education. Our object of study, therefore, are the theoretical and methodological possibilities of developing the treatment with the knowledge of Body Culture in early childhood education, beyond the proposal of the BNCC. For this, we use as explanatory basis the historical-dialectical materialism from the categories: Contradiction - Content and Form. Our empirical sources are the works that take as theoretical-methodological reference the historical-cultural theory; and Theses and Dissertations produced in REDE LEPEL, Bahia, which specifically dealt with our object of study. In order to contribute to the theoretical and methodological debate on the teaching of body culture in early childhood education, overcoming the limits set by the BNCC, and instrumentalize the teacher in their concrete reality, it was also necessary to gather the advances systematized by productions that are based on the Critical-Superior Approach. As a result, we point out that the conceptual and methodological system arising from the theoretical-methodological unity between the historical-critical pedagogy, the historical-cultural psychology and the critical-superior approach allow us to advance in a type of organization of teaching of Physical Education in Early Childhood Education counter-hegemonic, because this unit proposes curricular-pedagogical-didactic guidelines that overcome by incorporation the curricular-pedagogical-didactic guidelines of the BNCC, both in the conception of development and childhood, and in dealing with the knowledge of body culture, because its contents take the historical meanings (social signs), teaching for the development of psychic functions, aiming at the becoming of the child, with learning actions that organize the information of the objective world. Thus, we conclude that the teaching of the Critical-Superior Approach along with the contributions of Cultural-Historical Psychology and Critical-Historical Pedagogy, because the schooling cycle that represents the Children's Education, identification of the data of reality, demands that the professional of Physical Education appropriates psychological foundations, to know the internal logic of the psychism of the period of children's education, to thus organize and select a planning within the cognitive possibilities, since the teaching with babies. In this sense, planning should be aligned with the periodization of development and the foundations of the Critical-Historical Theory of education and the Critical-Superior Approach which, in turn, defends the contents of Body Culture from the activity theory.
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14
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CLAUDIO DOS SANTOS COSTA
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THE GYMNASTICS CONTENT IN ELEMENTARY EDUCATION: REALITY AND POSSIBILITIES FOR ADVANCES BASED ON THE FOUNDATIONS OF HISTORICAL-CRITICAL PEDAGOGY AND THE OVERCOMING CRITICAL APPROACH TO PHYSICAL EDUCATION.
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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CELI NELZA ZULKE TAFFAREL
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MARIZE SOUZA CARVALHO
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MÁRCIA MORSCHBACHER
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DAVID ROMÃO TEIXEIRA
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KATIA OLIVER DE SA
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Data: 20 avr. 2023
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By problematizing the treatment of teaching the Gymnastics content in the Critical-Overcoming Approach, in the face of the contradictions of the educational policies in force in Brazil, we place ourselves in the condition of subjectively and objectively assuming an analysis of the concrete reality of what has been pointed out by the Physical Education policies dealt with in the State Curriculum Guidelines for the Northeast Region of Brazil in the context of the mode of production and reproduction of capital that is expressed in the struggle of antagonistic interests between the fundamental classes of the capitalist social and economic formation, which tends to intensify in the current situation of structural crisis capital world. Considering the determinations of neoliberalism in Brazilian educational policy and the limits imposed on the reality of teaching the Gymnastics content in the initial grades of fundamental education from the BNCC, in view of the contributions of the foundations of Historical-Critical Pedagogy, what is the reality and contradictions of this content in the State Curriculum Guidelines for Physical Education in the Northeast Region of Brazil and what indicators of possibilities for advances can be considered?
In order to methodologically subsidize the investigation and analysis of the documents raised (Base Nacional Comum Curricular and State Curricular Guidelines for Physical Education), we took as a reference, from the studies of the author Laurence Bardin, the content analysis, that is, a group of methodological instruments which perfects where it is possible to apply “discourses” that oscillate between two poles, the content analysis of the rigor of objectivity and the fecundity of subjectivity. (BARDIN, 2016, p. 15) We will objectively understand that document analysis is an operation or a set of operations that aims to represent the content of a document in a form different from the original, facilitating further study, facilitating its consultation and its referencing.
Understanding and explaining the concrete reality about the gymnastics content in elementary education in view of the limits and possibilities of the BNCC and the State Curriculum Guidelines for Physical Education in the Northeast region of Brazil required us to base ourselves on a theoretical, critical, historical, materialist, and dialectical framework, in order to we do not fall into the mere description of the collected data or the construction of idealizations about the process of teaching gymnastics content on the school floor. For this, we chose in this research the following methodological categories: dialectical pair Reality/possibilities, contradictions, concrete totality, and, to develop such methodological categories, in view of the notes of the gymnastics content placed in the BNCC and in the State Curriculum Guidelines for Physical Education, we sought the path traced in the master's research by Alves (2017) and in the studies by Cheptulin (1982) and Kosik (1976).
In this sense, when raising the documents (Base Nacional Comum Curricular and State Curricular Guidelines for Physical Education) in their raw and primary state, we converted them to their secondary state, where, in a synthetic way, we composed summaries and indexing that allowed the composition of a classification in keywords. In this sense, it should be clarified that the intellectual operation, which made it possible to cut the information, divide it into categories and represent it in condensed form by indexing in the document analysis, followed the same processes in the content analysis, but it is worth highlighting their differences in the process of analysis around the object that we propose to study: In this sense, the procedures adopted in the investigation were developed from 4 phases: 1) survey of documents (Base Nacional Comum Curricular and State Curricular Guidelines for Physical Education) in their raw and primary state , selected after floating reading; 2) Identification of possible content analysis categories through a second, more attentive reading of the material; 3) conversion of documents to their secondary state, where we composed the tables from the categories of content analysis, after a third more analytical reading; 4) reading the data from the charts, aiming at recognizing the main concepts related to each category of content analysis to produce a synthesis of the results found. (BARDIN, 2016, p. 51 - 52)
We found as a hypothesis that the teaching of gymnastics content in Physical Education in the initial grades of elementary school in the Northeast Region exposes limits and contradictions arising from the implementation of the BNCC and the State Curriculum Guidelines for Physical Education, considering the period from 2016 to 2020, in which we identified that the proposal for teaching this content recovers and strengthens the notion of developing skills and abilities implemented in the 1990s by the educational policy of the governments of Collor de Melo and Fernando Henrique Cardoso, whose proposal serves a unilateral human being formation that supports the capitalist mode of production, preventing the full development of the multiple potentialities of the social being; in this way, these documents and curricular guidelines, when proposing general and specific competences for teaching gymnastics content in Physical Education, establish parameters that feed the formation of human beings to meet the logic of the neoliberal market, and in the process of dispute for the formation of subjects in the Brazil, both the BNCC and the State Guidelines assume the formal logic; the analysis of the nine (09) Curricular Guidelines of the northeastern states point to the finding of a proposal for teaching gymnastics in elementary school based on an ahistorical conception, based on a fragmented view of scientific knowledge, which is characterized by a theoretical eclecticism that it is expressed in various currents of thought and approaches to Physical Education; considering the need to overcome the found limits by incorporation, there are possibilities of elaborating a new proposal of BNCC and of State Curriculum Guidelines that can indicate in the teaching of the content of the School Gymnastics, based on fundamentals of a Historical-Critical Educational and Pedagogical theory and in a Critical-Superior Approach to Physical Education, whose bases are referenced in the theory of knowledge of Historical and Dialectical Materialism, which defends an omnilateral human being formation, the dialectical logic, considering the need to raise the standard of the students' body culture , with a view to teaching that meets the historical need for human emancipation of the working class.
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15
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Lucimara Alves de Araújo Silva
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STORIES OF WOMEN IN LITERACY IN EJA IN THE CONTEXT OF THE PANDEMIC IN THE MUNICIPALITY OF SIMÕES FILHO -BA
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Leader : GILVANICE BARBOSA DA SILVA MUSIAL
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MEMBRES DE LA BANQUE :
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GILVANICE BARBOSA DA SILVA MUSIAL
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SANDRA MARIA MARINHO SIQUEIRA
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MARIA CLARISSE VIEIRA
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MARIA HERMÍNIA LAGE FERNANDES LAFFIN
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Data: 24 avr. 2023
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The literacy process is a unique moment in people's lives, especially for those who did not have the opportunity during childhood and adolescence, reaching adulthood without knowing how to read and write. Throughout history, women have been severely repressed and have struggled to assert their place in society, given all the discrimination they have suffered and which are perpetuated, on some occasions, in more subtle ways today. There are still many ways to go so that we are respected and recognized in society. Studying the reality and challenges experienced by women in the literacy process motivate this research. Specifically, the present work proposal constitutes a study on the literacy process of women in Youth and Adult Education (EJA) in the municipality of Simões Filho (BA), considering the context of the pandemic caused by the new coronavirus (SARS) CoV-2). In view of the context presented, the dissertation has the general objective: to analyze the literacy processes of women in Youth and Adult Education of the Simões Filho teaching network in the context of the pandemic caused by the new coronavirus (SARS-CoV). Its specific objectives are: a) to contextualize remote teaching in EJA from the public policies of EJA of the municipal network of Simões Filho regarding the guarantee of literacy in the perspective of literacy during the pandemic; b) to identify the profile of EJA students from the Municipal Network of Simões Filho-BA, considering gender, race and social class and their consequences in the literacy process from the perspective of literacy and c) to investigate the difficulties experienced by women in the process of literacy from the perspective of literacy in EJA in the municipality of Simões Filho-BA, considering the context of the pandemic. The pandemic has brought many challenges for educators. It was a period in which educators had to reinvent themselves to address the educational needs made worse by the two years of the health crisis. The consequences are still present in the return to face-to-face classes: absence of students, low attendance and increased learning difficulties in relation to reading and writing. The examination of documents on teaching during the pandemic period led to the analysis that remote teaching in EJA did not consider the specificities of the modality of youth and adult education, considering that not even the municipality was concerned with having a specific orientation for EJA. The narratives reveal these consequences, illustrating how much the period, due to the socio-political context of the country, was a moment of widening inequalities of race, gender and social class. As suggestions, we highlight the importance of developing EJA pedagogical activities based on Freire's principles, enhancing the specificities of youth and adult education to make the literacy process truly meaningful and transformative.
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16
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Thais Braz Duarte
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“YOU COME BACK TOMORROW AND THEN FOREVER?” THE FIGHT AGAINST COLONIALIST EDUCATION AROUND A SPINNING PHILOSOPHY
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Leader : CILENE NASCIMENTO CANDA
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MEMBRES DE LA BANQUE :
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CILENE NASCIMENTO CANDA
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EDUARDO DAVID DE OLIVEIRA
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MARIA WALBURGA DOS SANTOS
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OSMAR SOARES DA SILVA FILHO
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Data: 26 avr. 2023
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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.
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17
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Vitória Leite da Veiga
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SALVADOR, THE BLACKEST CITY AND ITS WHITEST POOLS: STUDY ON STRUCTURAL RACISM IN SWIMMING FROM THE DOCUMENTAL AND CARTOGRAPHIC ANALYSIS
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Leader : BRUNO OTAVIO DE LACERDA ABRAHAO
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MEMBRES DE LA BANQUE :
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BRUNO OTAVIO DE LACERDA ABRAHAO
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PATRICIA LUSTOSA BRITO
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RAQUEL DA SILVEIRA
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ROMILSON AUGUSTO DOS SANTOS
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Data: 25 mai 2023
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Salvador establishes itself nationally as the blackest capital in the country and with the second largest bay in the world, being a city with a great space potential for the awakening of interest and consequently the development of water modalities, such as swimming. Public managers from 2009 to 2021 establish and develop public projects infrastructure and social issues that sought to spread the modality and reduce ills social causes caused by racism from the connection with swimming, given the importance of learning to swim in the city. Using schools as one of the main ways of association between public projects and the black population, for the democratization of modality. However, it was concluded in this work that the exclusion of the black population from swimming sports space, is established in the non-entry of the black population in spaces of pools for historical, social, economic and spatial reasons.
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18
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Juliana Santos Andrade
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Children with autism spectrum disorder in early childhood education: legal and pedagogical aspects
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Leader : MIGUEL ANGEL GARCIA BORDAS
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MEMBRES DE LA BANQUE :
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MARLENE OLIVEIRA DOS SANTOS
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MIGUEL ANGEL GARCIA BORDAS
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MIRALVA DOS SANTOS SILVA
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NELMA DE CASSIA SILVA SANDES GALVAO
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SHEILA DE QUADROS UZEDA
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SONIA LOPES VICTOR
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Data: 14 juil. 2023
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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.
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19
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GABRIELLA SANTANA DA SILVA PITTA
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ETHNIC-RACIAL RELATIONS IN YOUTH AND ADULT EDUCATION: TRENDS IN BRAZILIAN ACADEMIC PRODUCTION (2010-2019)
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Leader : GILVANICE BARBOSA DA SILVA MUSIAL
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MEMBRES DE LA BANQUE :
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GILVANICE BARBOSA DA SILVA MUSIAL
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MARIA HERMÍNIA LAGE FERNANDES LAFFIN
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GABRIEL SWAHILI SALES DE ALMEIDA
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EDITE MARIA DA SILVA DE FARIA
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Data: 19 juil. 2023
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The present work aimed to analyze how the results of academic production (from 2010 to 2019) on Ethnic-Racial Relations in Youth and Adult Education can contribute to the understanding of the field of studies of this modality. We carried out a research with a qualitative approach, of the State of Knowledge type (ROMANOWSKI and ENS, 2006), with a methodology inspired by the studies of Haddad (2000), Sposito (2000) and Sanceverino and Laffin (2020). As a theoretical reference, we use Gomes (2005, 2011, 2017 Passos (2010), Nascimento (2016), Carneiro (2005), as well as Arroyo (2011), Di Pierro and Joia (2001), Haddad and Ximenes (2018), among other authors who supported us in the attempt to dialogue between Youth and Adult Education (YAE) and Ethnic-Racial Relations, focusing on issues of the black population. titles, of which only 25 dealt with the theme, 11 Academic Master's dissertations, 11 Professional Master's dissertations and three theses. In general, the works pointed to difficulties in the implementation of Law nº 10.639/2003 in the Educational Policy and in the pedagogical practices of YAE. The results led to the conclusion that the myth of racial democracy permeates this educational modality, in the academic, political and pedagogical scopes. However, despite the scarcity of works that deal directly with racial issues in YAE, we observe the growing concern of researchers and researchers in collaborating so that this field of study advances in the fight against racism.
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20
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EVERTON SANTOS PAIXÃO
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(AUTO)BIOGRAPHICAL NARRATIVES OF A TEACHER IN (AN)DANCE
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Leader : MARLECIO MAKNAMARA DA SILVA CUNHA
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MEMBRES DE LA BANQUE :
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MARLECIO MAKNAMARA DA SILVA CUNHA
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MARTA LICIA TELES BRITO DE JESUS
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THIAGO SANTOS DE ASSIS
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JOAKLEBIO ALVES DA SILVA
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Data: 21 juil. 2023
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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.
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21
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CRISTIANE SILVA CONCEIÇÃO
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EDUCATIONAL STRATEGIES FOR THE TARGET PUBLIC OF SPECIAL EDUCATION DURING THE PANDEMIC PERIOD IN SALVADOR-BA
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Leader : MIGUEL ANGEL GARCIA BORDAS
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MEMBRES DE LA BANQUE :
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MARCIA HELENA DA SILVA MELO
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FERNANDA MATRIGANI MERCADO GUTIERRES DE QUEIROZ
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MIGUEL ANGEL GARCIA BORDAS
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PATRICIA CARLA DA HORA CORREIA
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Data: 17 août 2023
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The pandemic caused by COVID-19 led to the closure of schools and different strategies were created to ensure the maintenance of school activities. Thinking about the monitoring of these activities by the target audience of special education (people with disabilities, with global developmental disorders and with high skills or giftedness), this research entitled Educational Strategies for the Target Audience of special education during the Pandemic Period in Salvador- Ba has the general objective of reflecting on educational strategies for the target audience of special education during the pandemic period in the city of Salvador, in the years 2020, 2021 and 2022. The specific objectives: To verify the perceptions of members of the school community about the implementation of the proposed activities during the period of non-face-to-face classes and on their return. The research used a qualitative descriptive approach through the evidentiary paradigm methodology. Semi-structured interviews were carried out with a manager, a Specialized Educational Care (AEE) teacher, a regular class teacher, a mother of a special education target audience student and her son, a student at a municipal school in Salvador at a school in municipal network of Salvador. With the analysis of the results, we point out that the strategies carried out by SMED contributed little to the learning of PAEE students, during the suspension of face-to-face classes. The school where the research was carried out showed concern for PAEE students, but closer actions between the common room teacher and the AEE teacher are needed. The school carried out successful activities with some students during the suspension of face-to-face classes and on their return, however the change of building and loss of the Multifunctional Resource Room (SRMs) represented barriers to the development of activities. Thus, we seek to contribute to the discussions on inclusive school education, share the challenges and successful practices that can collaborate in the elaboration of inclusive educational public policies.
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22
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Maria Aparecida Silva de Menezes
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Uncontrollability of the advance of capital over the public fund in Bahia: an analysis of the waiver of ICMS revenue and its influence on the financing of basic education.
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Leader : RODRIGO DA SILVA PEREIRA
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MEMBRES DE LA BANQUE :
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NALU FARENZENA
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MARIA DILNEIA ESPINDOLA FERNANDES
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RODRIGO DA SILVA PEREIRA
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Data: 28 août 2023
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The dissertation has as object the ICMS revenue waivers and their influence on the Basic Education financing, between 2001 and 2019, problematized by the following question: How does capital advance on the public fund through the ICMS waiver granted by the State of Bahia, burdening the Basic Education financing? General objective was revealing how public funding reduction in Basic Education occurs from the ICMS waiver process granted by the State of Bahia, broken down into the following specific objectives: 1) identifying political and fiscal role of revenue waivers and their relationship with austerity for social spending and uncontrollability for capital to extract increasing resources from the public fund; 2) analyzing how capital, based on the waivers granted by Bahia through the DESENVOLVE Program, articulates the categories of economic development and job creation to materialize the advance on public fund of Bahia; and 3) describing the constitutional structure of education financing, exposing the relative stability condition of the earmarking of resources for the Basic Education financing, resulting from the ICMS waiver deferred by the State of Bahia. Historical-dialectical materialism supported analyses, whose path began with the appearance of the object, mobilizing knowledge through bibliographic and documentary analysis for appropriation of object, to then inquiring about existing links between waivers and the Basic Education financing. The research indicates the following findings: a) real political and fiscal role of revenue waivers is feeding economic development dynamics in conjunction with capital, using public fund as an in-flux component of the capitalist production and reproduction process; b) dispute over the public fund composes dialectic relationship between austerity for social spending and uncontrollability for capital to extract increasing public resources, fueled by neoliberal rationality with arguments of inefficiency and the crisis of the State; c) DESENVOLVE Program, instituted in the neoliberal fiscal war context, granted companies, further ICMS waivers, infrastructure, cost reduction with hiring and qualification of labor, and institutional support with public banks, tax bodies and environmental, characterizing the use of public funds as an in-flux component of the capitalist production and reproduction process; d) ICMS waivers in Bahia destabilize the Basic Education financing, affecting especially municipalities that hold the majority enrollments in Basic Education; e) ICMS waivers in Bahia also destabilizes the Basic Education financing nationally, due to its impact on the Union’s supplement. Calculated as a percentage of the total resources contributed to the funds constituted by the State and the Federal District, due to the reduction of per-year student value, determined as a result of the Federal Government supplement, and as a result of removal the opportunity for other states to receive supplementation, if Fundeb in Bahia were larger, it would open space to contemplate other states.
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23
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SUELÂNDIA MOREIRA FRANCO
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EMANCIPATORY CURRICULUM ACTS MOBILIZED BY TEACHERS IN THE CONTEXT OF CHILD LITERACY IN PUBLIC SCHOOLS
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Leader : DENISE MOURA DE JESUS GUERRA
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MEMBRES DE LA BANQUE :
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DENISE MOURA DE JESUS GUERRA
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GIOVANA CRISTINA ZEN
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MARIA CLÁUDIA SILVA DO CARMO
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ROBERTO SIDNEI ALVES MACEDO
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Data: 2 oct. 2023
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ABSTRACT
This dissertation aimed to understand the Emancipatory Curriculum Acts mobilized by teachers in the context of children's literacy in three public schools located in the Vale do Jequiriçá/Bahia, Brazil. The methodology is grounded in qualitative research with inspiration from Critical and Multireferential Ethnopedagogy, whose uniqueness lies in listening to its collaborators (six literacy teachers) as theorists of their daily experiences. We used documentary analysis, participant observation, formational diary, and semi-structured interviews to identify how emancipatory curriculum acts are mobilized by literacy teachers, highlighting how these acts contribute to mediating the process of constructing teaching and learning from the perspective of listening and sensitive observation of the "being-becoming" through which educators constitute themselves as curriculum subjects. This eco-perspective understanding highlights in emancipatory curriculum acts a potent device for formative possibilities of teaching knowledge and (re)signification of knowledge and pedagogical work organization, as openings for transformations in the context of literacy. Thus, emancipatory curriculum acts enhance the senses and autonomy of educators to authorize themselves with others who, by questioning the instituting bases, provoke, (re)create, and (re)organize the environment and pedagogical practice, disrupting the game of what is imposed on them, through responsible subversive attitudes and transgressive attitudes, tensioning supposedly universalist curricula. Elucidative movements of curriculum practices that cut across literacy practices and knowledge, where teachers involved in the political and pedagogical work of education mobilize creative, re-existing, and resilient actions based on a sense of belonging.
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24
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CAMILA DO NASCIMENTO SOUZA
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Educational Practices on Social Media: Teaching English on TikTok
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Leader : VERONICA SOFIA FICOSECO
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MEMBRES DE LA BANQUE :
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EDVALDO SOUZA COUTO
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MARIA ROSA CHACHAGUA
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VERONICA SOFIA FICOSECO
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Data: 11 oct. 2023
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The present research aims to analyze the teaching practices of Brazilian English teachers onthe TikTok platform. Therefore, the specific objectives were to describe the teachers' practices, understand the teaching methodologies and pedagogical strategies used, and analyze the teachers' perceptions of their own practices and motivations as educators who create contentfor the platform. For data collection, we used semi-structured interviews and the analysis of videos and profiles on TikTok. Our analysis was qualitative, descriptive, and critical.The research results indicate that English language teachers who produce content on TikTok develop strategies to establish a distinct brand and identity with the aim of reaching a wideraudience. Furthermore, they produce content on other platforms and seek to follow trends toincrease their views and likes. The main objectives of these teachers include making Englishlanguage learning accessible to a broad audience, pursuing monetization opportunities, andexploring possibilities for innovation in pedagogical practice. However, the analysis revealedthat traditional teaching techniques still predominate in English language education. As for video production, teachers primarily use the native tools and features offered by the platform to create, edit, and format their videos.
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RAQUEL ALVES DA SILVA BARRETO
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“BETWEEN INTENTION AND GESTURE”: THE MUNICIPALIZATION PROCESS OF DAY CARE CRICHES IN THE MUNICIPALITY OF SALVADOR-BA
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Leader : MARLENE OLIVEIRA DOS SANTOS
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MEMBRES DE LA BANQUE :
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MARIA LUIZA RODRIGUES FLORES
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MARIA COUTO CUNHA
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MARLENE OLIVEIRA DOS SANTOS
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RODRIGO DA SILVA PEREIRA
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Data: 16 oct. 2023
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The research refers to the study of the municipalization process of day care centers in Salvador-BA. Anchored in studies on public policies for Early Childhood Education (Azevedo, 2004; Boneti, 2011; Souza, 2006; Vieira, 2007; Kuhlmann Jr, 2000; Rosemberg, 1999, 2014; Oliveira, 2011; Haddad, 2016; Aquino, 2015) and having the policy cycle (Bowe, Ball And Gold, 1992; Ball, 1994; Ball, Maguire and Braun, 2001; Mainardes, 2006, 2017, 2018; Ball And Mainardes, 2011) as a theoretical-methodological perspective, an attempt was made to recreate the political and historical course of the day care center and its municipalization in Salvador-BA, investigating whether or not the process of transferring day care centers from the state to the municipality of Salvador focused on the organization and inclusion of the day care center as a segment of public Early Childhood Education in the municipal education network of the aforementioned federal entity. To this end, an analysis of registration documents or documents directly related to municipalization and semi-structured interviews with professionals who actively participated in the process of transferring day care centers from state social assistance to municipal education in Salvador were carried out. The research revealed that municipalization constituted an important milestone in the history of day care centers in Salvador in the sense of establishing the educational character that it is due and was only made possible by the confluence of forces from different institutions and social segments. It was also identified that municipalization, as a phenomenon, was fundamental for the organization and inclusion of day care centers as a segment of public Early Childhood Education in the city of Salvador-BA. The survey data show, however, the obvious mismatch between the intention and the gesture with regard to the materialization of the day care center as a public policy and the constitutional right of children aged 0 to 3 years to education. It is concluded that the research indicates the importance of qualifying the political and institutional debate on the Soteropolitan daycare center, in the search for the definition of public policies that effectively reach children from 0 to 3 years old and guarantee them the fulfillment of their rights, needs and potencies.
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João da Cruz Neves Silva Neto
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TEACHERS WHO TEACH MATHS AND CHALLENGE THE PARADIGM OF PRACTICE: AN ANALYSIS OF EXPERIENCES IN TEACHING LEARNING CONTEXTS
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Leader : JONEI CERQUEIRA BARBOSA
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MEMBRES DE LA BANQUE :
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JONEI CERQUEIRA BARBOSA
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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RITA SANTOS GUIMARÃES
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Data: 20 nov. 2023
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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.
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ALEIDE MACEDO DA CRUZ SANTOS
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The relationship between the Basic Education Assessment System and School Learning Assessment practices
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Leader : REJANE DE OLIVEIRA ALVES
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MEMBRES DE LA BANQUE :
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MARIA TERESA ESTEBAN
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JOSANIA LIMA PORTELA CARVALHÊDO
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EDNA TELMA FONSECA E SILVA VILAR
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REJANE DE OLIVEIRA ALVES
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Data: 1 déc. 2023
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The general objective of this study is to analyze the relationship between the results of the Basic Education Assessment System - SAEB and the assessment practices developed in the initial years of the Salvador Municipal Education Network. To meet this purpose, we dedicated ourselves to investigating the following question: what is the relationship between the results of the Basic Education Assessment System - SAEB, as a regulatory policy, and the assessment practices developed in the initial years of the Municipal Education Network of Salvador ? As a basis for the theoretical and analytical foundation of this work, we spoke with authors in the field of Educational Assessment. In view of the object of study, we used the method of historical-dialectical materialism, understanding that it makes it possible to understand the relationship investigated through the breakdown and analysis of the elements that compose it and that are, simultaneously, impacted by it.
The methodology we adopted was Collaborative Research because we understand that in the construction of information, the collaboration of subjects is fundamental to understanding reality. As a data collection technique, we carried out semi-structured interviews with six professionals (managers, coordinators and teachers) working in two schools in the Municipal Education Network of Salvador. Based on the interviews, we carried out Content Analysis, looking for similarities and distances between the realities experienced based on the content from the interviewees' speeches, in the light of inferences, considering the relationships established between the evaluation practices and the results in the SAEB external examination. Based on the analysis carried out, we listed the following analytical categories: Exam Culture, Continuing Training and Pedagogical Strategies. In conclusion, we understand that, based on the results of the SAEB tests, schools have determined which contents will be prioritized in the classroom and how the evaluation process of students' learning will take place. However, it is noteworthy that, despite the emphasis given to SAEB results, the educators interviewed believe that exam scores are insufficient for understanding what the student knows or does not yet know. Finally, we understand that the school has appropriated the contents, structure and concepts of SAEB, in a strategic way, seizing what it believes to be contributory in the process of building learning, but at the same time, bringing together collective and formative efforts in order to understand and change the simple transposition of these exams with their descriptors and indicators. Thus, we highlight the construction of a training movement that, despite still having remnants of an examination practice, is already an important step towards the construction of evaluation processes aimed at the necessary learning of the subjects involved in the teaching-evaluation-learning process.
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Dandara Santos Souza Daltro
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Assessment Practices during the Covid-19 Pandemic: narratives from teachers working in the initial years of Elementary School in Salvador/BA
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Leader : REJANE DE OLIVEIRA ALVES
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MEMBRES DE LA BANQUE :
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CLAUDIA DE OLIVEIRA FERNANDES
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EDNA TELMA FONSECA E SILVA VILAR
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REJANE DE OLIVEIRA ALVES
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ROSINEIDE PEREIRA MUBARACK GARCIA
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Data: 1 déc. 2023
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Afficher le Résumé
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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.
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LARYSSA VIRGILIO PEREIRA DE ARAÚJO
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(AUTO)BIOGRAPHICAL NARRATIVES AND CURRICULAR DEVELOPMENTS WITH GEOGRAPHY TEACHERS
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Leader : MARLECIO MAKNAMARA DA SILVA CUNHA
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MEMBRES DE LA BANQUE :
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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ELAINE DE JESUS SOUZA
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MAGNO CLERY DA PALMA SANTOS
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MARLECIO MAKNAMARA DA SILVA CUNHA
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Data: 4 déc. 2023
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The object of this dissertation is (auto)biographical narratives and curriculum development with geography teachers. The aim of this work was to reflect on my autobiography when I became a teacher of pedagogy, to construct a bibliographical survey of research that discusses curriculum development in Brazil and to investigate the elements and alternatives of curriculum development expressed in (auto)biographical narratives of geography teachers. The research falls within the framework of curriculum studies in education, inspired by the discussions of Pacheco and Sacristán, who examine curriculum developments. The analysis focused on five (auto)biographical narratives by geography teachers. These works were found on the basis of a previous study by Silva et al (2023), which consisted of a Systematic Literature Review, the aim of which was to map the (auto)biographical narratives of teachers from the Northeast on the basis of their undergraduate or postgraduate course completion work. In order to analyze these narratives, I adopted elements of methodological perspectives inspired by Elizeu Clementino's comprehensive-interpretive analysis, through reading in three stages. The central question guiding the investigation is: how does curriculum development appear in the experiences reported by geography teachers in their (auto)biographical narratives? The dissertation defends the (auto)biographical narrative following the order of the event rather than the revelation, highlighting the need for teachers to write down their memories of experiences in/for the educational field, in order to critically reflect on their personal, school and professional trajectory. She also argues that national scientific production in the field of curriculum development has been applied to different areas of knowledge, but it is still a field that has been little explored in relation to (auto)biographical narratives. The concepts of curriculum and curriculum development are experienced in the (auto)biographical narratives of teachers, the concepts only coexist if they are understood as complementary, thus legitimizing training processes in school or non-school contexts. The levels and phases of curriculum development forge pedagogical practices that are related to the curricula that geography teachers were subjected to during their schooling. The analyses presented here show that curricular developments have taught ways of being a student and a teacher, between what would or would not be "right" to follow in order to become a subversive student and a reflective teacher. The dissertation shows that the levels and phases of curricular development appear in (auto)biographical narratives even when they are not the focus of the research, and it also shows that when geography teachers consider the times of remembering, narrating and reflecting on what they have experienced, they do not identify curricular developments in their narratives, but they do recognize the curricula to which they have been subjected. We conclude that exploring the territory of curriculum development is important for thinking about and reflecting on how educational curricula and their levels and phases operate in the lives of students and teachers, taking shape through power-knowledge relations, whether they are oppressive forces or subversive modes of resistance in the schooling process and in the professional practice of geography teachers. These levels and phases are addressed in such a way as to constitute social actors and actresses who reproduce canonical moral values. I noticed through the narratives that teachers and students create escapes by resisting the ways in which the levels and phases of curriculum development have been operating in the field of geography.
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LETICIA DE OLIVEIRA MENEZES
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This Quilombo Is Ours: Ancestral Memory in the Bodies of Black Women in Capoeira Angola
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Leader : PEDRO RODOLPHO JUNGERS ABIB
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MEMBRES DE LA BANQUE :
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Carla Adriana da Silva Santos
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PEDRO RODOLPHO JUNGERS ABIB
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ROSANGELA JANJA COSTA ARAUJO
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Data: 7 déc. 2023
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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.
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31
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VICTOR KIZZA PAIVA DOS SANTOS
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THE PEDAGOGY OF BLACK THEATER AS A POLITICAL, EMANCIPATIONAL AND EDUCATIONAL MOVEMENT UNDER THE PRISM OF IÑARON
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Leader : CILENE NASCIMENTO CANDA
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MEMBRES DE LA BANQUE :
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CILENE NASCIMENTO CANDA
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PEDRO RODOLPHO JUNGERS ABIB
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REGINALDO CARVALHO DA SILVA
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Data: 11 déc. 2023
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Afficher le Résumé
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Black Theater Pedagogy translates into the experience of aesthetic and political resistance and produces a type of knowledge that arises from scenic manifestations originating from the Afro-Atlantic diaspora and involved with black aesthetics. This study addresses the educational principles and emancipatory knowledge involved in the phenomenon of black theater, its possible consequences and social, political and pedagogical impacts. Starting from the understanding of theater as an educational action, the research analyzes the pedagogical processes identified in manifestations of black theater, seeking to understand how this phenomenon contributed to the reformulation of social movements for anti-racist education and the affirmation of black identity. This investigation is based around Black Theater Pedagogy, aiming to collect data and information about the pedagogical processes of aesthetic and scenic manifestations, through documentary analysis and dialogue with theater professionals. For a broad understanding of theatrical production, we also seek to investigate the different roles and functions in the field of theater, as they are expressed in the context of black theater, as well as in the scenario of needs and motivations for the construction of emancipatory pedagogical practices. The methodological approach of this study focuses on bibliographic and documentary research, as well as the investigation of the manifestations of the Black Theater in Salvador/BA in its ontological dimension, marked both by the emergence of important cultural and theatrical groups engaged with social struggles, and by the interaction between the Black Theater and the actions that culminated in the genesis of the Unified Black Movement (MNU) in the capital of Bahia. The event of Teatro Negro will be analyzed through the artistic, intellectual and pedagogical production of the Palmares Iñaron Theater Group, which emerged in 1976 and acted directly in the context of the genesis of Teatro Negro in the capital of Bahia, understanding the pedagogical processes of the scene, its diversity of performance, training, research and recording of black artistic production. The study also aims to contribute to the understanding of Black Theater Pedagogy, based on scenic play, critical reflection on the dialogic relationship with the spectator and the playful presence of a specific way of producing theater and education.
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MEIRE ROSA FERREIRA BOAVENTURA
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ENVIRONMENTAL EDUCATION FROM THE CRADLE UP: REVIEWING TWELVE YEARS OF PUBLICATIONS IN THE CAPES PORTAL ON CHILDREN'S EXPERIENCES, PLAY AND INTERACTIONS IN VEGETABLE GARDENS
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Leader : ROSILEIA OLIVEIRA DE ALMEIDA
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MEMBRES DE LA BANQUE :
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DENISE MOURA DE JESUS GUERRA
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FERNANDA FIGUEREDO ALMEIDA
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 11 déc. 2023
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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.
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MICHELE OLIVEIRA DA COSTA SILVA
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The school support professional for students with disabilities in public schools
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Leader : THERESINHA GUIMARAES MIRANDA
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MEMBRES DE LA BANQUE :
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ENICÉIA GONÇALVES MENDES
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JOÃO DANILO BATISTA DE OLIVEIRA
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SUSANA COUTO PIMENTEL
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THERESINHA GUIMARAES MIRANDA
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Data: 13 déc. 2023
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Afficher le Résumé
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The present work aims to discuss the responsibilities assigned to school support professionals in public schools, through the perception of the subjects themselves. The elaboration of this study is justified, given the recent insertion of school support professionals - PAE in public education in Brazilian states and municipalities, as well as the absence of national parameters for hiring this professional, which results in a diversity of denominations, attributions and forms of contracting. The interest in this study emerged from the researcher's experience as an educational caregiver, in public education in the Municipality of Camaçari-BA from 2019 to 2021. As for the methodology, this investigation used a qualitative approach of a phenomenological nature, through an exploratory case study, using as instruments for data collection: (i) applying a questionnaire in a virtual environment and (ii) conducting semi-structured interviews with nine school support professionals from the Municipality of Camaçari-BA. The research was submitted to the Research Ethics Committee of the Institute of Psychology - IPS of the Federal University of Bahia - UFBA, via the Plataforma Brasil website, being approved in April 2023. Based on the findings of this study, Content Analysis was carried out - AC with the definition of five thematic categories: a) Role and profile of school support professionals in Camaçari-BA, b) The duties of school support professionals, c) The perception of school support professionals about their role in the process of school inclusion d) The specificities of the work of the school support professional in the process of school inclusion of students with disabilities, and e) The relationship between school support professional - family - school. Data processing was carried out with the support of the free IRAMUTEQ software. The research demonstrated that the PAE represents, in the investigated context, the only support within the regular school, revealing the lack of investment in other services provided for by the Special Education Policy in the Inclusive Perspective. There was a lack of knowledge about the responsibilities of the PAE by the school community and a diversion from the basic care function to pedagogical activities. A negative perception among professionals was noted regarding the model of school inclusion that has been implemented and the consequent precariousness of service to students targeted by Special Education in regular schools.
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AMANDA SANTANA DE SOUZA
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AN ANALYSIS OF STUDY AND RESEARCH ACTIVITIES (AEPS) WITH FUTURE PHYSICAL EDUCATION TEACHERS IN THE INCLUSIVE SCOPE WITH THE OBJECT OF KNOWLEDGE GAME.
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Leader : LUIZ MARCIO SANTOS FARIAS
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MEMBRES DE LA BANQUE :
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LUIZ MARCIO SANTOS FARIAS
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CLAUDIO DE LIRA SANTOS JUNIOR
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SUZANA ALVES NOGUEIRA
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JANY SANTOS SOUZA GOULART
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Data: 14 déc. 2023
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Afficher le Résumé
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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.
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DANYELE DOS SANTOS DA SILVA
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Multicultural Perspectives on the Education of Students with Visual Impairments in a Biology Teaching
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Leader : ROSILEIA OLIVEIRA DE ALMEIDA
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MEMBRES DE LA BANQUE :
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David Santana Lopes
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NELMA DE CASSIA SILVA SANDES GALVAO
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REGIANE DA SILVA BARBOSA
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ROSILEIA OLIVEIRA DE ALMEIDA
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Data: 18 déc. 2023
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Afficher le Résumé
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The enrollment of students with visual impairments in higher education has been increasing over the years, highlighting the essential educational demands necessary for their continued presence in the educational environment. However, the inclusion of these students depends on teaching practices that consider their specific learning methods, especially in fields like Natural Sciences and Biology, which rely heavily on fundamentally visual skills as the basis for teaching practices. Additionally, the unique challenges faced in teaching students with visual impairments differ between remote and in-person formats, requiring the integration of skills related to technological advancement and the potential pedagogical uses of these tools in various contexts. Considering the contemporary educational demands and the ongoing efforts to overcome existing obstacles in the inclusion process for these students, this study aimed to analyze how the teacher training process for teaching students with visual impairments has been adopted in the field, within the context of a teaching degree program at the Federal University of Bahia (UFBA). The present study resulted in a multi-paper format text, developed from an exploratory qualitative approach, characterized by the use of bibliographic methods (through a systematic literature review) and empirical methods (through semi-structured interviews), resulting in two articles. Ten interviews were conducted with representatives from different aspects of the teaching process, including professionals from the Student Support Center for Students with Special Educational Needs (NAPE) at UFBA, as well as teachers, students, and administrative staff representatives from the Institute of Biology at the university. Based on the results presented in this Dissertation, the discussion revolved around the scarcity of studies addressing accessibility issues for students with visual impairments in remote classes, especially in the fields of Natural Sciences and Biology. Furthermore, not only do teachers lack the necessary training to handle the existing diversity in the classroom, but teacher education students are also not receiving such preparation in their training programs. The shortage of studies, coupled with the gaps in teacher training that support inclusive teaching practices, emphasizes the need for new research in the field. Moreover, there is a demand to encourage and promote ongoing professional development for practicing teachers and to implement a curriculum restructuring in teaching programs that provides education aligned with current educational needs.
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LUCAS CALMON DOS SANTOS
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Information and Communication Technologies in dialogues between Work, Education and Body Culture in pandemic times: a history of the present time
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Leader : MARIA CECILIA DE PAULA SILVA
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MEMBRES DE LA BANQUE :
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CRISTINE LIMA PIRES
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ELIZABETH DE JESUS DA SILVA
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JOANA RITA BARRAL LOPES VIEIRA
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LEANDRO DE OLIVEIRA ACORDI
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MARIA CECILIA DE PAULA SILVA
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Data: 20 déc. 2023
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Afficher le Résumé
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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.
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ISRAEL MARQUES CAMPOS
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Human Rights Education and the Body at Amnesty International: Challenges and Possible Solutions in the Pandemic Internet
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Leader : MARIA CECILIA DE PAULA SILVA
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MEMBRES DE LA BANQUE :
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JUREMA PINTO WERNECK
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ADMILSON SANTOS
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BARBARA COELHO NEVES
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EMANOEL LUIS ROQUE SOARES
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EMILIA AMELIA PINTO COSTA RODRIGUES
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JOAQUIM LUÍS MEDEIROS ALCOFORADO
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MARIA CECILIA DE PAULA SILVA
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Data: 1 févr. 2023
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Afficher le Résumé
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This research aims to investigate Human Rights Education at Amnesty International, as well as the implications of the body in educational processes on the internet. In order to fulfill this task, we guide the investigation with the following problem situation: How does the Body Educate and how does Human Rights Education take place in Amnesty International on the Internet Pandemic? In this thesis, qualitative research was chosen and the methodology chosen was internet research through the case study of Amnesty International. Literature review, direct observation, netnography and semi-structured interviews were used as techniques. Discussions on the topics of Education in Human Rights, Amnesty International, the Body and the Internet were proposed, with the option of writing in the multipaper format, with five scientific articles, in order to more easily disseminate the study and promote greater accessibility. The central justification and the greatest demonstration of relevance of this thesis is the urgency of expanding the discussion on Human Rights Education (HRE) and the body on the internet through Amnesty International. According to data from Amnesty International Portugal, more than three thousand human rights defenders have been murdered since 1948, the year when the Universal Declaration of Human Rights was approved. The present research is also relevant, as it seeks to contribute to the fulfillment of the National Education Plan of Brazil and the Law of Directives (LDB 9394/96). As results and considerations, the thesis promotes progress in the construction of epistemologies and practices of Human Rights Education and the body on the internet of Amnesty International, in the context of the Coronavirus Pandemic, with highlights for the Pedagogy of Exú, Epistemologies of the South and Paulo Freire's Pedagogy. We emphasize the importance of Amnesty International in promoting Human Rights Education on its websites, in its app and on youtube, collaborating in the fields of formal, non-formal and informal education, at a global level. The research revealed that the body is a powerful device on the internet, as it educates in human rights and translates these rights interculturally at internacional level
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2
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CATARINA CERQUEIRA DE FREITAS SANTOS
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Is it (Full-Time) Education? Analysis of the fostering full-time High School program (EMTI) before full-time education policies of the state network of Bahia (2017-2022).
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Leader : RODRIGO DA SILVA PEREIRA
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MEMBRES DE LA BANQUE :
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EDER DA SILVA SILVEIRA
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LIGIA MARTHA COIMBRA DA COSTA COELHO
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MARIA COUTO CUNHA
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MARTA LICIA TELES BRITO DE JESUS
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RODRIGO DA SILVA PEREIRA
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Data: 27 févr. 2023
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This thesis focuses on the Full-Time Secondary School Support Program – EMTI in its Portuguese acronym, instituted through Ministry of Education - MEC ordination number 1.145/2016, e posteriorly regulated by ordinations number 727/2017, number 1.023/2018, and number 2.116/2019. This research general aims at analyzing how contradictions produced from appropriation of full-time education by a full-time education policy are materialized in the Fostering Full-Time High School in the state network of Bahia context (2017-2022). This general aim unfolds in the following specific goals: a) Identifying strategies by a managerial State to promote an education addressed to the neoliberal sociability; b) Presenting different full-time education conceptions in Brazilian pedagogical thinking and in educational policies in 21st Century, in conjunction with their training objectives and society project; c) Contextualizing disputes around the Brazilian High School, characterizing school time enlargement in legislation that supports the Fostering Program EMTI; d) Describing full-time policies in the state network of Bahia which are previous the implementation of the Fostering Program EMTI; and e) Analyzing specificities of the Programa Baiano de Educação Integral Anísio Teixeira and its correlations with the Fostering Program EMTI. Theoretical- methodological path adopted started from the contributions of historical-dialectical materialism, and the content analysis was the technique used to assess both federal and state regulatory documents and the semi-structured interviews with representatives of the Secretariat of Education of Bahia. As central thesis, it was supported that Fostering Program EMTI is a strategy to consolidate the ongoing process of reframing the concept of comprehensive education, whose axis linking the expansion of students’ daily time to the pedagogy ofcompetences development. This process does not happen without contradictions, noticed in the curriculum field, in the conditions of implementation of full-time schools and in the assessment and monitoring the program. Findings ponted to guidelines by EMTI in the Programa Baiano de Educação Integral Anísio Teixeira. Legal texts of the state program of Bahia present conceptual hybridism and a proposal for a fragmented curriculum, composed by training itineraries based on the student’s life project and entrepreneurship. EMTI announces that the focus of the policy should be directed to schools in a situation of social vulnerability, and the Programa Anísio Teixeira incorporates this recommendation, directing the service also to single schools in the municipality, which may result in the restriction of the right to education to working students. Finally, both EMTI and the Programa Anísio Teixeira adopt a managerial evaluation logic, based on making the subjects responsible and on the use of external assessments as a parameter of educational quality, to the detriment of an emancipatory integral education perspective.
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3
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Marília Menezes Nascimento Souza Carvalho
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FOR AN EDUCATION SENSITIVE TO DIFFERENCES: POSSIBILITIES TO REDESIGN THE EXPERIENCE OF TEACHER TRAINING IN PHYSICAL EDUCATION
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Leader : MARIA CECILIA DE PAULA SILVA
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MEMBRES DE LA BANQUE :
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MARCOS GARCIA MEIRA
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EDUARDO LAUTARO GALAK
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JOSÉ AMERICO SANTOS MENEZES
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LUIZ ALEXANDRE OXLEY DA ROCHA
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MARIA CECILIA DE PAULA SILVA
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MIGUEL ANGEL GARCIA BORDAS
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REGINA SANDRA MARCHESI
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SILVIA MARIA AGATTI LÜDORF
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Data: 28 févr. 2023
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This thesis aimed to produce theories about the relationship between education, body, culture, and sensitivity based on the dialogue between cultural studies, the decolonial perspectives of education and the sociology and anthropology of the body, which subsidize redefinitions in the experience of teacher training in Physical Education, enabling the pedagogical praxis with body culture sensitive to differences in Basic Education. It is based on the field of qualitative research. Historical research of the present time that used documents as the main source. Presented in multipaper format, it is organized in 2 axes. The first corresponds to an analysis of teacher training in Physical Education at the present time, with an emphasis on identifying the body-culture relationship and raising awareness of differences. The second axis has a propositional perspective. Based on theorization and critical analysis of professional training, it proposes ways to raise teacher awareness and the perception of differences, through training experience in Physical Education. From the results, it is evident the production of propositional theoretical dialogues that can be taken as inspirations to redesign the course of the degree in Physical Education from another episteme that considers the relationship between education, body, culture, and sensitivity. It is proposed to constitute training as a space-time of sensitive experience in the constitution of thoughts with the body and cultures. We conclude that, in order to raise awareness of differences, the focus of training should be on understanding and analyzing the context in which the bodies of teachers in training are constituted, attentive to the power relations that cross differences, conditioning their bodies and perceptions within the scope of body culture. Finally, it is suggested to create unique and collective ambiences capable of modulating perceptions for a pedagogical cultural intervention committed to democratic values and a decolonial and emancipatory education.
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4
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Yuri Bastos Wanderley
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Technological appropriations in teaching practices: propositional understandings ofacts of curriculum in network
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Leader : ROBERTO SIDNEI ALVES MACEDO
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MEMBRES DE LA BANQUE :
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ROBERTO SIDNEI ALVES MACEDO
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DENISE MOURA DE JESUS GUERRA
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MARIA CAROLINA DE SOUZA SAMPAIO
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EDMEA OLIVEIRA DOS SANTOS
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SIMONE DE LUCENA FERREIRA
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Data: 24 mars 2023
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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.
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5
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Sidcley Dalmo Teixeira Caldas
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MATHEMATICAL SONGS: CONTRIBUTIONS TO THE PROCESS OF SEMIOTIC REPRESENTATION OF MATHEMATICAL CONCEPTS IN ELEMENTARY EDUCATION
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Leader : CRISTINA MARIA D AVILA TEIXEIRA
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MEMBRES DE LA BANQUE :
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CRISTINA MARIA D AVILA TEIXEIRA
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CILENE NASCIMENTO CANDA
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ADELMO CARVALHO DA SILVA
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MÁRCIA MINEIRO DE OLIVEIRA
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WILSON PEREIRA DE JESUS
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Data: 29 mars 2023
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The objective of this investigation was to analyze how songs can contribute to mathematical learning. Specifically, it was intended to identify which types of songs can contribute to the apprehension of mathematical objects; analyze how the linguistic elements of the song can interfere with the apprehension of mathematical objects; and analyze how the musical elements of the song can interfere with the apprehension of these objects. With a qualitative approach, the research is configured as ethno-research-training, considering the need of the researched subjects and the researcher, together, to seek the construction of new knowledge about the theme addressed. In it, I used observation and dialogic-song groups to collect information. In the context of the investigation, a private school in the Bahian municipality of Feira de Santana, where students from the 5th year of Elementary School were part of the research subjects. With a very peculiar and heterogeneous contribution of theoretical and epistemological references, I was able to build a cognitive-emotional plot with the information obtained through contact with the students. Often, they converged to what was already stated in previously visited theoretical statements, but, on the other hand, they demanded new searches, given some conflicts between the theoretical discourse and the practice experienced by the subjects in question. The discoveries in this investigative process, converged to answer the research questions, revealed previously unforeseen themes, and showed the importance of researching a possibility of didactic action that has not yet been studied. From the results, the elaboration of the definition of Mathematical Song. Contacting the possibility of, with it, the transit between at least two types of semiotic representation registers, contributing to the apprehension of mathematical objects, the basis of mathematical learning; and the understanding that the presence of Mathematical Song in the scope of teaching constitutes a potentially ludic activity, which helps to promote a ludic ambience, presenting a ludic-formative character and giving rise to a sensitive didactics, which, together, propitiates, to the student, a more active and lively connection with the knowledge presented during the process of teaching and learning mathematics, thus generating greater potential for the construction of knowledge.
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6
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Jurandir de Almeida Araujo
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The political and academic developments of Affirmative Action in stricto sensu Graduate Programs at Uneb.
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Leader : GILVANICE BARBOSA DA SILVA MUSIAL
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MEMBRES DE LA BANQUE :
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GILVANICE BARBOSA DA SILVA MUSIAL
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NANCI HELENA REBOUCAS FRANCO
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MARTA LICIA TELES BRITO DE JESUS
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ALAIN PASCAL KALY
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DELCELE MASCARENHAS QUEIROZ
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JOCELIO TELES DOS SANTOS
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Data: 26 avr. 2023
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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.
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7
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CARLA AZEVEDO DE ARAGÃO
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Political Education at school: the path of participatory monitoring mediated by digital civic technology.
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Leader : NELSON DE LUCA PRETTO
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MEMBRES DE LA BANQUE :
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NELSON DE LUCA PRETTO
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AUGUSTO CESAR RIOS LEIRO
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ANDREA BRANDÃO LAPA
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GISELE DA SILVA CRAVEIRO
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MARIONA GRANÉ I ORÓ
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HUMBERTO DANTAS DE MIZUCA
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Data: 25 mai 2023
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The deep democratic crisis that Brazil has been going through reinforces how savage it is the dispute for the meaning of democracy and a new approach on social grammar considering redemocratization process (1988); it also points out the need to expand efforts to delve into the democratic regime and improve it. It is agreed that citizenship education, as seen in the Federal Constitution of 1988 (art. 205), is a path to the formation of critical, participatory and political subjects of rights; and that the school is a powerful locus for exercising citizenship and political participation. In this sense, this research focuses on projects that seek contribution to citizenship in the school context, through participatory monitoring, mediated by digital civic technology, involving students and teachers participation on social control actions.Developed at federal, state and municipal levels, these projects have been identified as techno-civic innovations from the public management point of view and have been implemented by horizontal accountability organs in several schools. The “Controladoria na Escola” Project, carried out by the General Comptroller of the Federal District, between 2016 and 2018, is one of those experiences and reached more than 100 units, using a “School Civic Audit” methodology, mediated by the “Monitorando a cidade” Platform, civic technology developed by the Massachusetts Institute of Technology (MIT).We aim to understand how the School Civic Audit (ACE), mediated by digital civic technology, configures as a Political Education initiative, as well as to understand in which ways it contributes to citizenship education and social participation processes.We chose a qualitative case study methodological approach. The constitution of the database was based on bibliographical review, combined with mixed methods, which combined research in documentary sources, semi-structured interviews and online focus groups.The Discursive Textual Analysis (DTA) helped us interpret the data produced through our methodological approach and we used the free software IraMuTeQ to organize that data. We developed the thesis that the ACE methodology configures as a seminal experience of Political Education, based on gamified participatory monitoring. As a result, we identified that the methodology promotes practices that have the common goal of strengthening citizenship through educational and participatory processes, supported by the awareness-content-action pillars, stimulating among students, feelings of greater belonging to the school and trust in democratic institutions.We observed that ACE generates civic engagement with a high degree of resolution, based on three stages: participatory monitoring at school; the production of data from the monitoring results; and the collective construction of solutions for the problems detected with the implementation of intervention actions. The research showed that civic technology, despite being recognized as a mobilizing and strategic element, had its role reduced to a data collection instrument. We found that the methodology was applied using a top-down model, in which the role of planning, implementation and data analysis is centered on the CGDF.At last, we emphasize that the protagonism of the control organ (CGDF) in the project confers legitimacy and reliability to the proposal, but also centralization in its execution.
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Élida Cristina da Silva de Lima Santos
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THE ARTICULATION BETWEEN SPECIALIZED EDUCATIONAL CARE AND EARLY CHILDHOOD EDUCATION IN THE INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDER: A STUDY CONDUCTED IN PUBLIC SCHOOLS IN THE CITY OF SALVADOR – BAHIA
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Leader : MIGUEL ANGEL GARCIA BORDAS
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MEMBRES DE LA BANQUE :
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MARLENE OLIVEIRA DOS SANTOS
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MIGUEL ANGEL GARCIA BORDAS
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MIRALVA DOS SANTOS SILVA
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NELMA DE CASSIA SILVA SANDES GALVAO
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SHEILA DE QUADROS UZEDA
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SONIA LOPES VICTOR
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Data: 26 mai 2023
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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.
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9
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Rafael Alberto Gonzalez Gonzalez
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Smart education: Knowledge-power relations in the context of contemporary capitalism.
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Leader : MARIA HELENA SILVEIRA BONILLA
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MEMBRES DE LA BANQUE :
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MARIA HELENA SILVEIRA BONILLA
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NELSON DE LUCA PRETTO
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MARIONA GRANÉ I ORÓ
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GABRIEL FRANCISCO CEVALLOS MARTINEZ
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SILVINA CARMEN CASABLANCAS
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Data: 16 juin 2023
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Afficher le Résumé
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The current historical period is characterized by a deep and permanent state of transformation. Secular capitalism takes on new dynamics since the digital revolution, the globalization processes that have characterized the course of most recent decades, and the corresponding changes in a world-system that was invaded by a dense network of socio-technical initiatives, technologies, objects, systems, etc., that carry the "smart" within them (such as smart cities, smart homes, smartphones, smart TVs, etc.). In this context, smart education emerges as an expression of the smartification processes that are developing on a global scale, enabling the assembly of a set of trans-educational pieces that have come to play a strategic role in the constitution of the capitalist world-system, and the corresponding educational agenda that is shaped by the possibilities of the work horizon outlined by the smart. Accordingly, this thesis aims to understand the knowledge-power relationships that go through smart education, relying on a hermeneutics of this domain, based on techno-pedagogical and trans-educational phenomena that take place within contemporary capitalism. In order to do this, we designed a theoretical-methodological framework, adjusted to the precepts of qualitative research, through a dialogue of knowledge that refers to multireferentiality, Foucauldian genealogy, interpretative field, critical discourse analysis, that, together, contributed to examining a documentary corpus of 224 scientific-educational articles, selected from the databases ERIC, IEEE-Explore, and Web of Science, which constitute the raw material of this current thesis. The path of the research led to the identification of four working units (categories) that express the knowledge-power relationships that aims smart education, and these were synthesized in the thesis chapters related to: 1) The smart ecosystem; 2) The smart technical device; 3) The smart pedagogical device; and 4) The techno-politics of the smart. As a result, a set of relationships emerged that, regarding the smart ecosystem, allowed for the identification of the network of universities, governments, and/or companies that have embraced (on a global level) the educational roadmap corresponding to smart education, while the techno-pedagogical aspects made it possible to specify the importance of cognitive technologies, AI, big data, cloud computing, IoT (among others) in the constitution of the smart technical device, and the personalization of educational processes stood out as the backbone when exploring the possibilities of the pedagogical device, which carries the imprint of the smart. The techno-political dimension of this domain revealed the power dynamics shaped by the smart device, and the corresponding totalizing and globalizing dimensions that operate as the corollary, as the backdrop, of the techno-educational bet known as smart education.
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10
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Maria das Graças Pôrto Pires
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LOS PROCESOS DE CONSTRUCCIÓN DE SENTIDOS Y CONTEXTOS DEL NO SABER: UN ESTUDIO CON PROFESORES DE LENGUA PORTUGUESA
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Leader : LUCIA GRACIA FERREIRA TRINDADE
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MEMBRES DE LA BANQUE :
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EDITE MARQUES DE MOURA
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ESTER MARIA DE FIGUEIREDO SOUZA
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GIOVANA CRISTINA ZEN
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LUCIA GRACIA FERREIRA TRINDADE
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RITA DE CASSIA SOUZA NASCIMENTO FERRAZ
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ROSELANE DUARTE FERRAZ
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Data: 16 juin 2023
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Afficher le Résumé
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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.
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11
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Rosiete Costa de Sousa
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Curriculum and training in Timor-Leste and the possible dialogue between school and uma-lulik: an ethnomethodological study
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Leader : ROBERTO SIDNEI ALVES MACEDO
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MEMBRES DE LA BANQUE :
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VICENTE PAULINO
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CLÁUDIO ORLANDO COSTA DO NASCIMENTO
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DENISE MOURA DE JESUS GUERRA
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ROBERTO SIDNEI ALVES MACEDO
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SILVIA MICHELE MACEDO
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Data: 29 juin 2023
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Afficher le Résumé
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This thesis presents an implied and propositional ethno-research whose centrality was to investigate the possible dialogue between the Timorese school and uma-lulik in terms of curriculum and training. From a multireferential perspective and an ethnomethodological basis, its theoretical contributions are based on the references of ethnomethodology, dialogy and the auto-heterobiographical approach, with contributions from Paulo Freire, from the epistemologies of the South and, mainly, in the elaborations of the Ethnoconstitutive Theory of Curriculum by Roberto Sidnei Macedo. Fieldwork was carried out in Timor-Leste in which the experiences that are interpreted in this thesis were produced, with a view to answering the following question: what can produce the references of ethnomethodology, dialogology and autoheterobiography, founders of the ethnoforming observatories, within the scope of Timorese school education, in possible dialogues with uma-lulik? As a result of the study, propositional understandings of an instituting movement of curriculum and training are presented, starting from curriculum com-versations in an ethnoconstitutive, socioconstructionist and decolonizing perspective, with which we want to contribute to the engagement, in a more intense way, of the school of Timor-Leste in the fight for social and cognitive justice.
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12
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RAPHAEL DOS SANTOS
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CONTINUING TRAINING OF TEACHERS IN COUNTRYSIDE EDUCATION AND PLANNING DIDACTIC WORK: CONTRIBUTIONS OF HISTORICAL-CRITICAL PEDAGOGY TO THE EXPERIENCE OF THE FOURTH VERSION OF AÇÃO ESCOLA DA TERRA NA BAHIA - 2017 AND 2018
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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ALEX VERDÉRIO
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CELI NELZA ZULKE TAFFAREL
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CLAUDIO EDUARDO FELIX DOS SANTOS
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LUIZ BEZERRA NETO
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MANOEL GONÇALVES DOS SANTOS
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MARIA COUTO CUNHA
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MARIZE SOUZA CARVALHO
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Data: 13 juil. 2023
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Afficher le Résumé
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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.
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13
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FERNANDA BRAGA MAGALHÃES DIAS
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TRAINING OF PHYSICAL EDUCATION TEACHERS AS OF THE 2018 DCN: DEEPENING THE THEORETICAL LOWERING AND THE NEED FOR ACTIVE RESISTANCE
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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CELI NELZA ZULKE TAFFAREL
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MARIZE SOUZA CARVALHO
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CÁSSIA HACK
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JOSÉ ARLEN BELTRÃO DE MATOS
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KATIA OLIVER DE SA
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MÁRCIA MORSCHBACHER
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Data: 13 juil. 2023
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Afficher le Résumé
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The object of the thesis concerns the training of teachers, in particular of Physical Education, in particular, it deals with the Curricular Guidelines approved in 2018. The issue highlights the relationships between work, capital and education, and the impacts minimizing the formation of the working class. The scientific question is bounded by criticism of the training of Physical Education teachers in the context of educational policies in Brazil and, in the balance of scientific production, its theoretical foundations, present in dissertations and theses, in journals in the area, when it comes to the active resistance to the legal apparatus that lowers academic training in Physical Education courses. The objective of the thesis is to present a propositional critical synthesis about Curriculum Guidelines for the formation of Physical Education teachers, also considering the theoretical elaboration built in 23 years of work of the LEPEL/FACED/UFBA Group. The main hypothesis of the thesis concerns the theoretical setback expressed in scientific elaborations that deal with teacher training and the possibilities of active resistance indicated in the production of knowledge about curricular guidelines. The theoretical-methodological framework considers the critical theories that explain human formation in class society, the social function of teacher training courses in general and, in particular, Physical Education, and the theoretical foundations of the production of scientific knowledge expressed in dissertations, theses and major journals in the area. The research procedures form the following: bibliographical review of the classics that deal with the relations capital, work, education; the delimitation of sources referring to dissertations, theses and scientific knowledge published in periodicals of the area and, critical analysis of the production regarding curricular guidelines for the formation of Physical Education teachers developed in 25 years of work of the LEPEL/FACED/UFBA Group. For data analysis, we used the research protocol and the paradigmatic matrix proposed by Sanches-Gamboa. The results of the critical analysis are displayed in tables and charts containing the categories of analysis that will allow the elaboration of the conclusive synthesis on curricular guidelines for the training of physical education teachers and active resistance.
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14
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AILTON COTRIM PRATES
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I deal with sport knowledge and the theory of study activity: possibilities for developing crítico-superadora teaching in physical education.
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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CELI NELZA ZULKE TAFFAREL
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DAVID ROMÃO TEIXEIRA
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JOELMA DE OLIVEIRA ALBUQUERQUE
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KATIA OLIVER DE SA
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MARIZE SOUZA CARVALHO
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ROBERTO SIDNEI ALVES MACEDO
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TIAGO NICOLA LAVOURA
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Data: 14 juil. 2023
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Afficher le Résumé
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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.
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15
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Rodrigo da Luz Silva
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Scientific-technological and socio-environmental dimensions in Paulo Freire: the constitution of a humanizing interface between Environmental Education and STSE Education.
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Leader : ROSILEIA OLIVEIRA DE ALMEIDA
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MEMBRES DE LA BANQUE :
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Leonir Lorenzetti
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CELSO SANCHEZ
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MARIA APARECIDA DA SILVA ANDRADE
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ROSILEIA OLIVEIRA DE ALMEIDA
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Simoni Tormohlen Gehlen
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Data: 14 août 2023
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Afficher le Résumé
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The aim of this work is to investigate the contributions concerning the scientific-technological and socio-environmental dimensions of Paulo Freire for the constitution of a humanizing interface between Environmental Education and STSE Education in the context of Science Education in Brazil. For that, it started from two mutually complementary analytical movements: a theoretical approach, deepening in works and works of authors whose ideas guide the existing discussions in the fields investigated here; and an empirical approach, characterized by the analysis and legitimation of dimensions of science, technology, society and nature amalgamated with Paulo Freire's political-pedagogical reflections, considering three inseparable moments in the author's life and work: a) his birth and development in soil of Recife (1921-1964), in which the work Education and Brazilian Current Affairs was analyzed; b) his departure from Brazil due to the establishment of the civil-military coup and his international experiences (1964-1979) in which the work Pedagogy of the Oppressed was analyzed; c) his return to Brazil in a democratic context until his death (1979-1997), in which the work Pedagogy of Hope: Reliving the Pedagogy of the Oppressed was analyzed. The investigation carried out relied on Discursive Textual Analysis (DTA) and the epistemological exercise of understanding and explaining cultural creations. The results point to the presence of scientific-technological and socio-environmental dimensions in Freire's thinking that contributed to the emergence of a humanizing Freire-STSE-EE interface that announces itself to be based on three fundamental and inseparable elements: a) Worldviews and socio-environmental values; b) Places and social contexts of shared training, and; c) Insurgent knowledge and practices. Such an interface, aimed at overcoming the culture of silence and existential contradictions that hinder the historical vocation of human beings to be more, argues in favor of the oppressed so that they face the oppression of which they are victims and emerge on the stages of history in order to fortify the understanding of human formation in the society-nature relationship and the need for political struggle as an indispensable element of an education in sciences that proclaims itself revolutionary and defender of life in its fullness.
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16
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Paulo César da Silva Gonçalves
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BETWEEN ABC's, GLORIES, FIGHTS, MEETINGS AND CHALLENGES: THE SOCIOCULTURAL MEANINGS OF CAPOEIRA THROUGH THE LITERATURE OF CORDEL IN SALVADOR (BA)
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Leader : BRUNO OTAVIO DE LACERDA ABRAHAO
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MEMBRES DE LA BANQUE :
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BRUNO OTAVIO DE LACERDA ABRAHAO
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FRANCISCO ANTONIO NUNES NETO
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JAMILE BORGES DA SILVA
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JOÃO EVANGELISTA DO NASCIMENTO NETO
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PEDRO RODOLPHO JUNGERS ABIB
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Data: 14 août 2023
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Afficher le Résumé
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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
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17
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Francisco Demetrius Luciano de Caldas
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THE “SKIRT” AND “WINE” BABAS: THE MEANINGS SOCIOCULTURAL RITUALS OF FOOTBALL IN SALVADOR-BA
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Leader : BRUNO OTAVIO DE LACERDA ABRAHAO
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MEMBRES DE LA BANQUE :
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AUGUSTO CESAR RIOS LEIRO
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BRUNO OTAVIO DE LACERDA ABRAHAO
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CORIOLANO PEREIRA DA ROCHA JUNIOR
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ENRICO SPAGGIARI
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ROBERTA DE SOUSA MELO
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Data: 15 août 2023
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Afficher le Résumé
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“Baba” is a form as soccer is experienced at leisure and its more popular aspects known in Bahia. In Salvador, at the Semana Santa holiday and in the last day of the year occurs traditionally the “Baba de Saia”, also denominated “Baba do Vinho”, which consists in a ritual match in which the men dress themselves with women clothes and accessories. These events, situated between the matches and the traditional parties, provides reshape the traditional values associated to the masculinity and femininity, congregating in a regional perspective, base elements in the national identity with the soccer and the carnival. The general objective of this thesis is constituted and interpret the sociocultural meanings of Babas de Saia/do Vinho in Salvador/BA. The especifics objectives were outlined as follows: investigate the meanings of Baba de Saia/do Vinho from two Salvador matches; comprehend the elements that cross the textures of this ritual game such as gender issues and live the experience of Baba de Saia/do Vinho. The methodology consisted of the combination of two approaches. The first is a documentary analysis in printed newspapers and the second, a classic ethnography with two groups of amateur soccer in Salvador, employing participant observation, field diary and interviews. The chapter one addressed, through Cultural History, the look of two printed newspapers in Salvador regarding the phenomenon, the periodicals A Tarde and Correio; in the chapter two, the meanings were analyzed based on ethnography with the soccer group Amigos do Acupe on Piatã beach. The third was dedicated to players from the BabaSextou group in the Calabar community. The conclusion propose a synthesis of the meanings through these sources, narrowing the relationship between the game and education. The results revealed that the Baba de Saia or do Vinho were denominations of the same phenomenon in the city, assuming distinct characteristics by depending on the group who realized, being a leisure practice for the soteropolitan in the catholic holydays, constituting of the following sociocultural meanings: space for male sociability, female performance spaces which project social constructions about masculinities and femininities, a cultural tradition interregional, violence and symbolic productions, the community action of social visibility and the establishing relationships with nature.
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18
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RAQUEL ALVES SOBRINHO
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Digital Technologies in Community Educational Institutions of Camaçari/BA: Aspects of Educational Management in Public Policies for Digital Inclusion and Early Childhood Education
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Leader : BARBARA COELHO NEVES
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MEMBRES DE LA BANQUE :
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BARBARA COELHO NEVES
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CESAR COSTA VITORINO
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MARIA CECILIA DE PAULA SILVA
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MARIA HELENA SILVEIRA BONILLA
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ROMUALDO LUIZ PORTELA DE OLIVEIRA
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Data: 23 août 2023
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Afficher le Résumé
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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
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19
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ANDERSON RIOS FONTES
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SOCIAL NETWORKS IN THE DEVELOPMENT OF PEDAGOGICAL PRACTICE: AN EXPERIENCE AT THE SCHOOL OF MATA DE SÃO JOÃO, BA
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Leader : BARBARA COELHO NEVES
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MEMBRES DE LA BANQUE :
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BARBARA COELHO NEVES
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MARIA COUTO CUNHA
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PENILDON SILVA FILHO
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JAILSON ALVES DOS SANTOS
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ZENY DUARTE DE MIRANDA
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Data: 13 sept. 2023
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Afficher le Résumé
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The debate about the use of technology as an important means of disseminating and spreading culture, entertainment, cultural pedagogies, and learning has been gaining momentum in society. The inclusion of various social networks in the teaching and learning process is still a challenging reality in public schools. The present thesis had the overall objective of studying how and in what way social networks, with their socializing characteristics, optimize the teaching and learning process. The general aim of the research was to analyze the integration of social networks in the teaching and learning process at Valdete Seixas School in Mata de São João, Bahia. Specifically, it sought to a) identify how teachers incorporate the use of social networks into their pedagogical approaches; b) discuss the pedagogical practices employed during the COVID-19 pandemic that benefited from the support of social networks; and c) assess whether social networks have the potential to enhance the teaching and learning process. To conduct this research, a descriptive and analytical qualitative methodology was defined. Questionnaires were administered, and observations with field notes were made of the teachers at Valdete Seixas School in the municipality of Mata de São João, Bahia. It was observed that the use of social networks for pedagogical practice intensified with the advent of the COVID-19 pandemic, due to the transition from in-person classes at school to online classes in 2020 and, consequently, the use of virtual learning environments, where internet sources of information were identified, although they were not originally included in the lesson plans. In light of the evidence, it is possible to affirm the construction and implementation of new pedagogical teaching and learning practices.
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20
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TAIANE ABREU MACHADO
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SCENARIOS AND PERSPECTIVES OF TEACHER CONTINUING TRAINING IN THE POLICY OF SPECIALIZED EDUCATIONAL SERVICE CENTERS IN THE MUNICIPALITY OF SALVADOR-BA
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Leader : MIGUEL ANGEL GARCIA BORDAS
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MEMBRES DE LA BANQUE :
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FERNANDA MATRIGANI MERCADO GUTIERRES DE QUEIROZ
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JOÃO DANILO BATISTA DE OLIVEIRA
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MIGUEL ANGEL GARCIA BORDAS
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MONICA ISABELA DE CERQUEIRA BARRETO
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NELMA DE CASSIA SILVA SANDES GALVAO
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REGIANE DA SILVA BARBOSA
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Data: 13 sept. 2023
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Afficher le Résumé
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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.
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21
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LILIAN BARTIRA SANTOS SILVA
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From school to screens: student media narratives and the right to communication
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Leader : NELSON DE LUCA PRETTO
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MEMBRES DE LA BANQUE :
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NELSON DE LUCA PRETTO
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VERONICA SOFIA FICOSECO
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KELLY LUDKIEWICZ ALVES
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GIOVANDRO MARCUS FERREIRA
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GUSTAVO DA ROCHA JARDIM
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EDGARD PATRÍCIO DE ALMEIDA FILHO
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Data: 21 sept. 2023
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Afficher le Résumé
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The context of curtailment and violation of rights in Brazil is an important marker to generate discussions forguarantying the right to communication, especially through dialogue between public institutions. In a country strongly characterized by private communication monopolies, thinking about public communication policies that dialogue with public schools becomes urgent. In this sense, we defend the thesis that public schools, which gather invisible majorities, in connection with public communication, can promote important exercises to guarantee the right to communication. To understand the potential of student media narratives broadcast in public communication spaces, we sought to identify the significant themes present in the narratives of the program "Intervalo", produced by TV Anísio Teixeira and broadcast by TVE Bahia between 2014 and 2015, to see what these narratives express and communicate and what macro and micro realities they point to. As a significant meeting place for the popular classes, the public school can also be a strategic space to promote educational and cultural experiences that enable not only reflection, but also the development of creative and citizen actions. Thus, from the concept of educations (Pretto, 2017), we delineate two pedagogical paths for the proposed connection to achieve its purpose: pedagogies of production and pedagogies of appropriation and citizen consumption. With a qualitative (Minayo, 2012), multi-referential (Ardoino, 1998) and hermeneutic (Ricoeur, 1988) approach, this work was carried out, methodologically, through the pragmatic analysis of narratives (Motta 2013, 2017), from the identification of issues of signification (Verón, 1997) and the material conditions of presentation of the statements (Maingueneau, 2005). The main results of the research, whose analysis required decolonial and intersectional reading perspectives, is that student media narratives, resulting from the public school - public communication connection, were presented as a powerful strategy for students to express issues related to adolescence and also to their social realities, with political commitment and creativity. The narratives of the Interval Program made visible the vastness of Bahia's territory: its diversity of peoples and accents, geographies, cultures, economies, architectures and biomes. Although the Intervalo was not born in schools and is a discontinued project, it serves as an inspiration and stimulus for initiatives for the production and dissemination of student narratives.
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22
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Pedro Augusto de Castro Buarque Silva
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OTHERWISE PAUL: WORD AND
REPRESENTATION
IN FREIRE'S THEORY
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Leader : MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MEMBRES DE LA BANQUE :
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WALTER OMAR KOHAN
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GABRIEL KAFURE DA ROCHA
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MARIA INEZ DA SILVA DE SOUZA CARVALHO
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MARIA ROSELI GOMES BRITO DE SA
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NEURISÂNGELA MAURÍCIO DOS SANTOS MIRANDA
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Data: 3 oct. 2023
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Afficher le Résumé
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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.
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23
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JACOB ALFREDO IORA
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Teaching Athletics in School Physical Education from the foundations of Historical-Cultural Psychology and Historical-Critical Pedagogy: A Contribution to Voluntary Activity in Adolescent Education
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Leader : ELZA MARGARIDA DE MENDONCA PEIXOTO
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MEMBRES DE LA BANQUE :
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ELZA MARGARIDA DE MENDONCA PEIXOTO
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FLÁVIA DA SILVA FERREIRA ASBAHR
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HELIO DA SILVA MESSEDER NETO
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MARILDA GONÇALVES DIAS FACCI
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MATHEUS BERNARDO SILVA
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ROGERIO MASSAROTTO DE OLIVEIRA
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Data: 6 oct. 2023
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Afficher le Résumé
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In the pedagogical act, the main task of the educator is to identify the knowledge and ways that promote full, free and voluntary human emancipation. In this sense, historical-critical pedagogy elaborates the school's political commitment to change the social relationship of spontaneous, everyday and unconscious teaching to systematized, non-daily and conscious contents, promoting the integral human development of the working class. Pedagogical guidelines for teaching Physical Education in adolescence were investigated, situating the problem of naturalizing the teaching of contents to sensorial capture, producing the appropriation of generalizations of empirical thinking about cultural objects. Thus, the analysis of the Physical Education teaching activity category, and its relationship with the development of operations at a qualitatively new level of conceptual thinking in the transition age period, made it possible to formulate the following question: What is the role of teaching actions /operations for the formation of the subjective image of objective reality, considering the new form of conceptual thinking presented to adolescents in the transitional age? In this direction, the general objective of the thesis is to present the systematized teaching of the actions/operations of cultural objects that make up athletics, as necessary mediations for the assimilation of objective meanings and for the development of the superior stage of generalization of conceptual thinking. The thesis is constituted as follows: the interiorization of signs constitutes the means of discriminating the mediations for the differentiated appropriation of the objective meanings of athletics, boosting the development and conscious mastery of the structural mechanism of the intellectual operations of conceptual thought that emerged in this period of age. The result of the action mediated by the objective contents of athletics is the historical-ontological form of human corporality.
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24
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Fábio Silva Gomes
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A SOCIOLOGICAL LOOK AT THE RELATIONSHIP OF TEACHERS WITH MATHEMATICS CURRICULAR MATERIALS IN YOUTH AND ADULT EDUCATION
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Leader : ANDREIA MARIA PEREIRA DE OLIVEIRA
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MEMBRES DE LA BANQUE :
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GILBERTO JANUARIO
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ANDREIA MARIA PEREIRA DE OLIVEIRA
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JONEI CERQUEIRA BARBOSA
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JONSON NEY DIAS DA SILVA
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LILIAN ARAGÃO DA SILVA
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Data: 17 oct. 2023
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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.
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25
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MARIA ELISA GOMES LEMOS
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Physical Education in Salvador: Narratives of a story
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Leader : CORIOLANO PEREIRA DA ROCHA JUNIOR
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MEMBRES DE LA BANQUE :
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CARMEN LILIA DA CUNHA FARO
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CLEVERSON SUZART SILVA
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CORIOLANO PEREIRA DA ROCHA JUNIOR
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JOSE NEY DO NASCIMENTO SANTOS
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ROMILSON AUGUSTO DOS SANTOS
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Data: 27 oct. 2023
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The study on screen addresses the constitution of the first Physical Education class in Bahia and its memories. Our objective is to bring to light the aspects, factors and data that configure the need to identify, present, interpret and signify the impressions and versions of people who were a direct part of this story, without concern for a linear narrative and this, in order to provide elements that allow the identification and understanding of how their trajectories took place. The justification involves creating significant mechanisms for understanding the relationships these area and your developments, in the same way, based on the peculiarities and specificities of what is experienced in Salvador. Finally, giving visibility, hearing and voice to those who were a direct part of these stories brings a value that makes use of itself. As a methodology, we will deal with the New History, given that it is about demonstrating and analyzing the data and facts that configure trajectories of areas that are specific and at the same time connected. Therefore, we will work with the theoretical-methodological aspects of cultural history. We will use as sources the literature already produced on the subject, information from periodicals from Bahia at the time, and the speeches of characters active in the scene. As instruments, we will use the semi-structured interview. As possible results, we expect to identify and make visible people who were active in different areas and also to establish interpretations about different fields, their coherence and ambiguities, specificities and relationships.
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26
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VANESSA RIBEIRO DOS SANTOS
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STATE OF KNOWLEDGE OF BRAZILIAN SOCIAL PEDAGOGY: CHALLENGES OF TRANSFORMATIVE PRACTICE IN SOCIAL EDUCATION
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Leader : AUGUSTO CESAR RIOS LEIRO
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MEMBRES DE LA BANQUE :
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AUGUSTO CESAR RIOS LEIRO
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CANDIDA ANDRADE DE MORAES
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CELI NELZA ZULKE TAFFAREL
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DANIELA SANTANA REIS
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ERCILIA MARIA ANGELI TEIXEIRA DE PAULA
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ÉRICO RIBAS MACHAD
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Data: 1 nov. 2023
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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.
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27
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CAMILA BAHIA GÓES
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MULTIFUNCTIONAL RESOURCE ROOMS: IMPLEMENTATION JOURNEY AND PERFORMANCE OF INCLUSION POLICY IN THE MUNICIPALITY OF FEIRA DE SANTANA – BA IN THE LIGHT OF THE POLICY CYCLE
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Leader : BARBARA COELHO NEVES
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MEMBRES DE LA BANQUE :
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BARBARA COELHO NEVES
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MARTA LICIA TELES BRITO DE JESUS
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SUSANA COUTO PIMENTEL
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PAULO MANUEL TEIXEIRA MARINHO
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SELMA BARROS DALTRO DE CASTRO
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MADALENA PEREIRA DA SILVA
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Data: 8 nov. 2023
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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
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28
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CAMILA BAHIA GÓES
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MULTIFUNCTIONAL RESOURCE ROOMS AS AN INCLUSION POLICY IN THE MUNICIPALITY OF FEIRA DE SANTANA – BA: FROM THE CONTEXTS OF INFLUENCE TO THE CONTEXTS OF PRACTICE.
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Leader : BARBARA COELHO NEVES
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MEMBRES DE LA BANQUE :
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MADALENA PEREIRA DA SILVA
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BARBARA COELHO NEVES
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MARTA LICIA TELES BRITO DE JESUS
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PAULO MANUEL TEIXEIRA MARINHO
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SELMA BARROS DALTRO DE CASTRO
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SUSANA COUTO PIMENTEL
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Data: 8 nov. 2023
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Afficher le Résumé
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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
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29
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Raul Lomanto Neto
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RURAL SCHOOLS IN AMARGOSA/BA: work, the organization of agrarian space and territorial development in dispute.
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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ALEX VERDÉRIO
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CELI NELZA ZULKE TAFFAREL
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MARIZE SOUZA CARVALHO
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NAIR CASAGRANDE
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TATIANA RIBEIRO VELLOSO
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TIAGO RODRIGUES SANTOS
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Data: 21 nov. 2023
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This thesis seeks to understand schools and education in the countryside of Amargosa by analyzing the historical context and social structure of the different eras. We are guided by the Marxian methodological orientation, according to which, economic determinations ultimately prevail and are imposed as necessities. In our analysis, this points to the capitalist, slave and semi-slavery mode of production under which the territory and municipality of Amargosa-BA developed. The objective of this research is to understand the correlation of the bourgeois society of Amargosa with schools in the countryside. Therefore, we propose the general objective of investigating the genesis, development and consolidation of bourgeois society, based on the slave-capitalist mode of production and systems of partnerships (semi-slavery), and its links with school organization and the social function of rural schools, based on historical, political, economic and social determinants. In this thesis, we show how the ruling class in Amargosa, throughout its history, appropriated the land, the means of production and political power and imposed itself on the organization of rural schools, first on the colonels and later on the local petty bourgeoisie. These oligarchic groups have used, made precarious, and compromised the teaching staff in the schooling process as well as the education workers in the purest patronage and clientelism, thus aligning schools with the political and ideological interests of those who own capital. This thesis makes it possible to state that Amargosa's rural schools in a class society are in permanent dispute. The maintenance or not of schools in the countryside, the organization of the agrarian space and territorial development can be revealed based on historical determinations. This is the main contribution of the thesis: to break with idealistic, romanticized and neutral visions of rural schools and to place them at the heart of the dispute between the interests of antagonistic classes - the oligarchies, landowners, landlords and the working class that defends popular agrarian reform and agroecology.
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30
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BRUNO LEONARDO CALMON DE SIQUEIRA OLIVATTO
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Teaching-podcaster and training value: an ethnoresearch-training in cyberculture
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Leader : ROBERTO SIDNEI ALVES MACEDO
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MEMBRES DE LA BANQUE :
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ANA VERENA FREITAS PAIM
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EDMEA OLIVEIRA DOS SANTOS
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ISAURA SANTANA FONTES
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ROBERTO SIDNEI ALVES MACEDO
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SERGIO LUIZ SILVA
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Data: 30 nov. 2023
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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.
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31
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LAILA SAMPAIO LIMA
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VISUAL ACTIVISM OF STUDENTS IN REEXISTENCE MEDIA: A ETHNOCONTRASTIVE STUDY ON VISUAL EXPERIENCES AND ACTS OF CURRICULUM IN UNIVERSITY EDUCATION IN BRAZIL AND PORTUGAL
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Leader : ROBERTO SIDNEI ALVES MACEDO
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MEMBRES DE LA BANQUE :
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ANTENOR RITA GOMES
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CARLINDA LEITE
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DENISE MOURA DE JESUS GUERRA
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ROBERTO SIDNEI ALVES MACEDO
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SERGIO LUIZ SILVA
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THAÍS NASCIMENTO SANTANA
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Data: 30 nov. 2023
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This thesis addresses the theme of visual activism by Brazilian and Portuguese students and their image productions in contemporary social networks, where the idea of “reexistence” is dialogued with their practices in Visual Culture. Specifically, we took as a field of study the pages of Mídia Ninja - “Estudantes Ninja” and “Casa Ninja Lisboa” - to understand ethnocontrastively how these mobilizations with the image inspire acts of curriculum in university education in Brazil and Portugal. For this, the investigation was supported theoretically and methodologically by TEEC (Ethnoconstitutive Theory of Curriculum - MACEDO, 2017) based on the concepts of “Acts of Curriculum”; “Curriculum Actors and Actresses” and “Curriculum Autonomy and Authorization” and “Complex curricular interactions” (MACEDO, 2017). We used the Ethnoconstrastive method (MACEDO, 2012) in narrative interviews with students, where we were able to access the knowledge that this investigation produced. The thesis revealed that the acts of CVs must change through the actions and visual experiences of their CV actors and actresses and in this context, change their signifiers with visual activism, in conceptions and practices where the image is a construct of points of view and demands. The research also concluded that the visual activism of Brazilian and Portuguese students inspire curriculum acts as political devices for cultural practices of re-existence in teaching, research and university extension, where the image is a cultural institute subject to criticism, understanding and historical debate , producing curricular visual ethnomethods. Furthermore, the thesis proposes the concept of curriculum visual activism, an idea discussed and constructed from the itinerancy of this investigation, which configures new studies, research and reinventions based on ethnomethods supported by qualitative and refined listening to those who make practical use of images life and curriculum.
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32
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ERICA CORDEIRO CRUZ SOUSA
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Contributions to the Didactic-Pedagogical Planning of Physical Education in the Technical Professional Education Courses Integrated into High School at IFBA.
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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ANGELINA PANDITA PEREIRA
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CELI NELZA ZULKE TAFFAREL
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GUADÊNCIO FRIGOTTO
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MARIZE SOUZA CARVALHO
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MÁRCIA MORSCHBACHER
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PETRY ROCHA LORDELO
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ROSICLER TERESINHA SAUER SANTOS
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Data: 2 déc. 2023
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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.
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33
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CLEONILTON DA SILVA SOUZA
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Content marketing pedagogical discourses on platform algorithms: between adaptation and transformation
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Leader : NELSON DE LUCA PRETTO
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MEMBRES DE LA BANQUE :
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PIER CESARE RIVOLTELLA
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PATRÍCIA GONÇALVES SALDANHA BRASIL
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CARLOS FREDERICO DE BRITO D'ANDREA
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MARIA ROSELI GOMES BRITO DE SA
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MESSIAS GUIMARAES BANDEIRA
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NELSON DE LUCA PRETTO
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VERONICA SOFIA FICOSECO
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Data: 4 déc. 2023
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The research aims to investigate content marketing discourses about digital platform algorithms. The fieldwork was carried out on the blog of a Brazilian digital marketing company, a territory where discourses about algorithms interrelate and establish new forms of socio-technical existence. The study focused on three epistemological dimensions: Cognitive, which focused on the specificities of algorithms; Social, which investigated the context of marketing in the 21st century; Discursive, which focused on the nature of the language in use in a native digital environment with regard to the specificities of pedagogical discourse. The advent of the internet consolidated social relations mediated by technical objects in intense coding processes, accelerated production of large amounts of data and practices to make the various objects and social interactants interconnected. The codes themselves already have traces of opacity, which results in more difficulty in accessing the understanding of how these technical objects work in the life of society. At this juncture, marketing companies dedicated to creating actions to disseminate information about the nature and functioning of digital platform algorithms emerge. From this context the question arose: to what extent do content marketing discourses contribute to deciphering platform algorithms? The argument in defense of the thesis is that content marketing discourses occupy multiple discursive domains, which reach the commercial and media spheres, mainly, spheres that are most noticeable by society in general, and also reach the educational discursive domain, since These discursive practices constitute a cultural form that appropriates another original discourse (scientific, commercial, technical, philosophical, religious and common sense), creating a new way of knowing, commonly known as didactic knowledge, expressed in the form of pedagogical discourse. The epistemic-methodological basis that underlies the articulation of multi-referential knowledge is of a hermeneutic order, in which the object-field of social investigation is also a subject-field, in which research is outlined by a process of understanding and reflection on a social situation that had already been interpreted, which characterizes the work as a reinterpretation of reality. To be able to articulate multiple references of knowledge, the research was based on theoretical contributions from Cultural Studies, Critical Discourse Studies, Philosophy of technique and Sociology of Knowledge. The study showed that discursive production in content marketing is close to practices that aim to modulate and control behaviors in pedagogical mediations based on injunctive discursive constructions, with a moralizing tone, as well as that such practice contributes to the formation of a writer/reader citizen conditioned to relate sociotechnically with a double interlocutor: a human being and an algorithmic one. The algorithmic entity establishes a form of rationalized technical relationship and is the one who will decide how a publication will appear on the results pages of an internet search engine.
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MICAELA BALSAMO DE MELLO
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THE REFORM OF HIGH SCHOOL IN THE STATE PUBLIC EDUCATION NETWORK OF BAHIA: AN ANALYSIS FROM THE POLITICAL ARENA
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Leader : RODRIGO DA SILVA PEREIRA
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MEMBRES DE LA BANQUE :
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NORA RUT KRAWCZYK
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ELIZA BARTOLOZZI FERREIRA
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FÁBIO DANTAS DE SOUZA SILVA
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MARIA COUTO CUNHA
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RODRIGO DA SILVA PEREIRA
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Data: 4 déc. 2023
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Afficher le Résumé
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This work had as aim at analysing contradictions and mediations in the arena of political production of the New High School (NHS), which mark its regulation in the state network of Bahia, regarding its contexts of interest and dispute, as well as the transition path from the initial formulation of the policy to its implementation in the education network of this State. Politics was analyzed considering the State decomplexification process, the action and influence of non- governmental actors in the elaboration, implementation and evaluation of Public Policies, in line with Neoliberalism. To approach the investigation object, the Political Arena that marks the New High School in the State Public Education Network of Bahia, theoretical approach adopted took as a reference the contributions of historical and dialectical materialism. Methodologically, the research is inscribed in the principles of empirical research of qualitative analysis, with data collection in documents and interviews carried out with representatives of the FEEBA, of CEEBA and of SEC-BA. The research was initiated seeking to investigate the bases and ideological assumptions of the actors who influence the production of the High School reform policy, when relating the influence by actores to the neoliberal reason and managerialism, in accordance with the neoliberal-based TCH and AGEE. Next, the influence of education entrepreneurs in the arena of production of the High School reform is characterized, identifying three elements of influence in the dispute: the distance in relation to democratic management and its constitutional principle, the dispute for public financing, and the formation of a new type of man. When contextualizing the production of the High School (HS) reform in Bahia, it appears that many actors who appear on the national scene were directly or indirectly linked to the state scene. It is understood that the influence of some actors, such as Fundação Leman and Fundação Vivo Telefônica, resulted in recommendations or even definitions coming from the federal sphere and the CONSED. Finally, the study sought to characterize the conceptions, contradictions and mediations in this arena, by highlighting the specificities of the formulation of the HS reform in Bahia, analyzing its conditions, e confirma que a política nacional segue um viés neoliberal de Pedagogia das Competências, while in Bahia the proposal takes a more critical approach, guided by Historical-Critical Pedagogy; adherence to the pilot schools project reiterates the perception of the induction of policies by conditioning their financing; the contradictions in educational policies for secondary education in Bahia reveal the duality between the quest to confront social inequalities and guarantee social rights and compliance with neoliberalism and its managerialist characteristics. It is noteworthy that the presence of expressions of resistance in reference documents represents the marking of the place of social movements, while it is possible to perceive elements of discontinuity and approximation with the guidelines of International Organizations, which strengthen the managerialist conception of educational management. Documentos analyzed indicates paths for resistance to what the reform proposal has imposed on youth, education professionals and in relation to the construction of new type of man's sociability, even though some points may be questioned regarding possible ambiguities and hybridisms. The splits in the reform project show that there are confrontations and not an inexorable path, especially considering the dispute over the repeal of the NHS and the many questions about what will happen next.
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35
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Aline Gomes Machado
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Bahia medical gazette: between body education, modernity, gymnastic and body practices
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Leader : CORIOLANO PEREIRA DA ROCHA JUNIOR
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MEMBRES DE LA BANQUE :
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CLEVERSON SUZART SILVA
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CORIOLANO PEREIRA DA ROCHA JUNIOR
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Luis Carlos Lira
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ROBERTO GONDIM PIRES
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VIVIANE ROCHA VIANA
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Data: 6 déc. 2023
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The present study is part of the Postgraduate Program in Education (PPGE), of the Faculty of Education, of the Federal University of Bahia (UFBA), in the thematic line Education, Body Culture and Leisure, integrating the CORPO research group. This research is a historical research. Our study seeks to understand what representations of the body are present in the editions of Bahia Medicall Gazette, and the relationships between an education of the body centered on modernizing ideas, seeking to locate the debate about gymnastics and other body practices in this context. Gazeta was the specific scientific periodical with the greatest circulation and relevance in Brazil in the second half of the 19th century. It appeared in 1866, circulated regularly between 1866 and 1934, then between 1966 and 1972, with a single number in 1976, and was produced regularly again between 2002 and July 2011. Here, we limit our study to the GMB's first production cycle: 1866 when it appeared and 1934, the year in which the rights of the Journal were transferred to the Faculty of Medicine of Bahia (FAMEB). To this end, we are based on the methodology of Cultural History, with the concept of Representation as central to our analysis. Human existence is impossible to be understood dissociated from the body. The human condition is essentially bodily. The body can unfold as a reflection of the situation in which it finds itself. Therefore, we can assume the body, bodies as objects of study that speak about themselves and the environment, space and time. The close relationship that gymnastics and some body practices had with medical debate is already widely debated in national literature. During the 19th century, the development of medicine, at different times, sought to validate the importance of physical education for strengthening the body and the nation. Among the physical exercises advocated, gymnastics occupied a prominent place in this community, due to its alleged scientific nature, but others also made up the debate in the Bahia Medical Gazette. The increase in research in the areas of physiology, anatomy and biology highlighted the importance of these practices for individual and social development, based on justifications that revolved around hygienic, moral, aesthetic and economic ideals. These ideals made up a notion of what would be modern, a central objective that motivated a large part of Brazilians, mainly an economic elite, politicians, intellectuals and, notably, doctors. In the wake of this thought, as considerations, we point out that the medical knowledge circulated in GMB, constructed representations of the body, as an individual and social element both capable and necessary to be transformed, educated by the interventions that medicine indicated, among them, the practices body. Thus, the multiple representations of bodies agreed in the same sense, they would all be capable of being educated and transformed into modern bodies to compose the modern city context, as long as they followed hygienic precepts, among which gymnastics and other bodily practices were highlighted in the scenario of education of the modern body.
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36
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ELSON DE SOUZA LEMOS
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PRACTICAL-POIETIC KNOWLEDGE IN THE CONTEXT OF SUPERVISED INTERNSHIP: CONSTRUCTIONS AND RELATIONSHIPS
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Leader : LUCIA GRACIA FERREIRA TRINDADE
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MEMBRES DE LA BANQUE :
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LUCIA GRACIA FERREIRA TRINDADE
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MARIA ROSELI GOMES BRITO DE SA
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JUSSARA TÂNIA SILVA MOREIRA
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ESTER MARIA DE FIGUEIREDO SOUZA
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OSMAR HÉLIO ALVES ARAÚJO
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Data: 8 déc. 2023
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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.
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37
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CACIO ROMUALDO CONCEIÇÃO DA SILVA
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TRAINING OF BLACK TEACHERS IN CHILDHOOD EDUCATION: EVERYDAY STORIES OF OPPRESSION AND INSURGENCE
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Leader : LYGIA DE SOUSA VIEGAS
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MEMBRES DE LA BANQUE :
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LYGIA DE SOUSA VIEGAS
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NANCI HELENA REBOUCAS FRANCO
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EDILZA CORREIA SOTERO
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SILVIA HELENA VIEIRA CRUZ
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MIGHIAN DANAE FERREIRA NUNES
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Data: 14 déc. 2023
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The emergence of the first Brazilian preschool institutions, known as daycare centers, dates back to the mid-19th century and represented, at the time, the qualified provision of care for children whose mothers worked in “family homes” or in industries. Until the second half of the 20th Century, reflections and actions aimed at the field of “assistance” for poor and black children did not differ from trends at the end of the 19th Century, namely: management promoted by rich white women who, in the role of managers of “care” for poor black children, as well as their families, put into practice medical-hygienist, legal-police and religious methods. Only at the beginning of the 1980s did we begin to experience growing tensions and challenges directed at the traditional “attention” given to the educational process of poor (and black) children in our country. In the current context of knowledge production about Early Childhood Education, which involves the training of its teachers, it is necessary to think about the topic of Race Relations. We talk little about the historical construction of Early Childhood Education prior to the 1980s, and we also talk little about its teachers, the majority of whom are black and poor women who, despite having the minimum training guaranteed by law since the beginning of the 20th century, are subjected to training experiences and working conditions that are historically precarious and completely crossed by our patriarchal and racist capitalist tradition. Therefore, this research seeks to deepen the questions surrounding the topic. To this end, its general objective is to chronicle the biographical and educational paths of poor black Early Childhood Education teachers, in the dialogue between their narratives and the history of Education for the black population in Brazil. And as specific objectives, we have: a) Recover elements of the history of the construction, implementation and provision of Early Childhood Education in Brazil in light of gender, race and social class markers; b) Understand the emergency policy for training teachers in Early Childhood Education based on the ProInfantil and PARFOR Programs; c) Understand the training process aimed at black teachers and those belonging to the popular classes who work in Early Childhood Education, based on their narratives; d) Understand, based on the teachers' narratives, how the training process had/repercussions on the implementation of the reflections and pedagogical practices of black and poor teachers in their relationship with children and their families, also black and poor. The means used to achieve the aforementioned objectives are identified with the oral history method that participates in the construction of memories related to the teachers' life path and professional training, heard in the context of group meetings. The group included eight early childhood education teachers whose training in pedagogy began after joining PARFOR, an emergency training program for teachers who were already working in this condition, without training/diplomation to do so. The content from the field and its comparison for subsequent writing of the Thesis were theoretically articulated from an intersectional and materialist perspective, in which we sought to understand how aspects of gender, race and class were historically related to factors determining the possibilities or not of access for poor black women to teacher training in our country. By sharing their life and training stories with us, the teachers allowed us to access scams that seemed ancient, non-existent in our days. However, they also brought us closer to something that happens between them, in their relationships with other women, an effort that is often unnamed, sometimes yes, so that, disobediently, they do not remain in pre-established places, places already lived by many other women also black and poor. An effort to live the right to Education and teacher training in our country.
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38
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ABILIA ANA DE CASTRO NETA
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The content-form-addressee triad as a possibility of formulating and criticizing the teaching proposed in the New Secondary Education (NEM): Contributions of the critical-overcoming approach to dealing with the knowledge of Physical Education.
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Leader : CLAUDIO DE LIRA SANTOS JUNIOR
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MEMBRES DE LA BANQUE :
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CLAUDIO DE LIRA SANTOS JUNIOR
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AUGUSTO CESAR RIOS LEIRO
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FLÁVIO DANTAS ALBUQUERQUE MELO
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MELINA SILVA ALVES
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MURILO MORAIS DE OLIVEIRA
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Data: 18 déc. 2023
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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.
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39
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Andréia Cristina Freitas Barreto
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FOR A TEACHING CAREER POLICY: LIMITS AND POTENTIALITIES OF A BRAZILIAN MODEL IN THE PROFESSIONAL DEVELOPMENT PROCESS DURING THE EXAMINATION PERIOD
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Leader : LUCIA GRACIA FERREIRA TRINDADE
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MEMBRES DE LA BANQUE :
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LUCIA GRACIA FERREIRA TRINDADE
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CLÁUDIO PINTO NUNES
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MARA APARECIDA ALVES DA SILVA
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RITA DE CASSIA SOUZA NASCIMENTO FERRAZ
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ROSELANE DUARTE FERRAZ
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Data: 20 déc. 2023
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This study has the general objective of analyzing the careers of Basic Education teachers in the municipality of Itapetinga-BA who are in the Examination period, assuming the potentialities/limits of the Brazilian model for the construction/implementation of public monitoring policies teacher and its consequences in teaching. As specific objectives we have: to analyze the career reference(s) of Basic Education teachers in the municipality of Itapetinga-BA and their characteristics, considering the Brazilian Model; know the characteristics of the Examination period that makes up the Brazilian Model and its consequences in teaching; identify/evaluate the potential/limits of the model for developing public policies for teacher monitoring during this career period. This research is characterized as phenomenological – qualitative, it was developed from ethnographic inspirations with three Basic Education teachers from the city of Itapetinga-BA, one man and two women, who were in the Brazilian Career Model Examination period Teacher. We chose three data production instruments, specifically: document analysis, questionnaire and observation of pedagogical practice. We used the content analysis technique to treat the corpus of this investigation, which were: descriptions of pedagogical observations, recorded in the field diary; cataloging questionnaire data and; the documents that regulate the career of the municipality of Itapetinga-BA (Organic Law of the Municipality - Law of 05/04/1990, Municipal Education Plan of Itapetinga - PME, Law 1.275/2015; Positions and Remuneration Plan for Municipal Public Teaching - Law 941/2003, and, Statute of Municipal Public Teaching - Law 1,101/2010). The research revealed that the policies that regulate the teaching career in the researched municipality do not meet specific aspects of the career and of a subjective nature (such as knowledge, satisfaction, attractiveness, identification, professional well-being and attention to individual aspects), making it necessary to advance in order to consider the characteristics of each period of the teacher's career, as proposed by the Brazilian Teaching Career Model. We found that the Examination period is made up of more negative characteristics than positive ones. We realize that teachers who are at this stage of their professional career are tired, frustrated, stressed, anxious, physically and/or mentally ill. The unfolding of these characteristics in teaching has occurred through the choices that teachers make to develop their practices. Finally, the data confirms the research by Ferreira (2014; 2017; 2020; 2023) and shows the potential of the Model to think about career policies for teaching monitoring. It was clear that, during the Examination period, we needed to achieve investments related to policies to prevent negative aspects and strengthen positive aspects, present in previous periods. Regarding the limitations of the Model, we observed that its creation was based on a more general conception of a teaching career, and could, in order to expand at a national level, adapt and be the basis for other constructions. In this way, we consider that the MBCD demonstrates the potential to consolidate and expand towards the development of a national policy, contributing to advances in the scope of teaching professional development.
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40
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SELIDALVA GONÇALVES DE QUEIROZ
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THE TEACHING PLAN IN THE PEDAGOGICAL WORK OF BASIC COUNTRYSIDE EDUCATION: CONTRIBUTIONS OF HISTORICAL-CRITICAL PEDAGOGY AND HISTORICAL CULTURAL PSYCHOLOGY
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Leader : CELI NELZA ZULKE TAFFAREL
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MEMBRES DE LA BANQUE :
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CAROLINA NOZELLA GAMA
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CELI NELZA ZULKE TAFFAREL
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FÁBIO JOSUÉ SOUZA DOS SANTOS
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KATIA OLIVER DE SA
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MARIZE SOUZA CARVALHO
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NAIR CASAGRANDE
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Data: 22 déc. 2023
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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.
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41
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ALEX OLIVEIRA DO LAGO
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Between Darwin and Oxalá: re-existence, curriculum acts, decolonization of knowledge and epistemic decoloniality of natural sciences teachers’ in the context of a Candomblé temple school. 235 p. ill. 2023. Thesis (Ph.D.) – Faculty of Education, Federal University of Bahia, Salvador, 2023.
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Leader : ROBERTO SIDNEI ALVES MACEDO
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MEMBRES DE LA BANQUE :
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DENISE MOURA DE JESUS GUERRA
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JOSE TEIXEIRA NETO
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RITA DE CASSIA SANTANA DE OLIVEIRA
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ROBERTO SIDNEI ALVES MACEDO
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ROMILSON AUGUSTO DOS SANTOS
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SILVIA MICHELE MACEDO
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Data: 27 déc. 2023
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Associating decolonization of knowledge and the decoloniality of knowledge theoretical prospects and concept-device of curriculum acts, this doctoral thesis results from a qualitative and phenomenological case study that had as centrally aimed to analyze and umderstand how curriculum acts mobilize/mediate processes of knowledge decolonization and epistemic decoloniality in the teaching practice of Natural Sciences within the context of a Candomblé temple school in Salvador, Bahia. The theoretical framework draws inspiration from epistemological concepts such as the ecology of knowledges by Boaventura Santos, critical interculturality by Catherine Walsh, and the sensitive reason by Michel Maffesoli, among others, in addition to the idea of curriculum acts by Roberto Macedo. Analytically, the study is organized through the experiential analysis of hermeneutically inspired literature, employing an exploratory and comprehensive approach to the insurgent decolonial experience of the Irê Ayó Political-Pedagogical Project. This experience is elucidated in the academic literature of Vanda Machado, guided by the theoretical-methodological orientations of critical and multireferential ethnoresearch, as well as implicated ethnoresearch.
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