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

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

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

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

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

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

The present study entitled Female Orgasm: The Analysis of the Approach in Training Books Through Feminist Criticism analyzed the biological theories presented in four training books, used in undergraduate courses on female orgasm through feminist criticism, thus examining the discussions of gender around the knowledge that has been produced about the female orgasm, which has been considered as an unimportant and uninteresting element for the production of knowledge. This study aimed at a critical analysis of four training books used in the disciplines of Human Anatomy and Physiology in the Biological Sciences Degree course at the State University of Feira de Santana – UEFS, Bahia, Brazil, with the aim of interpreting the discourses present. In these books, in a gender approach, with feminist studies in the area of Education as a context, for this we use Critical Analysis of Discs and Feminist Criticism of Science as an analysis tool. The results point to the predominance of stereotypical ideas regarding genders. In this sense, theories were highlighted that reinforce oppressive conceptions, including sexist and androcentric ones.

This study investigates the academic and formative trajectories of physics teachers graduating from Federal Institutes, emphasizing the impact of individual experiences on their professional identity. Employing oral history methodology, semi-structured interviews were conducted with graduates of the Physics Teaching degree at the Federal Institute of Education, Science, and Technology of Bahia. The analysis considered aspects such as the challenges encountered during training, the integration of theory and practice, and the implementation of educational policies, including Resolution National Education Council / Full Council (CNE/CP) n.o. 2/2015. Furthermore, the study examined students' involvement in research, extension, and teaching initiation activities. The findings underscore the significance of an integrated approach to teaching, research, and extension in preparing prospective teachers, underlining the importance of ongoing reflection on educational practices in Federal Institutes. This contributes to a comprehensive understanding of the formative experiences of physics educators and enhances the quality of undergraduate programs within the Federal Education Network.

The object of this research is the policy of full-time comprehensive education as a policy of law and social practice. It conceives of full-time education as the formation and development of the human being from the perspective of omnilateral formation, and includes the development of subjects in all dimensions, considering the real objective and subjective conditions for their full historical development. Its central objective is to analyze the mediations, contradictions and possibilities of the full-time education policy in the municipal network of Lagedo do Tabocal - Bahia, in the period 2013-2023, as a case study and thus present a critical synthesis proposing overcoming possibilities regarding the full-time full-time education policy. The research problem is the following: what are the mediations, contradictions and possibilities for overcoming them in the public policy of full-time education that has been implemented in the municipal education network of Lagedo do Tabocal - Bahia, in the period 2013-2023? In this sense, based on the historical-dialectical materialist conception and historicalcritical pedagogy, we seek to get to the root of the problem by analyzing omnilateral education as a conception of comprehensive education, reflecting on social classes in order to understand the role and importance of public schools for the working class and public educational policy as a guarantee of rights and the role of the state.

The present work questioned how official indicators can show the relationship between economic operations of mergers/acquisitions and academic and institutional quality. The analysis focused on the Bachelor's Degree in Pedagogy during the period that marks the largest merger ever in Brazil between the Anhanguera and Kroton (Cogna) groups. Theoretically, the analysis is grounded in the contributions of authors such as: Verhine (2010, 2022, 2023); Verhine & Dantas (2003, 2006, 2020, 2021); Ruas (2015); Morosoni (1999, 2001, 2008, 2009, 2014, 2016, 2017); Cunha (2017); Souza (2017); Santos (2010); Sampaio (2000, 2009, 2011); Oliveira (2009); Sguissardi (2008); Sobrinho (2000, 2003); Chaves (2010); CM Consultoria (2015); Hoper Consultoria (2021); Coelho (2023); Marques (2013); Dante (2014); CADE (2016); among others who problematized discussions about quality in higher education, expansion and privatization of higher education, mergers and acquisitions in this segment, as well as public policies that supported these processes. Throughout the period analyzed in the research, it was evident that economic activities prioritized the search for operational efficiency. Furthermore, the efforts for expansion and market consolidation had a direct impact on academic quality with results below the acceptable standard by regulatory instruments. Scott's (2014) Neoinstitutional Theory was used as a perspective for data analysis. This theory examines how educational institutions are shaped by the norms and practices of the environment in which they are inserted. It considers mergers as phenomena influenced by various institutional forces, including cultural norms and values, regulatory pressures, competitive pressures, and the phenomenon of isomorphism. The research indicates that after a merger process, the consolidating group seeks to increase the speed of creation and incorporation of a new culture, and isomorphism ceases to be a process to become part of the organizational strategy. The methodology employs a mixed-methods approach, integrating qualitative and quantitative techniques for a more comprehensive analysis. It includes a case study on the largest economic group in the sector, exploratory research, documentary survey of the Anhanguera and Kroton groups, use of quality indicators from INEP/MEC, as well as the creation of a Business Intelligence (BI) for pre and post-merger comparative analyses. The results indicated that mergers, although initially guided by economic and administrative objectives, end up being shaped and restricted by broader institutional forces following mimetic isomorphism. This manifests in how the merged institutions adapt (or not) to the expectations of quality and academic excellence, which are an integral part of the educational environment. Despite the latent coercive and normative isomorphism in these processes, a decline in institutional results after the mergers was found, indicating prioritization of operational efficiency and market expansion as a practice incompatible with the quality policy normatized by SINAES. In the final analysis, the results, seen through the lens of Neoinstitutional Theory, suggest that mergers in higher education should be carefully monitored. This highlights the need for regulatory policies and governance practices that ensure minimum quality standards, thereby safeguarding the social commitment of Brazilian higher education.

This thesis aimed to analyze the academic-scientific production about the teaching of circus activities in school Physical Education, seeking to identify: What is the predominant conception of man in this production? Which historical project guides your intervention in pedagogical practice? What conception of school and pedagogical theory support them? Specifically related to the Physical Education discipline, what teaching approach do you favor, what is your teaching object and how do you pedagogically treat knowledge in the area? Given the growth of this content as part of the curriculum of Physical Education classes and the emerging scientific production in the area, it is necessary and urgent to reflect on this production, analyzing under what theoretical matrix, under what conceptions, foundations, science is being produced, allowing us to establish links and relationships between scientific practice and the concrete life of a society divided into classes, especially at a historical moment in which contradictions and conflicts between classes intensify and the capitalist mode of production puts its own continuity into question of life on the planet. We started from Historical-Dialectical Materialism, Historical-Critical Pedagogy and the Critical-Overcoming Approach to Physical Education as guidance for analyzing our database, consisting of 2 theses, 5 dissertations and 20 scientific articles published in journals in the area. It was found that scientific productions that address the teaching of circus activities in school Physical Education follow the trend of adhering to pedagogical ideas based on the motto of “learning to learn”. This research is expected, therefore, to highlight the theoretical concepts that have been guiding scientific production on the teaching of circus activities in school Physical Education and to contribute to the advancement of research and teaching propositions that are placed epistemologically, from the point of view of interest of the dominated, based on a critical theory capable of contributing to the theoretical elevation of students, to the reliable understanding of reality and the overcoming of class society.

WHEN WORDS PASS THROUGH THE VOICE: From the verb "to read" to the verb "to recount," it was motivated by movements occurring in the act of storytelling, managed by scales of meaning that narrative experiences exert on the body in performance, and aims with a research-formation to respond to the formation of the narrator. With a literary autofictional language, taken from a post-structural methodological perspective, dialoguing with Deleuzian concepts, mainly double theft and assemblage, concepts protagonized by the displacements around the concept of Narration, the Thesis establishes a specific understanding, mapped through research-formation encounters with teachers and storytelling encounters with students, between Brazil (Irecê-BA) and Portugal (Porto). It is an understanding of the body in action regarding the displacements occurring in the continuous learning about the practice of narrating, in a peculiar reflection on what happens when words pass through the voices of teachers and expand through the reception of children listening. The results lead to the formation of the narrator as a constant process of assemblages, configured and reconfigured by encounters between people, places, and ideas. Assemblages that star the body and the voice that reads and speaks the "original language of affections" through poetic language, communicated through the art of storytelling.

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

In the 21st century, information literacy is a fundamental attribute for everyone, especially in the educational environment. In this context, the present research sought to answer the following question: how are information literacy practices developed by students with disabilities in the context of higher education at IFSertãoPE? Its objective was to understand the information literacy practices used by students with disabilities in higher education for knowledge acquisition. Specifically, it aimed to identify information access strategies for academic activities; describe the process of information retrieval and use for knowledge construction; analyze inclusion practices related to information access in the educational environment; and propose information literacy services and products for the library that assist in the inclusion of students with disabilities, as well as their retention and continuation of studies, taking into consideration their specific needs. The methodology adopted was based on a qualitative approach of the case study type. The case studied was the information literacy process reported by eight students with disabilities in higher education. The participants included students with physical, hearing, visual disabilities, and Autism Spectrum Disorder. The research site was the Petrolina Campus of the Federal Institute of Pernambuco's Sertão. Regarding the category of analysis "Knowledge about the library," it was identified that the interviewees made no mention of services and products related to information literacy and that there are some significant barriers to information access. Concerning Information Literacy Practices, it was observed that they are influenced by the teacher. Although the strategies for information retrieval and access are not yet well developed, students cited criteria for evaluating information. Regarding information management and organization, the interviewees employ different approaches using technology to facilitate academic writing. From the students' statements, it was understood that they cannot make ethical decisions about information use or develop appropriate research strategies unless they recognize the social and ethical implications involved in the process. Lastly, despite the efforts of the institution investigated in serving students with disabilities, there is still much to be done for them to become fully information literate individuals. As contributions of this study, from a theoretical point of view, it presented a new perspective within the theme, indicating accessible information literacy, making it possible to restructure activities for access, retrieval, and use of information by people with disabilities. From a practical point of view, the research contributes to the development of a Guide to Information Literacy Services and Products for People with Special Educational Needs, aiming at informational actions for both academic needs and the pursuit of new knowledge.

This research is problematized around the articulations between music and body that emerge from students from Public Schools in the backlands of Northeast Brazil, questioned about their musical preferences and experiences. We seek to understand the intertwining between music, bodies and artistic expressions of adolescents in the school space, considering cultural diversities, from a pluriversal education perspective. The relevance of the study refers to the constancy of each of these themes in everyday school life, although, in most cases, they are not even treated, and at best, treated separately, which makes to be impossible have a integrated and overview comprehensive. It is a qualitative work, using mixed questionnaires and focus group, and the results showed the preference of the students surveyed for musical styles already mentioned in the literature as linked to dance, youth protagonism, identity and group experiences. The results also showed an interest in the study of musical instruments and singing, which we associated with the desire to practice internal repertories. Furthermore, we identified an intimate emotional-bodily relationship between young people and their favorite repertories, which we conceptualize as body-repertory.

In times of quantitative expansion of enrollment of students with disabilities, legitimized by inclusive public policies, it becomes especially relevant to discuss issues that go beyond access, permeate permanence and success in the educational path. From this perspective, the analysis of the relationship between the mediation of information developed in a university library and the construction of affiliation by students with visual impairments constitutes the object of study of this investigation. The analysis was based on the Socio-historical Cultural Theory established by Vygotsky, providing an understanding of the origins of mediation, as well as an approach to disability beyond limitation, as a condition of development affected by social and historical dynamics. Regarding methodological options, this is a case study – based on qualitative and quantitative paradigms – developed in the context of the libraries of the System of the Federal University of Recôncavo da Bahia (SIB/UFRB), in which data were produced through interviews semi-structured and document analysis. To understand the data, content analysis was applied as a procedure with the aid of the software Interface de R pour les Analyzes Multidimensionnelles de Textes et de Questionnaires (IRaMuTeQ), which pointed out the grouping of the main themes covered and supported the elaboration of 4 (four) categories – Reports of life and disability; Information mediation; Library as a membership space; and Membership Challenges. Regarding ethical aspects, the research was submitted and approved by the Ethics Committee of UFRB and the Federal University of Bahia (UFBA). The results indicate that the library's collaboration in the process of mobilizing students with visual impairments in the apprehension of higher education codes and in the assimilation of the academic routine - affiliation - is dependent on the realization of conscious mediation, which aims to understand the singularities of the agents participants in the interference action. Within the scope of SIB-UFRB, the predominance of unconscious mediation, evidenced by the few specific actions for students with visual impairments, has weakened its collaboration in building the affiliation of this segment. It is expected that the results obtained in this investigation will provoke reflections among librarians regarding the potential of conscious mediation for building affiliation among students with visual impairments.

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.

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.

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.

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.    

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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. 

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.

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.

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.

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.

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.

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.

“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.

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.

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.

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.

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.

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

This thesis 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.

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.

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.

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.

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.

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.

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.

This dissertation is a study of History of Education in which I used the conceptual notion of representations of cultural practices of Cultural History, to think, as Chartier (1989) teaches us, the representations, practices and appropriations of signs and symbols of the past that involved the subjects ahead of the implementation of the Legislation of Directives and Bases of National Education nº 4.024/61 (LDBEN) from the perspective of the newspaper A Tarde, a periodical with the greatest circulation in the State of Bahia, and which in this work is used as a source, as well as, object, together with the educational laws of Bahia and Brazil between 1960 and 1971. The main objective is to depicts the historical conjuncture of the political, social and educational landscape, which affected primary and secondary school education during the implementation of the LDBEN in Bahia, which in its course was interrupted, and gradually replaced by new guidelines due to the civil military coup (1964) and the establishment of a dictatorship. For this, I focused on the ethnographic method, in a historiographical perspective, in which subject and object are intertwined, since it is a history teacher telling a part of the history of education, highlighting how much this movement affects me, in the anthropological sense proposed by Favret-Saada (1990), using the newspapers A Tarde published between 1960 and 1971, tensioning his writings with the educational legislation sanctioned at the time, demonstrating in each chapter the reasons for the choices of sources, theories, objects and methods in the face of a researcher's epistemological posture. The chapters carefully translate reflections that allow us to understand the object, its contradictions, the delimited section and the research results.

This study aimed to understand how the family contributes to the learning process of students admitted to the University Hospital of UFBA. The family is seen as the first institution responsible for the socialization of individuals and has the complexity of relating the nature of the human species with the culture and organization of social groups (family members) mainly with the processes that involve the subject's schooling. It is essential for the child to gain confidence, to feel valued, assisted and, as an institution, it cannot ignore its responsibility in the construction of values, duties, common goods, small day-to-day teachings. When a child is hospitalized, this relationship is altered, a degree of uncertainty is generated in the family and in the child itself, almost always sending them to a place marked by suffering, emotional and cognitive delays, leading to the student a feeling of isolation for being away from family, friends and school. Thus, the care provided in a hospital class contributes to coping with the stress of/in hospitalization and consequently for the continuity in schooling. We are theoretically supported to address the issues of schooling in hospitalization situations, Holanda and Collet (2011), Barros (2007), Ceccim (1997, 1999), on the family, Parolin (2010), Portella and Franceschine (2012). Methodologically, a questionnaire containing 25 questions was applied to 23 accompanying mothers, which were recorded and transcribed. As a way to support the organization of data, we used the analysis of the underlying discourse proposed by Nicolaci-da-Costa (2007), through the Method of Explicit Discourse of Underlying Discourse (MEDS), which proposes to reach the meaning (often unconscious) that underlies what is said. We consider that learning is primarily anchored in what is taught by the family and throughout the life of the subject passes through other types of knowledge, whether formal or not. In any case, most families intend to accompany them in order to help them in whatever is necessary for their development as citizens. Also, the behaviors and thoughts of those responsible in relation to their children's schooling varied, from the concern for the future and that depends on the "studies", that is, the school, because even the chronic disease that will accompany you for a lifetime , and believing that the child would not be able to have a promising future, without school it would not be possible to continue.