The study sought to understand whether the idea of pedagogical innovation of Physical Education teachers in the micro-region of Agreste Potiguar is related to the use and appropriation of Digital Information and Communication Technologies (TDIC's) as technical, critical and creative pedagogical potential. Furthermore, it analyzed teachers’ perception of the idea of pedagogical innovation; understanding how TDIC's are understood and inserted into teaching work. To this end, the research used a qualitative and descriptive approach, the procedure adopted for investigation was structured based on fieldwork, using a questionnaire as procedures for gathering information, to characterize the socio-professional profile of the participants, and a semi-structured interview. Subsequently, the information was analyzed and interpreted in dialogue with the vision of the authors who make up the theoretical foundation involved in the theme. The study included five Physical Education teachers, working in four institutions of the municipal and state public education network (Elementary Education), in three cities in the Agreste Potiguar microregion (Nova Cruz, Santo Antônio and Monte Alegre - RN). Teacher understanding of the phenomenon of pedagogical innovation approaches factors such as the insertion of new features or updates into the teaching process and the intentionality in improving pedagogical practices. TDIC's are understood in a very technical, uncritical and sometimes creative way, there is no evidence of an understanding capable of dialoguing with the influences and complexities that exist between technologies and society, on the other hand, there is an antagonistic relationship, sometimes attributing a positive value, sometimes negative to the use of TDIC's in pedagogical interventions. The study identified conditioning and enhancing aspects of teaching work regarding reflection on the use and appropriation of TDIC’s in Physical Education classes. As conditioning categories, we highlight the material infrastructure conditions that schools have, the socioeconomic vulnerability of students and the training of teachers. As potential for teaching based on a critical bias, it was possible to identify the expansion of knowledge as possibilities; the universe of varied content of the curricular component and the development of autonomy.

The aim of this dissertation is to analyze the process of enlisting and training sailors at the Escola de Aprendizes Marinheiros da Paraíba between 1885 and 1915. With the proposal to collect and professionalize the children of the poor, this unit proposed adopting a style of education that attributed work as the best way of preventing delinquency. However, in order to fill the vacancies in these places, candidates had to undergo a battery of examinations, the thoroughness of which sought to differentiate between those bodies that were robust enough for life at sea and those that were not. The tests were also a foretaste of what was to follow, since once enrolled, they would be subject to an environment of constant surveillance, well-defined rules and activities, as well as being intolerant of any kind of insubordination. For a better understanding of the subject, I dialogued with the categories of discipline formulated by the philosopher Michel Foucault (2018), interculturality, proposed by Vera Maria Candau (2008), everyday life, defended by Michel de Certeau (1996), as well as educational culture, by Antônio Carlos Ferreira Pinheiro (2009). These concepts are useful for problematizing the sources, which were methodologically analysed using discourse analysis, as proposed by Michel Foucault (2014), namely: the Regulations for the Seamen's Apprentice Schools (1855, 1885, 1907 and 1915), the Aid Books (1896-1900), the Office Copier Books (1895-1914), as well as editions of the Paraíba newspapers A União (1897-1898) and O Norte (1909-1914). The conclusion is that the Escola de Aprendizes Marinheiros da Paraíba, during the period under investigation, served a purpose of training children's bodies. To this end, the dimensions of enlistment and training were mobilized as disciplinary tools in order to ensure that control was experienced as early as possible by the apprentices, that is, from the moment they were admitted until they were sent to the shipyards.

Questa tesi si propone di analizzare il Progetto G, sviluppato dalla Segreteria Comunale dell'Istruzione di Natal, concentrandosi sulla sua concezione di linee guida di qualità e formazione per le scuole con basso Ideb nella rete municipale di Natal, come parte delle politiche di gestione educativa valutazione presentata nel paese. A tal fine sono state condotte interviste con quattro dipendenti della Segreteria Comunale dell'Istruzione di Natal che hanno partecipato al processo di progettazione e attuazione del progetto. Inoltre, sono stati utilizzati documenti come rapporti e presentazioni del Progetto G resi disponibili dagli intervistati, leggi nazionali e municipali e notizie dal sito web del municipio di Natal. Per quanto riguarda l’approccio della ricerca, questo lavoro è caratterizzato come qualitativo. Seguendo la prospettiva di Lüdke e André (1986), la ricerca qualitativa utilizza l'ambiente naturale come principale fonte di dati, avendo il ricercatore come strumento principale. Da questo studio è emerso che, nonostante la concezione più completa della qualità riferita dai dipendenti delle PMI, è possibile vedere che il Progetto G è stato fortemente influenzato dalle politiche manageriali, adottando una prospettiva di qualità che è anche manageriale. Questo approccio di qualità dà priorità ai risultati quantificabili e ignora le altre variabili che compongono il processo di insegnamento-apprendimento.

The main subjects of this research were the curumins-students at the Amarelão Indigenous
Municipal School who attended the 5th grade of elementary school in 2023. The choice of
5th grade was due to the fact that according to the National Institute of Studies and Research
INEP (2017), the failure rate in 5th grade was 54.8% and the pass rate was 45.2% and 0% of
school dropouts in 2018. The context investigated was also chosen because the Potiguara
people, who live in the Mendonças do Amarelão indigenous territory, make up the largest
indigenous community in the state of Rio Grande do Norte. The methodological procedures
involved field research in a 5th grade class with 16 children aged between 10 and 15. To this
end, we held meetings with the students both in groups in the classroom with the screening of
the short film Vida Maria and the telling of the story, The Boy Who Learned to See, and
individually through interviews and questionnaires. For theoretical support, we anchored
ourselves in Cultural Studies in Education with authors such as Stuart Hall (1997), Bonin,
Ripoll and Aguiar (2003) and Costa, Silveira and Sommer (2003). To help us understand the
phenomenon of "School Failure and Success", we used authors such as Patto (2010), Bossa
(2002), Álvaro Marchesi and Carlos Hernández (2004) Teodoro (2006), Charlout (2006),
Esteban (2009) and Sores (1997). To discuss indigenous education and indigenous school
education, we drew on the studies of Baniwa (2019), Mèlia (1979), Cohn (2005) and Bonin,
Ripoll, Aguiar (2015), Bonin (2022), Brito (2000). Based on the analysis of the data, the main
results of the research show that 31% of the indigenous children in the class surveyed do not
know how to read or write and that 50% reported difficulties in learning mathematics, which
can compromise their entire school development. The children live with the culture of cashew
nut cracking and some already work to help their parents. They are intelligent children who
have dreams of becoming soccer players, doctors, teachers and having a better future. The
indigenous school is in the process of being adapted to guarantee an indigenous school
education. The children experience indigenous culture in specific activities such as the Toré
dance and plays about the community's history. For the Curumins, success is related to
happiness, health and being able to count on someone by their side, and failure is when they
don't learn to read and write and are alone.

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This thesis aims to analyze medical discourses through campaigns to combat the spread of the HIV virus, and in turn, the disease it causes: AIDS, circulated in newspapers in Paraíba, as well as in the work of infectious disease doctors. - linked to the Clementino Fraga Hospital in João Pessoa, providing hospital care to patients affected by the HIV virus, between 1985 and 1995. We propose to carry out this analysis, based on the first news about the presence of the HIV virus in Paraíba, analyzing the historical permanences and ruptures over a period of 10 (ten) years in confronting the so-called HIV/AIDS epidemic through the press and also seeking the action of the Clementino Fraga Hospital through, as a space for the propagation of medical knowledge, and, finally, the work of doctor Joana D'Arc Morais da Silveira Frade, one of the first infectious disease professionals in Paraíba working since 1989. With the diagnosis of the first cases of HIV infection and the development of AIDS in Paraíba from 1985 onwards, the a strong medical action in order to educate the population to protect themselves from contagion, disseminating through speeches guided by medical knowledge in the field of sexual education outside schools, in the adoption of the use of condoms during sex, at the same time as trying to understand what the virus was and the disease that was born marked by social stigmas. This research can be configured as a contribution to the Postgraduate Program in Education (PPGEd) at the Federal University of Rio Grande do Norte, since these medical-educational discourses would be included in this range of options offered by the aforementioned line of research. , since these were educational practices of a nonschool nature. I use as historical sources the news published in newspapers circulating in Paraíba at the time, namely, A União, Correio da Paraíba, O Momento, O Norte, Diário da Borborema and Jornal da Paraíba, in addition to 4 (four) interviews granted by doctor Joana D'Arc Morais da Silveira Frade. Methodologically, I relied on Michel Foucault (2014) to operate discourse analysis, where discourse is nothing more than a game of writing, in the first case, reading, in the second, exchange, in the third. When I came across these speeches produced and published in the newspapers in Paraíba that circulated during the period proposed by this research, as well as in the 4 (four) interviews I carried out with the doctor Mrs. Joana D'Arc Morais da Silveira Frade, when putting the I read these writings. This association culminated in the exchange, with the dialogue between what I read and what I understand. At that moment, the discourse is canceled and another discourse is created in the order of the signifier, that is, in the way we understand and elaborate. That's what I did with the sources: readings of “truths”, to construct other “truths”. To this end, inspired by the ways of making history, made possible by Cultural History, we resorted to the concepts and contributions of some authors who will be essential in this research: biopolitics by Michel Foucault (2008; 1999), sensibilities from Sandra Pesavento (2007), disease according to Jacques Le Goff (1985), stigma according to Erving Goffman (2013), among others that helped us to provide a better theoretical foundation. It is concluded that even though a strong investment has been made in terms of health education, body care, sexual protection and the defense of life as a mechanism of biopolitics, these discourses guided by knowledge doctor, ended up accentuating stigmas, pejorative marks on people's bodies and spaces dedicated to fighting the virus and disease.

Discussions on teacher training are wide-ranging in the educational field, with literacy and Special Education being frequent themes. The study developed here aligns the three themes, thinking specifically about the continuing education of literacy teachers in inclusive contexts with students with intellectual disabilities. In this sense, the main objective is to analyze continuing teacher education in the field of literacy for children with intellectual disabilities, considering its possible contributions to teaching knowledge and pedagogical practice. The research approaches disability from the social model, considering the learning potential of students with intellectual disabilities and the need to think about literacy practices from the perspective of literacy that include the student in the context of the regular school; in the field of continuing education, with regard to literacy and special education, the study understands that training proposals need to be aligned with the reality of the educational context, promote spaces for reflection, and encourage critical and reflective thinking. With this in mind, this qualitative, interventional study investigated a continuing education course for public school teachers in the state of Rio Grande do Norte, which focused on the literacy of students with intellectual disabilities. As a result, we identified that the space for ongoing training can move teaching knowledge in such a way as to bring about qualitative gains, such as broadening the understanding of school inclusion, refining what is meant by intellectual disability and reorganizing what is read about literacy. We understand that a change in teaching knowledge can have an impact on pedagogical practice. In this sense, still in the research findings, we mapped didactic proposals that took two curricular paths: the first, individualizing literacy practices, which make use of adaptations in the curriculum aimed at the learning of students with intellectual disabilities; the second; universalizing proposals, draws practices that when considering an open curriculum, avoid differentiations with activities that contemplate the diversity of the students. Finally, we understand continuing education in the field of literacy for students with intellectual disabilities as a necessary space for maintaining teaching knowledge and reflecting on pedagogical practice, arguing that there is an intimate relationship between these two elements.

The object of this thesis is to study the Directorate of Industrial Education and its relevance to the organisation of industrial education. Our thesis argues that the Directorate of Industrial Education organised industrial education in Brazil between 1931 and 1959, by linking networks of sociability, ideas and political culture. In order to prove this hypothesis, our central problem is: What were the actions of the Directorate of Industrial Education in the period from 1931 to 1959 to organise Industrial Education? And as secondary issues: How was the Industrial Education Directorate created and what were its phases? What was the network of sociability established between engineer educators and other political agents around the Directorate of Professional Education? How did the actions of the Directorate of Industrial Education contribute to the organisation and construction of policies for industrial education? As far as the method is concerned, we used Ginzburg's (1989) indicative method and Ragazzini's (2001) understanding of "sources for the history of schools and education". The data was collected by means of bibliographical research and analyses of documents collected from virtual archives. The main sources are legislative texts, available digitally through the Chamber of Deputies collection. But they also include Ministerial Reports, Presidential Messages and periodicals in the collections of the Hemeroteca Digital (BNDigital) and the Centre for Research and Documentation of Contemporary Brazilian History (CPDOC), such as the Gustavo Capanema collection. This work is based on the following theoretical references: Ciavatta (2015, 2019) on the History of Professional Education. Medeiros Neta and Ciavatta (2020) on the constitution of the field of the History of Professional Education, Bourdieu (1989) on the notion of the legal field, legal authority and symbolic violence, Berstein (1998) on political culture and Rémond (2003) on Political History. By analysing the sources, we can see that the creation of the Apprenticeship Schools and the Remodelling Service were important for the creation of the body that would become the Directorate of Industrial Education. Since its creation, this body has gone through different phases and restructurings; the network of intellectual sociability was highly relevant to the actions of the Directorate of Industrial Education, which determined the organisation of industrial education based on ideas of organisation and training that materialised in the construction of plans and laws.

The objective of this research is to develop, model and systematize a collaborative formative experiment to recompose students' learning in reading and textual production, through the SAEB/INEP evaluation references (Brazil, 2021) and the Focus Maps (Brazil, 2021) of the BNCC (Brazil, 2017) as means to guide and enhance curricular activities of a Portuguese language teacher, within the scope of the 6th year of Elementary School. Considering the results of students' learning in reading skills and textual production revealed by the national assessments (SAEB/INEP), the study proposes to answer the following research problem: a collaborative formative experiment is an alternative to guide and enhance didactic-pedagogical guidelines of a teacher of the 6th year of Elementary School of a public school in the municipality of Parnamirim,  in the State of Rio Grande do Norte, for the recomposition of students' learning in reading and textual production skills? In view of this central issue, we consider it possible and pertinent to provoke a formally structured pedagogical reflection in the education system – through a collaborative formative experiment - with a view to being incorporated as a reference for a change in the professional attitude of the collaborating teacher of the research, regarding the relationship between the evaluation, its parameters, the monitoring of learning and the expected results, among others. The adhesion to the collaborative formative experiment on the part of the collaborating teacher led her to change her pedagogical practices in the school environment, improving her teaching practice, open to new learning and determined to do the best possible in the real conditions of a class with students at different learning paces from the 6th year of Elementary School. The theoretical basis to respond to the research is based on studies (Vozes da Educação, 2021) on learning recovery strategies; the BNCC's Focus Maps (Brasil, 2021), which presents the essential learning in each year of schooling in reading and textual production skills; the applicability of the Formative-Collaborative Experiment as a method of investigation of excellence, called as didactic experiment in the ideas of Davidov (1988) and teacher training and professionalization in the perspective of Ramalho, Núñez and Gauthier (2004), among others. 

Visiting the commonplace of curricular intermittence that surrounds the teaching of Sociology in basic education is inevitable, especially when the proposal is to think about what images high school students construct about this subject. This instability, which is intertwined with the history of the subject in basic education, has led to a series of problems ranging from the design of a minimum curriculum for sociological teaching, to discussions about textbooks and the role of secondary education itself in this process. We questioned 149 third grade high school students in the municipality of Natal about their representations of the subject of Sociology. To talk about the curricula of basic education, how secondary education is conceived in them, how its teachers are being trained and the space that Sociology occupies in this scenario is to locate the process of construction of the image of this discipline by these young people. The theoretical-methodological framework used was mainly Serge Moscovici's Theory of Social Representations (TRS) (2012; 2013). Data was collected using the Free Word Association Technique (FWA), followed by the organization of this data into representative dimensions based on Laurence Bardin's Content Analysis (2011), which continued with the structuring of this data in the Representational Spiral System (SER), developed by Elda Melo (2019), in accordance with the Structural Approach proposed by Jean-Claude Abric (1999). As such, this research focused its discussions on the litigies surrounding teacher training, the secondary school curriculum and its changes, as well as social representations, correlating these conceptual dimensions. Regarding student representations, the data shows that high school students establish a relevance to the subject of Sociology, which is organized around the indispensability of this subject.The discourse on the relevance of Sociology as a school subject is produced in a reality that is dissonant with what students construct and it is in this context that we argue that the production of this social representation is based on a Themata (MOSCOVICI, 2012). Based on the results of this work and a survey of previous research dealing with the teaching of Sociology and social representations from the student perspective, we maintain that the positive view granted to this chair has as its source idea a Theme that concerns a crisis in Brazilian education and the issues underlying this process, such as a critical/non-critical education, an emancipatory/conservative education, antinomies that involve educational conceptions and, consequently, teacher training, curriculum, subject and society. Sociology emerges as an important subject, because the students' social representations are based above all on the understanding that, in the face of this historical scenario of educational crisis, this subject is a crucial tool in the rational and critical understanding of this reality.

This work is the result of processes of concern generated in the discussions of the Group of Studies and Research in Social Representations and Teacher Training - RESFORD regarding the place that the discipline of sociology would occupy in the curricular organization called Novo Ensino Médio (2016), which later resulted in the New Common National Curriculum Base. Thus, according to Moura and Benachio (2021), this proposal for curriculum reorganization has as its perspective an education to meet market interests with a strong dominance of neoliberal ideologies, producing a fragmented and dehumanized schooling process. For that, we start from the understanding that the conjunctures and social processes formulate understandings about everyday objects, in this case, as presented by Moscovici (2012) in the formulation of the Theory of Social Representations there is a production of knowledge produced and shared by the groups that describe , while prescribing actions for individuals, this was called social representations. Faced with these considerations, Abric (1998) understands that the SR are structured to organize social thought into central and peripheral elements, thus postulating the Theory of the Central Nucleus. In view of this, we perceive the need to understand how the undergraduate students of the Social Sciences Course at the Federal University of Rio Grande do Norte perceive the place of sociology in New High School. Faced with this, it was determined as an objective to be achieved in this study: to investigate SR of undergraduate students of the Social Sciences course at UFRN on Sociology in the new High School, for this purpose the following specific objectives were defined: i) to understand the place of sociology in the schooling process in high school; ii) identify how undergraduates perceive their future professional activities; iii) carry out a longitudinal review of the space that sociology has been occupying in secondary education. To achieve these objectives, we used the Free Word Association Technique - TALP for 24 undergraduates of the Social Sciences Degree course, together with a sociodemographic questionnaire to, in addition to delimiting the socioeconomic profile of the interlocutors, extract the evocations for the identification of representational content . Still in this regard, we carried out two interviews with professors who work in sociology teaching for a greater depth of the elements previously found. We also carried out a longitudinal rescue with two surveys by the RESFORD group that investigated the formation and teaching of sociology. Given this information, we treated the data through Melo (2009) and Bardin (2011) and through the Representational Spiral System, we concluded that the social representations of this group regarding the place of sociology in the new high school are determined by two elements: devaluation : who perceives discipline in this new model as emptied; and important: highlighting the need for the discipline to remain in school curricula.

This Master’s in Education research has as its theme the Feminist Theater of Natal and its educational reach and/or effects. In view of this, analyzing possibilities and powers of educational reverberations of theatrical performances, this work aims to investigate the educational dimension of Natal theater that deals with women, from the perspective of the artists of the feminist scene in Natal/RN. The women of the plays will be part of the study: Violet (2016) and Invisible Women (2018). Among the questions that drive the research, the following stand out: In what directions are the shows produced and/or performed by women capable of provoking political-social transformations? Do the pieces have - or did they have - educational implications for the artists who made them? In line with the qualitative nature of the research, the interview with the artists was chosen as the main methodological procedure, developed in the form of conversation groups, to dialogue about the theme of this work and identify educational elements present in the aforementioned plays. Among the results, it is highlighted that the reverberations, reach and/or educational effects provided by feminist theaters from Natal are in a constant exercise of recognition of the significance of being a woman in historical, cultural, social and political spheres.

This investigation aims to investigate the trajectory of the intellectual Severino Bezerra de Melo and his sociability networks, analyzing his actions, relationships and implications in the educational and political context, in the period from 1908 to 1946. The research intended to observe the performance of this intellectual in his various fields of action, seeking to understand what were his relationships at the Escola Normal de Natal, who were the agents involved in his trajectory, what motivated him to found Colégio Pedro II in Natal/RN and to analyze the influence of his sociability networks in his intellectual trajectory. To this end, we carried out documentary and bibliographical research in physical and virtual collections made available by institutional repositories such as those of the Federal University of Rio Grande do Norte (UFRN) and the National Library (AN), with emphasis on the Digital Hemeroteca. Official documents were found, such as: decrees; messages from the state governor; magazines and newspapers, such as “Pedagogium” and the Magazine of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN); and newspapers such as “A República”, “A Ordem de Natal”, “O Poti” and “Diário de Natal”. The research was based on the meanings of intellectuals and sociability networks by Sirinelli (1996) and the notions of practices and representations by Chartier (1990). The study demonstrated that Severino Bezerra acted in several spaces in the State, such as in school groups, among them the Grupo Escolar Barão de Mipibu (1911-1922), the Grupo Escolar Frei Miguelinho (1924) and Antonio de Souza (1924- 1925). ; as a teatcher of Moral and Civic Instruction at the Ateneu Norte-Rio-Grandense (1927); directed the Male and Female School of Commerce in Natal (1937); and also taught at Escola Doméstica de Natal (1935). In 1927 he founded and directed Colégio Pedro II, which operated as a boarding school, semi-boarding school and day school. For a long period, Severino worked in the direction of the Department of Education of the State of Rio Grande do Norte (1913 - 1933; 1943-1956), among other positions, demonstrating that he was active in the political and educational field. We also found connections between Severino Bezerra and important names in the intellectual, educational and political scene of Rio Grande do Norte, such as Monsignor Calazans Pinheiro, Anfilóquio Carlos Soares Câmara, Severino's normalist colleague who was also director of the Department of Education and Governor José Augusto Bezerra de Medeiros. The history of intellectuals in Brazil, notably in Rio Grande do Norte, demonstrates a fine line between the cultural and the political, and Severino Bezerra is an important figure in this history.

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This dissertation explores reflections on the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in Fortaleza-CE, within the context of education. Originating from the author/researcher's personal concerns, this dissertation holds social significance that encompasses the formative repercussions intertwined with studies in the field of Humanities. It focuses on the contribution of identity recognition within black communities and qualification within the contexts of arts and teaching. Thus, the objective is to investigate how the ethnic-racial and theatrical training of black artist-teachers from the Cuca Network in the city of Fortaleza-CE was developed. The study is qualitative, and its dissertation is enriched by bibliographic and documentary readings, as well as empirical experiences derived from visits and observations conducted in the working environment of the artistteachers. The theoretical and methodological procedures consist of the foundations of oral history by Meihy (2015) and the instruments derived from ethnography by Mattos (2011). The organization of both the theoretical framework and the narrative sources of the artist-teachers' origin characterizes the interconnection based on structural processes of data organization, analysis, and interpretation. This enables the attainment of knowledge regarding the subject matter. From the obtained results, we can mention the processes of struggles and resistance within black communities for the recognition of their cultures, histories, and Afro-ancestral memories. The reclamation of ancestry encompasses the recognition and sense of belonging of black communities, emancipating them with their historical roots. In the contexts of art and teaching, we also observe challenges in implementing theater education in the school environment. Thus, the theatrical training of the artist-teachers, although it may have been superficial within formal schooling, was primarily consolidated in the realm of popular education, in environments where non-formal and informal education played a significant role. The intersection of narratives regarding these formative fields, ethnic-racial and theatrical, reveals the barriers ingrained in the Brazilian education system. These barriers must be urgently overcome. Furthermore, we emphasize that as the artist-teachers shared their formative narratives, it allowed us to have a sensitive and critical perspective that revealed the existing intersections among their experiential fields. This research journey has provided us with a redefinition of our thinking, as it has brought us an awareness of the transitivity and unfinished nature of our knowledge through critical, sensitive, and emancipatory reflections. Lastly, it became evident the importance of reclaiming our stories and memories to establish connections between the past and the present, in order to foster new perspectives towards the future. By doing so, we assume our place as human beings capable of creating, recreating, and empowering ourselves towards criticality and awareness in emancipated societies grounded in human principles.

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This dissertation presents a qualitative analysis of the course "Senta que lá vem informação" offered on the Ambiente Virtual de Aprendizagem do Sistema Único de Saúde (AVASUS) and its contributions to Massive Health Education mediated by technologies. The research aims to describe the structural, organizational, and educational aspects of the course, understand the formative context of the Projeto "Sífilis Não", identify innovative features for Massive Health Education, evaluate the formative process, and highlight the course's contributions. The course, produced by the Laboratório de Inovação Tecnológica em Saúde (LAIS) and the Secretaria de Educação a Distância (SEDIS) of the Universidade Federal do Rio Grande do Norte (UFRN), adopts a language and format that differ from the conventional approach in courses of this kind. The research had two objectives: to identify the profile of the course participants and to assess the course's contributions to Massive Health Education through an evaluative instrument analysis. Approximately 85% of the participants evaluated that the course meets the needs for addressing syphilis and contributes to Massive Health Education.

The work intends to analyze the effects produced by the crossing of psychoanalysis in the trajectories of initial and continued teacher training of teachers working in educational institutions. For that, was carried out a bibliographical research about the relations between psychoanalysis and teacher training, as well as interviews with three pedagogues whose professional trajectories were impacted by the encounter with the psychoanalytical referential. The bibliographical research carried out considered the articles published in the last ten years, in the CAPES Portal and in the SCIELO Platform, being selected the publications referring to the formative processes of teachers. The analyses of these articles emphasize the discussion about possible contributions of psychoanalysis in the formative trajectories of the teachers, indicating that such subsidies are composed of four axes: (1) the teacher as a subject; (2) transference relationships between professors and students; and (3) the effects of contemporary society's educational imperatives on pedagogical relationships. In turn, the results of the interviews point to the singular character of the pedagogues' encounters with psychoanalysis, confirming that this crossing is considered by them as essential in their formative trajectories, being of the order of a choice that occurs in the interweaving between the professional and personal, guided by the desire of the subject. In the formative trajectories of these pedagogues, the encounter with psychoanalysis took place, as a rule, during continuing education, a moment in which there was an encounter with psychoanalysis through personal analysis, with the search for psychoanalytic care motivated by questions arising from teaching practice with children. According to the interviewees, teaching is considered challenging from a subjective point of view, as it demands processes of listening and acceptance that require considering children and adolescents as subjects who are protagonists of their educational processes, which require the redefinition of idealizations existing in relationships with peers, students and families.Based on the constructed data and the resulting analyses, it’s possible to conclude that the presence of psychoanalysis in teacher training is a historically complex issue and that currently there is a gap in initial training, therefore, the encounter with the psychoanalytic referential takes place, as a rule, in continuing education. Additionally, it was evident that the choice of psychoanalysis as one of the references that underlie teaching postures and practices allows to deal in a differentiated way with issues inherent to professional practice in its interweaving with the personal dimension.

Este trabajo es el resultado de una investigación realizada en el curso de Maestría del Programa de Posgrado en Educación, Educación, Políticas y Prácticas Educativas de la Universidad Federal de Rio Grande do Norte (PPGed-UFRN), Campus de Natal. La investigación se desarrolló desde la perspectiva de la epistemología crítico-dialéctica, a través de enfoques críticos como el Enfoque Cognitivo de Políticas Públicas (ACPP) y el Análisis Crítico del Discurso (ACD), con base en las matrices teórico-metodológicas de Muller y Surel (2002), Muller (2018), el análisis tridimensional de Farclough (2001) y Marx y Engels (1998). Para apoyar los estudios sobre el objeto de investigación y el contexto actual, nos referimos a autores clásicos y contemporáneos de la literatura educativa crítica. Buscamos analizar el contexto histórico, social, político y económico de la inclusión del Programa Nacional Colegio Cívico Militar (Pecim) como política pública; construir un marco normativo y cognitivo que permita visualizar al Pecim como política pública educativa para la educación pública básica en el periodo estudiado; identificar y analizar la participación de los actores sociales involucrados en la implementación del Programa Nacional Colegio Cívico Militar en el municipio de Parnamirim-RN; y analizar los discursos de los actores involucrados en la implementación del Pecim en el municipio de Parnamirim-RN. El objetivo general fue analizar la trayectoria nacional del Programa Nacional de Escuelas Cívicas Militares y su adhesión por parte del municipio de Parnamirim-RN, de 2018 a 2022. A lo largo de este trabajo, problematizamos el proceso ligero, centralizado y carente de debate que la administración municipal de Parnamirim utilizó para adherirse al Programa, y a partir de cada análisis presentamos nuestros argumentos en contra del proyecto. Presentamos los resultados de nuestros análisis y debates con propuestas para una herramienta denominada Comisiones de Análisis de Políticas Públicas (CAPPs).

Considering the advancement of Digital Information and Communication Technologies (DICT) in contemporary society, it is necessary for schools today to align themselves with the assumptions of the National Policy for Special Education in an Inclusive Perspective (BRASIL, 2008), as well as technological skills (UNESCO, 2008), thus promoting more inclusive pedagogical practices developed by special education teachers. To this end, we seek to answer the following question: Can Digital Information and Communication Technologies (TDIC) contribute to the pedagogical practice of special education teachers with a view to including PAEE students in high school? The objective of this work is to analyze whether Digital Information and Communication Technologies (DIT) contribute to the pedagogical practice of Special Education teachers for the inclusion of students Target audience of Special Education (PAEE) at the Professor Varela Barca State School in municipality of Natal /RN. The specific objectives are: 1) Describe which TDIC are used by high school special education teachers in their pedagogical practices; 2) Investigate how the use of TDIC by high school special education teachers is effective in their pedagogical practices for the development of the PAEE student's teaching and learning process; 3) Analyze the challenges and potential of using TDIC in the pedagogical practices of high school special education teachers for the inclusion of PAEE students; 4) Identify the profile of special education teachers who work in the common high school classroom. To this end, the theoretical framework is based on the concepts of Inclusive Education, TDIC, Assistive Technology and Inclusive Pedagogical Practices and the texts of the secondary education reform, Law No. 13,415/2017, the National Common Curricular Base (BNCC/2018) and the Potiguar High School Curriculum Reference (2021). To achieve the proposed objectives, the research is based on a qualitative Case Study approach. The data collection technique used was observation and semi-structured and individual interviews, carried out with five Special Education teachers who work in the common classroom in the State of RN. To analyze the data, the procedures described by the content analysis technique of Bardin (2016) were used. The results achieved in the research demonstrate that special education teachers use TDIC to enhance the teaching and learning process. Although they are faced with factors that hinder the use of these technologies, such as: school structure, social and economic factors, lack of collaborative planning. Therefore, it is expected that the democratic, technological and inclusive school will propose collaborative teaching, enabling effective education for all.

The Covid-19 pandemic caused a global health crisis, responsible for transforming the functioning of all sectors that make up society. Due to biosecurity measures, some services such as educational activities, for example, had face-to-face services suspended, needing to fit into the logic of virtual operation. Given the immediacy of the educational actions proposed in pandemic times, Emergency Remote Teaching was the alternative used to maintain links between students and schools, however, this proposal did not consider the specificities and conditions of everyone, especially students with Intellectual Disability (ID) enrolled in the initial years of elementary school. Seeking to understand and situate people with disabilities in teaching proposals, we propose the general objective of this study: to analyze the schooling process of children with ID in times of Emergency Remote Education and, specifically: a) identify the pedagogical practices developed for child with ID in the context of remote education; b) discuss the conditions of access and participation of children with ID in classes held during remote education, based on the perceptions of their families; c) investigate the challenges of remote teaching for the schooling process of children with ID. We developed a qualitative research, with a methodology based on thematic oral history, constructed from semi-structured interviews that revealed the narratives of 10 subjects (5 teachers and 5 mothers of students with ID) who experienced the (im)possibilities of the new educational format in public education in the city of Natal -RN.The data from the interviews were analyzed according to the content analysis technique and systematized into categories related to pedagogical work and the interaction of children with ID in the context of emergency remote teaching. The results of the study demonstrated that the lack of guidance for teachers, the training gaps related to the use of technologies in the classroom, social inequalities, the low access and handling of technologies by family members of children with ID, the potential for mediation of mothers and the students' own specificities, were aspects that reverberated in the access, participation and learning of students with ID and influenced the schooling process in times of remote teaching. We conclude that the proposals for virtual classes carried out on an emergency basis were faced with challenges that revealed social inequalities and directly affected the rights historically achieved by people with disabilities.

This work has as its object of study the experience of managing the Escola Estadual Professora Maria Araújo, located in the coastal district of Pium, Parnamirim, Rio Grande do Norte, during the period between December 2005 and December 2011.The study of this experience constitutes an introductory exercise to decolonial thinking in school management, articulating Freirian thinking with the methodological conception of intellectual craftsmanship, considering scientific investigation associated with everyday life, the epistemic search of the Sertania and Education Research Group, for a critical understanding of the historical process that contours education in Brazil. In this sense, the question is: is it possible to think about a decoloniality of school managementbased on the experience lived by Escola Estadual Professora Maria Araújo? In this way, the coloniality of management and school education is investigated, relating them to the concepts of the coloniality of power, knowledge and being, based on the Modernity/coloniality framework, defined by authors such as Aníbal Quijano, Walter Mignolo, Catherine Walsh , Maldonado-Torres, among others. Thus, the statement that school management is necessarily democratic, simply due to its normative determination, is ruled out, and it is important to immerse yourself in the object ofstudy, so that it can speak without starting from pre-established truths, such as the statement that management is democratic because it is found in the Federal Constitutionor in the LDB. Therefore, in addition to studying the normative framework that defines and regulates the process of the first direct elections for director and deputy director in the state education network of Rio Grande do Norte, in 2005, the role assumed by the School Council stands out. as an essential institutional entity for maintaining the succession process through direct elections, with the participation of the community. Furthermore, it emphasizes the experience of FLIEMA, in the period between 2008 and 2011, problematizing it as a fundamental articulating element of the management of thisschool, during the period researched, as well as its social recognition in the community. Therefore, we look for signs of the management of the Studied School; in people and in their attitudes towards management work, the responses to the understanding of the experience lived in this teaching unit, problematizing the possibility of another school education as a form of ontological resistance.

The first edition of the magazine Echo Miguelino appeared on July 11, 1874, 42 years after the first newspaper published in Rio Grande do Norte, O Natalense. After 148 years of publishing the first magazine produced in Rio Grande do Norte, magazine journalism remains active as one of the main media supports, despite the economic difficulties faced by publishers and editors. The eight-page notebook that constituted Echo Miguelino established the place determined for magazine journalism in the state and made possible the existence of more than 263 publications in these almost two and a half decades. A dobra, o grampo e a cola: percursos editoriais das revistas Preá; Nós, do RN…; Papangu; Revista Grande Ponto e Brouhaha: vozes na cultura potiguar refers to a selection of five editorial objects, in print produced in Rio Grande do Norte, among the 263 inventoried magazines. The research presents the historical and editorial context of each one of them, describes the aspects of their publishing and promotion and analyzes the editorial structure, reflecting on the changes in the profile of their editions during their respective periods of circulation. In the final moment of the research, the fate of each of the five journals is observed as a product of the printed media, as a Corpus that has speeches and silences, gestures and words, actions and reactions, colors and parties, empathies and aversions, movements and inertias, lives and deaths, journeys and setbacks.

The thesis is based on the argument that Antônio Nóbrega the body art "brincante" reveals itself as an educational power through the aesthesiological meanings that exist in his productions of dance, poetry, and cinema. In this exercise, we aim to interpret how these productions express the esthesis of an educational power capable of inviting us to a bodily exercise of seeing, moving, feeling, and experiencing the connections and resignifications of the Brazilian tradition. We adopted the phenomenology of the French philosopher Maurice Merleau-Ponty (1971; 1999; 2003) for the description, interpretation, and expansion of the horizons of the meaning of the studied phenomenon. The task of this study is delimited to the following productions: “Brincante – the film”, “Lunário Perpétuo” and “Rima”, woven from the experiences of the course “Na rima: Brazilian popular poetry”, in a remote way, and from Sambada Junina, in person, both offered by Instituto Brincante, and also to other face-to-face events by the artist in the State of São Paulo: the cycle of meetings “Brasisbrasil”, at Unicamp/Campinas and the “Cycle of Lectures with Antônio Nóbrega” at the Centro de Pesquisa and Formation of SESC Bela Vista, the latter in São Paulo. These threads of meaning are intertwined with others through dialogues and explanations of classes, lectures, and interviews with him, seeking to understand more, in the methodological fabric of a network of meanings, regarding the educational relevance of the expressiveness of the playing bodies, the aesthetic and the knowledge of Brazilian culture. The dialogue was expanded with some main interlocutors: Edgar Morin (2003), Patrice Pavis (2011), Paul Zumthor (1997; 2007), Susanne Langer (1980), and Silvino Santin (2001). With this, we support the thesis that Antônio Nóbrega the body art "brincante" reveals itself as an educational power, inspiring many educators, cultural scholars, other artists, and the public, in general, who identify with the exercises of aesthetic resignification of knowledge of tradition, configuring a sensitive education through looking, feeling and moving, recreating our world. The artist, in his artistic work, of an armorial nature, gives greater visibility to the world of tradition, re-signifying and dialoguing with the elements of erudite art with popular art. The writing is divided into three acts. In the first one, we show biographical traits of the artist and the language of cinema, emphasizing the reflective appreciation of some scenes from the film “Brincante - the film”, considering the artist, his character Tonheta and expressions of dance in the cinema, weaving some relationships with education. In the second, we approach ideas of performance and poetic language, highlighting the perceptive experience of the shows “Lunário Perpétuo” and “Rima”, weaving sensitive learning with the remote course “Na rima”, with the artist, in the movement of directing our gaze to think education. In the third, we highlight the notions of aesthetics and the language of dance, highlighting the researcher's main learning experiences with Brazilian dances, in dialogue with poetry, in the courses and lectures given by him in person, as well as the festive experience of Sambada Junina, seeking to strengthen the thesis argument related to the multiple ways in which Antônio Nóbrega the body art "brincante" shows itself as an educational power due to its sensitive, poetic, laughable and dancing aesthetics. Finally, we conclude that the thesis admits the exercise of thinking about education as an educational power that is given by the invitation to learn more about the art of the playing body, inviting us to commune more with playfulness, creativity, solidarity, community, expressiveness, feeling, historicity, creativity, autonomy, dance, poetry, festivity, approaching the ancestral knowledge of traditional Brazilian culture that values being more than having, the joy that life sadness, the social than the individual.

Under the name of École des Sciences de l'Éducation, the Institute Jean Jacques Rousseau (IJJR) was created in Geneva, Switzerland, by the Swiss psychologist and physician Édouard Claparède in 1912. The IJJR was to be, at the same time, a school, a research center, a documentation center, and a propaganda center in favor of education. Throughout its trajectory, the IJJR configured itself as an epicenter of the International Movement of the New School, attracting students from various countries. The thesis defended is that the transnational networks built from the travels of Brazilians to the IJJR enabled the circulation/crossing of subjects and ideas linked to New Education in Brazil, in the 1920s and 1930s. Thus, the aim is to investigate the networks built between Brazilian educators and educators of the Institute and their contributions to the circulation of ideas linked to New Education in Brazil in the 1920s and 1930s. Situated in the intersection of Intellectual History and the Transnational History of Education, this thesis has theoretical contribution contributions from Eugenia Roldán Vera, Eckhardt Fuchs, Jean François Sirinelli, Justino Magalhães, Diana Vidal, Rafaela Rabelo, Ana Chrystina Mignot and José Gondra about the concepts of Networks, Intellectuals, Institutions, International New School Movement and Educational Travels. Sources such as newspapers, magazines, and school documents available in Brazilian and Swiss digital collections were used. The analysis was based on Carlo Ginzburg's indicative paradigm, which allowed a look at numerous and different sources, in which it was possible to find traces of the construction of networks that involved social actors from Brazil and Europe on the circulation of ideas related to Educação Nova in Brazil. Among the students of the IJJR, the Brazilians Franciso Lins, Adalberto Maciel, Laura Jacobina Lacombe, Antônia Ribeiro de Castro Lopes, and Regina Frota Pessoa were located, in the period from 1912 to 1934, the cutout of the study. Hèlene Antipoff, Léon Walther, Louise Artus Perrelet, Claparède, and Adolphe Ferrière, linked to the IJJR, were in Brazil from the end of the 1920s. Besides the intellectuals cited, the research demonstrated the intertwining of the IJJR with other initiatives such as the Société des Nations (SDN), the Bureau International des Ecoles Nouvelles (BIEN), the Ligue Internationale pour l'Education Nouvelle (LIEN) recognized in English-speaking countries by the name of New Education Fellowship (NEF), and the Bureau International de l'Education (BIE). The Brazilian Association of Education, the School of Improvement of Belo Horizonte, Carneiro Leão, and Lourenço Filho also emerged as part of this web that made up the International Movement of the New School. We conclude that as the subjects circulated, they also contributed to the construction of pedagogical discourses that were appropriated in different ways in Minas Gerais, Rio de Janeiro, and São Paulo. These discourses were present in the training of teachers, in the various conferences, and in the written, translated, and published books. Finally, the study highlighted the importance of pedagogical trips in the trajectories of intellectuals, who built new ideas and practices in the educational field.

The thesis defends the argument of Aikido as body education, inspired by the philosophy of Merleau-Ponty, which emerges from the perception of the body in movement in the world, with itself and with others, having a comprehensive reading of the history and philosophy of Aikido, the lived experiences with this martial art in its virtues, in the tension between discipline and the freedom to learn its martial repertoire, and in the pedagogical practices as a Physical Education teacher and beginner Aikido instructor as a way of educational experience, pointing paths and ontological and epistemological horizons in a sensitive education. The experiences lived with body awareness during initial training and later with Aikido impacted me profoundly, that's why we assume the experience of the body in movement as an ontology of silence, of the sensitive and the movement expresses the subjective aspects of being a body. In this movement, we ask: What is the understanding of education, body and movement in the philosophy of Aikido? Thus, we outline the following research objectives: a) contextualize the philosophical and historical aspects of Aikido and its relationship with education as understanding; b) describe a perception of the body in movement in Aikido as a process of incorporating virtues; c) narrate lived-experiences arising from the body in movement in Aikido in the tension about discipline and freedom; d) report on educational experiences with Aikido and the content of struggles at school, pointing out ontological and epistemological horizons of a sensitive education inspired by Aikido and MerleauPonty. Therefore, the phenomenology is our epistemic, ontological and methodological’s approuch, where the description of the lived-world, the phenomenological reduction and intentionality are moments of the same movement, in other words, as I carry out each description, it is because I carry out the phenomenological reduction, and at each decision I am within the scope of intentionality, projecting myself along a path, a significant pole where the noetic and noematic poles are immersed, occupying empty spaces, that is, the phenomenological method is the flow of thought perceiving itself even in this movement, knowing that it is an incomplete movement, because with each empty space occupied, other spaces open up. It is worth highlighting that these notions are not fragmented moments, but are variations of a single instant, of an experience. The thesis is structured in four sections, where the first section situates and contextualizes the philosophical and historical aspects of Aikido and the relationship with education as understanding; then, I discuss the process of incorporating the virtues, highlighting experiences as a student of this martial art; later, I reflect on the tension between discipline and freedom in Aikido and present Merleau-Ponty's perspective of the body as a work of art and, at the last moment, I present the reports of two educational experiences with Aikido and the content struggles in school, pointing out ontological horizons and epistemological aspects of a sensitive education inspired by Aikido and Merleau-Ponty.

The aim of this research was to analyze the education of the body through sea swimming, based on Michel Serres' theory. To do so, the following specific objectives were established: Identify the relations of the body with sea swimming; discuss the knowledge that guides sea swimming, especially its contribution to the education of the body. The methodology used was based on the assumptions of autoethnography. The data collection tools were multiple due to the elements found in the daily life of swimming in Ponta Negra, the research locus. The field diary was the main ally in this process of registration, describing all days that I swam and observed the movement that surrounded the research landscape, swimming was a choice and became fundamental to try to understand the investigated phenomenon. The trips to Ponta Negra beach were constant from November 2020 through December 2021, totaling 143 days on-site and swimming. Narratives about my experiences and about the other(s) were accumulating in this field diary, which was engage with the swimming existing on the beach (daily life and events), the characteristics of the place (elements of geography, occupation of space) and the interaction of people (frequenters, practitioners, workers), besides the personal dimension of feeling that involved swimming and observing in different circumstances. The capture and access of pictures were also used to outline swimming profiles by surfacing practices, knowledge, and arrangements. Based on the results found, the thesis states, in the listed context: Swimming in the sea is an education of the body that is based on relationships involving nature, access to the city, and partnerships, constituting a lifestyle. Learn how to swim in the sea implied learning to relate to different groups and intentionality of this swimming (utilitarian; recreational/contemplative; competitive), helping to realize that the body practice provides an opportunity to contemplate the landscape and reflect on the city, besides the latent possibility of meeting, expected or not, in an exercise of living together and sharing that tends to be incorporated as a lifestyle.

The object of this thesis is the teaching of Philosophy in technical high school education at the Federal Institute of Education of the State of Piauí - IFPI. It was limited to analyze the legislation that guides the teaching of Philosophy as a curricular component in the period 2004-2020 and verify the perception of the Philosophy teachers of this institution about the educational practice in the teaching of Philosophy. We started from the following question: what are the implications of the new Common National Curricular Base (BNCC) for the teaching of Philosophy in integrated education, and what are the challenges of the philosophy teachers' educational practice for the formation of critical, reflective and emancipated subjects? This problematic issue consequently motivated the general objective: to investigate the teaching of Philosophy in IFPI's integrated technical high school, from the legal perspective in the period 2004-2020, and the educational practice of Philosophy teachers facing the context and challenges of instrumental rationality with a view to an education for emancipation. Our thesis is constituted as a critical-reflexive diagnosis, which seeks to verify if the teaching-learning processes in integrated teaching take place in an autonomous, critical, and reflexive way; in the same way, it seeks to verify actions and attitudes that hinder the conditions of criticality and autonomy, elements that diverge towards the development of socially emancipated subjects. Methodologically, for the development of this study we chose the qualitative approach, with the Critical Theory as the epistemological foundation. For the development we carried out a bibliographical study, documentary research, and empirical investigation. To base this work, we used the following theoretical support: Adorno & Horkheimer (1985); Saviani (2007); Ciavatta (2019); Frigotto (2005); Kuenzer (1989); Cunha (2005); Ramos (2005); Bardin (2016); Magalhães (2004); Cartolano (1985); Freire (1996); Cerletti (2009) among others. The empirical research occurred with six (06) Philosophy teachers in integrated technical education. We used narrative interviews and training memoranda to produce data analyzed through content analysis. It was found that the teaching of Philosophy walks in tortuous and uncertain paths, since its presence in the curriculum is not constant in Brazil. With the new Common National Curricular Base, there was a reduction in the workload of this discipline in the integrated courses. The teachers reported that they are challenged in their teaching every day, largely due to the particularities of integrated education, because there is an emphasis on technical subjects to the detriment of propaedeutic ones, including philosophy. They reported that the exercise of philosophizing, in its most substantial form of authentic thinking, is one of the tasks of Philosophy teaching, and how this teaching contributes to forge a human formation, of critical consciousness for the full exercise of citizenship in a democratic society, that is, for the formation of emancipated subjects.

The present work deals with the organization of the Science teacher's work as a professional pedagogical skill that should be the subject of training in undergraduate courses and development in the professional performance of the Science teacher in service. In this sense, it sought to answer the following research problem: how is the ability to organize the pedagogical work of the Science teacher, who teaches in the final years of Elementary School? This study proposes, as a general objective: to analyze how the professional ability to organize the pedagogical work of the Science teacher to teach conceptual contents, procedures and the epistemological aspects of the schools surveyed, knowledge inherent to their profession. As a methodological strategy, a dialectical perspective of the qualitative and quantitative dimensions is assumed, it is configured as basic research, of the exploratory and descriptive type, structured in the bibliographical research and survey (through the application of a questionnaire), having as participants the teachers of the final years of Elementary Education in the subject of science in municipal public schools in the city of João Câmara/RN and Macau/RN. With the bibliographical research it was possible to identify three subdomains that constitute the skill studied, and the study of the literature made it possible to establish the system of actions of the skill to organize the pedagogical work of the Science teacher. The processing of data from the empirical study allowed drawing a socio-professional profile of the Science teacher, limited to the context of this research, as well as pointing to a low development of the skill under study in two subdomains, which means that teachers have important training needs to in the organization of pedagogical work to teach Science in the final years of Elementary School.

Audio description has appeared not only as a communication and cultural accessibility resource that provides the expansion of understanding and access to imagery content to visually impaired people, but also as a field of professional activity for this public. This takes place through the figure of the consultant audio describer, a professional who integrates the team responsible for making the audio description. The approach of this study, which is of a qualitative and interventional nature, seeks to analyze the performance of the poetic audio description of a theatrical show. For such purpose, the perspective of the authorial protagonism of the consultant audio describer is taken into consideration, and it occurs in several stages, not only in the consultancy but also in the creation of both the script and the narration. The methodology is based on the experience acquired from the audio description script of the show Abrazo, by the Clowns of Shakespeare Theatrical Group, from Natal, RN, which triggered hybrid possibilities of engendering between storytelling and audio description. As a result, a poetic aspect was outlined from the creative conception of the consultant audio describer responsible for the project. Therefore, this context articulates distinct phases that start from the exploratory incursion, with the creative workshops involving theater, storytelling, and audio description, until the locus of the intervention-research, in which the improvement, finishing, and reception of the audio description of the show Abrazo took place. These activities were carried out with a focus group composed of teachers and researchers in the field of accessibility, audio description, education, art, and cultural production, as well as the members of the Clowns of Shakespeare Theatrical Group, and some members from the audience with or without visual impairment.. The analysis of these theories, based on the bibliographic survey and the interventional processes of experimentation, including the restructuring of the script of the show Abrazo in the poetic aspect of storytelling, as a final product, leads to the results that evoke the idea that these practices can be stimulated. As a consequence, the role and protagonism of the visually impaired individual, represented by the figure of the consulting audio describer, may be re-signified in these instances as a co-author of this process, and to these professionals is also given credit, not only in terms of consultancy, but also in terms of screenplay and, especially, recording of the final credits that are broadcast. In this way, such assumptions contribute to composing a pedagogy of the reeducation of the view, in educational and cultural contexts, essentially with regard to the artistic languages. Therefore, the list of propositions inherent to the concept of a dialogical creation is expanded, which would imply that, with regard to the creative and procedural field of audio description, the consulting audio describer and the audiodescriptor scriptwriter would be conceiving a unison creative act as one interferes in the composition of the other, that is, the structure of audio description. Although this structure is defined and only possible due to these different functions, it undergoes modifications that come from the other's point of view and, thus, ratify the defense of this dissertation, in the sense that these distinctions characterize the process of coauthorship

The training of educators who work in Specialized Educational Assistance - SEA is considered an indispensable element for the success of the Special Education policy in the perspective of inclusive education proposed in Brazilian documents and laws. We argue that such professionals need consistent, specific and continuous training to work with the numerous specificities that their profession requires, so that it can promote the development of the skills and competencies of its students. Based on this assumption, we defend the following thesis: participation in training meetings can establish processes of collaborative studies and learning in everyday school life in the possibility of favoring the inclusion of students with Intellectual Disability. In this proposition, this study is guided by the offer of continuing education carried out with educators who work in the SEA, offered in the countryside of the State of Rio Grande do Norte - RN, seeking to help them in the construction of innovative practices that are increasingly inclusive. Therefore, we defined as a general objective: to analyze the contributions of continuing education carried out with educators who work in the SEA, to favor inclusive pedagogical practices with students with Intellectual Disabilities. In the methodological path, we worked with qualitative, descriptive and analytical aspects, supported by a collaborative research, carried out through training meetings in online format, totaling 80 hours of study, divided into 10 modules with theoretical/practical activities synchronous and asynchronous, whose themes were selected and organized in collaboration with the Grupo de Estudo Aprendendo a Aprender – GEAA, composed of 22 educators who work in the SEA, located in the Seridó region of Rio Grande do Norte. The instruments used for data collection were the initial and final questionnaires, interviews, GEAA memory notebooks and virtual portfolios constructed by the course participants. That said, the research identified that collaborative activities, such as: socialization and exchange of successful experiences and moments of interaction in the group and in small groups contributed to the improvement of the educators' pedagogical practices, so that they identified that reflection-action-reflection in collaboration with peers has become a differential in their pedagogical work. In this sense, we understand that it is essential to encourage the installation of training paths with collaborative approaches, based on and space for reflection, the pedagogical practice of teachers, joining them to studies with the theory built in the educational area. Finally, we emphasize that the training activities developed helped the course participants to identify their weaknesses in theoretical and practical knowledge and, collaboratively, they also realized that the feeling of incompleteness directs them to the perception that they need to have access to training paths directed to their needs and experiences.

This work aims to analyze the trajectory of music education for the blind community at UFRN, in the context of its inclusion policy, from 2011 to 2019, with emphasis on the discussion of the actions related to the development of teaching, research and extension projects targeting this audience. And as specific objectives to discuss the context of the School of Music in the scenario of the inclusion policy for people with disabilities at UFRN; and to raise and discuss the actions developed at the School of Music for the inclusion of blind people in the process of construction, strengthening and consolidation of the inclusion policy for this audience at UFRN. It started with the following questions: How was the trajectory of Music Education for blind people at the School of Music, in the context of UFRN’s inclusion policy, from 2011 to 2019? What were the developments of the actions carried out within the scope of UFRN’s School of Music for the music education of these people? The thesis was defended that musical education for blind people at UFRN, within its inclusion policy, occurred in an integral perspective, based on teaching, research and extension axes.The research falls within the scope of the qualitative approach, and, as it makes use of documents as the only sources of data, it has documentary analysis as its research method (SÁSILVA, ALMEIDA, & GUINDANI, 2009; CELLARD, 2012; PENNA, 2017). After analyzing the trajectory of music education for blind people at UFRN, the thesis was confirmed that it was marked by the integration of teaching, research and extension measures, with the main milestones being: offering courses to the external public with disabilities; creating spaces for practical teaching of music for people with disabilities by students in initial training; systematizing knowledge in inclusive music education through the inclusion of curricular components of undergraduate courses in music; teacher and student training and qualification through courses and events; creating support service sectors for students with disabilities in the production of accessible didactic and informational materials (books, articles, braille scores); creating institutional repositories of accessible digital materials; holding events, contributing to the production, sharing and dissemination of knowledge and experiences.

This thesis presents the results of the research entitled "The gnosiological cycle of Paulo Freire and the emancipation of the subject", carried out as part of the activities of the Doctorate course linked to the postgraduate program of the Federal University of Rio Grande do Norte ( UFRN ). The purpose of this academic writing was to study an aspect of Paulo Freire's theory which is the Gnosiological Cycle, answering the question: does Paulo Freire's gnosiological cycle support the proposition of educating as a practice of freedom, promoting the emancipation of the subject ? This problem led us to the formulation of a hypothesis about the core of this research, which is that the gnosiological cycle in Paulo Freire aims at the emancipation of the subject. As a result, we conclude that the gnosiological cycle aims at the emancipation of the subject because it provides the necessary tools for the subject to understand his reality and transform it, acting in a conscious and critical way, reflecting on the conditions in which he lives, questioning the problems and contradictions existing in reality, seeking to understand them in their complexity from a critical, reflective and transforming stance. The methodological resource used was the hermeneutic approach that operates in the field of history of education and is configured as an interpretation method that seeks to understand the texts from the context in which they were written. We also used bibliographical research as an important instrument in the field of education, since from theoretical materials already developed, the researcher focuses on responding to his concerns by improving knowledge through a scientific investigation of already published works. In this case, the works that supported this research were: Educação como Prática da Liberdade, Extensão ou Comunicação, Medo e Ousadia e Pedagogia da Esperança. As a general objective, we seek to understand the contribution of Paulo Freire's gnosiological cycle to the emancipation of the subject and as specific objectives: understanding how knowledge occurs within the gnosiological cycle and in which conditions it is processed; to analyze the importance of awareness, discussion and dialogue / language for the emancipation of the subject; understanding the educator-educating relationship as subjects of learning and perceive problematizing education as a generator of new reflections and actions. Regarding the structure of the thesis, it is divided into 05 (five) chapters. In the first chapter, we verify part of my educational history and the entrelace with the Freire´sapproach to knowledge until discovering Paulo Freire's gnosiological cycle. In the second chapter, we begin with the presentation of some biographical information about the author from the critical perspective of education, so the main ideas contained in the four works already indicated were presented. The third, therefore, we analyze the act of knowing in Paulo Freire, from the analysis categories: knowledge and the gnosiological cycle as basic research categories and awareness, problematization and dialogue / language as explanatory categories. The fourth chapter analyzed epistemological education from the educator-student relationship as subjects of learning, as well as the application of problematizing education for the emancipation of the subject. And the fifth chapter completes the final results.

Teacher training involves different aspects, such as updating knowledge, reflecting on
pedagogical practices, and seeking new approaches. This training, by promoting critical
reflection and the ability to deal with complex situations, enables physical education teachers
to plan and develop inclusive practices. In turn, thinking in a complex manner implies
considering the multiple dimensions present in physical education and inclusion. This means
going beyond a simplistic and fragmented view and understanding the interconnections
between the physical, cognitive, emotional, and social aspects of individuals. In this context,
continuous training becomes essential for physical education teachers to acquire updated
knowledge about inclusion, develop appropriate pedagogical skills, and be prepared to deal
with the diversity of their students, promoting a more comprehensive, equitable, and inclusive
education in which all students can fully enjoy the benefits of physical education, regardless of
their individual differences. To achieve this, the construction of six articles was proposed. The
first objective (article 01) was to develop a narrative review on inclusive school physical
education through complex thinking. Based on this analysis, we were able to present a
perspective on how complex thinking can contribute to the pedagogical praxis of physical
education professionals through a holistic practice, understanding the relationships between the
different subjects involved in order to promote the inclusion and participation of students with
disabilities in school physical education. We also presented the main concepts that permeate
the theme, as well as some documents that have been presented over time with the aim of
contributing to the construction of the physical education curriculum, without explicitly
addressing important aspects of the inclusion process for students with disabilities in regular
education. The second objective (article 02) aimed to develop a literature review, a theoretical
study, focusing on teacher training in inclusive physical education based on complex thinking.
The findings of this article allowed us to reflect on complex thinking as a guiding theory for the
construction of an expanded training approach when considering inclusion and school physical
education. This process was based on a theoretical study on a new approach to education,
highlighting the need for scientific thinking, starting from complexity, and not allowing the
separation of being/reality, subject/object, educator/learner, objectivity/subjectivity, and
culture/subject/society. In article 03, the objective was to construct and validate a questionnaire
to investigate inclusion in school physical education. In this research, we constructed and
validated the Questionnaire for Investigation on Inclusion in School Physical Education
(QUIIEFE). The validation process was carried out through the analysis of judges. Based on
the coefficient of content validity, we established a reference value of 0.95, which was
considered above the reference values, thus validating the instrument for its purpose. Article 04
aimed to construct a teacher training in inclusive physical education based on complex
networks. Through network analysis, it was possible to indicate five subcategories: structural
difficulties, training difficulties, planning difficulties, pedagogical difficulties, and school
difficulties. The analysis identified factors of greater influence in the network, such as the
planning of theoretical and practical classes, specific knowledge, ableism, family relationships,
and multidisciplinary relationships. Based on the findings, it was possible to establish the
variables of greatest influence and, through continuous training, intervene by conducting
workshops, mini-courses, lectures, and/or events, generating changes in the network and
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contributing to a better inclusion of students with disabilities in physical education classes. In
the fifth objective (article 05), the research aimed to discuss the relationship between school
physical education, inclusion, and teacher training from the perspective of physical education
teachers in the Municipal Education Department of Juazeiro do Norte, CE. The results showed
that during continuous training, teachers discussed the relationship between school physical
education, inclusion, and teacher training. Participation in activities involving the construction
of materials and experiences with adapted and Paralympic sports revealed new opportunities to
make use of the spaces and resources available in schools. During lectures and roundtable
discussions, teachers were encouraged to reflect on their role, prompting them to see students
based on their abilities rather than their limitations. These moments also allowed for reflection
on the individual capacities and potential of the teachers themselves. In the sixth and final
objective (article 06), the research analyzed the reports of physical education teachers in the
basic education network in the municipality of Juazeiro do Norte, CE, regarding the
contribution of continuous training in inclusive physical education to their pedagogical praxis.
The results pointed to significant changes in the teachers' practice, especially in lesson planning,
making adaptations without relying solely on material resources to promote the inclusion of
students with disabilities, adapting the physical education curriculum by modifying its contents,
as well as fostering connections among colleagues, enriching pedagogical practice, and
expanding the possibilities for the implementation of inclusive activities. Thus, from the
teachers' perspective, this study highlights the importance of continuous training to further
enhance the educational process of physical education teachers, particularly concerning the
inclusion of students with disabilities. The conclusions of the thesis suggest a new perspective
on continuous training in inclusive physical education, understanding the inclusive process
within the school context in relation to the curricular component of physical education and
teachers' pedagogical praxis in ensuring the inclusion of students with disabilities. Based on
complex thinking and network analysis as a way to measure and understand the environment
in which students with disabilities and teachers are inserted, we offer an original contribution
to the field of inclusive education and teacher training.

In this research, the objective was to analyze the configuration assumed by the National Student Assistance Program at the Federal University of Pará, Altamira Campus, and its effectiveness in the democratization of the conditions of permanence of the students benefited by the Program, placing it in the current context of capitalism and the rise of neoliberal policies. We start from the thesis that the actions of the National Student Assistance Program, although important for expanding the conditions of permanence in higher education for students assisted by the Program, were not enough to democratize their conditions of permanence on the Campus of Altamira, for not having its actions guided by the principle of equity and being a focused program that does not serve all potential beneficiaries, nor the multiplicity of vulnerabilities present on the Campus. As a theoretical reference, we seek to approach the approach of Dialectical Historical Materialism by understanding that in the analysis of a social phenomenon, one must consider, above all, the context from which it originated, seeking its mediations and contradictions, thus highlighting the expansion of higher education carried out in the Workers' Party governments and the institution of the National Student Assistance Program in this context. As a methodology, literature review, bibliographic research, and document analysis were used, which allowed us to deepen our knowledge on the subject. Semi-open questionnaires were also applied to 12 students and semi-structured interviews were conducted with two managers, four members of the technical staff of the institution's student assistance and a student representative from the Campus of Altamira. The data were analyzed using the French Discourse Analysis. The studies indicate that the decision-making actions of student assistance are centralized by their management in the Central Campus, with the execution actions being decentralized to the Campus of Altamira, which leads to asymmetric actions and lack of resources to meet the demands of the Campus and the vulnerable economic students who at this university approach 85.0%. An advance was identified in the institution's student assistance, through the creation of the Single Registry of students who apply for financial aid with an initial duration of three years, guaranteeing assistance during this period, through annual data updates, and, in the methodology to identify the target audience to be assisted by the National Student Assistance Program. Progress was also made by considering other vulnerabilities that go beyond the financial vulnerability of students, thus making it more inclusive. However, the percentage of students served by the Program is very low on Campus, between the years 2016 to 2020, there was an average of 43.4% requests, considering all students enrolled and only an average of 11.0% attended. Furthermore, only six of the ten areas of the PNAES that students would be entitled to are available for the Altamira Campus. The demand for demands necessary for the permanence of students, such as the installation of a University Restaurant, was never met. The thesis is confirmed that the actions of the National Student Assistance Program, although important for expanding the conditions of permanence in higher education for students assisted by the Program, were not enough to democratize their conditions of permanence on the Campus of Altamira.

Achieving inclusive Physical Education classes in schools has been the desire of many teachers of this curricular component. However, finding and developing strategies that make this path possible has often been a lonely journey without knowing what to do, the basis of trial, error and success, especially when the student has a disability. However, the accessibility, participation and learning of this target audience at school are a guaranteed right in the Brazilian Inclusion Law, requiring teachers to develop pedagogical strategies that favor inclusion. In this understanding, the aforementioned study aims to analyze inclusive pedagogical strategies and their implications for the inclusion of students with disabilities in the teaching of Physical Education at school. It is a collaborative research because it involves both research and training in a dialogical and dialectical collaboration process on theoretical and practical knowledge of teaching action. The nature of the approach is qualitative and the data construction instruments were interviews, field diary and systematic observation, having been analyzed from the content analysis. Thirty Physical Education teachers who teach in elementary schools in the city of Natal participated in the research. Several inclusive pedagogical strategies were identified in the literature and in the teaching practices of the target audience that favor the inclusion of students with disabilities in Physical Education classes, contributing to their systematization into categories according to four dimensions of accessibility: attitudinal (categories : support network, continuing education from an inclusive perspective, peer tutoring and awareness raising); instrumental (categories: technologies and materials), communicational (categories: interpersonal or face-to-face, written and digital); and methodological (categories: inclusive planning, didactics and evaluation). It is concluded that the inclusive pedagogical strategies identified in the research, experienced and discussed in collaborative training meetings, observed in teaching practices in schools and systematized in the dimensions of accessibility, constitute a theoretical and practical basis that underlies the inclusive teaching of Physical Education in schools, resignifying it. This is because it offers teachers possible ways with perspectives to identify and face the barriers posed to the inclusion of students with disabilities in Physical Education classes, indicating the most varied possibilities of accessibility that pedagogical practice can offer.

The year 2020 was marked by a declaration of a health emergency caused by a new type of coronavirus, Sars-CoV-2. In Brazil, with a federal administration that showed a greater commitment to the economy than to the preservation of life, the covid-19 disease ended up with a much higher mortality rate than expected if preventive policies had been adopted. On the contrary, Jair Bolsonaro's administration behaved exactly within the framework of what Achille Mbembe (2018) termed Necropolitics. In response, the population began organizing resistance to (necro)power in defense of life. One of the expressions of this resistance can be found in the discourses contained in political cartoons and strips produced during this period, which expressed positions contrary to the official discourse. Thus, this thesis aims to analyze the imagetic discourses contained in cartoons published in 2020 and 2021 about the covid-19 pandemic as a manifestation of resistance against the political positions of the Jair Bolsonaro government. The covid-19 pandemic emerged in 2020, leading various governments to make efforts to understand and find the best forms of treatment and prevention. However, some governments, such as the Brazilian government, adopted a denialist stance during the pandemic. While Jair Bolsonaro, as the president during the initial years of the pandemic, delivered speeches contrary to the scientific community's views, several forms of resistance emerged against the leader and his administration. Many cartoonists, therefore, started critiquing the president, especially regarding his actions during the health crisis, by expressing their own conceptions and choices. Methodologically, this research employs the French line of discourse analysis inspired by Michel Foucault (1996). The corpus of analysis consists of cartoons produced during the first two years of the covid-19 pandemic in Brazil, sourced from Instagram accounts of critical illustrators of the Jair Bolsonaro government and his actions during the pandemic, namely: Daniel Lafayette, Helô D’Angelo, Laerte Coutinho, and Gilmar Machado. The analytical construction involves a dialogue with the concepts of biopolitics and resistance in Michel Foucault (1998; 2008; 2019), necropolitics in Achille Mbembe (2018), and the analysis of images as historiographical archives in Peter Burke (2017). The conclusion reached is that political cartoons, as discourse-images, contributed to the fight for life by exposing, through humor, sarcasm, and irony, the power's will to truth, thus playing an important role as a technology of a biopower of resistance. They acted as formative tools in a non-formal educational sphere through the statements published on the cartoonists' Instagram accounts.

Considering the difficulties of common class teachers in a high school in teaching Special Education Target Audience (Seta) students and in search of solutions to overcome them, it indicates the implementation of Collaborative Teaching, questioning its implications for the teaching pedagogical practice of these students in high school. The research was done through interventions in the pedagogical practices in a 3rd grade high school class at the Escola Estadual Amaro Cavalcanti in the municipality of Jardim de Piranhas - RN, in collaboration with 12 (twelve) teachers, 11 (eleven) of the curricular subjects of the common class and the Special Education teacher who pedagogically accompanies 2 (two) Seta adolescents in the mentioned class and had as general objective to analyze the implications of Collaborative Teaching to the pedagogical practices of teachers of Special Education Target Audience (Seta) students in High School. Based on the methodological principles of a collaborative action research, the instruments were used as procedures for data collection: questionnaires and participant observations recorded in the field diary. For data analysis, the content analysis method was used. It presents in its theoretical support, conceptual aspects about Collaborative Teaching, Pedagogical Strategy, Teaching Pedagogical Practices and Inclusive Education. In order to reach the general objective, it was necessary to identify the implications of Collaborative Teaching implemented in the pedagogical practice of teachers of these students. Thus, it was obtained through the analyzes that, among several implications, stand out from the point of view of the participating teachers: it implied changes in the way of planning in the investigated school; promoted interdisciplinary work by areas of knowledge with teachers of high school curriculum subjects; streamlined the inclusion process with the sharing of the teaching pedagogical practice, each one being responsible for their area of activity in the classroom; resulted in the inclusion and schooling of Seta students in the lived reality; there were advances for the realization of instructional supports in realization the adaptations and flexibility of the evaluative activities; contributed to the realization of inclusive pedagogical practice in high school. it was verified that the implications of the actions promoted by the implementation of Collaborative Teaching to the teaching pedagogical practices of Seta students in High School expanded the possibilities of including and ensuring goals and actions, achieve your inclusion and schooling, as it was proven that this teaching strategy is an important ally for teachers to work on an inclusive pedagogical practice. Finally, the research concludes that Collaborative Teaching to the pedagogical teaching practice of Seta students in High School re-signified the pedagogical work for an inclusive pedagogical practice, since it implied, in general, the deconstruction of a professionally individualistic culture of High School teachers of the investigated school in order to produce significant changes in the teaching work.

The theme of inclusion in school Physical Education classes and in continuing education has been discussed in various studies. However, despite this, many are the desires and concerns of teachers in their efforts to promote educational experiences that consider the specificity and subjectivity of each student, whether they have a disability or not, which becomes one of the challenges encountered in teaching practice. In this context, it is necessary to invest in proposals that provide opportunities for the expansion of knowledge in dialogue with reality and value the participation of all students during the teaching and learning process, based on an extended concept of inclusion. Continuing education is one of the paths for expanding knowledge. Therefore, the present study aims to analyze the implications of a collaborative continuing education in the inclusive practice of Physical Education teachers. For this purpose, we chose a qualitative research approach through collaborative action research, which involved the participation of nineteen Physical Education teachers and two coordinators from the Physical Education department of the Municipal Basic Education Secretariat (SMEB) of the city of Ceará-Mirim/RN. We conducted semistructured interviews to better understand the teachers' reality and thus organize the next steps of the intervention. Next, we structured the collaborative continuing education in ten formative meetings, with three being conducted virtually and seven inperson, considering the need for training and structured teaching practice through remote learning, as indicated by the collaborating teachers. The foundation of the continuing education was based on School Physical Education within an inclusive perspective, and it was grounded in the discussion about curriculum in alignment with the National Curricular Common Base (BNCC). The collaborative training space aimed to reflect on teaching practices, giving voice to all participants in the process, as well as facilitating the construction and sharing of teaching knowledge. These insights were interwoven through exchanges, opportunities for listening and speaking, interactions, and experiences. These aspects became the differentiating factors during the development of the continuing education. As a result, the intervention proposal enabled a broader perspective on collaborative work between the researcher and teachers. Moreover, in this process of teachers' protagonized, constructed, redefined, and transformed knowledge, the key element was the subjectivity of the collaborating teachers. Through this path, it was possible to interweave knowledge and build many others, which contributed to the teaching formation of the participating teachers, especially regarding a proposal for classes from an inclusive perspective, considering the diversification of content.

This research aims to analyze the actions of the National Student Assistance Program (PNAES) - scholarships and grants - at the Federal Rural University of Semi-Arid (UFERSA), taking into consideration the norms, values, algorithms, and images that define public action in its materiality. The Cognitive Approach to Public Policy (ACPP) will guide us in understanding the coalitions of forces among the actors involved in the process to grasp the intricacies of this policy (Muller, 2018; Muller; Surel, 2002). Therefore, to answer our initial question, which is: what are the ideas present in the discourse of UFERSA's managers and students regarding the role of PNAES in ensuring access to higher education? It is relevant to give voice to these social actors and map their discourses because we understand that public policies, in general, and educational policies, in particular, are strategies promoted with the aim of implementing a certain social model, and it is important to know whether this social model advocates for education as a right or as a benefit for a few. In the empirical field, we intend to focus on PNAES as a public education policy targeted at young people in situations of social vulnerability. To understand the facets of this policy, we will delve into the theoretical and methodological foundations of student assistance as a social public policy. Our research procedures will involve interviews conducted with four managers responsible for implementing the student assistance policy at UFERSA and questionnaires administered to seven engaged students from the Student Representative Council (DCE), in addition to analyzing official documents, legislation, resolutions, and management reports that address the materialization of the National Student Assistance Program (PNAES) at UFERSA, from 2020 to 2021.

The explanation of the dialogues between school Physical Education and language gain prominence in the face of the contexts of resignification of the area from the 1980s and 1990s, which mobilized the incorporation of different epistemic understandings, while criticizing the trends of Physical Education linked, almost exclusively to the field of biological and health sciences. This scenario, combined with the country's redemocratization context, mobilized the construction of curriculum policies for Basic Education, crossed by power relations that remained in tension in the construction of different curriculum documents at national level. Thus, our objective is: to understand the epistemological itineraries of language concepts in the discourses of the National Curriculum Policies for Basic Education with regard to Physical Education at school from the 1980s onwards. in view of our concerns with cultural meanings, in view of the power relations involved in the construction of documents that express these curricular policies, namely: the National Curriculum Parameters of Physical Education for Elementary School I and II; the National Curricular Parameter of Physical Education for High School; and the Common National Curriculum Base. In these documents, we find the presence of different streams of thought about language, with psychomotricity, Merleau-Ponty-based phenomenology, structuralist semiotics, Peircean semiotics, Habermas's communicative action and body expression with language. In this sense, these documents point to different paths and transformations that occurred in relation to the notions about language used in curriculum policies for Basic Education in relation to Physical Education at school.

This study aims to analyze the correlations between education, spiritual devotion and community ethics in the process of cultural and social formation in the Community of Sítio Serra da Minguiriba from the ritual of celebration of the Renewal of the Sacred Heart of Jesus, in order to observe the role of collective memory in the existence and resistance of the community in Araripe Plateau. The research was conducted in two phases. In the first one, I talked to 18 members of the community. In the second phase, I interviewed 36 descendants of the founding families, in addition to participating in conversation circles, community events and accompanying, observing and participate in the life in Minguiriba. I used documentary, bibliographic sources and in loco observation of the most important ritual of the community: The Renewal of the Sacred Heart of Jesus. This study is based on the paradigm of complexity, on the interface between, community education, devotion, collective memory and social learning from the perspective of Edgar Morin (2011, 2018, 2019), Halbwachs (2006) and Candau (2011, 2018,2019), Halbwachs (2006) and Candau (2011). The results obtained allowed us to observe that the people of Minguiriba get educated and resist the challenges of living in the semi-arid region from a community ethic that is sustained and propagated in socialization in the interaction between people of the community established in the precepts of discipline, honor, prayer, work, sharing and care for each other. The ritual of the Renewal of the Sacred Heart of Jesus, as a cultural tradition, join the people of the Minguiriba community and teaches them to live in community, beyond the limits of the religious. It helps in coping with political-social difficulties, which necessarily implies undoing the banal conception that a religious ritual is limited only to the interest of the faith of those who practice it. It is constituted as a formation capable of refreshing the historical roots of the community, strengthening the identity and the individual and collective memory of the group.

This thesis aims to problematize the resumption movement of educational activities of the cariri people, which contributed to strengthen the construction of a collective life movement in Aldeia Poço Dantas - Umari, in the city of Crato, Ceará. I believe that the indigenous movement represents a symbol of resistance and struggle for the right to autonomy, in which the obstinacy of the original peoples involves the appropriation of knowledge, territory and self-identification. I chose to write a history of the cariri people, focused on the present time, based on the assumptions of Reinando Lohn (2019), when reflecting on a history questioned by the present and its interactions with the political struggle of resistance. Methodologically, I use a qualitative approach based on Oral History as a historical source and method, focusing on Thematic Oral History, as it focuses on the lives of the interviewees between 1997 and 2020. I cross-referenced historical sources, as proposed and systematized by Paul Thompson (2002), which consists in cross-referencing information present in oral narratives with other sources, written, iconographic, maps, videos and documentaries. From this perspective, I produced what Meihy and Holanda (2017) conceptualize as Hybrid Oral History. The time frame begins in 1997, with the awakening of the cariri self-identity from the arrival of Rosi Kariri in the Poço Dantas Community, and ends in 2020, with the creation of the Retomada Cariri Movement, which aims the construction of a collective movement and dreams of setting up an indigenous school. I dialogued with the following categories: indigenous female protagonism, from Silva (2021) and Paiva (2018), indigenous educational practices, from Araújo (2018) and indigenous education, through Munduruku (2012) and Kambeba (2020); Identity through Munduruku (2009, 2012), cultural identity through Hall (2020), territory through Krenak (1989), memory through Halbwachs (2013) and Ecléa Bosi (2023), indigenous ethnogenesis through Palitot (2010) and resistance through the writings of Foucault (1998). This research was developed in the field of Education, and within the Research Group Observatório das Heterotopias. It concludes by confirming the hypothesis that the educational practices resignified by the Cariri resumption movement are one of the main means of resistance of the Cariri people in favor of the collective life project.

This research is concerned to the works developed by the Group Estudos de Narrativas de Professores em Formação (Genprof) from the Post-Graduated Program of Education from the Universidade Federal do Rio Grande do Norte, aiming to reflect about the process of formation and professional development in the Laboratory of Didactic Material of Teaching Mathematics (Lamadem) from the Pedagogy curse of the Universidade Federal de Campina Grande (Campus I), trying to understand, to reframe, to rethink and to socialize this formation. This study has based on the theoretical field of Mathematics Education in the perspective of Social History of Mathematics Education (Hisoem), as well as it consists on a Repertory of Theoretical-Conceptual Coordinates of Reference (RCT-CR), proposed by González (2017), related to the Mathematics Education. This study brings reflections related to the formation of teachers, specifically in teaching Mathematics in the Pedagogy curse and knowledge necessary to this formation; as well as related to the Laboratory of Teaching Mathematics proposing questions about the use of didactic materials. This research is qualitative in the Education field, related to the autobiographic narrative category, based on the epistemological approaches presented mainly by Bicudo (2011), González (2020), Nacarato, Passos e Lopes (2019) e Passeggi (2016), focusing on the process of formation in Teaching Mathematics of the researcher (subject of this own research), assuming as main source of information her academic and professional trajectory in the referred laboratory. In the analytical proceedings of this research, it uses the strategy of archaeological immersion and hermeneutic contemplation (González; Villegas, 2009), based on the phenomenological guidance of Mathematics Education (Bicudo, 1999, 2011), related to the experiences and perceptions of the empirical source, in a polyphonic dialog to the autobiographical narrative (testimonial source) and the Repertory of Theoretical-Conceptual Coordinates of Reference (documental source). As a result, this study points some sense units, significant units and comprehensive interpretation that guide possible understandings and redefinition of a history of professional development in the light of theory and practice relationship. In addition to this, this study contributes to evidence the autobiographical narrative and its importance to the research and historical social interpretations linked to the teacher formation and to the practice of Mathematics Teaching, once narrative and reflections permit professional and personal self-comprehension, as well as redefinition of the teaching and learning Mathematics process offered in the formation curses of teachers that use or not the alternative of the laboratory of Teaching Mathematics.

This research aims to study audio description for theater and the language of stage lighting. The objective is to analyze the poetics of theatrical light, as a visual language of space-time, aiming to develop audio description scripts. In summary, I argue that understanding these attributes of stage lighting are fundamental for theatrical audio description. To this end, I present two studies that observe light in theater as a structurer of space-time in two theatrical plays. Based on these studies, I created a literacy proposal on the visual language of light, aimed at people with and without visual impairments interested in audio description. The qualitative approach methodology is structured from the perspective of exploratory and procedural research, carried out in two steps. In the first, I survey the verbal utterances related to the space-time performance of light, collected from the audio description script, for the classic dramatic opera Rigoletto by Giuseppe Verdi, staged at the Municipal Theater of São Paulo in 2019, with audio description by Lívia Motta, Wagner Caruso and Felipe Monteiro; and the dramaturgical text of the comedy A Invenção do Nordeste, by Henrique Fontes and Pablo Capistrano, which was produced by Grupo Carmin in Natal/RN, in 2017, and was directed by Quitéria Kelly. Such stagings exemplify the categories of dramatic and epic-narrative representation in modern theater. The second step involves run the extension course: The lights and the words: an immersion in the audio description of theatrical lighting, in a remote format, with 20 hours and thirty vacancies. In the course, the poetics of light is approached as a semiotic set that interconnects space and time, mediated by the functional handling of light in these stagings. The theoretical foundations are structured around the concepts proposed by Mikhail Bakhtin: Chronotope (Bakhtin, 2020a); (Bakhtin, 2021) and Utterance (Bakhtin, 2020b), to think about how the visual statements of light, observed as signs of space-time in a performance, can be recreated. Bakhtin’s concepts are articulated with the propositions of Jorge Dubatti (2016), about the relevant role that spectatorial activity implies for the interpretation of the meanings, of theatrical poiesis and the semiotic elements that compose them. The extracts collected from the texts related to the stagings and the dialogic processes developed in the extension course are evaluated by exposing the ways of understanding these space-time statements of theatrical light, mediated by audio description. It is hoped that this study will contribute to expanding the presence and relevance of verbal recreations of this theatrical language, for the enjoyment of visually impaired audiences.

In this study, we sought to analyze the pedagogical implications of the use of terminological glossaries, products that cover a set of terms or vocabulary of a particular specialty, in the teaching and learning process of deaf students of the Licentiate Degree in Languages – Portuguese and Brazilian Sign Language (Libras) of UFRN, as well as identifying the processes of production of glossaries and their use, characterizing the terminological glossaries in Libras concerning the course and analyzing the use of terminological glossaries in Libras and their relationship with the teaching and learning process of deaf students. The research involved a deaf professor and three deaf students from a class of a curricular component of that graduation. In view of the New Coronavirus pandemic, data collection was carried out through video recording of the synchronous classes of the aforementioned class, online questionnaires and autoscopy sessions with the class teacher, carried out on a digital platform. Thus, it was decided to carry out a research with a qualitative approach, interpretive paradigm, descriptive nature and with elements of a case study. The research design is structured based on the Autoscopy procedures, with the teacher performing the self-analysis of video recordings of her own classes, and the data content analysis is subsidized in the Dialogic Discourse Analysis, theoretical current of the Bakhtin Circle. The results were presented through two categories of analysis: 1) autoscopy and the use of terminological glossaries in the teaching of deaf students, which sought to highlight the reflection of the teacher's practice throughout the classes and sought to identify how the glossary relates to the teaching process by the teacher, and 2) use of terminological glossaries in the learning of deaf students, to point out the learning process of deaf students through the relationship with glossaries. The results found allow us to highlight important aspects in the favorable pedagogical implications of the use of terminological glossaries in the teaching and learning process of deaf students in the Licentiate Degree Course in Languages – Portuguese and Libras at UFRN, such as the potential versatility of this material in teaching pedagogical strategies and the educational value of this bilingual consultation product to help deaf students learn Portuguese as a second language, as they see the terminology glossary as a clearer, more direct and practical source of help for their use in studies. The study pointed to the need to carry out more scientific endeavors with regard to autoscopy in the training of deaf teachers, the production of more glossaries and the use of glossaries as bilingual teaching materials in educational contexts other than the one researched. However, it is important to consider that the changes are gradual, as they imply ruptures of concepts and practices rooted over time and that do not take place immediately.

El propósito de esta investigación fue reflexionar sobre mis propias vivencias personales, obtenidas durante la formación inicial y mi primer año de práctica profesional, reconociendo las situaciones que me permitieron desencadenar tanto una mirada sensible a las Matemáticas, como las interpretaciones sobre mis pensamientos de su enseñanza y aprendizaje y mi identidad profesional como profesora que enseña Matemáticas. Por tanto, utilizamos un marco teórico constituido por los trabajos de Schön (2000) y Tardif (2014) al abordar los conceptos de maestro reflexivo y la epistemología de la práctica, entre otros autores, así como de Passeggi (2016), que tratan directamente de narrativas autobiográficas; González (2021) quien aporta el concepto de lugar epistemológico, además de otros profesionales del campo de la educación. En el campo metodológico, se buscó orientar la investigación cualitativa del orden fenomenológico sugerido por Bicudo, a partir del movimiento propuesto por la contemplación hermenéutica, realizado en la narrativa autobiográfica, de carácter personal y profesional, del autor responsable de desarrollar este estudio. A partir de ello surgieron importantes reflexiones sobre mi formación inicial y sobre mis prácticas desarrolladas en el aula, las cuales fueron significativas para mí para hacer un ejercicio de autoevaluación y mejorar y / o mejorar mi desempeño como pedagogo.

The presence of the deaf student is a reality in the inclusive school, and the collaborative work between the teacher translator/interpreter of Libras and the regent teacher, especially in Basic Education, is of great importance in the inclusion of these students, as both have specific skills so that the process of teaching and learning of the deaf subject is successful. Thus, this research aimed to analyze the collaborative practice between the Libras translator/interpreter teacher and the regent teacher in the teaching process of the deaf student in the regular inclusive classroom. With that, our specific objectives were: To characterize the teaching practice of translators/interpreters of Libras; investigate the challenges encountered by PTILs within the inclusive school; and to analyze the articulation of pedagogical and linguistic practices of the regent teacher and the interpreter teacher in the teaching processes for deaf students. Bringing methodological elements of a collaborative research, the research involved a regent teacher who teaches the discipline of mathematics and a translator/interpreter teacher of Libras, working in a state school in Rio Grande do Norte, in high school. Data collection was carried out remotely by the Zoom platform, because of the Covid-19 pandemic scenario that we have been experiencing since 2020. The initial data were collected through an initial interview, with the teachers through a questionnaire by Google Forms and online meetings for autoscopy sessions and collaborative planning between professionals. For a last step of data collection, we also had access to the answers of a final questionnaire. Collaborative research was chosen for this research, as it contributes to a greater approximation between the researcher and the participants, as well as for the training of the professionals involved, in addition to providing moments of reflection and self-confrontation of their practices. The results found allow us to highlight important aspects in relation to the practice of collaborative work between the regent teacher and the teacher translator/interpreter of Libras, and how this can influence the teaching process of the deaf student. In view of the analysis of the data obtained in the categories of analysis, it was identified that the collaborative work between these two professionals shows greater security in relation to the practice of the translator/interpreter teacher when preparing his class, as well as the feeling of sharing responsibilities in the process. inclusive of the deaf student, the regent teacher can perceive the importance of the interpreter in the classroom, as well as his contribution with regard to his competences related to the subject he teaches, thus having an exchange of experience and recognition of the relevance of all those involved. The study pointed out the need for a change in the attitude of professionals involved with the education of the deaf, the feeling of solitary work and impotence is strongly marked in the routine of translators/interpreters of Libras, this transformation is necessary and urgent. Collaborative practice is possible, but it requires interest, dedication and effort. It is in this sense that it is suggested that new researches emerge with the objective of contributing to the education of the deaf as well as clarifying and deepening important points regarding the teacher translator/interpreter of Libras.

This dissertation aims to analyze the disciplinary codes, forms of punishment and misdemeanors carried out by apprentices (students) and officers (sailors) responsible for applied teaching within the Escola de Aprendizes Marinheiros do Rio Grande do Norte, located in the city of Natal, in the time frame that goes from 1933 to 1941. We understand by disciplinary processes, any and all resources used with the intention of instilling in the minds and bodies of the apprentices, rules and norms established by the Navy, which establish the desired professional profile to compose the fleet national. For a better understanding of the subject, we dialogue with the concepts of discipline postulated by Michel Foucault (2020), of school culture proposed by Dominique Julia (2010), as well as the works on the functioning and daily life in schools for training sailors written by Rozenilda Castro (2013; 2017), Vera Regina Beltrão Marques and Silvia Pandini (2004), among others. The historical sources discussed are the Reports of the Minister of the Navy, the Reports of the President of the Province and State of Rio Grande do Norte, periodicals in circulation at the time, such as the newspapers A República and A Ordem, the Laws and Decrees issued by the government. , and school documentation arranged in handwritten books: o Bid Books, Order of the Day Book, Punishment Book for Apprentices, Punishment Book for Sergeants, Book for the Discipline Board, Sailors Examination Book, and the Prize Book Marcílio Dias. We conclude that the Escola de Aprendizes Marinheiros do Rio Grande do Norte, during its time of operation, invested heavily in the process of disciplining bodies, training the minors who settled there, with the formative purpose of normalizing the so-called children's bodies, preparing them for professional/military work in the Brazilian Navy.

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The present work has the general objective analyze the routine in the insertion of children with disabilities, in early childhood education. The specific goals are characterize the appropriation of routine by very young children with disabilities during the insertion/adaptation process, at the UFRN application school; to describe educators' conceptions about the routine, during the insertion/adaptation of very young children with disabilities, in the application school; to identify the routine strategies used during the insertion/adaptation, in the face-to-face and remote modalities of early childhood education and their implications for the participation of children with and without disabilities. The research was developed at the application school of the Federal University of Rio Grande do Norte - UFRN, at the Childhood Education Center - NEI, in the first half of 2021. The research, of qualitative character, was carried out from the methodology of a case study. Data were collected through the following instruments: electronic questionnaire, learning reports, records of participant observations and semi-structured interviews. The subjects of this research were five teachers, already working in class 1, of early childhood education, and a child with a disability, enrolled in class 1, in the year 2021 and their respective teachers. After analyzing the data collected, we could observe the efforts of the teachers to guarantee the access of children with disabilities to the practices and experiences of the group, through the use of alternative communication, establishment of affective bonds, good teacher/child communication and effective partnership with the family. We realized that the routine strategies, thought, planned and executed, in the context of remote or faceto-face teaching, were, in fact, structuring for children with disabilities and the whole group, enabling, a less painful experience of this separation with the family and entrance in an early childhood education institution, in an appropriation of the new place, people and routine.

The present essay reflects on musical composition as a metaphor for life, having as research elements the life and works of the artist from Paraíba, Francisco César Gonçalves, better known as Chico César. Through his musical work, Chico César shows the importance of inventiveness and art in the world. His musical compositions inspired the construction of this essay, and through it, we were able to highlight Chico César‘s creation processes, how they are related to life, his plural formation, his origins, and, finally, his lessons for education. In this research, we selected the songs by Chico César that were closest to the propositions brought in this work: love, protest, freedom, and diversity, songs that were taken from his albums. The extensive art production of the poet, songwriter, and singer has been organized in an annex to direct the reader to an overview of Chico's compositions. This essay incorporates ideas of Edgar Morin, Paulo Freire, Arthur Schopenhauer, Lídia Silmara Marton, Maria da Conceição de Almeida, among others. We conclude that Chico César and his art teach us that life is a continuous and renewing composition. We are able to compose life when we have self-criticism, world reading, and the collective feeling of humanity. The dialogue between knowledge, diversity, and human understanding is the impetus to weave the composition of our existence. Chico is never tired of teaching, through his art, the manifestation of the link between life, nature, and culture.

Work that analyzes the content of the Life Project discipline developed by the Institute of Coresponsibility for Education (ICE) in a public high school in the state public network, in Mossoró, Rio Grande do Norte, considering the interests and relationships of knowledge and power present under Law no 13.415/17, Common National Curricular Base and other documents distributed by ICE for the implementation of the School Of Choise Project, which focuses on the Life Project discipline as the main proposal for educational innovation. The research, aiming to investigate the meanings of Life Project present in the curricular discourse about the mentioned subject, in the context of the Project implemented by ICE, is situated in a qualitative approach, prioritizing the analysis of the content present in ICE documents and, secondarily, semi-structured interviews with education professionals involved in the pedagogical activities proposed for the Life Project discipline. The research is theoretically based on the contributions of the post-structuralist approach, understanding that curricular discourses constitute regimes of truths and produce subjectivities, all of which are implicated in power relations. Therefore, the main references studied are the texts of Alice Casimiro Lopes, Michael Foucault and Stephen Ball, which, in partnership with other researchers, deal respectively with curriculum, discourses and policy production. It appears that the Life Project proves to be a discursive instrument of power-knowledge that corroborates the proposals of neoliberalism and prints a curriculum that is discretionary and controlling subjectivities.

The construction of this study aims to investigate the social and educational practices of the Father John Mary Orphanage and the conceptions that guided the process of assistance to underprivileged children between the years 1920 and 1930, in the city of Natal/RN. The Padre João Maria Orphanage was an institution to assist poor female children, founded as of Decree Nº 118, of May 25, 1920, signed by the then Governor Antônio José de Mello e Souza, as pointed out in the governmental message of the current year. In this perspective, we seek to analyze the space from a macro-structure that investigates the Orphanage and its practices from the social, political and religious observation of the study period, in view of the reverberating civilizing and hygienist discourse (GONDRA, 2004); (GÓIS JÚNIOR, 2014) existing in the social spheres that sought to guide the practices and representations of a new formation of modernized men and women. Considering this context, the guiding question of our research was: What are the conceptions that guide the social and educational practices in the process of assistance to the orphan girls of the Padre João Maria Orphanage? The answer was only possible through the methodological organization that consisted of a documental analysis (ARÓSTEGUI, 2004); (BLOCH, 2001) and bibliographical analysis in the field of historiography, whose path pointed us to the discussion of categories of practices (CERTEAU, 2012) and representations (CHARTIER, 2002); (BOURDIE, 2008), through which we analyzed the sources and the narratives contained therein, discussing concepts of body (FOUCAULT, 1979; 1987), of civility (ELIAS, 1994); (THOMPSON, 1981; 1998), of woman (PRIORE, 2004); (PERROT, 2007) and of assistance (MARCÍLIO, 2008); (RIZZINI; RIZZINI, 2004). The documents that supported this research were the governmental messages from the 1920's to 1930's, delivered in the State Legislative Assembly during these years and the Orphanage internal regulations, which presented all the internal organizational guidelines, allowing us to understand the political and social dynamics and their reverberations inside the space. With this research we conclude that the Orphanage Padre João Maria was an important instrument of support and assistance to the poor girls of Rio Grande do Norte and its practices of restraint and moralization of the inmates had sociopolitical influences that configured it as a device of maintenance of the social order and power of the elite of Natal, In this way, with the analyses we accomplished the initial objective of this research and we consider that from this research it will be possible to build new studies that seek to deepen the institutional analysis and to insert this important socio-educational institution in the pages of the Norte Grande do Norte historiography, a space previously denied to it.

The methodologies are teaching models that contribute to the development of autonomy in the participation of students with or without disabilities in an integral way. Thus, this research has the general objective of analyzing the use of methodologies in the teaching process of children with Intellectual Disabilities in a state school, located on the outskirts of Natal/RN. Thus, we have as a research methodology the qualitative approach. In this sense, the study was divided into the following steps: characterization as active methodology used in the teaching process of students with intellectual disabilities; to describe educators' conceptions of active methodologies for teaching children with intellectual disabilities in the application school; to systematize strategies using active methodologies for teaching these children. However, the student's results showed as benefits of teaching and learning methodologies, the development of learning autonomy, the protagonist of their learning breaking the traditional model. Teamwork, the integration between theory and practice, the development of a critical view of reality and the favoring of a formative assessment were highlighted. Therefore, we understand this methodology as potentiating tools for education professionals from different teaching modalities that seek to break traditional teaching models. In addition, pedagogical practices are benefited and the entire educational process is improved.

From reports of interviews with 27 women who studied in farms, ranches, villages and head cities, or not, of municipalities of Rio Grande do Norte, this master's degree work, concerning the theme education and the right to study and learn of black women and of poor social condition in a period of 33 years (1931-1964) and the object of study the right to education of black women of poor social condition and born in this State, had as its general objective to analyze how far the principle of the right to elementary school education, mainly, as well as studies of the secondary and university levels by the women subjects of the research. The documental corpus is made up of 27 interviews, national and state educational legislation, government messages demographic censuses, and federal Constitutions. The analysis of the corpus was based, essentially, on the theoretical-methodological orientations of Magalhães (2014, 1996), Anísio Teixeira (1959, 2009), John Dewey (1959), Cury (1988/1989, 2002, 2020) and Chizzotti (2016, 2020), regarding school education as a process of reconstruction and reorganization of human experiences; as a socializing policy for all social groups; as a civil right, an elementary right to learn and a duty of the State, it ensuring opportunities for cultural learning; and as diverse formative processes by which women are distributed across the division of public and private jobs and professions. The history of the education of these women is the history of a vital struggle to overcome the poverty and illiteracy of their parents and, consequently, to achieve some social stability for themselves and their families, enabled by the jobs and professions that characterized women's work in the period from 1931 to 1964.

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The socio-communicative, cognitive and sensory demands of students diagnosed with Autism Spectrum Disorder (ASD) are not always considered in the implementation of the regular curriculum. In the case of science subjects, this tendency is particularly attributed to the limitations many of these students have in transposing scientific language to everyday life, which requires understanding analogies, metaphors and abstract concepts contained in scientific texts. In this scenario, it is essential to identify teaching strategies that consider the limitations and potentialities of these students, in order to make the teaching-learning process effective. Therefore, the first objective of this study was to identify, through an Integrative Literature Review (ILR), what has been produced about Science/Biology teaching for students with ASD in national and international context in the last 7 years. The second objective was to contrast the methodologies identified in the ILR with the practices that a group of 13 Science/Biology teachers, who teach students with ASD in schools of the Iguatu/CE state education network and Rio Grande do Norte state network, have used. These data were produced by means of electronic questionnaires and interviews and analyzed based on the similarity analysis technique and word cloud generated by qualitative data analysis software. The results of the RIL revealed the scarcity of such studies published in a national context. Internationally, although scarce, the researches highlighted the promising effects of the use of Evidence-Based Practices, audiovisual strategies, structuring of scientific texts, adaptation of teaching resources and active methodologies such as gamification and laboratory practices. The practices adopted by the 13 teachers, selected by convenience criteria, converge with some of the strategies described in the literature, particularly those that make use of visual resources, adaptation of scientific texts, and construction of teaching materials. However, there is an absence of empirically validated practices. In part, these results can be attributed to the lack of adequate training of the investigated teachers and lack of knowledge about the educational demands of students with ASD.

The corporal practices of adventure in nature, in general in our country, have conquered new followers every year and presented different expressions of body manifestations. The present work focuses on a pedagogical proposal with the corporal practices of adventure in nature as a thematic unit for Physical Education at school in an inclusive perspective. The general objective of this study is to present a pedagogical proposal for Physical Education at school, with the content of corporal practices of adventure in nature, in an inclusive perspective. And as specific objectives we propose: a) to describe pedagogical procedures with corporal practices of adventure in nature applied to people with deficiency; b) to promote the natural environment in the Pitangui/RN community through the pedagogical proposal elaborated of adventure corporal practices, as a propitious space to carry out inclusive classes. For this, we adopted a qualitative and descriptive approach, in order to carry out a survey of the content of the study directly with the researched reality, obtaining a large amount of data in a short space of time. It is understood that this work critically expanded the diversification of contents in Physical Education at School through the elaboration of a pedagogical proposal valuing the inclusive school context, giving the teacher possibilities to work with the corporal practices of adventure in nature with a focus on the student with deficiency. In that sense, we found it real that people with deficiency can participate in such adventures, showing us ways to reflect and develop actions that encorauge discussions about Inclusive Physical Education.

This dissertational work analyzes the educational policy related to student assistance instituted by Decree nº 7.234/10 that regulated the National Student Assistance Program (PNAS). The study relates this student assistance policy with the school permanence of students linked to the Electronics Course in the Professional High School modality of the Federal Institute of Education, Science and Technology (IFRN), Zona Norte campus, in the city of Natal/RN. The research presents the student assistance policies developed under the PNAS in this educational unit, in particular, analyzing the Student Training Support Program (PAFE). Therefore, the study discusses the assistance actions used by the school administration in serving students in social vulnerability, always seeking to assess the consequences of the PAFE for the permanence of students on this campus. With regard to the theoretical-methodological position, this work seeks to interpret the educational reality in a historical-dialectical movement that considers the economic, political and social mediations related to the object of study, thus contributing to its transformation. In this way, he adopts the Historical-Dialectical Method, seeking to understand the contradictions and relating them to the historical totality. In the methodological directive, documental, bibliographic and empirical research was carried out, the latter being instrumentalized through data collection through semi-structured interviews applied to students and social workers of the educational unit, seeking to understand their knowledge and opinion about the implementation and effectiveness of this Student Assistance Program. The results show the importance of the PAFE in guaranteeing the permanence of students in social vulnerability, however, on the other hand, they attest that there are operational limitations and limited scope, as the Program does not guarantee the reduction of dropouts at an acceptable level and, also, does not cover the majority of qualified students, failing to guarantee the right to quality public education for everyone regardless of class origin. I conclude by emphasizing the importance of carrying out studies of this nature that characterize and analyze the student assistance policies developed for the Professional High School modality in federal educational institutions located in the subnational instance of the federated entres, especially in this current context marked by budget cuts in the area of education, the restructuring of national secondary education and the assumption of neoliberal management in state institutions through the commodification of national public education.

The Earth is flat, man has never been to the Moon and the Sun revolves around the Earth. These are some of the statements they found in the Flat Earth movement, which has gained prominence in recent years beyond the bubbles of social networks. While science teachers cause ideas, the flat-earther movement advocates curiosity and attention. This work investigates the Flat Earth movement from the epistemology of Ludwik Fleck, as a way to contribute to science teaching. In order to know the movement of the Earth, we did not look at material available on the official Earth Society website, which gathers "evidence" of the flat Earth found by flat-Earthers from all over the world. To analyze this material, we used some concepts developed by Fleck (2010) in his work Genesis and development of a scientific fact, published in 1935. The data were grouped in order to characterize the Flat Earth Society's style of thought, describing its methods, explanations, obvious explanations and their specific language. The collective of thought, on the other hand, was characterized by its esoteric and exoteric circle, legal and customary provisions and ways of disseminating knowledge. We found a large volume of content from technology, technology and different areas of knowledge such as technology, topography, astronomy, geography and other areas of knowledge. The topics directly dealt with by the Flat Earth Society are related to science and many of its explanations make use of scientific terms, but with different meanings, or are permeated by spherical counter-arguments. Seeking to expose how the phenomena treated by the Flat Earth Society, we selected as studies for the spherical shape of the Earth and its movements that are approved in the National Book Program 2020 for elementary school. From this, and from the Fleckian epistemological contributions, we identified differences and similarities between the knowledge about scientific knowledge, understanding that, because they are collectives of thought, each one is permeated by different styles of thought and interpreting the phenomena . Finally, we reflect on the implications for science teaching based on the question: what can we learn from the flat movement towards competition and teaching science and about science?

Access to entertainment, culture, and art in their various languages, in the most varied contexts, must be given to everyone. The availability of artistic works through audiovisual and virtual means is increasing, among these works are videodances. Because of this, it’s necessary to think of strategies that allow the appreciation of this hybrid art form, above all, by people with visual impairments. Therefore, the object of study of this research is the analysis of audio description scripts for videodances, considering Laban's movement factors and their use to create audio description scripts for videodances. Audio description is a modality of intersemiotic translation and a communicational accessibility resource that transforms the visual into verbal and can contribute to the understanding of people with visual, intellectual, low vision, dyslexia, and elderly people. And the movement factors are parameters through which Laban sought to codify the general and common characteristics of any movement. This is an investigation of a qualitative nature, configuring itself as a case study, of a descriptiveexploratory nature. The research corpus consisted of the scripts of three videodances, Zero Gravity, Solarliod and Heart of Stone, presented at the International Videodance Show with Audio Description, held during the first half of 2021, with the free exhibition on Youtube and in the social networks of Companhia Artesãos do Corpo, Centro de Referência da Dança (SP) and Ver com Palavras. The research subjects were the audio-descriptor of the original scripts, the consulting audio-descriptor, and a focus group consisting of four visually impaired and/or low-vision volunteers. Starting from the analysis of the scripts, based on the parameters of Laban's movement, the versions of the videodances with audiodescription that were analyzed were presented to the focus group, with the original scripts. Subsequently, the scripts were re-elaborated, based on the perception of the focus group, with the support of the audiodescriptor consultant. It is hoped that this research will contribute to the expansion of studies on the contribution of the parameters of Laban's movement to the elaboration of audio description scripts for video dance, in its most diverse means of presentation.

This article presents an analysis of the predictive factors for dropout, based on an adaptation of the questionnaire named “Scale of Reasons for Evasion of Higher Education - M-ES”, configured by Professor Rodolfo Ambiel, from Universidade São Francisco and his team, in order to assess the reasons that lead students to drop out of higher education courses. The questionnaire was applied in digital format to students in the first semester class of the Distance Pedagogy course 2021.1, at the Federal University of Rio Grande do Norte (UFRN) since, by reference to the literature on dropout Tinto (2007), Polydoro et al. (2001), Aretio (2002), Almeida, Soares and Ferreira (2002), Ambiel (2015), Fior, Mercuri and Almeida (2011), the phenomenon has grown in the sport in question, as it tends to occur with greater emphasis on first semesters of the course. After applying the questionnaire to 111 students, we obtained 51 responses, corresponding to 45.9%, which were processed by the Statistical Package for the Social Sciences (IBM SPSS Statistics) software and analyzed to understand which factors are predictive for the phenomenon of dropout, in association with the class profile, revealing that factors such as health problems, conciliation between professional and academic life and performance and failures in the curricular components of the course were the potential factors for dropout in

the class.

The general objective of the study was to analyze the needs of teacher training to teach literacy in multigrade classes of the Literacy Cycle of rural schools, considering the teacher training policies implemented in the country (1996-2020) and the environment of the Covid-19 pandemic. The study, which is not limited to the investigation of the training needs of teachers, provided the research subjects with a training process of “systematic restitution” (FALS BORDA, 1985), with a view to reflecting on their own needs for teacher training, while at the same time that the co-construction of theoretical-methodological procedures to potentiate the overcoming of their own teaching difficulties/training needs was made possible. The work was part of a Qualitative Research Approach, with a phenomenological foundation, under the Action Research methodology. The procedures for data construction were the Questionnaire, the Semi-structured Interview, the Participant Observation and the Document Analysis. The empirical field was formed by five Municipal Schools, located in the rural area of the municipality of Espírito Santo/RN. The study subjects were seven literacy teachers who work in the aforementioned groups, two pedagogical advisors and five school administrators. Data analysis is based on the principles of Content Analysis. As a result of the first stage of the research, according to the diagnosis of needs, the teachers revealed training needs, such as: in the theory-practice articulation to teach literacy; diagnosis and analysis of writing levels in the context of written language psychogenesis; heterogeneity of classes; planning, development and evaluation of didactic situations of appropriation of reading and writing, including remote teaching; mastery of the use of technology in emergency remote teaching; lack of connectivity and students' lack of interest; school-family relationship; child conception of/in the countryside; and specific knowledge of Rural Education to teach literacy. In the second stage of the research, the Formative Action was constituted, aimed at the teachers of the study, having as its theme the "Didactical-pedagogical action for the construction of practices to teach literacy in multigrade classes, of the Literacy Cycle, considering the pandemic context" . In this direction, the programmatic contents of the training were built from the themes that emerged from the research and constituted the aforementioned training needs. The methodological procedures of the training were organized in reflective sessions of reading and theory-practice articulation, developed weekly and fortnightly, in a virtual environment. The evaluation was carried out from records in class diaries, reconstruction of practices and shared dialogue in the meetings held. The Formative Action was well evaluated, producing a more in-depth theoretical-methodological knowledge in overcoming teachers' difficulties to teach literacy. The results confirmed the thesis that continuous training actions are necessary for teachers to reflect on their own training needs, contributing to overcoming the difficulties encountered in the development of literacy practice, in multigrade classes of Rural Education, in pandemic times, considering that current teacher training policies have not satisfactorily enabled literacy teachers, working in these groups, to teach literacy by writing.

In this work, we investigate the inclusion of people with disabilities (handicapped) in College Education regarding the vacancy reservation system. Our general objective is to analyze the implementation of the reservation of places for people with disabilities in College Education at Federal Institutions of College Education in the State of Rio Grande do Norte. For this, we analyzed the selection processes organization, the concept of disability that guides the actions and the number of enrollments made before and after the policy for booking vacancies. We start with the hypothesis that, although federal institutions establish the reservation of places through the same law, they organize their processes in a different way and do not use the same validation criteria of people with disabilities for the reservation of places, in way to cause legal inconsistency. To carry out this study, we opted for critical research with a qualitative approach, however, using quantitative data to support our discussions. As it is a recent law, our research is exploratory through a study of multiple cases, investigating the three Federal Institutions of College Education of Rio Grande do Norte state, which are the Rio Grande do Norte Federal University, Semi-Árido Federal Rural University and Federal Institute of Education, Science and Technology of Rio Grande do Norte. We used information collected from different sources, namely: systematic literature review, document analysis and questionnaire, allowing for the triangulation of the obtained data. The systematic review allowed us to observe the lack of expressiveness in the number of studies that deal with the access of people with disabilities to College Education. The literature points out the complexity of the concept of disability, which has an evolutionary character, modified throughout history, but coexisting with different perceptions. We also found that College Education has a level of excluding historical roots not only for people with disabilities, but for the population in general. Some policies and programs have changed this scenario, but it is still far from ideal. As a result, we observed the difficulty of overcoming the medical model of disability definition and the proof of our thesis, pointing to the need for standardization between institutions regarding the eligibility criteria for the reservation of vacancies for people with disabilities, as well as more adequate training for the members of the validation boards.

Las discusiones presentes en este trabajo muestran que la Enseñanza Media siempre ha sido un tema controvertido para la educación brasileña, marcada por la discontinuidad de las políticas curriculares guiadas por cuestiones sociales, políticas y económicas y por las bajas y persistentes tasas de acceso y permanencia de los estudiantes. En este escenario, a partir de 2016, observamos las propuestas de modificación de este segmento de enseñanza a través de la Ley 13.415/2017 de la Nueva Escuela Secundaria y de la Base Curricular Común Nacional (BNCC) que traen cambios curriculares bajo el discurso de formación integral y mejoramiento de la calidad. de Educación Básica. Estos cambios afectan directamente los componentes curriculares, entre los que destacamos, la enseñanza de la Historia, que a partir de las recientes reformas puede dejar de ser obligatoria en el nivel medio superior, revelando, entre otros factores, un contexto de desvalorización profesional y fragmentación de la educación pública brasileña. Con base en esos procesos, e inscrito en el ámbito de los estudios sociohistóricos y filosóficos, toma forma este trabajo de investigación, con el objetivo de comprender el período de formulación y los diversos cambios en la Enseñanza Media en Brasil y Rio Grande do Norte entre 1990 y 2016; analizar la Base Común Curricular Nacional (BNCC) en su contexto de escritura, su diseño curricular y los cambios propuestos para la enseñanza de la Historia en la Enseñanza Media; y analizar la Ley 13.415/2017 (Nueva Ley de la Enseñanza Media), el Documento Curricular del Estado de Rio Grande do Norte para la Enseñanza Media y el Marco Curricular de la Enseñanza Media Potiguar con vistas a cambios para la enseñanza media en la rede pública de Rio Grande do Norte y para la enseñanza de la Historia. Para desencadenar el proceso investigativo, asumimos los principios metodológicos de la investigación cualitativa, con énfasis en la investigación bibliográfica y el análisis documental, a luz de Triviños (1987). Al pensar en los cambios curriculares propuestos para la Enseñanza Media tanto por la BNCC (2018) como por la Lei do Novo Ensino Médio (2017), nos apoyamos en los presupuestos de la teoría crítica del currículo de Apple (1982), en la idea de Educación Integral de Maurício (2009) y en la concepción de la enseñanza de la historia de Bittencourt (2009). Los análisis realizados demuestran que las propuestas presentes en el BNCC (2018) y en la Nueva Ley de Enseñanza Media se impusieron en la educación del país, generando un retroceso a las políticas de la década de 1990, a una concepción tradicional de la educación y a la fragmentación de los públicos brasileño al proponer una formación basada en un conjunto extremadamente detallado de destrezas y habilidades, descalificando la formación general del sujeto. La versión final de la BNCC elaborada por un selecto grupo de personas refleja los intereses de los empresarios de la educación media, por lo que la Base, la Reforma de la Enseñanza Media y los cambios en la legislación educativa están interconectados y vinculados directamente a las políticas neoliberales que presentan una visión de contenido, eurocéntrica, positivista, lineal y diluida de la enseñanza de la historia en el área de las Ciencias Humanas y Sociales, alejándose, por ejemplo, de las discusiones sobre la diversidad. En Rio Grande do Norte, observamos la publicación de la Referencia Curricular de la Escuela Secundaria Potiguar en 2021, que, con el apoyo de la BNCC, refleja y repite las discusiones presentes en la Base, aportando pocas modificaciones al documento, como eventos a nivel estatal y la enseñanza de la Historia a partir de temas, denominados ejes integradores que apoyados en conceptos como el de diversidad le otorgan un diferencial transformador al documento.

From our professional experience, we felt called to analyze as a researcher the practices of managers, pedagogical coordinator and Specialized Educational Service of an educational context, based on school inclusion. We believe that this process did not come to extinguish the good practices, nor to decharacterize the school, it came to meet the natural rights of insertion of all people in an institution instead, which, since its creation, excluded a part of the population for several reasons, people with disabilities were among those excluded. A school open to everyone and the statement that everyone is welcome gives a new true meaning to this new school, with democratic and inclusive principles. The research was an immersion in one of the teaching units of the municipal school system of Natal, Rio Grande do Norte, which allowed us as a researcher, so used to the daily routine, to see aspects never "seen" and that were so close to us. With this doctoral research, we aimed to know the inclusive process in relation to the practices of the manager, pedagogical coordinator, and Specialized Educational Assistance in the context of a regular school. We adopted a qualitative approach with a methodology of action research, supported by documentary analysis, observation, interviews and questionnaires with emphasis on a training held with the five interlocutors, participants, which provided the construction of data subjected to Bardin's content analysis (2010). Among the authors, we highlight: Freire (1983; 1987; 1986; 2000; 2004), Mantoan (1999; 2000; 2004; 2008; 2016; 2021), Martins (1988; 2000; 2003; 2004; 2020; 2021), Mittler (2003), Pires (2006; 2019; 2015), Silva (2006; 2014) and Stainback and Stainback (1999) whose works were fundamental to the discussions regarding school management, democracy and the construction of the text. We assume that a set practices manage decision developed by management, pedagogical coordination and the SEA, imply a pair, collaborative work in a regular school, in a way it is essential for the effectiveness of inclusion in this context, as it creates connections between the school segments, it favor the construction of pedagogical project under the light of the democratic and inclusive perspective for students with or without disabilities. Therefore, a formative process may contribute to the discussion of the practice among the segments in the diversity of the school context, boosting the construction of intrapersonal and professional connections, favoring practices and attitudes that make school inclusion effective. The text is propositional and points paths for studies and transformation of pedagogical practices, especially those related to management, pedagogical coordination and Specialized Educational Assistance in the light of inclusion, but at the same time questions, worries, propose reflections about this process linked to the right of all students (Article 205 of the 1988 Brazilian Constitution), which is still denied to those with Special Educational Needs. The research presents basic constitutional principles of education, such as: democratic management and inclusion for all, which need to be recognized and put into effect and, therefore, strengthened in formative practices in the school context.

The hospital and home educational service (AEHD) aims to guarantee the continuity of schooling for students who cannot attend school due to their illness condition. As initial training has rarely contemplated the demands of exercising the teaching activity at the AEHD, this gap requires continuing training that considers the complexities of the characteristics of this context, including legal regulations. Starting from the hypothesis that in this context people developed knowledge specific to their activities, the present research took as its theme the continuing education of AEHD teachers and as a locus of investigation a continuing education course, carried out in cooperation between the Secretary of State for Education , from the Culture of Sport and Leisure of RN and the Federal University of Rio Grande do Norte, in 2019, based on the perspective of research-action-training (PINEAU, 2005; PASSEGGI, 2016). The objective was to investigate with 08 (eight) course teachers the autobiographical learning developed by them throughout their lives and systematized orally and in writing during training. The theoretical framework adopted is based on the principles of (auto)biographical approaches in education (DELORY-MOMBERGER, 2012, 2016; PASSEGGI 2006, 2011, 2014, 2016, 2020, 2021; ALHIT AND DAUSSIEN, 2006; SOUZA, 2014; PINEAU , 2004, 2005; JOSSO, 2010); Narrativist Psychology (BRUNER, 1997, 2014; BROCKMEIER; HARRÉ, 2003); teacher training (NÓVOA, 1999, 2002, 2009 andFREIRE, 1996, 2005, 2015); of Educational Assistance and its legal frameworks  (BRASIL, 1996). The corpus consists of documentary sources, oral narratives of teachers obtained through episodic interviews (FLICK, 2009) and narratives written in the form of expanded and published abstracts (REGIONAL SEMINAR ON HOSPITAL EDUCATIONAL SERVICE, 2019). We adopted thematic analysis (JOVCHELOVITCH; BAUER, 2002) and meta-interpretation (PASSEGGI et al., 2017). We identified in the teachers' narratives that autobiographical learning focuses on four themes: 1) death, loss, mourning and finitude; 2) know-how in the AEHD, whose main elements are listening, recognizing the student in its entirety, dialogicity between education and health and critical reflection on teaching practice; 3) the recognition of the teacher's ability to train in the self-educational and hetero-formative, emancipatory, action, reflection and (re)signification and autopoietic dimensions; and 4) the teaching practice in the dimensions of care, affection with the student in a situation of illness and that of the school curriculum in the AEHD – sensitive, interdisciplinary and flexible. We defend the thesis that the awareness of autobiographical learning is built through action-research-training that promotes reflection on practice, in a dialectical movement between doing, reflecting and acting (action-reflection-action) in the AEHD. We recognize that teachers are trained throughout life and in all aspects of life, they have an autobiographical capital and access it through research on their doing, the action of narrating generates self(hetero)formation. In summary, it is through actionresearch-education that teachers systematize their experiences and appropriate their autobiographical learning.

The changes that have taken place in society since the second half of the 20th century have demanded several transformations in the social, economic and political fields. As a result of globalization and the development of communication and information technologies, the current society, “called the knowledge society”, started to demand a new generation of workers with new standards of competence, with the need for changes in the higher education system. The neoliberal policies for education, implemented in Brazil since the 1990s, with a focus on the massification process of higher education, brought several problems, among which the increase in the dropout rate and the extension of permanence in the course. These problems have been aggravated in recent years, due to the change in the selection process for admission to Higher Education Institutions (HEIs). In this context, Brazilian educational policies to make entry into higher education more flexible have diversified the forms of entry, including, in addition to the traditional entrance exam, the Unified Selection System (SiSU), which started to use the mechanism for adjusting vacancies in courses. graduation of the IFES. The general objective of the Thesis was to analyze the changes that occurred in the profile and trajectory of students who dropped out of the Accounting course, establishing a relationship with the form of admission to UFRN, vestibular (2013.1) and ENEM/SiSU (2013.2). The theoreticalmethodological framework was built based on the Hermeneutic Phenomenology, using a qualitative approach. As for data collection procedures and techniques, document analysis and questionnaires were applied to all 79 dropouts from the UFRN Accounting Course who entered in 2013. To complement the information, interviews were used with a non-probabilistic sample composed of 21 students who had dropped out of the two selection processes. For data analysis, historical series were elaborated using quantitative data and content analysis for a better understanding of the subjects' interviews. We found that the number of students who dropped out in the period of the entrance exam selection process (2013.1) was 28 students, while in the period of the selection process ENEM/SiSU (2013.2) it was 51 students, resulting in an increase of 82.14% when comparing the two periods. There was also a change in the profile of dropouts, which showed an increase in the percentage of single students, as well as a considerable increase in female dropouts. Another feature to be highlighted in the change in the process is that the dropouts who joined the ENEM/SiSU were already graduates or were already students from other courses when they entered the Accounting course at UFRN. With regard to ENEM/SiSU, mobility has become a factor that has been contributing to evasion. There was an increase in the percentage of dropouts, both among quota students and among those with broad competition, influenced by the student's own socioeconomic context and by the grade obtained in the ENEM. It was also evident in the study that the factors that most influenced the trajectory of dropout students who entered the ENEM/SiSU were the problems associated with the teaching-learning process, the pedagogical practices used by teachers, the non-adaptation to the course and the aspiration for another course, while the reasons that most influenced those entering the entrance exam were the need to work, time to combine study and work, mobility, among others. Finally, it is concluded that there is a need to review the ENEM/SiSU operating policy, regarding the choice of the course, ensuring a better match between the interests of students and the choice of profession.

This thesis has as a point of convergence issues related to the continuing education of teachers in educational robotics, known as Focore. As a result, issues related to continuing teacher education policies, with an emphasis on the use of educational robotics, are addressed here. The interdisciplinarity, as a recurring consequence, of the pedagogical activities mediated by robotic technologies received, equally, deserved attention. Its main objective was to analyze the continuing education of teachers in educational robotics, based on robotics as a pedagogical teaching resource, as a structuring part of the public policy for the implementation of robotics in schools in the municipal education network of Natal, with a view to promoting interdisciplinarity. Therefore, its object of study was Focore, and the questions that guided it were: The continuing education of teachers in educational robotics, following a curriculum focused on learning robotics as a pedagogical resource, proved to be effective as a structuring step in the implementation of public policy of implantation of educational robotics in schools of the municipal education network of Natal? Did this training provide interdisciplinarity in the work developed by the teachers during the pedagogical workshops? This research presents methodological characteristics of an action research in function of the adopted methodological procedures; it is applied research as to its nature; and constitutes qualitative research in relation to its approach. The qualitative instruments for data collection focused on participant observation, questionnaires with open and closed questions, document analysis and video recordings. Bibliographic and documentary research was used to theoretically support the assumptions of this study. Focore, as an action research intervention, object of this study, took place from the project to implement a public policy aimed at the implementation of educational robotics within the municipal education network of Natal-RN, conducted by the SME, in partnership with UFRN and mediated by the NTE of Natal. It is an extension course that involved twentyfour teachers, twenty of whom come from five schools in the municipal education network in Natal, and four from the NTE in Natal. As a result of this work, it was concluded that its central objective was achieved. During the practical application of the knowledge collectively built throughout the training process provided in Focore, materialized in the pedagogical workshops, the course teachers planned a workshop where they applied robotics, as a pedagogical resource, in the mediation of the teaching and learning process of curricular contents, with the students of their respective classes, promoting interdisciplinarity. In this process, Focore proved to be effective as a structuring component of the public policy for implementing educational robotics in participating schools. Although Focore, as the research object of this work, was completed in the training experience that took place in the second half of 2019, its new versions will continue to support the policy of implementing educational robotics within the Municipality of Natal, as provided for by Law nº 0588/ 2019. Focore, object of study of this thesis, is the starting point and guideline for new formative experiences in educational robotics. The gains and achievements resulting from this research work are relevant and very significant, both for teachers and students, reflecting directly on the quality of education.

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Shamanism presents a way of feeling, experiencing, and thinking about life, establishing another type of relationship with nature, far from utilitarianism and from commercial domination. It carries knowledge that reveals important and essential cosmoethical values for the sustainability of the planet, such as solidarity, sharing, cooperation and the idea of community. This knowledge confronts the rationalizing and pragmatic thinking that sees nature merely as raw material and a commodity, leading to an unsustainable exploration that exhausts the possibilities of rehabilitation of its cyclical processes. Shamans and indigenous people signal the need to maintain our cohesion as a common-unity, resuming the cosmovision which shares and lives along with the spirit of the forest. From this perspective, shamanism must also be understood as an anthropological reserve of thought, with the shaman being a catalyst for the forces of nature, a mediator between the world and men, walking along journeys that inspire us to think that it is possible to live in another way.

The presence of students with disabilities is observed in Brazil. As these students are at the university many resources and changes are necessary to assist them in higher education. The resources and changes consisto of the creation of inclusive policies, adaptations or creation of more accessible spaces, didactic instruments to improve the learning and other good conditions for the successful stay of students with disabilities in higher education. The teaching work has been developed to assist the needs of students with disabilities at the university according to the mentioned above changes. This survey has as a general objective to analyze the practices and conceptions teaching of higher education professor about the inclusion of students with disabilities relating it to their experiences in the classroom. The specific objetives that was formulated a) to investigate the curricular training of university professors for the students with disabilities teaching; b) to describe the teaching practices that was made by university professors through a view to including students with disabilities; c) to discuss the narratives of teaching practice related to experience for students with disabilities in higher education in a critical perspective; d) to analyze the State University of Ceara in his policy for the inclusion of students with disabilities. The principal question of the study is what are the concepts and teaching practices related to the experiences of a professor’s group from State University of Ceara for students with disabilities in classroom? This is a qualitative case study that was developed at the State University of Ceara - Itaperi campus in Fortaleza city, CE. As a methodology it was made some observations in two online classrooms and semi-structured interviews in 2019 to 2020. For the investigation was necessary the participation of ten (10) professors from Education course and Veterinary, Medicine, Nursing and Physics courses as well who have or not some experience with students with disabilities. It was covered by the study four (4) areas of knowledge: Human Sciences, Health Sciences, Exact Sciences and Agricultural Sciences. The registers were made through field journal, recordings and photos as well. The results indicated that professors have differents opinions in their conceptions about disability and students with disabilities at the university, most of professors share the idea that students with disabilities shoud have access to the university even some of them make a relation between acess to higher education and the student’s disability condition, the professor understand his role in the process including of the student with disability in higher education, the professors do not have an enough knowledge to develop a work with the students with disabilities and the State University of Ceara needs na inclusion policy to help the teaching work in the classroom. For the conclusion we highlight that despite the difficulties listed and experienced by professors on work with students with disabilities they have been able to include these students in the activities developed in the classroom. We also concluded that the State University of Ceara needs to na inclusion policy to help the institution in his work for students with disabilities who are in the undergraduate courses.

This research thematizes the training of Early Childhood Education teachers in the context of the National Pact for Literacy in the Right Age (PNAIC) developed in the state of Rio Grande do Norte (RN) from October 2017 to May 2018. In the course of political changes, the inclusion of Early Childhood Education in the edition of Pnaic (2017/2018) becomes an "arrangement" in response to the claims of the area, however, these changes, besides disregarding the course of construction of a training, which included with an inter-institutional research on the place of oral and written language in Early Childhood Education, with intense academic debate between MEC and public universities, provoked controversies in the area and concern about possible anticipation for children from 0 to 5 years of specific experiences in Elementary School . In this context, the objective of our work was to investigate meanings attributed by participants - trainers and course participants - to the training for Early Childhood Education teachers developed in the context of Pnaic/RN (2017/2018). Knowing these meanings/interpretations is crucial to understand the policies themselves, reflecting on them and pointing out aspects that can contribute to the comprehension of their effects, their deployment and their reconfigurations. We consider in this study that Early Childhood Education aims to promote integral development (BRASIL, 1996; 2009), respecting the characteristics of “being a child” - playfulness, imagination and creation - and the specifics of childhood (KRAMER, 2005; 2006; 2011 and 2013). Working with reading and writing is constituted from a perspective of writing as language, production of meanings, in which its use in concrete interactions designates its different functions and modes of use/production (BAPTISTA, 2010; SMOLKA, 2012). We understand that the formative processes are not homogeneous or linear processes, so we are anchored in Lopes (2004, 2013), Nóvoa (1995, 2002, 2017); Sarmento, T. (2002, 2009, 2021), to understand that the formation/constitution of being a teacher encompasses all the interactions of their life history, especially those that give meaning to their choices, their practices and that constitute in different instances and training spaces. And yet, based on the foundations of Vygotsky's (1896-1934) historical-cultural approach to research on human processes and on Mikhail Bakhtin's (1895-1975) dialogism propositions, we developed a bibliographic and empirical research, using as construction procedures documentary research and individual semi-structured interviews with 16 participants, being 04 regional trainers, 03 local trainers and 09 course participants. In the dialogue between the "I" and the "others" in a production dialogical process of possible meanings, by the place that each one occupies, on the lived experience, we try to analyze axes concerning the processes of meaning, adherence, the context and the strategies training courses, and also, about the pedagogical work with reading and writing and the possible limitations of training. These meanings – unique modes of appropriation-signification by the participants – give us insights to rethink about the models and practices of continuing education, and that these need to be grounded in reflection and interaction with peers on issues relevant to the practice itself.

This thesis has as object of study the statistics of high school education and its relationship with the maintenance of governmentality of the presidents between the years 1971 to 1985 and aims to analyze, from the relationship between statistics and high school education, the educational statistics as a legitimating element of governmentality in dictatorial governments, between the years 1971 and 1985 in Brazil. In view of the above, we have as a thesis argument: the relationship established between statistics and high school education was one of the elements that justified and legitimized the governmentality of the presidents between the years 1971 and 1985. In order to prove this hypothesis, we have as central problematic: how the relation between high school education statistics, during the years 1971 to 1985, and the speeches produced about them, were used to legitimate the presidents' governmentality? And as secondary problems: how occurred the institutionalization of educational statistics in the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the Ministry of Education and Culture (MEC)? How did the production of educational statistics occur in the MEC? How are statistics on education and secondary education treated and/or reported in the Presidential Messages to the National Congress? How were secondary education statistics advertised in the printed media? Were they used to justify governmental actions? Regarding the method, we used the historical method and serial history. The data survey was carried out by means of bibliographic research and document analysis collected from virtual archives such as: Portal Domínio Público in which we collected the Synopses Books; the site of the University of Chicago called Center for Research Libraries Global Resources Network space in which we found the Presidential Messages to the National Congress; site of the Revista Brasileira de Estudos Pedagógicos; site of the Revista Brasileira de Estatística; and the site of the Digital Library of the Fundação Sistema Estadual de Análise de Dados de São Paulo (SEADE), where we found the series Ensino no Brasil and Hemeroteca Digital Brasileira. This work has as theoretical references the theory of history, political history, statistics as a non-neutral element that composes a relative knowledge about society, the relations between state and culture, discourse analysis and professional education, having as basis the authors: Rusen (2010); Chaunu (1976, 1987); Bourdieu (1989, 2004); Rémond (2003); Cardoso and Vainfas (2012); Besson (1995); Desrosières (1995) Foucault (1999, 2002, 2004, 2006) and Chartier (2002). This research enabled us to conclude that educational statistics and those of secondary education were used to justify governmental actions, which demonstrate the use of these statistics for the maintenance of governmentality. Another point we identified is that the statistical production, regarding education and more specifically high school education, does not keep homogeneous characteristics regarding the categories. The Synopsis Books showed a great variation of categories and themes present in the books. With regard to dissemination and use, we can identify that these two elements are intertwined and often, as in the case of Presidential Messages to the National Congress, are strategies used by presidents at the same time, one in the sense of the other. The discourses, these then present both in production, as in disclosure. The analysis of the Synopsis Books demonstrate the use of the discourse on educational statistics, because at the same time that they disclose the statistics also magnify it, treating it as an absolute truth and not as a relative knowledge that manipulates society.

The present work aims to understand to what extent the feminization of female education was included for a certified professionalization of Regional Normal Courses in the movement of internalization of teacher training in Rio Grande do Norte. This discussion involves the processes initiated since the 19th century, which got strengthened along the 20th century, and could not be left aside, granting the study a timeframe that goes from 1827 to 1971. This research talks about the history of education with the focus on female history, being configured on the assumptions of the New History. Methodologically, the research started from a bibliographical research in which we dialogue with the studies of Safiotti (1976), Almeida (1998; 2007; 2014), Louro (2009; 2014), Stamatto (2002; 2020), Aquino (2007), Garcia (2008), Magalhães (2004), Saviani (2007) in order to understand this socioeducational overview that involves the theme. In addition, we developed a documentary analysis in the light of the works of Le Goff (2013) and Foucault (2004). The sources used include legislation both in the national and regional context; statistical yearbooks of the Brazilian Institute of Statistical Geography (IBGE); reports and speeches by provincial presidents, as well as government messages from Rio Grande do Norte; newspapers, such as: A Folha, Diário de Natal, O Poti, A República; works that already dealt with the central theme; photographs; in addition to school documents. In this way, in order to achieve the objective it was necessary, firstly to discuss and reflect about the process of feminization of teaching and institutionalization of the normal teaching, and, to that end, identify how both movements, related to the dissemination of Normal Regional Courses in RN fomented the women’s profissionalization. The study carried out in the context of an important configuration, inserted in the presence of women in the role of primary teachers, the training courses for selected teachers, are as real possibilities for women to access a certified professionalization.

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The present work aims to map the pedagogical practices developed at the Municipal School of Youth and Adult Education (EJA) Iarandi Aguiar, located in the municipality of Monte Alegre, Rio Grande do Norte, from 2011 to 2020. This time frame is justified because it is the decade that marked the installation of the EJA modality in that school. At the national level, we analyzed the EJA from the 1940s, when the first schools aimed at adult education appeared in Brazil. We also deal with the History of Education and Institutions. The theoretical foundation was based on authors such as Freire (1980, 1981, 1982, 1983, 1996, 2015), Certeau (1998), Germano (1982), Gadotti (2003), Di Pierro (2012), Gatti Júnior (2007), Buffa and Nosella (2005), Carvalho (2014), Magalhães (1996), Laville; Dionne (1999), Escolano (2008), Nóvoa (1999), Vidal and Faria Filho (2003), Saviani (2005), Vanilda Paiva (1975), Haddad and Di Pierro (2000), Jane Paiva (1998), among others. The methodological path followed is based on the approach to the history of Education, through bibliographic research and document analysis, developed in constant dialogue with each other; approach to concepts of EJA as a right (categories of access and permanence), pedagogical practice; educational institution, in a textual history approach, based on the historical method of documentary research. The research revolved around historical sources (School Census, Minutes, Regulations and Local Decrees), Institution, EJA as a right (Constitution of 1988, LDB, National and State Decrees, Decrees). As a presupposition, we start from the premise that the pedagogical practices contribute to the permanence of the student in the school space. We also reflect that the school, whether public or private, must continually and permanently rethink its practices in the school routine, in a dialogic practice. In addition, we point out the need for the normative body of Education in the State, the State Council of Education (CEE/RN) to have a counselor (a) specialist in EJA, so that the regulations emanating from that body reflect the aspirations and demands used to the modality.

This thesis was conducted with the central purpose of weaving a textual tapestry about the School of Science and Technology (ECT) at the Federal University of Rio Grande do Norte (UFRN), permeated by the complementarity of (auto)biographical narrative accounts, highlighting the historical and cultural significance and the inter and transdisciplinary links of this educational space. The research reported here was constituted from the qualitative approach (GONZÁLEZ, 2020), through a narrative investigation of (auto)biographical nature (NÓVOA, FINGER, 2010; FERARROTI, 2010; DELORYMOMBERGER, 2011, 2012; BRUNER, 2002; LAROSSA, 2002; PASSEGGI, 2008), conducted under the guidance of the phenomenological-hermeneutic perspective (GONZÁLEZ, 2021; FOUCAULT, 2005; GONZÁLEZ, VILLEGAS, 2009; BICUDO, 1997; 1999; 2005; MERLEAU-PONTY,1994). In the course of the research, I used three frameworks: testimonial ((auto)biographical report), documental (bibliographical and official documents) and empirical (narrative interviews). By working with methodology and plots of this nature, I recognize the multifaceted and complex character of the social reality built by people who change and transform society. From the unfoldings of the analysis of the (auto)biographical narrative reports, convergent markers of polyphonic regularities emerged, gathered in 5 (five) axes: a) ECT polyphonic in its trajectory; b) Between (threads) of the areas of knowledge; c) Spinning mathematical knowledge; d) Elaboration of the threads of teaching and; e) From (threads) undone, knots (re)created. The set of narrative accounts, the sewing of the self and the polyphonic threads expressed in the axes, show the historical and cultural significance of ECT/UFRN, for their respective lives and for society in general, as an educational space, as a professional trainer and as a place for professional practice. Furthermore, the reports lead to reflections about the dialogues between the areas of knowledge within the School. From the textual tapestry about the School of Science and Technology, constituted in the course of the research, I hope to have contributed in some way to the reflections around the researches made within the qualitative approach, of narrative nature, enriching references that strengthen the use of (auto)biographical narrative accounts as a source and method of research with biographical subjects, who narrate and reflect about their educational institutions and their own educational experiences and thus collaborate with their perceptions for the processing of improvements in Brazilian education.

Adults with complaints about reading problems have been seeking help in order to identify their condition. There are several probable causes and one of the possibilities is dyslexia, a neurobiological disorder that impairs people's ability to read and write. As the diagnosis of dyslexia is expensive, time consuming and requires a specialized multidisciplinary team, it is often inaccessible and becomes a barrier imposed on many people with reading difficulties, preventing them from going through this diagnostic process. The screening is an instrument that aims to identify individuals most likely to have a condition. It can be very useful to reduce the number of individuals who are unaware of the disorder and who fail to seek a diagnosis of dyslexia, making the process clearer, less time consuming and more cost-effective. Despite the existence of initiatives for dyslexia screening instruments in children, initiatives aimed at adults are incipient, especially in the Brazilian context. From this gap, the present study launched a proposal for a dyslexia screening instrument for adults. Its general objective is to propose an instrument for screening dyslexia in adults with reading difficulties in Brazilian Portuguese. Its specific objectives are: to review the literature on the instruments available for dyslexia screening in adults; to develop a proposal for a dyslexia screening instrument for adults and; to analyze the evidence of content validity of the proposed instrument based on the evaluation of expert referees in the area. Regarding the methodology, this investigation had an exploratory and descriptive nature, with analysis of qualitative and quantitative data. The procedure was carried out in two stages: the first stage consists of an integrative review of the literature in national and international databases - SCOPUS, Web of Science (main collection), SciELO, ProQuest Dissertations & Theses Global (PQDT Global), NDLTD, Open Access Theses and Dissertations OATD, Eric, Pubmed and Lilacs. This review aimed to identify national and international scientific productions dealing with instruments for screening dyslexia in adults, as well as to identify the most frequently evaluated variables/skills. The second stage consists of the proposal of an instrument for screening dyslexia in adults followed by the agreement analysis performed by expert judges. As a result, the review established the simultaneous skills and enabled the construction of the screening instrument proposal. As for the second stage, the agreement analysis carried out by the referees pointed out the relevance and adequacy of the content of the instrument presented, requiring only minor adjustments in its form. Thus, it was concluded that the proposed screening instrument is an appropriate tool to perform the screening of dyslexia in adults. However, further studies are needed in order to confirm other types of evidence of validity, as well as their improvement, in order to enable future professional use for screening dyslexia in adults.

Oral narrative is an emergent literacy skill that is related to social development and school success. Yet, a significant segment of students with Autism Spectrum Disorder (ASD) and language impairments, either in the phonological, semantic or pragmatic domain, are at risk of developing a decay in the production and comprehension of oral or written narratives. As a consequence, it can lead to learning disabilities in several academic fields. We live in a literate society where everyday activities are based on reading and writing. Therefore, an inclusive community, where all its members have the right to learn to read and write, requires the development of early intervention programs to reduce reading comprehension deficits. Thus, the aim of the present study, was to evaluate the effectiveness of two dialogic reading programs on the oral reading comprehension of preschoolers with and without ASD. The participants were one boy and one girl (5y 4m and 4y 9m) diagnosed with ASD, a typically developing male child (4y 4m) and seven reading mediators. A single-subject experimental design (ABAB) was implemented, in which the following independent variables were considered: reading condition, including the program Reading to Engage Children With Autism in Language and LearningRECALL. (intervention A) and Simple Dialogic Reading (intervention B). As dependent variables we considered the frequency of correct answers to factual and inferential questions; the frequency of correct answers to each type of strategy (type of questions); the percentage of visual aids usage and vocabulary acquisition. Reading mediators participated in a training program, which included autoscopy procedures and practice through modeling. The sessions were videotaped and used to quantify the frequency of use of program strategies by the reading mediators as well as the children's responses. Our results show that the mediators learned how to apply both program strategies and that all three children learned new words using both Recall and LDS, with no significant differences between the programs. However, when evaluating the relative frequency of correct answers by type of question, all three subjects performed better with the Recall protocol as compared to LDS, according to the signed-rank Wilcoxon test. Although, all participants scored higher in both factual and inferential questions while doing the Recall protocol, only the typically developing child showed a statistically significant improvement (Fischer's exact test). Altogether, our results suggest that all three children benefited from the visual prompt hierarchy. Contributions and limitations of the study are discussed.

The main of this dissertation is to understand how Escola Doméstica institution developed discourses about women education producing sensibilities about femininity. Escola Doméstica was a Domestic Education institution, opened in 1914 in the city of Natal, Rio Grande do Norte, Brazil. This school was intended exclusively for women after they completed their full primary education, especially for the elite young women from Rio Grande do Norte. This is a history of women education research, in a Cultural History approach, dialoguing with gender studies, in order to understand how sexual and gender differences are produced historically and discursively, and the process of this practice of distinction in the school genderfication, based on Judith Butler (2003) and Guacira Louro (2003; 2019) theories. Indeed, the school institution is understood as a power dispositive that produces discourses about the body, the sex, the gender and institutes disciplinary practices over that student body, producing regimes of truth for femininity. As a methodology was chosen the Foucauldian Discourse Analysis (1999; 2008), to identify the discursive statements produced by the Domestic School about female sensibilities. Thus, in order to achieve the proposed objective, first, it was necessary to diagnose the women schooling discourses conditions emergence in the Escola Doméstica. Second, to identify the knowledge articulated by Domestic Education as part of an association project between femininity and the home space. And, finally, to identify the modes of subjectivity experienced by the students in light of the institutional project for the formation of the “citizen housewife” figure. Therefore, through this research, a set of discursive regularities were perceived, analyzing how they produced a true effect discourse about the feminine by means of its constant repetition. The discourses produced about femininity by Escola Doméstica acted through the mobilization of domestic knowledge based on a social hygiene logic, defending the place of women in the family, as a protagonist, acting as a mother and a citizen house-wife.

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This dissertation aims to identify the meanings attributed to school by young people between 15 and 17 years of age, enrolled in Youth and Adult Education at the Escola Municipal Erivan França, whose school trajectories are crossed by situations of school failure, which cause their "migration" to the modality, in a process that, at a single time, allows their permanence in school and deepens the phenomenon called juvenilization of EJA. The objective of the research was, based on reflective listening of their school trajectories, to understand the senses attributed by them to the knowledge provided by the school. In the process of investigation we relied on ethnographic qualitative research, carrying out direct observations at school, exploratory interviews, application of questionnaires and semi-structured interviews that allowed us to move between different places, looks and listens around the singularities of the interlocutors. As a theoretical contribution, we sought studies on the notion of meaning, in Augé (1999) and Vygotsky (2008), on the relationships with knowledge, from the reading of Charlot (1999, 2000), and on youth and juvenilization at EJA, in Dayrell (2003) and Arroyo (2017). Thus, we have delineated as far as possible an understanding about the youth universe at EJA, its senses and how they perceive themselves inserted in the modality, without ceasing, however, to consider their school and life trajectories. Despite the obviousness of the senses attributed, the school is unable to meet the expectations of the students to learn the skills they deem necessary and in line with their personal and social demands. They seek to obtain the diploma, they value scientific knowledge, they value knowledge that involves mastering skills in reading, writing, a foreign language, the use of technology, a profession, a way of expressing their art, their movement and their voice. They value learning to be in the world and with others, living together based on fundamental values such as respect, tolerance and education. They seek experiences that are part of their existence and that dialogue with their individual needs and their apparently impossible dreams. Our conclusions about the meanings attributed to school were guided by issues such as juvenilization and the role of school in EJA, school as a place of scientific knowledge and expectations for the future, relational learning, age-serial distortion and reproaches.

This thesis aims to analyze the school parties developed by the Felipe Camarão School Group in the municipality of Ceará-Mirim - RN, in the period from 1912, the year of the establishment of the educational establishment to the year 1939, on which the school received another name. During this period, the municipality and state education were in a process of modernization, with the School Group as a prominent institution. The hypothesis presented is that school festivities were configured as strategies developed by the institution on the scene to instill in society a civic culture, as part of its school culture. This action was part of the state's strategy, which regulated the parties to be held by imbuing them with a civic and patriotic character. For the preparation of this text, the School Legislation, the Messages of Presidents of State, photographs, the Books of Entry and Exit of Papers and the Books of Terms of Visit and Examination and the Party Programs of the referred School Group were problematized. These are documents that contributed to experiencing the “flavor of the festive archive” based on the understanding woven by Arlette Farge (2017) and understanding the intentions of school festivities. Methodologically, I carry out the analysis of the sources through the assumption of a document proposed by Jacques Le Goff (1990), which consists of perceiving in the documents their intentions. In the meantime, I appropriate the concepts of tactics and strategy advocated by Michel de Certeau (2008), of school culture outlined by Viñao Frago (1995), of discipline according to the writings of Michel Foucault (2014) and of school legislation from Luciano Faria Filho (1998). Finally, when entering the domains of Clio, along the trails of Cultural History, it was possible to problematize the parades and ceremonies of the Nature Festivals, September 7th, the Flag and Closing Festivals, in addition to sporadic parties such as the different centenaries held. It was concluded that the parties were strategies used to consolidate a civic school culture.

The current study, developed at Programa de Pós-graduação em Educação (PPGEd) from Federal University of Rio Grande do Norte (UFRN), aims to unveil, from the movies, the places of dissident sexualities on the pedagogical proposal of Professional Education (PE). Therefore, it is intended (i) to realize how the body and youth sexualities are located on the Pedagogical Proposal of the Professional Education; (ii) problematize the interfaces between the integrated curriculum and the subjectives demands related to the body and sexuality on institutional context.; and, finally, (iii) to make visible through the movies, the existing links between the dissident sexualities and the integral human construction recommended by the Professional Education. The phenomenon in question is investigated by the light of the theoretical framework of gender and sexuality studies in dialogue with theorists of Professional Education. The methodological approach of the research is qualitative, of exploratory nature. In that way, initially, through a state of art, it was identified an existing gap in the epistemological field of Professional Education: inexpressive amount of body and sexuality studies in this educational modality. After this moment, we have analyzed laws and institutional documents regarding the pedagogical proposal of Professional Education. Then, we identified existing suffering situations linked to gender and sexuality issues received by the student assistance and psychology sectors of IFRN. These three previous movements have assisted us to make the research corpus, constituted by three pictures: Corpo Elétrico (2017), Ferrugem (2018) and Moonlight (2017). As a methodological strategy for film analysis and as a way of expanding the views on the studied issue, we have applied the Film Analysis sheet. dwelling on the following categories: body and education, body and sexuality; body and work. The research contributed to identify the existing gaps related to the dissidents sexualities and body on the epistemological field of PE, as well as to identify the absence of those questions at PPP on IFRN, that integrates them in a generalist way within the ''diversity'' category. Therefore, the Student Assistance presents itself as a privileged place of listeners to these subjects. unveiling numerous doings and practices that integrate the questions raised by the integrated curriculum and by the hidden curriculum, reaching gaps not reached by the formal curriculum.

The growing transformation of Higher Education in Brazil has concomitantly brought about the interest and relevance of knowing and understanding better about the motivations, meanings, and senses that college students have of themselves and of their academic life. In this perspective, it has the intention to investigate how university students, between the 6th and 10th period of the Pedagogy course at UFRN, in presential modality, at Natal campus, developed their paths of academic socialization in graduation and how they built their social strategies to stay and finish the course. The locus of the research is UFRN, with undergraduate students of the Pedagogy course. Initially, 90 questionnaires were applied to students (a little more than 10% of the total number of students with active enrollment in the semester of 2019.2) of the Pedagogy course of the UFRN, in-class modality, to draw a profile of the student body. From this part of the population, we selected 6 research participants, from several selection criteria, for the semi-structured interview stage. From the analysis of the questionnaires and the interviews, it was possible to elaborate the four main points of the dissertation: the first point concerns the individual socialization and the gregarious socialization, considering them respectively as the form of socialization with a single person as emotional support, and the second as a more group socialization. The second point concerns the phases of experience in Higher Education, which are: time of euphoria, time of change, time of demotivation, and time of confirmation. The third point concerns the academic socialization level of these students, which can be: well socialized, more or less socialized, or not socialized at all. And, finally, the satisfaction with their socialization in the University environment, where the students can be satisfied, not very satisfied, or not satisfied at all. These points reveal deeper understandings about students' lives in academia, taking into consideration mainly the forms and levels of academic socialization. One of the revelations about academic socialization and student life is that students, no matter how much they are considered with little or no socialization, still have social support points to pursue their path in the course. Furthermore, another revelation was the difference between the trajectories of the students considered to have more intense socialization and the trajectories of the students with less intense socialization. It was evident that the well-socialized students felt comfortable in academic life, while the second group was marked by several events considered by them as difficult moments, inside and outside the University, which even led them to think about quitting the course. It was understood, finally, that the socialization of the Pedagogy course students occurs in several ways and intensities, being necessary to consider equally the importance of conviviality spaces, that promote besides places where the socialization can happen, moments so that the students can talk about their difficulties and frustrations in the course.

The thesis aims to analyze the effects of the Student Financing Fund (FIES) on the development of Kroton Educacional within the framework of the phenomenon of university education financialization. As a phenomenon that characterized capitalism since the 1970s, financialization expresses growing valorization and autonomization of financial wealth in relation to productive wealth. Since 2007, financialization has been promoting the entrance of Higher Education Institutions (HEIs) in the Brazilian Stock Exchange ( the B3 - Brasil, Bolsa, Balcão), resources contribution through private equity funds, and the realization of mergers and acquisitions in the sector, providing the formation of oligopolies. These publicly traded educational groups also dispute the public funds for education through lobbies, the Brazilian Association for the Development of Higher Education (ABRAES), and the Forum of Entities Representing Private Higher Education (FERESP), which interfere in the regulation of programs like FIES. In the context of the expansion of FIES between 2010 and 2014, publicly traded educational groups showed growth in net revenue, enrollments, and share price on B3. The methodological approach in this research considers historicaldialectical materialism, and its procedures have bibliographic and documental nature. The empirical data was collected in documents from Kroton Educacional and Cogna Educação, the Educational Data Laboratory (LDE), the Higher Education Census (INEP, 2020), the Federal Audit Court - TCU (2016), Hoper Educação (2020), CM Consultoria (2015), the TrandingView platform (2021), the Ministry of Education (2012; 2013; 2014; 2015; 2016; 2017), and the National Fund for Education Development - FNDE (2020) on FIES. The research results show that the regulation of FIES from 2010 to 2014 primarily benefited Kroton Educacional, which is since 2019 a subsidiary of the holding company Cogna Educação, the primary educational oligopoly in Brazil. The decrease in the number of funding granted by FIES since 2015 reshaped the structure and activities developed by the company. Nevertheless, the indiscriminate granting of FIES loans has aided the development of Kroton Educacional, with implications for the private educational sector, especially for higher education institutions.

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This study aimed to analyze the inclusion of children and adolescents with disabilities in school, evidencing factors involved in the relationships between mothers, children and adolescents with disabilities and the school. The study approach is defined as qualitative, and the oral history methodology was used. A semi-structured interview script was used with five mothers of children and adolescents with disabilities and the results were built using Bardin's Content Analysis (2011). The categories constructed in the exploration of the data were: a) the initial impact of the child with a disability on the mother's life; b) the inclusion of children and adolescents with disabilities in school. The results showed that the contexts in which the mothers are inserted and their personal experiences influenced the way each one perceived and reorganized their lives when discovering their child's disability, which did not always lead to negative aspects. About finding a school for her children, only one mother did not receive a refusal to register, but the act was common with other mothers and their children, which indicates the persistence of practices of exclusion of these people from regular school. Regarding the relationships established between children and adolescents with disabilities and the school, mothers are satisfied with the aspect of socialization, as their children managed to build good relationships with their peers. However, they demonstrated that they have a broad vision of inclusion, not reducing it to socialization, and assuming a position of monitoring and demanding the school regarding the development of their children's learning. The need for adaptations, individualized planning and a diagnostic assessment that identifies the gains and learning needs stood out among the demands of mothers. It was concluded that the situation of socioeconomic privilege and the high level of education of mothers may be related to greater political participation in the search for their children's rights, to the mobilization of social support networks to which they are part, and to active participation and demands in their children's schools.

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This Master's Thesis aimed to analyze the constitution of literary collections and pedagogical practices developed in Early Childhood Education institutions with a view to promoting interactions between children and literature according to teachers who carry them out. In this sense, during the investigation process, we defend that: a) literature as a cultural practice present in all times and societies and a work of art￾language that enables fundamental experiences for our formation as human-social subjects; b) collections as a space for interaction, (re)signification, appropriation and cultural production, which need to consider, in addition to diversity, the literary quality of the works, aiming at expanding children's experiences; and c) pedagogical practices as possibilities of mediation and of encounters and relationships between subjects and objects of knowledge. Thus, we understand that the relationship between children and literature is relevant to their development, as it provides opportunities to experience fantasy, playfulness, language, thought, cognition, affection, freedom and to be guaranteed throughout the schooling process. , especially in the context of Early Childhood Education. Thus, the study sought to answer the question: how are the literary collections (in terms of quantity and quality) and the pedagogical practices that promote the interaction of children with works of literature in the context of Kindergarten? Given the nature of our object of analysis, we adopted a qualitative investigation approach, based on socio-historical methodological contributions from the contributions of Vigotski (2007) and Bakhtin (2011) on research in Human Sciences, understanding that the processes that involve human relationships are complex and the researcher assumes the role of participant of/in the investigated context and needs to be aware of the meanings that other co-participating subjects attribute to the object under study, which is, in turn, the production of these same subjects in their daily relationships . We defined as an empirical field a Municipal Center for Early Childhood Education (CMEI) located in Natal/RN and as research subjects teachers from different groups of children, the reading mediator and the principal. Our data were built through observation and survey of the existing collection at the institution, interviews and a questionnaire to characterize the school. . We believe that the reality reported by the teachers about the practices developed point to a strong mobilization of the researched CMEI to provide interaction between children (and the school community) and the literature, through different strategies, a practice that has been consolidated throughout the history of the institution. In this sense, the school has a wide and diversified literary collection and seeks to organize different times and spaces that invite subjects to explore and interact with books, either permanently or by temporary installations, spreading the works from the collection in different environments, creating a “reading station”. We emphasize the importance of public policies aimed at the assessment, acquisition and distribution of literature books, continuing education of teachers and the organization of fixed and invented times and spaces, encounters and disagreements with reading, in child care centers.

This dissertation thesis aims to analyze the project defended by All for Education during the preparation of the National Education Plan (2014-2024). Therefore, our research approaches dialectical materialism employing a bibliographical study combined with documental analysis as methodological procedures. It is well known, that the relationship between public and private institutions in the educational sector experienced a redimensioning guided by the new pattern of capitalist accumulation, within the framework of the triad of neoliberalism, globalization, and productive restructuring. In Brazil, this movement to redefine the boundaries between public and private in education took place mainly during the 1990s. The initiatives of educational entrepreneurship are identified in their new determinations in the Law of Guidelines and Bases of National Education (1996) and the National Education Plan (2001-2010). The development of methodological procedures, with the consequent construction of empirical data, allowed us to show that All for Education (TPE), in essence, does not inaugurate business action on Brazilian education and the elaboration of educational policies. Nevertheless, the TPE stands out for becoming an initiative of the common class of the productive and financial fractions of Brazilian capitalism, disputing the public fund in a broad sense and not only with the conversion of public ownership to private ownership of education. Although All for Education is a business movement, its public intervention is hidden by the denomination of the civil society movement, constituting a contradictory unit between antagonistic
social interests. In particular, in the case of the National Education Plan, we noticed that the TPE project was mainly inscribed in the referrals related to the National Education System (SNE), in the expansion of the private commercial sector in education, in the financing of education and, also, in monitoring the Plan through a culture of goals.

This dissertation work aims to analyze the strategies of permanence at the Federal University of Rio Grande do Norte (UFRN), investigating the main guidelines for permanence in Higher Education in the decade 2010-2019. We seek to understand the effectiveness of permanence strategies, in the light of national guidelines and policies, discussing factors that impact the permanence of students at UFRN. By permanence, we understand the possibility of completing higher education, through student assistance actions, which we understand as a social achievement, considering that students with income up to 1.5 minimum wages have the right to stay and complete the course at the institution to which they had access. Permanence is an indispensable condition for the real democratization of access to higher education, which, only at the entrance, does not guarantee that the process has been, in fact, expanded with quality, as demonstrated in the theoretical references that address student assistance and permanence, used in this work. We also attribute relevance to the expansion of higher education in the country, with methodological foundation based on historical-dialectical materialism, understanding that it is not possible to analyze the phenomena of access and permanence dissociated from normative frameworks, considering primary references from the perspective of a reflection on totality. Thus, not knowing the entire process of permanence nationally, makes it impossible to understand this phenomenon at UFRN. We are committed to the discussion about the policies of permanence in undergraduate courses of the UFRN, based, a priori, on official documents of the agencies that manage and legislate on the dynamics of the university, but substantially seeing, in the circuit of action, the transformation of the conditions and institutions that interfere in social life. We analyzed the data from ufrn's management reports from 2011 to 2019, as well as the documents collected in ufrn's open database. Nationally, it was possible to immerse the data presented by the Census of Higher Education (CENSUP-MEC/Inep) in the period 2003-2018, in the questionnaires of the National Examination of Student Performance (ENADE), in the documents of the National Forum of Pro-Rectors of Community and Student Affairs (FONAPRACE) and the National Association of Leaders of Federal Institutions of Higher Education (ANDIFES). In this analysis, UFRN is perceived adopting several permanence strategies, such as financial assistance, pedagogical support and health care. From this, we observed a greater focus on financial aid, with an emphasis on food aid. It is observed that the participation of students in the discussions and decisions of these strategies is still reduced, even absent in some. However, we noticed that sometimes, with resistance and struggle, students got good participation in discussions of forums and collegiates, influencing some regulations. We found that, in recent years, there has been a decrease in the number of university residences, in contrast to the increase in the demand of students for vacancies in them. In this case, UFRN reports indicate problems arising from bureaucratic obstacles, but without management responses, such as improvement actions in deadlines or physical structure, but with the deactivation of these residences, associated with financial assistance to housing, which has been showing significant growth, reinforcing the focus on financial assistance actions, even if still insufficient to guarantee all needs.

This research has as its objective the training of trainers of the judiciary and their social representations. It addresses teacher improvement in judicial schools, presenting its transdisciplinary model, based on the values of ethics and humanism, as a mechanism for the dissemination of an ideal judge representation. This context justified the present research in the scope of Esmarn, an institution reached by national politics. In this sense, there is the following problem: what changes does the trainingof trainers represent in the pedagogical practice of the judiciary and in the improvement of the Judiciary, based on the social representations of the trainer of magistrates, between a real judge and an ideal judge (of a new type)? The objective is to identify the social representations of the teachers of the judiciary in Rio Grande do Sul, about being a judge trainer for the construction of an ideal magistrate (of a new type). To achieve this objective, qualitative research was carried out, according to the hypothetical-deductive method, using techniques inherent to participant observation, in which, in addition to the collection of data in relevant documents and bibliography, there is the manipulation of methodological instruments useful for research. social representations (Talp and semi-structured interview). The sample of judges was divided into three groups, depending on the degree of pedagogical training, for the purpose of explanation. The social representation of the magistrates' trainers was anchored in the responsibility element, which belongs to the central core of the sense spiral. It is concluded, therefore, that the technique guided by values is improved in the teacher training of the judiciary from practical classes and focused on pedagogical know-how, permeated by the values that Enfam proposes to awaken in Brazilian judges. It has as a thesis that perceiving the changes in the teacher magistrate with the teacher training is an effective way to make a prognosis of the direction of this institution so relevant for the guarantee of citizenship and social justice - a kind of psycho-pedagogical analysis of organizations, now applied to the Judiciary and its professors.

This thesis, located in the Education field, brings the results of research whose objective was to investigate the relationship between children and writing while learning to write, at a public school in the municipality of Sobral. It was assumed that when narrating, orally or in writing, their experiences with writing, children would reveal how they understand their relation to the literacy process, bringing eventual contributions for theoretical-methodological and policy proposals at the school. In that sense, the research sought to elucidate the following questions: Which formative experiences are narrated by children in the context of learning to write at a public school whose learning achievements point to a high level of literacy proficiency? Which elements are identified by children as important in learning how to write? What does a school with high literacy proficiency promote for equity in learning to write during the literacy process? The investigation was based on the epistemological and theoretical principles of the (Auto)Biographical Research in Education, according to Passeggi (2014; 2016; 2020); it was inspired by the studies by Paulo Freire (1996; 2015) about literacy as an emancipation process; it considered writing as a modality of language, according to Ferreiro and Teberosky (1999); Ferreiro (2015); Morais (2012); Luria (2013); Soares (2015; 2016); and evaluated as paramount to school management the promotion of equity in education, as proposed by Ribeiro (2012; 2013). Twenty elementary school children participated in the research, from five 2nd grade classes at Emílio Sendim School, in Sobral-CE, a municipality whose educational experience is a reference national, among other aspects, due to their high evaluation index in IDEB, in the early years, from 4.9 in 2007 to 8.4 in 2019. The corpus consists of narratives, oral and written, created by the 20 children who participated in ludic reflexive conversation circles, throughout eight months; a narrative interview with the school’s pedagogical coordinator; the researcher’s field diary; in addition to documental sources. Empiric data were triangulated in analyses. Results point in the following direction: a) children’s relationships with writing are established under the protection of a school focused on learning to write with attention to social interaction; b) children’s narratives signal their involvement with reading practices in different genres; text production; handwriting practice; copying; ludic and interactive games, as well as activities related to external evaluation; c) we highlight as procedures: kinesthesia and the use of tools related to know-how and motor praxes. As for pedagogical and management practices, analyses reveal that the school moves, throughout the year, in the perspective of equity in learning through: a) educational actions that guarantee children’s attendance; b) collective and individual attention, with tutoring at school for children with learning difficulties; c) development of interdisciplinary pedagogical projects, aiming at effective learning; d) permanent articulation between school and family; e) monitoring children’s learning through external evaluation. We conclude that writing as an action of language establishes intrinsic relations with children’s attention and creativity, related to the development of social and emotional skills such as persistence, self-esteem, self-confidence, and interaction with others, with school support. Mastery of the alphabetical code and pragmatic conscience connect the aspects of writing to contextual aspects where writing is practiced.

This research has emerged from my questioning on my actions-reflections-actions process throughout my academic and professional path. As a teacher, I have faced the inclusion of new technologies for the teaching of Physical Education. We have investigated, more specifically, the production of Digital Educational Resources (RDEs), in Professional Vocational High School (EMI). We proposed the following thesis: a pedagogical intervention on the Physical Education classes – sports. The intervention is supported on dialogical approaches for teaching and learning and RDE productions. It corroborates with a new paradigm. We proposed the following questions: a) Is it possible to mediate the teaching and the learning processes on Physical Education classes through the production of RED? b) Can we motivate students on sports contents on Physical Education classes considering the incorporation of technologies? Therefore, we outlined the general objective: analyze and discuss a pedagogical intervention process in Physical Education classes in EMI, about the sports contents mediated through production of REDs. This study is qualitative (CHIZZOTTI, 1995), followed by a descriptive character (GIL, 2008). Among the qualitative types of research, we chose the autoethnography (ELLIS; ADAMS; BOCHNER, 2011). The intervention was carried out at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Campus Parnamirim. I taught the students who are subjects of this research. There were 124 students in EMI 2nd year. They were separated into four different classes – two Computing classes and two Mechatronics classes. We supervised 34 different school projects – digital magazines, infographics, quiz, video classes, websites, apps, and WhatsApp stickers. These REDs embodied discussions on several social issues such as gender inequality, transsexuality, homophobia, racism, disability, social inclusion, science, technology, innovation, and entertainment. The production of REDs was satisfactory. The most important contribution from the school projects was the experience of the dialogical and libertarian teaching and learning process. Thus, the pedagogical process based on the communicational network process addressed by Paulo Freire has been proved effective and prompting meaningful learning processes. We could experience important Paulo Freire categories such as dialogue, interlocution, collaboration, humility, teaching, learning, research, leisure, creativity, curiosity, meaning, prominence, and liberty. The entire process and the results have validated and proved our hypothesis proposed as our thesis.

In Brazil, the process of European colonization and the criminal enslavement of African subjects, contributed to the fact that racism was structured in such a way as to deny the knowledge and practices of black bodies and their cultures in different social spaces, including Education. However, even in the face of violence and marginalization, these bodies resisted and imposed different elements of their culture on national formation. Among the forms of resistance, we highlight the formation of quilombos, since, in these collective articulations, struggles and maintenance of knowledge were carried out, which make them rich spaces to analyze the effectiveness of educational proposals that dialogue with the knowledge, languages and practices of black bodies, as well as with the propositions of Law 10.639 / 03. Questioning this reality, we established as questions for the Thesis: what knowledge, languages and practices of the black body are present in the communities of remaining quilombolas? How should school Physical Education take ownership of the knowledge, languages and practices of quilombola black bodies in their formative practice to effect an education in ethnic-racial relations? In view of these, we defined as an objective, to identify and analyze the knowledge, languages and practices of black bodies inserted within the cultural reality of the communities of the quilombola remnants of Sítio Pêga and Sítio Arrojado / Engenho Novo, in the city of Portalegre - RN. Methodologically we opted for an ethnographic research, in which the insert in the remaining quilombo communities to conduct participant observation, interviews, document collections and others. In addition, we also conduct documentary research and observations in schools that serve students in quilombola communities and interviews with Physical Education teachers there. As a result, we mapped the knowledge of the bodies of the black subjects in movement / quilombola, separating them into the following categories: nature body, faith body, work body, ancestral body and (in) visible body. Based on the knowledge presented in each category, in the dialogue established with the schools and with the readings carried out during the construction of the thesis, we leave as a final proposition one aquilombamento in school Physical Education that ensures that the knowledge and practices of the black body in movement are present in the spaces of formation to effect an education of ethnic-racial relations, from intercultural, anti-racist and decolonizing perspectives.

The thesis presents the main motivational factors of the person with visual impairment throughout their school trajectory and in the different formative dimensions, in which we seek to understand what are the school relationships and interrelations that constitute the process of personal and professional training that provide the development of basic psychological needs (autonomy, competence and belonging or social bonds) of the collaborators participating in this research. As empirical material, we work with autobiographical narratives, which were collected through interviews with five participants, adults, visually impaired, blind, and with low vision and higher education. For the interpretative analysis of autobiographical narratives, we used the Theory of Self-Determination by Ryan and Deci (1985; 2000; 2017) identifying the basic psychological needs (autonomy, competence, and belonging) in which we analyzed the main motivational factors identified in the participants' memories. This study recognizes that school memories as a fertile field that makes us understand and reflect on the relevance of socio-educational relationships for the life of the visually impaired person, in addition to indicating that the visually impaired person develops (self) learning strategies that strengthen the levels of autonomy, competence and belonging in their social relationships throughout life, and especially, throughout school life. Throughout the analysis, we realized that memories had a structural organization, which led us to the studies of Labov (1972) and that we were inspired to reveal these organizations. Through the structural identification of the narratives, we observe that there are four dominant categories: the family, the school, the disability, and the profession. Some narratives present narrative points in which they bring memories with parental reminiscence (origin), intrinsic memories (experiences lived by the narrator). Disability, even appearing at the origin of the narrative, becomes the main complicating factor and goes through evaluative transitions of the narrator until reaching the point of resolutions (set of events associated with the complicating factor). It is concluded that the person with disabilities has several motivational factors to overcome the challenges faced during school / academic and professional life, with the family being the main source of support for maintaining the motivations and meanings of autonomy and competence, then the school environment emerges as an environment that provides the sense of belonging and the expansion of social bonds, followed by academic life at a higher level, in which it brought the challenges of accessibility and adaptation that helped in the development of strategies to maintain the subject's motivation in relation him and the course. Finally, the arrival in the professional career, in which we identify the choice for the profession through the identified extrinsic motivation and/or introjected extrinsic motivation. We observed that the limits and prejudices about visual impairment and the meanings of autonomy, competence, and social bonds impelled the subjects of this study to reach their personal and professional achievements.

The research resulting from this text aims to analyze the theoretical, methodological and ideological matrixes of the Projovem Urbano Monitoring and Evaluation System, in its effectiveness in the city of Natal, Rio Grande do Norte, between 2008 and 2012. From the point of view of the method, we are guided by the approaches: historical-critical with Lukács (2003) and Saviani (2011); public policy evaluation, Stephen Ball and Richard Bowe (1992), Costa, Castanhar (2003), Mainardes (2006) and Souza (2014). This reference is associated with interlocution with discourse analysis, originally carried out by the Frenchman Michel Pêcheux (1988) and, on Brazilian soil, by Orlandi (2012), who studies this theme. In the empirical field, we focus on Projovem Urbano as a public education policy for poor segments of the Brazilian population, in a situation of social vulnerability. To understand the dynamics of this system that has been part of the program since its beginnings, in 2005, we go into the theoretical and methodological basis of the process evaluation in public policies such as social research. The evaluation, understood as social research, is compatible with Discourse Analysis - theory and methodology - which favors the understanding of discourse as a process that articulates language and history, since it carries with it the historicity of events. In view of the reflections raised both by the theoretical and methodological support as well as by the primary and secondary sources of information as well as by experiences and experiences of personal and professional life on the part of the researcher, we proposed to take as a thesis, the perspective of the Monitoring and Evaluation System ( SMA) refer to the global logic of regulation of public education policies, maintained by the Brazilian State with the primary purpose of regulating, monitoring, supervising and certifying the actions of Projovem Urbano. In this sense, in spite of setting up a procedural assessment procedure, its matrix, however, does not appropriate the literature on learning assessment nor the literature on public policies as evaluative research or social research, which refers to the cycle of public policies: formulation, implementation and evaluation. In view of what the Monitoring and Evaluation System (SMA) proposes, and in view of the general objective of this research, we define the following question: the theoretical, methodological and ideological matrices, which support the System, are aligned with the perspective of learning evaluation, the evaluation of public policies or, in them, does the State regulate the dynamics of the program? In view of the aspects analyzed, we can conclude that, despite responding to the appeals of the potential demand of young people who returned to school, it led to the reconstruction of an educational and citizenship trajectory for ascension and / or social integration, perceived by his young people members. Because they did not have their rights fully respected, they continued to face obstacles to continue studying in environments of shared social interaction with people of similar or different conditions. Thus, they felt scorned by the lack of protection and equitable social opportunities in terms of access to education and the world of qualified work. In this sense, we consider that the historical weaknesses in relation to the State's presence in dealing with people's social and civil rights, especially on the outskirts of cities, generating insecurity and skepticism regarding the expectations of youth, inscribed in Projovem Urbano.

The thesis addresses the theme of teaching philosophy in a complex key, within the scope of Brazilian basic education and focusing on the sphere of teacher education. My interest is demonstrating how the reconnection of different knowledge is useful to expand the reflection on teaching that promotes the use of creative, autonomous, imaginative and critical thinking. We call the chapters Cadernos, because it was the notes taken by me during the classroom experiences that served as a resource to access memories, meetings and dialogues between students and other teachers. I also consulted class diaries, lesson plans and school projects, which were the drivers for the self-critical reflection of philosophy teaching. As my intention is to work on a philosophical, abstract and speculative thought about the world and life, I took Manoel de Barros' poetic philosophy as the main contribution, in addition to other artistic manifestations. Our hypothesis is that there is a becoming-child in the manueline poetry that philosophy, thought in a broad sense, needs to rescue. In this way, poetry, research and philosophy are called upon to walk together in constant dialogues and crossings. As we resignify the pedagogical curriculum we learn and teach that there is no age for learning philosophical thinking. Philosophy as an education for complexity has the challenge of oxygenating curiosity, imagination, good thinking and, consequently, stimulating good living.

The general objective of the thesis is to study the positioning of the Revista Educação em Questão among the journals of the Forum of Editors of Education Journals of the North and Northeast regions of Brazil present in Google Metrics 2020. The study used the mixed method. The study is characterized as documentary and bibliometric. Data collection was carried out based on secondary data, via the Internet, namely: 1) list of journals from the Forum of Editors of Education Journals of the North and Northeast regions of Brazil; 2) website of the Revista Educação em Questão; 3) Bibliographic productions of Coleta Capes for the years 2017 and 2018, achieved by Dados Aberto Capes; 4) Articles and journals cited by Google Metrics and Google Scholar. As results, the study reveals that: the thematic convergences of the articles, published in the Revista Educação em Questão from 1987 to 2019, point to the scope of all the thematic areas of Anped; The Revista Educação em Questão publishes articles of Education Programs from all regions of Brazil and this is also reflected in the ecosystem of Education journals in the North and Northeast; The composition of the H index of the Google Metrics of the Revista Educação em Questão and the journals of the Forum of Editors of Educational Journals of the North and Northeast regions of Brazil is mainly based on periodic citations and these citations are also among the journals that make up the ecosystem. Finally, the study concludes that the positioning of Revista Educação em Questão, among the other journals of the Forum of Editors of Periodical Publications of Education in the North and Northeast regions of Brazil, is remarkable, since the journal presents good results in acceptance among the Postgraduate programs in Education in Brazil compared to the Forum journals, high H index compared to the North and Northeast Education journals present in Google Metrics 2020, and extensive publication in the thematic areas of Anped.

The scenery of Distance Education in the Universidade Federal do Rio Grande do Norte there is changes related to de function, structure, support and press didactic material use. Then, this research studies the book in a university context of Distance Education, focusing on editing and production practices. Diverse references – Peters (2003, 2009), Preti (2010), Moran (2002), Aretio (2002), Moore and Kearsley (2007), Filatro (2004, 2015) – pointed to the necessity of didactic material to mediate teaching-learning process in the Distance Education and, therefore, to be dialogic and collaborative to promote interaction among subjects involved in this process. This research has as base Paulo Freire’s (1979, 1980, 1982, 1987, 2001, 2004, 2009) dialogic conception, that is support to the structuration of politic-pedagogic projects of Distance Education courses from the Secretaria de Educação a Distância of the Universidade Federal do Rio Grande do Norte, locus to the development of this research. This study investigates editing practices in the production of press didactic material to the Distance Education, detaching the roles of structure and language revisor and content teacher, subjects responsible directly for the editing process, analyzing how is the dialog between these subjects, based on first versions of press materials produced in the Secretaria de Educação a Distância. It develops the concept of didactic editing as a group of functions and strategies to mediate the production of materials, the learning process, and the relationship among different subjects (teacher and students). Data are taken from first versions of didactic materials press produced by this institution, from 2014 to 2018, in a total of 20 disciplines, related to the Pedagogy, Language/Literature, Physical Education and Chemical courses. This is a qualitative study, with exploratory aiming and methodological procedures to the literature review, based on this, it was possible to identify that working with first versions of materials produced by the content teacher is important to verify the effectiveness of revision sequence and how is its influence to the final product. Based on data analysis, it shows the choose of a graphic project is directly responsible for the way the material is created, as well as for the process of didactic production in this institution. The didactic edition is the process which the didactic material goes through until reaching its final product and it has three important functions to the production process – orientation and communication among staff and subjects involved; compliance with the structure and to the normative characteristics required by the didactic material; didactic-pedagogical orientations to the writing – considering a group of strategies from didactic editing called categories. Results aim to guide revisor trainee, the production of didactic materials to the Distance Education and the politics to this sector that consider the function of didactic materials and its importance to the distance learning.

The entry of students with a disability in Elementary School, notably in the Final Years of this teaching level, has created new challenges to the processes of special education in an inclusive perspective. In these terms, the teacher from the Specialized Educational Assistance – abbreviated in Portuguese as AEE – may be considered, on the one hand, as valuable in the reception of individual demands from students with disability and, on the other hand, may be a pivotal element in the organization of inclusive curricular practices, overcoming a perspective of individualized service in special education. The goal of this thesis was to analyze, in a dialogical, collaborative, and inclusive perspective, the articulation between the AEE teachers and the Final Years of Elementary School classroom from a public municipal school from Natal/RN. In methodological terms, we utilized a qualitative approach and followed the paths of a collaborative action research. We had eight collaborators: an AEE teacher; five Elementary School teachers; and a pedagogical coordinator and principal. In order to build the data, we utilized: document analysis, registered observations in two field diaries, questionnaires, and interviews. The interviews were analyzed and categorized in light of Bardin’s (1977) and Franco’s (2003) perspective. In the theoretical contribution, we discussed conceptual aspects related to the AEE and the dialogue, to the collaboration and articulation between AEE professionals and the classroom and the effects of this relationship in the school which seeks inclusion. The action research in the field occurred based on the constructed data with the collaborators. As for the collaborative nature, we developed moments for planning and collective studies, raised by the AEE teacher, since our arrival at the school. Additionally, we developed an extension course, which implicated in moments of reflection and dialogue around inclusive practices and conceptions. As results, we have proven that the insertion of the research in the school provoked changes in the teacher’s attitudes, which reverberated in the planning and action of dialogical and reflexive moments of the education of students with disability. We can infer that there was an appearance of a possibility for a collaborative network in school, even though there is a need for larger investments in the creation of the articulation between AEE teachers and the classroom with views to the organization of inclusive strategies. We reinforced with the collaborators the dialogues and reflections regarding the teacher with views turned to the completion of collective planning, experience exchange, sharing of knowledge, which could contribute with the teacher’s professional development and with the enhancing of practices with students with and without disability. As for the AEE, we emphasize the need for the overcoming of the individualized assistance to the students with disability, generally done apart and decontextualized from the whole school. We assert even so the importance of the networks of dialogues and collaborations between AEE teachers and the classroom, in a way to build the first paths for the construction of a practice in search for alternatives to minimize the behavioral and conceptual barriers still present in a school and which make the schooling process of students with or without disability hard.

This research is aimed at the development of Movement’s Pedagogy within the Group of Studies and Educational Practices in Movement (GEPEM), based on the speeches of its members about their formative itineraries. Starting from the following question: what are the meanings corresponding to Movement’s Pedagogy by teachers, who participated in different moments in the trajectory of GEPEM? I take as a basis the formation itineraries of a Group and, in the process of writing a self-reflective movement, I bring my experiences and constructions of knowledge experienced since graduation, extension projects, researches and master's dissertation. Thus, we start from the assumption that the appopriation’s trajectories of the structuring principles of the Movement’s Pedagogy imply knowing - doing - enabling, in a tense and dialogical process, with a blocking potential and possibility of change. I deal with processes, experiences that involve the trajectory of a Group, but, especially, what characterizes the creation, the discussion of the structuring principles that will shape the Movement's Pedagogy. This research mobilizes us: (a) to understand the meanings of the relationships between the structuring categories of knowing - doing - enabling and the conjoint of formative experiences of GEPEM / UFRN, and; (b) to analyze processes that link or presuppose GEPEM's knowing - doing - enabling to experiences developed by the group's subjects. These objectives refer to the pedagogical practice at GEPEM, linked to the Freirean assumptions and considering an articulation between theory and practice in the construction of action and production of knowledge. The methodology applied in this work resulted from the devices of the comprehensive interview. The methodological principles were given in the uniting process of writing by the combination of authors, interlocutors and the very process of those who reflect with them, assisting in some notes. The analysis revealed that legacies of resistance and compromised methodologies are incorporated in the formative principles of GEPEM, revealing the exposition of a praxis that keeps within itself the dynamics of a movement pedagogy, which takes place in a dialogical methodological source, that one we call knowing - doing - enabling.

This research is insert in the field of History of Education, articulating elements of cultural and political history. We aims to identify the main intellectuals that acted in the educational field of Rio Grande do Norte during the First Republic (1889-1930), as well as their sociability networks in public offices and scientific institutions of the period. We also aims to understand the models of education designed by them and taken over by these institutions, namely, the Historical and Geographic Institute of Rio Grande do Norte (IHGRN), the Teaching League of Rio Grande do Norte (LERN) and the Association of Teachers from Rio Grande do Norte (APRN). We defend the thesis that the sociability network woven among intellectuals was fundamental for the foundation of scientific institutions and the consolidation of a discourse and a practice of a modern education. We investigated publications and magazines of these associations, official documents, minutes, reports, government messages, compendiums and conferences, through discourse analysis from a Foucauldian perspective, which understands discourse as an instrument of power. Analyzing biographies using the prosopographic method, we build a collective biography of the group and your acting, presenting trajectories that intersect from sociability. We understand these sociability structures according to the discussions of Jean-François Sirinelli. We also used his concept of intellectual creators and cultural mediators, in a perspective of dialogue with the idea of representation by Roger Chartier, analyzing spatial and discursive representations of the models of education defended by these subjects. We observe, therefore, that these structures were built from belonging to social and political groups, as well as to institutions and their publications in Rio Grande do Norte on First Republic. Notice that the group's sociability and discourses legitimize subjects, guide practices and direct social and political actions towards the consolidation of a republican model of education, guided by civics, hygiene and pedagogical modernity.

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The Brazilian military dictatorship, which began in April 1964, underwent a deepening of repressive violence and the State granted itself more powers with the enactment of Institutional Act No. 5. The military governments started, from then on, a process of denationalization of Brazilian education , marked by a series of agreements between the Ministry of Education and the North American Agency for International Development (USAID), which were part of the actions of the Alliance for Progress, led by the then president of the United States of America, Franklin Delano Roosevelt. These agreements inspired reforms at both higher and basic levels in Brazilian education. In the case of Professional Education, Law No. 5.524/68 was promulgated, which regulated the exercise of the profession of Industrial Technician of medium level. The so-called Federal Technical School of Rio Grande do Norte (ETFRN) was created in this scenario, its historical roots are related to the School of Apprentice Artifices, created in 1909 with the objective of training workers’ children for the labor market. At ETFRN, to meet the economic demands of Rio Grande do Norte (RN), courses such as electrical engineering, mechanics and buildings were created. We aim to analyze the relationship between the history of the ETFRN and the National Security Laws of 1967 and 1969, through the memories of teachers and students that bring meanings beyond regulations, decrees and laws. We start from the conceptions of oral history, in dialogue with Alessandro Portelli, Ana Maria Mauad and José Carlos Meihy; the concept of memory based on Maurice Halbwachs, Michael Pollack and Ecléia Bosi; and political culture, in line with Serge Berstein. The subjects’ narratives are related to documentary sources, such as newspapers, photographs, class diaries and educational legislation of the period. In conclusion, we emphasize that the ETFRN, while meeting the market’s demands, educated for obedience and maintenance of the order of the nation, with strict and disciplinary practices aligned with the National Security doctrine, as well as we emphasize that the relationship with the political culture of the dictatorship and the ETFRN school culture contributed to a history marked by disciplinarization, educational duality and conservative modernization. However, at the same time that the formation of students for the “know-how” was thought, there were student movements in search of free unions and more autonomy of the consolidated class, in 1985, with the creation of the Grêmio Djalma Maranhão, the enrollment of the first female student at the school in 1975, which substantially changed relations within the school and the creation of the art studio. By categorizing the interviews and relating them to our entire documentary apparatus, we point to the school as a sensitive space, capable of promoting the education of students beyond the interests of capital, as our interviewees signaled.

This study is a doctoral research carried out within the scope of the Postgraduate Program in Education at Universidade Federal do Rio Grande do Norte. The main objective was to understand the existing relations between the mathematical knowledge necessary to teach in Basic Education and the knowledge experienced in the graduation course at UEPB (Universidade Estadual da Paraíba) so that this understanding may support reflections on the initial training of mathematics teachers. For that, our theoretical reference were the contributions of Ball, Thames and Phelps (2008) about Mathematical Knowledge for Teaching, better known as MKT and its implications in the process of initial training of mathematics teachers. The research described is configured as a qualitative investigation and had the participation of seven teachers recently graduated at UEPB, in full teaching activity in Basic Education. The data analysis was organized into two parts: Part 1 consists of a documentary analysis of the curricular matrices of the investigated graduation course, in order to identify the advances achieved, the existing gaps and how the articulation between theory and practice is being promoted in the current version text based on regulatory documents that guide teacher training in Brazil; Part 2 comprises the analysis of the interviews of the teachers participating in the study based on the guidelines of the Content Analysis proposed by Bardin (2016). The results obtained showed that although there have been significant advances in the structure and organization of the course, UEPB's graduation course still maintains very strong features of the 3 + 1 training model in its formative essence, which includes the presence of loose disciplines in the curriculum and overvaluation of advanced content disciplines. The subdomains that make up MKT were identified in the experiences of teachers when teaching mathematics in Basic Education, with special emphasis on the Content and Students' Knowledge. This subdomain provided important clues on how knowledge about the relation between students and mathematical content may influence teacher choices. The studies on MKT and its subdomains provided relevant and indispensable information for future analyzes and reflections on the curriculum of UEPB's graduation course.

This research is conceived as an action of human development in the historical trajectory of a singular element that is located in the rural community of Vila Riacho do Meio, located in the municipality of Cajazeiras - PB: The Engenho do Riacho do Meio. I sought a horizon of research that could go beyond the boundaries of fragmented school knowledge, in the sense of increasing a polyphony that could reach schools with other ways of reading, understanding and interpreting the world. I anchored my thesis: The sociocultural practice underlying the work at Engenho do Riacho do Meio is also an educational practice. It is based on traditional knowledge, but communicates with the knowledge of science. Based on the principles of complexity, woven by Edgar Morin and the knowledge of tradition contemplated by Conceição Almeida and Chico Lucas, I admit the complex method as a strategy for the construction of my narrative about the human and humanizing space named Engenho do Riacho do Meio and the provoked knowledge by this sociocultural device. Thus, the objective is weave, under the biases of complexity and transdisciplinarity, the reconnection of knowledge from the intertwining between traditional and scientific knowledge, seeking to identify the elements that evidence this approach and, consequently, narrate life experiences and the way they organize their knowledge historically shared through tradition. In this sense, I sought to identify the elements that evidence this approach and, consequently, narrate life experiences and the way they organize their knowledge historically shared through tradition. As a prospective visualization of a possible future, the need for transdisciplinary training to live in / in the Brazilian Semiarid region emerges. It is based on a work of decolonization of this (de) formation that has been reproduced in schools/universities in Brazil and in the Semi-Arid/Sertão, and with that, catalyze a dialogue that must happen between scientific knowledge and the knowledge historically produced there by men and women in the production of their existence, uniting what is separated.