https://ri.ufs.br/jspui/handle/riufs/2154 2026-11-01T00:30:04Z 2026-11-01T00:30:04Z Carregosa, Márcia Cecília de Oliveira https://ri.ufs.br/jspui/handle/riufs/26230 2026-10-29T00:37:31Z 2026-07-22T00:00:00Z

Title: Formação docente e experiências narrativas de si: sentidos das práticas alfabetizadoras Authors: Carregosa, Márcia Cecília de Oliveira Abstract: This dissertation is conceived as an investigative garden of experiences that intertwines times, places and individuals, with the central aim of understanding the meanings constructed by teachers from three public schools in the city of Paripiranga, state of Bahia, regarding literacy teaching practices throughout their formative processes. This study foregrounds teaching trajectories from a reflective perspective on the relation with knowledge. The voices move beyond the classroom in order to problematize public policies for teacher education, encompassing issues such as remuneration, career pathways and working conditions. Institutionally, this work is situated within the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS), in the field of Education, within the research line of Teacher Education and Teaching Practice, and it is linked to the network project Education and work of professionals in different educational levels and contexts, developed by the Study and Research Group on Didactics, Teacher Education, and Teaching Work (DIFORT/UESB/CNPq). The methodological paths were guided by the principles of qualitative research and narrative inquiry, with an emphasis on the lived experiences of five literacy teachers from three public schools in Paripiranga, Bahia. The participants’ narratives were interwoven into the field texts, records produced through interactive-provocative conversations (IPC), in notebooks and memory boxes, like butterflies in search of a safe place, taking flight through their own stories. In the retelling, the worlds of the participants and the researcher intersected through the narrative analysis of experiences. The traces of lived experience were interwoven with the theory of the relation with knowledge, engendered in relations with oneself, with others, and with the world, within a relational and intersubjective trajectory marked by tensions that mobilized the desire to learn. The meanings produced revealed interconnections with the appropriation of the unity between theory and practice, the professional recognition of teaching, and processes of self-understanding. Alongside these movements of coming and going, values and discipline in the classroom, collective work between school and family, dialogic relations between teaching and school management, professionalism in practice, the idealization of the past and the perspective of inclusion were also interwoven as possibilities for coping with challenges and seeking conditions for the exercise of the teaching profession. These meanings express the distinctive ways of being and of developing practices in the field of literacy among the teachers who have woven their stories.

2026-07-22T00:00:00Z Teixeira, Sara Reis https://ri.ufs.br/jspui/handle/riufs/26228 2026-10-28T23:16:05Z 2026-08-31T00:00:00Z

Title: Cartografar e catar goiabas: o que pode uma infância? Authors: Teixeira, Sara Reis Abstract: The present study is a cartography built as a confluence territory between the researcher and its field, which mobilizes affections as we spend time, work and get along with kids and adolescents, the target public of an integral protection paradigm. We stand in a position of producing questions and tensions about how public policies of childhood’s protection can build one’s subjective constitution. For that, we take as our research’s problem how the modes in which childhood is produced as a risk, in face of infantility dispositif, can rule children by taking them on a grid of knowledge and power that articulates public policies, specially, welfare politics, on protecting children at risk. The confluence of experiences as a social worker in a child-care institution and the exchanges and alliances formed with their children are combined with observations as we walk through our neighbourhood to compose our field journal as scenes in which we can analyse contemporary modes of subjectivation and the Psychology’s role within the grid of child-governing. For that, we chose a method of interventive research, the cartographic method, which consists in an attentional politic as the researcher stays open and willing to get involved in his study field, to habit existential territories and follow up to children’s subjective processes. Through cartography, we adopt a genealogical perspective on the history of government policies regarding childhood and the understanding of what constitutes "childhood." We contrast this with developmentalist ideals that articulate a policy of integral protection for children and adolescents, ideals often detached from the actual lives lived in the alleys, streets, homes, and rivers that shape these childhoods. Thus, we construct three interwoven moments: two chapters of conceptual articulation offering a brief tour of childhood conceptions, tracing a history of ruptures in the production of globalist ideals of children, upheld by a "dispositif of infantility" that defines and governs these existences. Thus, we engage with understandings of childhood that are constantly contested within the dual nature of the time inhabited by children's bodies. Another moment in this writing involves fabulating narratives based on the scenes written on the field journal. Scenes that are permeated by notions of risk, protection, and vulnerability, as well as the shadow of an adultcentric virtuality that looms over childhood. We fabulate; we savor guava with the boy who “flees from protection." We defend the indefensible and refuse, at every turn, to further diminish lives already marked by power, lives rendered "infamous." We fabulate and savor words as a combative strategy against the sickness affecting both the researcher’s body and the childhoods-in-devir with which we align ourselves. We engage in fabulation by betting on the unexpected nature of "devirchild", on the fact that children and adolescents can indeed be in a state of devir, however numerous the strategies of capture may be. We place our intention in partnerships among and with children, and in their boldness, in the traces that allow us to dig our burrows together.

2026-08-31T00:00:00Z Santana, Maria Alice Araujo de https://ri.ufs.br/jspui/handle/riufs/26227 2026-10-28T21:27:09Z 2026-08-31T00:00:00Z

Title: Um estudo fenomenológico-existencial sobre dança, deficiência física, família e saúde mental Authors: Santana, Maria Alice Araujo de Abstract: This dissertation aimed to understand, through the lens of existential and hermeneutic phenomenology, the meanings of the lived experience of dance and its interconnections with physical disability, family relationships, care, mental health, and life projects. This study employs a qualitative approach with a phenomenological-hermeneutic orientation, grounded primarily in the work of Heidegger, Merleau-Ponty, van Manen, and Sheets-Johnstone, and in dialogue with critical disability studies. The investigation was developed based on a family trajectory shaped by the experience of cerebral palsy and ongoing engagement with dance, utilizing narratives, memories, reflective logs, photographs, and audiovisual materials as tools to evoke and contextualize the lived experience. The analytical process was guided by movements of immersion in the narratives, holistic reading, selective and detailed approaches, phenomenological description, reflexivity, and hermeneutic writing, in a continuous interplay between the parts and the whole. The analysis revealed four interdependent thematic clusters: dance as an experience of care and resistance; disability as an embodied, relational, and socially situated experience; mental health as an embodied, affective, and relational experience; and the interplay of temporality, family, and life projects. The findings indicate that dance cannot be understood as a linear cause of transformation, inclusion, or mental health, but rather as a field of experience where movement, bonds, recognition, participation, and existential possibilities were lived and imbued with new meaning over time. The trajectory examined challenges normative conceptions regarding which bodies can inhabit the dance space, highlights the importance of pedagogical practices sensitive to bodily diversity, and broadens the understanding of disability beyond exclusively biomedical or individualizing perspectives. The study concludes that the experience of dance can acquire significant meaning in the shaping of ways to care, relate, participate, and envision existential possibilities, without these meanings being universal or automatically generalizable. The study’s contribution lies in deepening a situated experience that challenges dance practices, research methodologies, critical disability studies, and contemporary understandings of mental health, embodiment, and inclusion.

2026-08-31T00:00:00Z Santos, Maria Edivania Alves dos https://ri.ufs.br/jspui/handle/riufs/26220 2026-10-28T15:57:17Z 2026-07-10T00:00:00Z

Title: Jovens em Formação: corpo e estigma por meio da experiência estética com filmes Authors: Santos, Maria Edivania Alves dos Abstract: This research, developed at the Federal University of Sergipe (UFS), as part of the Graduate Program in Education (PPGED/UFS) within the Technologies, Languages, and Education research area, addresses the themes of the body, stigma, cinema, and education. It analyzes how the filmic aesthetic experience, mediated by dialogical pedagogical practices in the context of secondary education, contributes to the sensitive, critical, and reflective human development of students, particularly in addressing issues related to the body and processes of stigmatization among young people. Methodologically, a qualitative field study was conducted, inspired by action research and grounded in the principles of media education. The research was carried out in a high school setting in the city of Fátima, Bahia, using purposive sampling. Fifteen young people aged 15 and 18 years participated in the study. Data were produced through the filmic aesthetic experiences and focus groups, which utilized cinematic language to explore issues related to the stigmatized body, in addition to a questionnaire designed to identify the participants’ profiles and their relationships with the films. Four screenings were held featuring the following films: “Uma história de amor e fúria” (Luiz Bolognesi, 2013), “Moonlight: sob a luz do luar” (Barry Jenkins, 2016), “Mary e Max - Uma Amizade Diferente” (Adam Elliot, 2009) e “Últimas conversas” (Eduardo Coutinho, 2015). Data analysis was conducted using thematic content analysis, as proposed by Bardin (2016). The results show that the sessions fostered educational processes that integrated sensitivity and critical reflection; The young participants identified stigmatized bodies, discussed the consequences of stigma and coping strategies related to the situations experienced by the characters, as well as their personal experiences both inside and outside of school, highlighting the importance of family, friends, and institutional action in mitigating school violence. In this sense, the aesthetic experience of film, when mediated by dialogical pedagogical practices, contributes to the sensitive, critical, and reflective human development of high school students.

2026-07-10T00:00:00Z