DSpace Communidade:https://ri.ufs.br/jspui/handle/riufs/24282026-09-19T03:42:33Z2026-09-19T03:42:33ZEntre vida e morte da disciplina de História: onde está o/a professor/a de História no Ensino Médio?Silva, Guilherme Henrique dahttps://ri.ufs.br/jspui/handle/riufs/261442026-09-18T19:45:06Z2026-07-10T00:00:00ZTítulo: Entre vida e morte da disciplina de História: onde está o/a professor/a de História no Ensino Médio?
Autor(es): Silva, Guilherme Henrique da2026-07-10T00:00:00ZPedagogia Waldorf enriquecida com tecnologias digitais? A realidade nos Estados da Bahia e de SergipeCarvalho, Mara Luz dehttps://ri.ufs.br/jspui/handle/riufs/261412026-09-18T15:59:02Z2026-07-24T00:00:00ZTítulo: Pedagogia Waldorf enriquecida com tecnologias digitais? A realidade nos Estados da Bahia e de Sergipe
Autor(es): Carvalho, Mara Luz de
Abstract: This research, developed within the Graduate Program in Education (PPGED) at the
Federal University of Sergipe and linked to the Study and Research Group on
Informatics in Education (GEPIED), investigated whether Digital Information and
Communication Technologies (DICT) were being integrated into the pedagogical
practices of Waldorf schools in the states of Bahia and Sergipe, considering the
specific characteristics of this pedagogical approach, the regulatory frameworks of
Brazilian Education, and the challenges posed by contemporary digital culture. To this
end, the following specific objectives were established: a) to map Waldorf schools
located in the states of Bahia and Sergipe, identifying the educational levels offered;
b) to identify the presence or absence of pedagogical practices related to the use of
DICT in the schools; c) to understand teachers’ and school administrators’ perceptions
regarding the use of DICT and its possible compatibility with the principles of Waldorf
Education; and d) to analyze, through a SWOT matrix (strengths, weaknesses,
opportunities, and threats), the possibilities and limitations of integrating DICT into the
Waldorf pedagogical context. The investigation adopted a qualitative approach, with
an exploratory and explanatory character, and was conducted through a multiple-case
study. The initial mapping identified 24 institutions related to Waldorf Education, nine
affiliated with the Federation of Waldorf Schools in Brazil and fifteen inspired by this
educational approach. From this group, four schools were intentionally selected, two
in each state. Fourteen professionals participated in the research, including teachers
and school administrators. Data production involved a comprehensive reading of the
schools’ Political-Pedagogical Projects and the conduction of face-to-face semi
structured interviews. The interviews were examined based on Discursive Textual
Analysis. The analytical process began with 541 units of meaning and, after
refinement, resulted in 408 units, organized into 17 initial categories, five intermediate
categories, and three final categories. The findings showed that human development
in the institutions investigated was linked to concrete experiences lived by children,
especially through art, bodily experience, manual work, nature, imagination, and social
interaction. Concerns regarding digital culture were also associated with the
preservation of childhood and respect for developmental rhythms, particularly in light
of the speed and overstimulation present in contemporary life. DICT assumed different
roles related to communication, planning, and institutional organization across the
schools. The SWOT matrix made it possible to synthesize these tensions and indicated
that decisions related to digital technologies depended on pedagogical mediation,
teacher education, dialogue with families, and the explicit inclusion, in the Political
Pedagogical Projects, of the principles guiding their use, restriction, or non-central role.
It was concluded that the presence of technological devices or the frequency of their
use was not sufficient to assess the relevance of DICT. Decisions regarding their
integration needed to consider educational intentionality, the students’ stage of
development, the conditions of each school, and the formative principles guiding their
practices. Thus, the research indicated that digital technologies can be integrated into
pedagogical contexts guided by Waldorf principles, provided that their use is mediated,
context-sensitive, and does not replace experiences considered essential to
development and integral human formation.2026-07-24T00:00:00ZA analítica da aprendizagem enriquecida com a Análise Textual Discursiva para compreender a eficácia pedagógica das metodologias ativas e tradicionaisOliveira, Marcelino Nascimento dehttps://ri.ufs.br/jspui/handle/riufs/261402026-09-18T19:43:02Z2026-07-10T00:00:00ZTítulo: A analítica da aprendizagem enriquecida com a Análise Textual Discursiva para compreender a eficácia pedagógica das metodologias ativas e tradicionais
Autor(es): Oliveira, Marcelino Nascimento de
Abstract: This research, developed in the Graduate Program in Education at the Federal University of
Sergipe and aligned with the Study and Research Group in Educational Technology
(GEPIED/UFS/CNPq), aimed to understand the effectiveness of active learning methodologies
practiced at the Lagarto campus and the traditional methodology used at the São Cristóvão
campus, in the Pharmacy programs of the Federal University of Sergipe (UFS). To this end, a
mixed-methods quantitative and qualitative study was conducted, integrating Learning
Analytics and Discursive Textual Analysis (DTA) across both campuses, which are
characterized by distinct pedagogical approaches. In the quantitative phase, Learning Analytics
was utilized through numerical indicators to evaluate student performance, processing the data
to objectively reflect the behavior of the investigated phenomenon. Based on these results,
questionnaires were applied to deepen data understanding, which were subsequently analyzed
through DTA. The theoretical framework was grounded in the historical and critical
perspectives of traditional teaching and meaningful learning, advancing to the discussion of
active methodologies and their connection with Learning Analytics models. By applying these
methods within the context of UFS, this study sought to support decision-making aimed at
improving the educational process and to provide a broader understanding of the efficacy of the
adopted teaching methodologies. The research results demonstrate that the effectiveness of any
pedagogical model is inseparable from the socioeconomic conditions of the students and the
need for solid institutional support. From these findings, it was confirmed that the integration
of Learning Analytics and the qualitative dimension of Discursive Textual Analysis constitutes
a suitable method for evaluating the effectiveness of the different teaching approaches practiced
at UFS. Furthermore, the findings indicate that the public university can become a space capable
of combining the investigative power of active methodologies with the structural security of
traditional teaching, ensuring the cognitive ergonomics required for academic training to
consolidate as a process of development and empowerment2026-07-10T00:00:00Z“Para honra da Instrução Pública de Sergipe”: o jornal escolar O Estudante e a implantação da modernidade pedagógica em Vilanova/SE (1932-1939)Oliveira, Polyanna Aragão Menezeshttps://ri.ufs.br/jspui/handle/riufs/261332026-09-17T19:58:00Z2026-07-03T00:00:00ZTítulo: “Para honra da Instrução Pública de Sergipe”: o jornal escolar O Estudante e a implantação da modernidade pedagógica em Vilanova/SE (1932-1939)
Autor(es): Oliveira, Polyanna Aragão Menezes
Abstract: This research focuses on the student newspaper O Estudante, a news organ of the Grupo
Escolar Olímpio Campos, located in the town of Vilanova, Sergipe. The analyzed corpus
comprises 14 editions of the school newspaper published between 1932 and 1939. The
general objective of this study is to understand O Estudante as an instrument for
disseminating and shaping pedagogical practices considered modern, which were
developed within the Grupo Escolar Olímpio Campos (GEOC). Furthermore, this
research seeks to identify within the texts published in O Estudante the values, norms,
and projects aligned with principles inspired by the New School Movement (Movimento
Escola Nova). These principles were transmitted by the GEOC, embodied by its principal,
Father Artur Passos, to the institution's students. Methodologically, the study relies on the
analysis of the 14 editions of the school newspaper, alongside various correspondences,
official letters, receipts, commercial newspapers, and documents regarding the First
Exhibition of the School Press of Brazil, organized by the Sociedade dos Amigos de
Alberto Torres in Rio de Janeiro. These materials were located at the Historical and
Geographical Institute of Sergipe, within the personal archive of Epifânio Dória.
Theoretically, this research draws on Pierre Bourdieu to analyze the symbolic and
political capital accumulated by Artur Passos. In analyzing the newspaper's materiality,
the concept of strategy, based on Michel de Certeau, was employed to understand the
tactics used by the GEOC principal to promote O Estudante both inside and outside
Vilanova/SE. The categories of circulation and newspaper representativeness were
anchored in Roger Chartier to observe how newspapers contribute to societies organizing
their reading practices as they become literate, facilitating the circulation of periodicals,
allowing them to travel faster through cities, and creating a bond among readers.2026-07-03T00:00:00Z