DSpace Communidade:https://ri.ufs.br/jspui/handle/riufs/24282026-08-29T20:03:34Z2026-08-29T20:03:34ZEducação inclusiva e o ensino superior: o que pensam os professores?Fernandes, Cláudia Mariahttps://ri.ufs.br/jspui/handle/riufs/258812026-08-25T14:31:23Z2024-07-31T00:00:00ZTítulo: Educação inclusiva e o ensino superior: o que pensam os professores?
Autor(es): Fernandes, Cláudia Maria
Abstract: The University's support triad is teaching, research and extension. In general, through
its organizational structure, it must train professionals who master scientific, technical
and critical knowledge. The training process faces several challenges, among them,
the inclusion of people with disabilities. An important pillar for the university to be
inclusive is teacher training. The teacher must be able to think about the curriculum,
adapt strategies, use assistive pedagogical resources and provide accessibility in all
its senses. The objective of this research was to analyze how professors see and
promote the process of inclusion of students with disabilities in undergraduate courses
in Nursing and Medicine. To this end, methodologically, the approach was qualitative,
exploratory and action research. The research was carried out on the campus of the
Teacher Training Center, Cajazeiras/PB. Participants were six professors of the
Nursing course, six professors of the Medicine course, the coordinators of the courses,
and the coordination of the Center for Accessibility and Inclusion. Semi-structured
interviews, focus groups and a seminar were used as data collection instruments. The
results include which the recognition that the problems that permeate the inclusion of
people with disabilities in the spaces of the university are inherent to the Institution in
all its context; that some issues are structural, such as the absence of a qualified team
exclusively assigned to the Accessibility and Inclusion Center; that there are
accessibility gaps in the university's infrastructure; that in relation to the training of
teachers, most of them have a bachelor's degree, therefore, there is an absence of
pedagogical training aimed at the inclusion of people with disabilities; that not all
teachers are sensitized to the inclusion process; that there is a gap between
educational policies and practices; that the university has not fully committed to the
inclusion of people with disabilities, but has taken steps to do so. To conclude, the final
seminar pointed out paths and proposals, recorded in a document to be forwarded to
central sectors, so that the university becomes a right for all.2024-07-31T00:00:00ZExperiências avaliativas na docência-formação: divergências, aproximações e reflexões em uma instituição de ensino superior da BahiaRosário, Maria da Piedade Andrade dohttps://ri.ufs.br/jspui/handle/riufs/257582026-08-07T15:58:30Z2023-06-05T00:00:00ZTítulo: Experiências avaliativas na docência-formação: divergências, aproximações e reflexões em uma instituição de ensino superior da Bahia
Autor(es): Rosário, Maria da Piedade Andrade do
Abstract: The general objective of this investigation is to understand the interrelationships between the
evaluation practices applied by undergraduate courses professors and the theoretical- conceptual field of the formative process. Thus, this study is justified by the fact that
evaluating learning from a critical perspective requires reflections on teaching in different
dimensions and perspectives, including strengthening the ties between the university and the
basic education school. As for the epistemological basis, this dissertation is based on the
theory of complexity based on the multidimensionality of phenomena and educational facts
with a qualitative approach, articulating with intervention-research strategies with divergent
positions, approximations and distance in which all knowing is doing. Therefore, this
scientific work comprises the inseparability between the objective world and the subjectivity
of the human being, having as its locus a higher education institution (HEI), i.e. a University
center, in Bahia, and the participation of 12 professors. With regard to data and information
production devices, the itinerancy diary was used – emotions records, feelings and learning
during involvement in classes; the conversation – rich in multiple meanings and
understandings; and the narrative memorial – reflective writing of oneself history, of the other
and of the world. The empirical corpus was analyzed in the light of subsuming notions, which
affected semantic basins (re)grouped through cognitive operations related to meaning units
and the construction of meta-analysis in search of new interpretations. The findings indicated
that the researched teachers conceive the act of assessing learning as a continuous process
permeated by the mobilization of prior knowledge, mediation and interaction, with a view to
breaking the Jesuit pedagogy still present in initial and continuing education. On the other
hand, the term assessment is commonly adopted as a synonym for test/exam by those
investigated and by the institution in their documents, evidencing contradictions between the
knowledge and know-how of these professionals, working in undergraduate courses. Finally,
the evaluation practices involved different methodologies, such as seminars, case studies,
brainstorming, verbalization and observation groups, articles, reviews, files, classroomresearch, interviews, portfolios and samples/fairs/cultural events. However, these procedures
for monitoring learning, which go beyond cognitive memorization operations, come up
against the limits of the institutional system, accounting for a total of 40% of the overall
grade. The other 60% are fixed and distributed in standardized tests/exams. This logic has an
impact on the quality of the graduates' education trajectory by focusing on mastering skills
and abilities aimed at the job market, by reformulating curricula with the courses
streamlining, by grouping classes into common curricular units and by implementing virtual
classes for the reduction of teachers' working hours. Thus, an evaluation supported by a praxis
that allows the appropriation of knowledge and the diversification of devices based on the
student’s creation and authorship development is recommended.2023-06-05T00:00:00ZNarrar e escreviver em bando: rastros de afetos, saberes e resistência coletiva na formação de estudantes-pesquisadores LGBTQIAPN+Souza, Jonas dos Reishttps://ri.ufs.br/jspui/handle/riufs/254722026-07-09T18:52:55Z2025-07-25T00:00:00ZTítulo: Narrar e escreviver em bando: rastros de afetos, saberes e resistência coletiva na formação de estudantes-pesquisadores LGBTQIAPN+
Autor(es): Souza, Jonas dos Reis2025-07-25T00:00:00Z“Esta guerra é forte como a voz do próprio sangue, nela se joga o destino de nossa crença”: imprensa estudantil e a Segunda Guerra Mundial em Aracaju no Jornal A Voz do Estudante (1942- 1945)Santos, Suelen Maria Andradehttps://ri.ufs.br/jspui/handle/riufs/253902026-07-09T13:58:23Z2026-03-31T00:00:00ZTítulo: “Esta guerra é forte como a voz do próprio sangue, nela se joga o destino de nossa crença”: imprensa estudantil e a Segunda Guerra Mundial em Aracaju no Jornal A Voz do Estudante (1942- 1945)
Autor(es): Santos, Suelen Maria Andrade
Abstract: This ongoing research examines World War II in Aracaju, Sergipe, from a student
perspective. Its main source is the student newspaper A Voz do Estudante (1942-1945),
written by students of the Atheneu Sergipense, an educational institution located in Aracaju,
Sergipe, Brazil. Founded in 1870 and still in operation, the newspaper aims to investigate
news related to World War II published in the newspaper A Voz do Estudante between 1942
and 1945, considering education as a mediating factor in the construction of these student
narratives. This study focuses on the continuous editions of the newspaper, dating back to its
association with the Clodomir Silva Literary Guild between 1942 and 1945, covering Brazil's
participation in the war until its end in 1945, when there was a hiatus in its production and
circulation. To better understand the topic, anchored in the theoretical assumptions of
Cultural History, this study engages with Chartier's concepts of appropriation and
representation (1990, 2002), school culture (JULIA, 2001), historical culture (LE GOFF,
1996), and political culture (GOMES, 1999). The printed material points to a silenced
narrative and an unnarrated memory, which can be revisited through the practice of writing in
the student newspaper. Thus, it is possible to understand how the worldviews of these social
actors were represented and what worldviews penetrated the walls of the secondary school in
Sergipe, consolidating a national education in an imaginary grounded in the experiences and
impacts of the War on the lives of the generation that was formed there.2026-03-31T00:00:00Z