https://ri.ufs.br/jspui/handle/riufs/2428 2026-10-30T17:29:53Z 2026-10-30T17:29:53Z 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 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 Andrade, Joanna Angélica Melo de https://ri.ufs.br/jspui/handle/riufs/26218 2026-10-28T14:44:30Z 2026-07-21T00:00:00Z

Title: Entre o quadro e o notebook: apropriação das tecnologias móveis digitais de informação e comunicação e a prática docente dos professores universitários Authors: Andrade, Joanna Angélica Melo de Abstract: In recent decades, the understanding of teacher education in the field of Natural Sciences (NS) has undergone several changes, mainly regarding the appreciation and deepening of pedagogical aspects associated with the applied dimension of physics, chemistry, and biology, which have come to include emerging social demands in society. Considering the context of digital cultures, in which technological advancement influences various aspects of our daily lives, conceptualizing teacher education and practice that includes the integration of mobile digital information and communication technologies (MDICT) into educational processes corresponds to a real and urgent need. Given this context, we aim to understand how professors in the NS degree programs at the Federal University of Sergipe (UFS), São Cristóvão Campus, appropriate MDICT for their teaching practice. We highlight that this research is linked to the Technologies, Languages, and Education research line of the UFS Graduate Program in Education (PPGED/UFS) and also to the Communication and Technology Research Group (NUCA/UFS/CNPq). As a background for constructing reflections and writing this text, we embrace critical epistemology according to Japiassu's perspective (1992), the understanding of critical teaching practice from Freire's perspective (2022 and 2023), teacher education from the perspectives of Gatti (2016 and 2017), Nóvoa (2022), Ferrete and Ferrete (2017), and Lucena (2016), and self-formation from the perspective of Galvani (2002) and Pineau (1985). For the methodological framework, we adopt a qualitative approach, which is characterized as descriptive and exploratory regarding its objectives, and as observational field research regarding its means. The research was conducted at the Federal University of Sergipe, specifically in the departments of Biology, Chemistry, and Physics, with the participation of 45 professors from Natural Sciences programs who teach courses in these departments. Data were produced through document analysis, questionnaire administration, interviews, and observations, and analyzed using Bardin's content analysis perspective (2016) with the assistance of the Iramuteq software. The analysis of the data collected from the questionnaires, interviews, and observations revealed that, although the majority of university professors in the NS field at UFS did not receive teaching training during their undergraduate or graduate studies, they sought to understand how to incorporate MDICT into their teaching practice through a self-formation process. This may have enabled the development of methodological strategies with pedagogical intentionality in integrating digital technologies into the teaching process. Therefore, we consider that the research participants are integrating MDICT into their teaching practices and, consequently, moving toward technological appropriation. However, at all stages of the investigation, we identified that precarious infrastructure and internet access can represent significant barriers to teaching practice integrated with MDICT. In light of this, we suggest improvements to the internet network to provide stable, high-quality connectivity throughout the campus. We also suggest the creation of spaces equipped with more advanced MDICT, such as laptops and projectors with modern hardware and software that can foster a more diversified teaching practice within digital cultures. Finally, we suggest that continuing education for university professors regarding digital technologies in education be institutionalized by UFS in order to enable professors to integrate MDICT into their teaching practice, which will diversify methodological strategies and certainly contribute to the improvement of higher education at this institution.

2026-07-21T00:00:00Z Miranda, Camila Santana https://ri.ufs.br/jspui/handle/riufs/26153 2026-09-22T18:57:17Z 2026-01-29T00:00:00Z

Title: A Educação Especial na escola regular: propostas de ações para uma escola de ensino médio Authors: Miranda, Camila Santana Abstract: This study aims to analyze the effects of actions that promote inclusive movements in a regular upper secondary school, with a focus on Special Education from an inclusive perspective. Inclusive education remains a challenge in Brazil, and for upper secondary students this challenge is even more pronounced. National studies conducted in recent years reveal important findings regarding the provision of services to students supported by Special Education at the upper secondary level, demonstrating that both access to and retention of these students are often compromised due to the lack of inclusive actions in schools. Thus, this dissertation is structured as a qualitative study of the collaborative action research type, which adopts a self-reflective spiral and considers collective construction between the researcher and the research participants (Barbier, 2007). Its proposal is the development of inclusive actions involving teachers, the school management team, pedagogical coordination, students, and families in a state public school located in a small town in the interior of Bahia. We conclude that the strategies aimed at the school community enhanced collaborative inclusion practices in the institution studied, as they incorporated the diverse perspectives and understandings of the individuals who make up the school dynamics, providing greater understanding and generating important opportunities for dialogue, reflection, and action in response to concrete situations encountered in everyday school life.

2026-01-29T00:00:00Z