https://ri.ufs.br/jspui/handle/riufs/2475 2026-09-30T06:21:27Z 2026-09-30T06:21:27Z Castro, Éden Santos de https://ri.ufs.br/jspui/handle/riufs/26152 2026-09-22T18:27:27Z 2026-06-25T00:00:00Z

Título: "Prepare o seu coração pras coisas que eu vou contar": narrativas (auto)biográficas de mulheres egressas das escolas multisseriadas de Quixabeira-BA Autor(es): Castro, Éden Santos de Abstract: This study is a journey through several stories, told alongside women who, with their knowledge, identities, and subjectivities, compose the collective memory of a people. Stories about gender and feminisms in Educação do Campo de Quixabeira-BA [Rural Education]. The guiding questions of this research are: what discourses about gender are (re)produced in (auto)biographical narratives of women who graduated from multi-grade schools in Quixabeira? In what contexts are gender issues narrated in the school education and life trajectories of women who graduated from multi-grade schools in Quixabeira? The main objective of this thesis was: to problematize discourses about gender (re)produced in (auto)biographical narratives of women who graduated from multi-grade schools in Quixabeira. As specific objectives, I proposed: to discuss the (dis)articulations between feminist studies, gender studies, and Rural Education; This study analyzes the limits and possibilities of multi-grade schools in the personal and professional development of women, especially in relation to feminist and gender issues; it also aims to understand the contribution of multi-grade schools to the personal and professional development of female graduates. In this journey, I traced dialogues between critical and post-critical theories of knowledge, in a problematizing study where some concepts were evident, like threads in a tangle of thoughts that formed the thesis, including: education, rural education, multi-grade schools, gender, feminisms, discourse, experience, and subjectivation. For the methodological approach of this research, (auto)biographical narratives were constructed through narrative interviews with four women who graduated from multi-grade schools in Quixabeira-BA. As an analytical procedure, I adopted Foucault's discourse analysis, highlighting that discourses on gender are multiple, strained by affects, traditions, resistances, and (re)inventions, traversed by race, religion, politics, and socioeconomic conditions. It also became evident that there is no single way to “be a woman”, but rather discourses that (re)produce identities/differences. Gender issues emerge in school, community, religious, political, and work contexts, being performed in situated and often insurgent ways, even when not named as feminist. Multigrade schools, far from being spaces marked by precariousness, appear in narratives as places of ethical and political formation, community bonding, and decentralization of roles. These spaces make evident their potential for (re)constructing and problematizing curricula from a feminist perspective, enabling processes of subjectivation that influence life projects, political insertion, and the valuing of community knowledge. I therefore intend that this study will reverberate in public policies, pedagogical practices, and training that value the epistemic diversity of territories and the complexity of women's experiences in/of the field. Open paths, without definitive conclusions, with seeds scattered, with the desire that other researchers hear the voices recorded here, learn the stories narrated, and invent new ways of researching and existing, in epistemic journeys of originality, rigor, and beauty.; Esta investigación es un viaje por múltiples historias, contadas junto a mujeres que, con sus saberes, identidades y subjetividades, componen la memoria colectiva de un pueblo. Son historias sobre género y feminismos en la Educación del Campo de Quixabeira-BA. Las preguntas que orientan esta investigación son: ¿qué discursos sobre género se (re)producen en narrativas (auto)biográficas de mujeres egresadas de escuelas multigrado de Quixabeira? ¿En qué contextos las cuestiones de género son narradas en la formación escolar y en las trayectorias de vida de mujeres egresadas de escuelas multigrado de Quixabeira? El objetivo principal de esta tesis fue problematizar los discursos sobre género (re)producidos en narrativas (auto)biográficas de mujeres egresadas de escuelas multigrado de Quixabeira. Como objetivos específicos, se propuso: discutir las (des)articulaciones entre los estudios feministas, de género y la Educación del Campo; analizar los límites y las posibilidades de las escuelas multigrado en la formación personal y profesional de las mujeres, especialmente en lo que respecta a las cuestiones feministas y de género; comprender la contribución de la escuela multigrado a la formación personal y profesional de las mujeres egresadas. En este recorrido, se trazaron diálogos entre las teorizaciones críticas y poscríticas del conocimiento, en un estudio problematizador en el que algunos conceptos se hicieron evidentes, como hilos de un entramado de pensamientos que constituyen la tesis, entre ellos: educación, Educación del Campo, escuelas multigrado, género, feminismos, discurso, experiencia y subjetivación. En cuanto al enfoque metodológico, las narrativas (auto)biográficas fueron construidas a partir de la realización de entrevistas narrativas con cuatro mujeres egresadas de escuelas multigrado de Quixabeira-BA. Como procedimiento analítico, se adoptó el análisis foucaultiano del discurso, evidenciando que los discursos sobre género son múltiples, tensionados entre afectos, tradiciones, resistencias y (re)invenciones, atravesados por raza, religión, política y condiciones socioeconómicas. Asimismo, se hizo evidente que no existe un único modo de “ser mujer”, sino discursos que (re)producen identidades/diferencias. Las cuestiones de género emergen en contextos escolares, comunitarios, religiosos, políticos y laborales, siendo performadas de manera situada y, muchas veces, insurgente, incluso cuando no se nombran como feministas. Las escuelas multigrado, lejos de constituirse como espacios marcados por la precariedad, emergen en las narrativas como lugares de formación ética y política, de vínculo comunitario y de descentralización de roles. Estos espacios evidencian su potencial para la (re)construcción y problematización de los currículos desde una perspectiva feminista, posibilitando procesos de subjetivación que influyen en proyectos de vida, inserción política y valorización de saberes comunitarios. Se pretende, por tanto, que este estudio repercuta en políticas públicas, prácticas pedagógicas y procesos de formación que valoren la diversidad epistémica de los territorios y la complejidad de las experiencias femeninas del/en el campo. Caminos abiertos, sin conclusiones definitivas, con semillas esparcidas, con el deseo de que otros/as investigadores/as escuchen las voces aquí registradas, conozcan las historias narradas e inventen nuevos modos de investigar y existir, en recorridos epistémicos de originalidad, rigor y belleza.

2026-06-25T00:00:00Z Silva, Guilherme Henrique da https://ri.ufs.br/jspui/handle/riufs/26144 2026-09-18T19:45:06Z 2026-07-10T00:00:00Z

Título: Entre vida e morte da disciplina de História: onde está o/a professor/a de História no Ensino Médio? Autor(es): Silva, Guilherme Henrique da

2026-07-10T00:00:00Z Oliveira, Marcelino Nascimento de https://ri.ufs.br/jspui/handle/riufs/26140 2026-09-18T19:43:02Z 2026-07-10T00:00:00Z

Título: 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 empowerment

2026-07-10T00:00:00Z Silva, Carleane Soares da https://ri.ufs.br/jspui/handle/riufs/26120 2026-09-16T17:36:29Z 2026-05-04T00:00:00Z

Título: Uma escrita de formiguinha: Pode uma língua selvagem escavar a terra da vida acadêmica? Autor(es): Silva, Carleane Soares da

2026-05-04T00:00:00Z