https://ri.ufs.br/jspui/handle/riufs/2476 2026-09-30T14:20:19Z 2026-09-30T14:20:19Z Miranda, Camila Santana https://ri.ufs.br/jspui/handle/riufs/26153 2026-09-22T18:57:17Z 2026-01-29T00:00:00Z

Título: A Educação Especial na escola regular: propostas de ações para uma escola de ensino médio Autor(es): 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 Carvalho, Mara Luz de https://ri.ufs.br/jspui/handle/riufs/26141 2026-09-22T18:53:36Z 2026-07-24T00:00:00Z

Título: 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.

2026-07-24T00:00:00Z Oliveira, Polyanna Aragão Menezes https://ri.ufs.br/jspui/handle/riufs/26133 2026-09-17T19:58:00Z 2026-07-03T00:00:00Z

Título: “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 Tomé, Elâine Silva Melo https://ri.ufs.br/jspui/handle/riufs/26125 2026-09-16T20:00:59Z 2023-07-31T00:00:00Z

Título: Formação docente de qualidade e perspectivas de indicadores na educação básica: experiências e tessituras na rede estadual de Sergipe Autor(es): Tomé, Elâine Silva Melo Abstract: This research aims to analyze the implications of continuing education as experienced by teachers of the State Department of Education and Culture of Sergipe (SEDUC-SE), with a view to constructing quality indicators related to professional development. The institutional context of this investigation is the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS), within the field of Education and the research line “Teacher Education and Teaching Practice,” linked to the network project “Teacher Education, Knowledge, and Educational Practices in Research-Intervention,” developed by the Group for Studies in Higher Education (GEES/UFS/CNPq). From an epistemological standpoint, this dissertation is grounded in the complexity approach, which enables a multidimensional perspective on the reorganization of how changes in self-formative processes are understood. Regarding the nature of the data, this is a qualitative study that allows for the interpretation of the phenomenon under investigation, aiming to understand the meanings and significances produced both individually and collectively. A mapping study, in the form of a state-ofknowledge review, was conducted using the repositories of the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Scientific Electronic Library Online (SciELO), through the CAPES Journal Portal. Additionally, technical information was collected from SEDUC-SE regarding institutional guidelines for in-service continuing education programs. The empirical study involved 60 teachers assigned to the Regional Directorate of Education (DRE 7), headquartered in the municipality of Gararu, Sergipe. Data were collected through an online questionnaire and analyzed using Discursive Textual Analysis (DTA), focusing on the actors, strategies, and knowledge (re)constructed within basic education classroom settings. The findings identified quality indicators for continuing education based on the contributions of participating teachers, highlighting qualitative dimensions in the following processes: (a) institutional environment, revealing the strengthening of both objective and subjective conditions for learning within internal and external interactive networks; (b) selfhetero-eco-formation, emphasizing the inseparability between interactions with others and the contextual conditions that shape educational and pedagogical practice; (c) management of continuing education, evidencing the intentionality, relevance, and effectiveness of training processes within public education systems; (d) curriculum, overcoming rigid disciplinary structures and traditional approaches that fragment knowledge in the teaching field; (e) pedagogical practices, problematizing teaching grounded in an understanding of the human being in their multiple cognitive, affective, social, cultural, ethical, and political dimensions; and (f) assessment, valuing the re-signification of practices through sensitive listening beyond protocols and rubrics focused on quantitative aspects.

2023-07-31T00:00:00Z