https://ri.ufs.br/jspui/handle/riufs/2428 2026-05-03T23:55:39Z https://ri.ufs.br/jspui/handle/riufs/24690 Título: Tramas de sentidos: o bordado da atuação técnico-pedagógica na era pós-digital Autor(es): Silva, Laila Gardênia Viana Abstract: We live in a post-digital era in which technologies have become constitutive of social and educational life, moving beyond a logic of innovation to integrate pervasively into human practices. In this scenario, education is challenged to re-signify ways of teaching, learning, and interacting, as meaning-making processes are mediated by devices, algorithms, and networks. Within this context, this dissertation investigates the meaning-making of pedagogues and educational affairs specialists (TAEs) at the Federal Institute of Sergipe (IFS) regarding their technical-pedagogical practice in a post-digital environment. Grounded in meaning-making theory, through the lens of Cope and Kalantzis (2020; 2023), the study adopts the metaphor of embroidery to represent the interweaving of voices, experiences, and meanings as threads that compose the collective fabric of educational practice. This qualitative, interpretive case study combines an online questionnaire, a focus group, and field notes as data production instruments. The analytical weaving was conducted based on Analytical Entwining (Boa Sorte et al., 2023), integrated with Generative Artificial Intelligence (GenAI) (dos Santos, Boa Sorte and de Oliveira, 2025; dos Santos, 2024), and interpreted in light of meaning-making and multiliteracies theorizing and its developments (NLG, 1996; Kalantzis; Cope, 2020; Cope; Kalantzis, 2020; 2023). The findings indicate that technical-pedagogical mediation constitutes the central axis of practice, articulating subjects, practices, and educational processes within a sociotechnical backstage that organizes routines and generates tensions around time, presence, and responsibility. Conceptions of technology are marked by ambiguities and formative challenges, requiring critical and proactive human agency to deal with potentials, risks, and mechanisms of control. In everyday professional practice, such ambivalences emerge in systemic and communicational dimensions, as well as in follow-up practices shaped by generational concerns, the use of mobile devices, and the presence of GenAI in school life. Formative and structural gaps reinforce the need for continuing education policies and shared-responsibility actions. The research shows that, when institutionally recognized and strengthened, the technical-pedagogical mediation carried out by pedagogues and TAEs aligns processes, mobilizes subjects, and sustains bonds, transforming technological expansion into meaningful participation through dialogic, reflective agency guided by ethics, justice, and responsibility. 2025-11-19T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24686 Título: A/r/tografia: narrativas educativas de docentes de artes na educação básica sergipana Autor(es): Ramos, Hugo Leonardo Santos Abstract: This work listens to the narratives and educational practices of art teachers working in Basic Education in the State of Sergipe, seeking to understand how their personal, professional, and artistic trajectories intertwine and manifest themselves in their pedagogical actions. The research adopts A/r/tography as its central methodology, recognizing in this approach the possibility of sensitively and reflectively articulating the dimensions of artist, researcher, and teacher present in the Being and in the teacher. Thus, the investigation embraces the trajectories of art teachers and their actions as agents of sociocultural transformation, highlighting the incorporation of artistic, pedagogical, and artivist elements in the educational practices developed in their daily school lives. The study is based on these narratives and memories, understanding them as spaces of resistance, formation, creation, and reinvention. Reflecting on Art as a powerful tool for memory, inclusion, and social transformation. By giving voice to these experiences, the research seeks to highlight lives and identities that are often silenced or made invisible in educational contexts. Recognizing the importance of the visible, of listening, and of valuing subjectivities, this qualitative methodological approach, supported by A/r/tography, allows for an understanding of the intersections between the Arts, teaching, and research, enabling a more sensitive look at teaching experiences. Through this perspective, artistic/pedagogical experiences, individual and collective memories, and the relationships established between Art and Being in their singularities are explored. The results show that Art, when experienced in a way that is close to real-life experiences, gains a much deeper meaning. It ceases to be merely a discipline and becomes a space for listening, exchange, and collective creation. In this movement, it challenges traditional teaching models and opens paths to more sensitive and participatory practices. The research reinforces that Art is not only a way of expressing feelings or ideas, but also a way of thinking and transforming the world around us, strengthening its role in human development and in building a more critical, inclusive, and vibrant education. 2025-02-21T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24685 Título: Processos de autoformação e educação híbrida: experiências no ecossistema conectivo em contextos híbridos e multimodais no Instituto Federal de Sergipe Autor(es): Santos, Maria Izabella Matos Abstract: This research has as it’s overhead goal analyse the Pedagogical Residency Program, of Federal Institute of Sergipe (IFS), with a view to understand the interrelationships constituted in the teaching exercise. Epistemologically, this study is anchored in the epistemology of complexity, having as it’s fundamental idea the dialogic of order, disorder and organization in a quality change perspective. Regarding the methodological paths, concerning the data nature, this is a qualitative investigation based on the research-intervention premises in a subjectivation movement (intrusion, intersection and mediation) in which all knowing is a perform. Furthermore, a state-of-the-knowledge bibliographical survey was carried out at the base of the Brazilian Digital Library of Theses and Dissertations (BDTD) and at the Institutional Repository of the Federal University of Sergipe (RIUFS), as well as laws, decrees, ordinances and normative resolutions documental analysis regarding teacher training policies. The participants were nine residents of the IFS (Campus Aracaju), from the undergraduate course in Chemistry, offering a training itinerary, with a 40 hours workload, aiming the data production with different devices that allowed the events and experiential processes unveiling. The investigation corpus was analyzed through subsuming notions (re)constructed by the cognitive operations recursion. The findings signaled uncertainties and possibilities in the hybrid education and teaching field, implying the individual and collective expectations institutional accountability, in the physical and technological infrastructure. The understandings and sensations made possible a connected acts appropriation, “in doing with” without spaces, times, actors, modalities and languages restriction in the undergraduates selfformative processes sympoietic ecosystem. 2023-07-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24669 Título: Da denúncia estrutural ao anúncio de uma proposta de formação continuada em Educação Ambiental: realidades, desafios e perspectivas para a educação básica no município de São Cristóvão-SE Autor(es): Santos, Marynara Costa Abstract: Environmental education has systematically been represented by the thematic focus on environmental issues, often guided by an ecological perspective. This approach frequently conceals the critical nature of environmental education and serves the hegemonic and dominant logic that underpins teaching practices. The objective of this study is to understand the process of continuous training in environmental education for teachers in the public school system of São Cristóvão-SE. A qualitative, explanatory approach was chosen, combined with field research. Data collection was carried out through semi-structured interviews with two representatives from the Municipal Department of Education (SEMED) of São Cristóvão (SC) in the state of Sergipe, and one representative from the Department of Environment (SEMMA). Data analysis followed the principles of Moraes and Galiazzi's (2016) Textual Discourse Analysis (TDA). The results revealed that environmental education offered to teachers has been managed by SEMMA of SC, primarily through activities related to environmental commemorative dates. SEMED of SC focuses its continuous training actions on Literacy, Reading, and Mathematics, despite recognizing that environmental education is an essential interdisciplinary process in all curriculum components. Consequently, there are no courses or other modalities for continuous training focused on environmental education available in the municipality. The challenges thus revolve around a structure that historically links environmental education to natural and environmental issues, distancing it from education and, consequently, teacher training. Therefore, as future perspectives, we propose a continuous training program with a focus on critical environmental education to contribute to teacher training in the studied locus and to improve teaching practices in the municipality concerning environmental issues. 2024-07-02T00:00:00Z