https://ri.ufs.br/jspui/handle/riufs/2428 2026-08-08T22:17:03Z https://ri.ufs.br/jspui/handle/riufs/25758 Título: 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. 2023-06-05T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25472 Título: Narrar e escreviver em bando: rastros de afetos, saberes e resistência coletiva na formação de estudantes-pesquisadores LGBTQIAPN+ Autor(es): Souza, Jonas dos Reis 2025-07-25T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25390 Título: “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 https://ri.ufs.br/jspui/handle/riufs/25355 Título: Contribuições da comunicação aumentativa e alternativa para o desenvolvimento da leitura e da escrita de alunos com deficiência Autor(es): Teixeira, Clayne Mirelle Pereira Abstract: With the consolidation of an educational proposal based on the appreciation of diversity as an inherent trait of the human condition, schools are increasingly welcoming students with disabilities who were previously excluded or segregated. This inclusion demands changes in how schools are organized and how teaching is carried out. Research points to challenges at all levels of education. In elementary education, one of the most significant challenges is literacy. This study aimed to understand how Augmentative and Alternative Communication (AAC) can support the development of reading and writing skills in students with disabilities. It is a qualitative study that adopts a collaborative-critical action research methodology. The research was conducted in a public mainstream school, in a Multifunctional Resource Room, where weekly sessions were held over a period of seven (7) months. Group sessions were conducted with students receiving Specialized Educational Assistance, focusing on reading and writing development through the use of Assistive Technology materials, especially AAC. For documentation purposes, field diaries were the main data collection tool, supplemented by descriptive-analytical reports. Key findings include: Specialized Educational Assistance needs to be structured in a way that systematizes activities and promotes student engagement; pedagogical strategies must be tailored to the content and the individual needs of each student; appropriate planning and the use of varied group-based dynamics significantly enhance literacy outcomes; mediation is a determining factor in the learning process; collaborative dynamics foster cooperation among participants; peer collaboration enhances learning and helps overcome challenges; the use of different learning pathways (Dual Route Model) contributes to overcoming stigmas and increasing student engagement; AAC proved to be effective in supporting the development of reading and writing by promoting active participation, enhancing text comprehension, sparking interest in writing, and facilitating peer collaboration and the construction of more accessible and meaningful pedagogical practices; collaborative work was effective in addressing the challenges of including students with disabilities. Ultimately, it is believed that through confronting difficulties and acquiring knowledge, students with disabilities establish a sense of belonging and actively participate in building a more inclusive school. 2025-07-27T00:00:00Z