https://ri.ufs.br/jspui/handle/riufs/1383 Tue, 07 Jul 2026 08:37:03 GMT 2026-07-07T08:37:03Z https://ri.ufs.br/jspui/handle/riufs/25111 Título: O Partido Conservador e a educação literária no Império brasileiro (1841-1863) Autor(es): Oliveira, Luiz Eduardo Meneses de Abstract: The centralization of the system of public instruction in eighteenth century Brazil, related to the centralization of the main public institutions of the country, was the result of parliamentary victories of the Saquaremas, as the illustrious representatives of the conservative party were called. Since 1837, when Bernardo Pereira de Vasconcelos (1795-1850) assumed the virtual leadership of the government, the conservatives had proposed centralizing measures. Although one used to say at the time that there was nothing more similar to a Saquarema than a Luzia with political power, there was a hierarchical relation between the two parties, even though both were complementary parts of the government, which was composed by what was considered the “good society”, that is, the political elite of the empire. Such hierarchical relation was due to the failure of the Luzias’ – or liberals’ – project of forging a political direction to the country. Such project was accomplished by the Saquaremas, who had reduced the revolutionary pretentions of their opponents to the condition of rebellions. This article investigates how the institutionalization of literary education in Brazil was related to the Saquaremas’ political project, who aimed to form the spirit of those who would later be part of the bureaucratic framework of the empire. To do so, many legislative pieces were used as sources, including parliamentary debates and ministerial reports, besides the political, educational and literary historiography of the period. Tue, 01 Dec 2015 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25111 2015-12-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24343 Título: Avaliação e autoavaliação como tecnologia formativa aplicada ao Programa Residência Pedagógica Autor(es): Barreto, Juliana; Rosa, Acassia dos Anjos Santos; Teles, Gildete Cecília Neri Santos Abstract: This research aims to analyze the impacts and contributions of the Pedagogical Residency Program – PRP in the education of future foreign language teachers, in Sergipe, during the Covid-19 Pandemic, based on students' self-assessment. To this end, the study starts from the perspective of the ones involved in the program, linked to the Federal University of Sergipe – UFS, between 2020 and 2022. It is a qualitative, interpretive research, which, through the analysis of questionnaires, sought a more accurate understanding of the meaning built by the undergraduate students, linked to the Spanish and English cores. Here, we consider self-assessment and continuous assessment as systematic, critical, reflective, permanent, and, therefore, formative processes, which enable diagnoses and monitoring with the function of redefining initial goals. The aim is, therefore, to redefine meanings of knowledge production, of preliminary proposed actions, paying attention to the weaknesses and potentialities of the process, and, thus, turning our attention to the redefinition of priorities established in the foreground. The results show that the PRP provided teachers, in pre-service education, a good relationship with those involved in the project, as well as the construction of a self-reflective pedagogical approach, recognizing strengths and weaknesses during their participation in the program, given the diversity of scenarios caused by the pandemic period. Mon, 01 Apr 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24343 2024-04-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22739 Título: 20 de novembro de 2023 Autor(es): Souza, Alessandra Corrêa de Mon, 01 Jan 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22739 2024-01-01T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/22643 Título: Entrelace analítico como metodologia de pesquisa em educação no paradigma emergente Autor(es): Boa Sorte, Paulo; Santos, Jefferson do Carmo Andrade; Santos, Allessandra Elisabeth dos; Silva, Laila Gardênia Viana; Silva, Nayara Stefanie Mandarino Abstract: The distinction between the researcher, the one whotheorizes, and the teacher, who puts theories into practice, has long been questioned in the contexts of research in Education and the Humanities. In this sense, the teacher can be a theorist of theirown practice recognizing the value of knowledge of those who work in classrooms. Aligned with this argument is Teacher research. Thisapproachstatesthat there are teacher-researchers underpinned on the redefinition of the relations established between research and teaching, so that both are not dissociated (Freeman, 1998). Thestudy describes the stages in Teacher Research, possible instruments of data collection, and it proposes to expand its analysis procedures through intertwining with the method of analysis called Coding Process (Auerbach; Silverstein, 2003). Therefore, this article aims to presentAnalytical Entwining as a research methodology in education proposed by the research group Technologies, Education, and Applied Linguistics (TECLA), from the Federal University of de Sergipe (UFS).; La separación entre el investigador, el que teoriza, y el profesor, lo que pone en práctica las teorías, ha sido cuestionada en los contextos de investigación en Educación y Ciencias Humanas desde hace mucho tiempo. El profesor puede ser un teórico de su propia práctica, reconociendo el valor del conocimiento de aquellos que trabajan en las aulas. Alineado con este argumento se encuentra la Investigación Docente, que trata con profesores-investigadores y se fundamenta en la redefinición de las relaciones establecidas entre la investigación y la enseñanza, de manera que ambas no se disocien (Freeman, 1998). Este artículo describe las etapas de la Investigación Docente, los posibles instrumentos de recopilación de datos, y propone ampliar sus procedimientos de análisis mediante el entrelazamiento con la metodología de análisis llamada Proceso de Codificación de Auerbach y Silverstein (2003). Por lo tanto, este estudio tiene como objetivo presentar el Entrelazamiento Analítico como una metodología de investigación en educación propuesta por el grupo de investigación Tecnologías, Educación y Lingüística Aplicada (TECLA), dela Universidad Federal de Sergipe (UFS). Sun, 01 Jan 2023 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/22643 2023-01-01T00:00:00Z