https://ri.ufs.br/jspui/handle/riufs/2138 Tue, 02 Jun 2026 00:32:01 GMT 2026-06-02T00:32:01Z https://ri.ufs.br/jspui/handle/riufs/25015 Título: Autoetnografando a criação: uma leitura de Fala baixo, senão eu grito Autor(es): Chaves, Vitória D’Almas Andrade Abstract: In this dissertation, I address the intersection between autoethnography, dramaturgical text, and creative processes, investigating how subjective and academic experiences produce knowledge. The central focus was the reading of the play Fala baixo, senão eu grito (1969), by Leilah Assumpção, articulated through a reading diary, which was analyzed with emphasis on the relationship between reader, text, and identities. As a general objective, I sought to understand, through research, how the experience of reading, traversed by subjectivities, enables reflections on identity, creativity, and social tensions, while problematizing the marginalization of dramatic literature within academic spaces. The specific objectives included analyzing reading as a performative and investigative experience, examining the role of the reading diary as an autoethnographic instrument, and exploring the relationship between feminine, creativity, and writing, considering identity displacements and ethical, epistemological, and political reflections, as well as developing an understanding of the identities present in the reading diary as a character constructed throughout the process. I adopted autoethnography as a qualitative methodological approach, grounded in the theoretical frameworks of Carolyn Ellis (2004), Daniela Versiani (2005), Eline Marques dos Santos (2016), Josalba Fabiana dos Santos (2020; 2023; 2024), and Daniel Manzoni-de-Almeida (2021), using my personal experience as the basis for analysis. The reading diary recorded impressions, reflections, and ongoing interpretations of Assumpção’s work, enabling the examination of the intersections between subjective experience and the construction of meaning within the text. The results showed that autoethnographic practice made it possible to understand reading and the creative process as spaces in which multiple identities, particularly those of woman, actress, and creator, manifest and transform. The study also revealed that these identities emerge in the diary as a character constructed through the very process of reading and writing, analyzed in light of theatrical theoretical frameworks, especially those of Bertolt Brecht (1967) and Constantin Stanislavski (2001). The research reinforced the autonomy of the dramaturgical text and highlighted the potential of autoethnography to produce critical knowledge by articulating lived experience, reading, and writing, while simultaneously legitimizing subjective experiences traditionally rendered invisible. Mon, 23 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25015 2026-02-23T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25014 Título: Análise temporal do uso e cobertura das terras por atividade de mineração e modificação da paisagem no Parque Nacional Serra de Itabaiana – Parnasi e sua zona de amortecimento Autor(es): Santos, Tiago de Jesus Abstract: During the process of economic and territorial formation in Brazil, the exploitation of natural resources intensified, increasingly contributing to environmental degradation. The Serra de Itabaiana National Park (PARNASI) faces impacts from mineral resource exploitation, both within the park and in its buffer zone. This exploitation includes the extraction of sand, gravel, and clay, primarily intended for civil construction. The present study aims to analyze landscape changes in the Serra de Itabaiana National Park caused by mineral resource exploitation. To achieve this, the study sought to identify areas of mineral extraction, describe changes in the landscape, and discuss existing conflicts in PARNASI. In this way, this research contributes to the representation of land use and occupation within the park and its buffer zone, enabling an assessment of the current state of environmental protection in this Conservation Unit and, thus, supporting decision-making based on the research results. To achieve these objectives, a methodology based on Remote Sensing and Geoprocessing was used. This approach allowed for the analysis of landscape changes through a temporal and geosystemic perspective. Satellite images from 2005, 2015 and 2020 were used, and a supervised classification was performed to identify land use and occupation classes, as well as to quantify the affected areas. This analysis demonstrated how mining activity evolved after the creation of the Serra de Itabaiana National Park. Based on the data collected on the use and coverage of PARNASI, it was found that mining activity expanded in areas designated for this practice between 2007 and 2020, exerting pressure on the preservation of the park. This situation highlights the need for the implementation of a buffer zone that considers both the natural and social aspects of the Serra de Itabaiana National Park. Fri, 28 Feb 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25014 2025-02-28T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25008 Título: Avaliação da memória de estresse em Aspidosperma pyrifolium Mart. & Zucc. através da hidratação descontínua de sementes e submissão de mudas ao déficit hídrico Autor(es): Bispo, Iére Barros Fri, 27 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25008 2026-02-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25006 Título: Adaptação, validação e aplicação do questionário de avaliação do preparo de professores em relação a inclusão (CEFI-R) em licenciandos Autor(es): Aciele Oliveira, Nascimento Abstract: Variations in perceptions of inclusion across time and culture, coupled with the influence of teacher attitudes, directly impact the effectiveness of school inclusion and highlight the importance of psychometrically appropriate instruments to assess teachers' preparedness to meet the demands of inclusive education. Teachers who exhibit positive attitudes towards students with disabilities play a decisive role in educational change and are recognized as one of the most relevant elements for the success of inclusive education. However, negative teacher attitudes tend to result in unfavorable stances towards school inclusion. Therefore, this study aimed to adapt, validate, and apply the "Teacher Preparedness Assessment Questionnaire for Inclusion" (CEFI-R). The sample consisted of 453 undergraduate students from diferente courses at a higher education institution. Confirmatory factor analysis, composite reliability analysis, item response theory analysis, and latent profile analysis were performed. Of the 17 items comprising the adapted questionnaire, item 3: “We should place students with special educational needs in regular schools, even if we do not have adequate preparation.” and item 12: “The role of the support teacher is to work with the whole class.” showed unsatisfactory psychometric performance. Regarding the comparison between the groups of undergraduate students from the initial and final years of schooling, those from the initial years showed more favorable perceptions of inclusion in terms of making methodological adaptations and recognizing the importance of community participation in the inclusive context. Latent Profile Analysis revealed three distinct groups associated with different levels of inclusion: Partial inclusion, Low inclusiveness, and Highly inclusive. It is concluded that the adapted and validated questionnaire proved adequate for assessing undergraduate students' perceptions of teacher preparedness for inclusive education, with the exception of items 3 and 12, which showed unsatisfactory psychometric performance, such as factor loadings below the recommended level. Tue, 24 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25006 2026-02-24T00:00:00Z