https://ri.ufs.br/jspui/handle/riufs/2156 Mon, 20 Jul 2026 04:38:10 GMT 2026-07-20T04:38:10Z https://ri.ufs.br/jspui/handle/riufs/25579 Título: Mapeamento das intencionalidades socioambientais de ocupação da Praia da Cinelândia em Aracaju-se Autor(es): Santos, Vanei Pimentel Abstract: Urban beaches are potent spaces for socio-environmental interactions. In them there are potentialities that arouse multiple interests of shoppers and traders, which results in processes of occupation (transitory and permanent), in addition to encouraging the appropriation of public spaces, through the installation of structures that reflect the forms of socio-environmental organization that are established. with nature in the urban environment. The present study aims to present the result of the mapping of the socio-environmental occupation dynamics existing on Cinelândia beach, in Aracaju-SE. Therefore, it is assumed that the beach is socially shaped as a space between imaginaries of “wild nature” and the urban environment (the edge) and that people, when occupying this space, are governed by physical and symbolic structures that affect these processes of meaning. This is a bibliographic, field study, with a visit in locus, filling in a field diary and photographic record and with a phenomenological, qualitative, inductive approach, in order to understand the phenomena related to the occupation processes established on the Cinelândia beach. The research corpus is based on the transcript resulting from interviews with regulars and traders who occupy spaces on the beach and notes in field diaries resulting from direct observations at the locus. The data were submitted to quantitative analysis (consolidation of socioeconomic data) and qualitative, through the application of the method of Discursive Textual Analysis (DTA) of Roque Moraes and principles of social cartography, with the elaboration of metatext and exposition of the understanding of the studied phenomenon through of pictures, photographic images and reflections from the method. The selection of research subjects resulted from a field visit. The regulars were chosen randomly, ending the selection cycle after the saturation of responses, totaling 14 regulars interviewed. Traders, both from the sand strip and from the area adjacent to the parking lot, were randomly selected and interviewed as accepted, resulting in 8 interviews, with a limitation of traders who argued that they were unavailable to respond at the moment. As a result, the following stand out: (a) the process of occupation of Cinelândia occurs differently, according to day and time, throughout the week, with alternation between various “tribes”; (b) there is an evident tension over the limitation of access to the low-income population, with notable symbolic gentrification; (c) with regard to traders, there is an attempt by the government to limit the occupation process, however, in a disorganized way, with attempts to create barriers and symbolic expulsion represented by difficulty in accessing traders to the beach; commercial structures are transported to the beach daily at the beginning and end of commercial activities; (d) the formulation of specific public policies for the management of spaces on the Cinelândia beach, especially with regard to commercial occupations on the beach, can be representative as an important process of environmental education in which different actors who attend the beach could be involved in the decisions that will have a direct influence on the socio-environmental dynamics of this space. Fri, 25 Nov 2022 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25579 2022-11-25T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25561 Título: A contribuição do Pronaf na reprodução social dos agricultores familiares em Itabaianinha, Sergipe Autor(es): Melo, Jeangela Carla Rodrigues de Abstract: Rural development in Brazil is directly linked to the strengthening of family farming, a key segment for the productive, social, and territorial dynamics of rural areas. Therefore, the social reproduction of these families depends on conditions that guarantee the continuity of production and ways of life in the countryside. Thus, access to public credit policies becomes fundamental, and the National Program for Strengthening Family Farming (Pronaf) emerges as a strategic instrument by providing financial resources that sustain the production and quality of life of rural families. Thus, the study aimed to analyze the contribution of access to Pronaf to the social reproduction of family farmers in Itabaianinha/SE. Regarding the methodology, the research adopted a quantitative-qualitative approach, structured in two main stages: the analysis of secondary data and the collection of primary data. Initially, a bibliographic and documentary review was carried out, as well as an analysis of data from the Central Bank of Brazil (BACEN) for the period from 2013 to 2024, with the aim of identifying the municipalities with the highest access to Pronaf in the three mesoregions of the state of Sergipe, which resulted in the selection of the municipality of Itabaianinha as a case study. The choice of municipality took into account, in particular, the volume of contracts and the balance between financing and investment modalities. The field research was based on non-probabilistic intentional sampling, using the snowball technique, through which 23 family farming establishments were interviewed, covering a total of 95 people. The quantitative data enabled the socioeconomic characterization of families and the productive characterization of establishments, while the qualitative analysis was conducted based on the articulation between content analysis and lexical analysis, with the support of IRAMUTEQ software. The results for Pronaf in Sergipe between 2013 and 2024 showed a dependence on funding and low adoption of structural investments, highlighting the limits to productive modernization and the social reproduction of family farming. The characterization of rural family establishments based on socioeconomic aspects shows the centrality of family work, the influence of education on productive insertion strategies, and diversification acting as a mechanism for risk reduction and socioeconomic reproduction. In this context, Pronaf plays a structural role in enabling productive investments, strengthening the resilience of families, and sustaining the social reproduction of family farming. It was also evident that, in the short term, Pronaf enables production, guarantees liquidity, reorganizes family work, and contributes to income stability and permanence in the establishment. In the long term, credit favors capitalization, asset expansion, and productive modernization, strengthening families' social reproduction strategies. However, its structural effects are limited by contradictions such as commercial specialization, financial responsibilities, and insufficient credit to ensure rural succession on its own. It is concluded that Pronaf plays a central role in sustaining strategies for permanence, continuity, and social reproduction of family farming in the municipality of Itabaianinha, Sergipe, although its effects are limited when acting in isolation. Tue, 24 Feb 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25561 2026-02-24T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25559 Título: Os padrões da natureza e o ensino de geometria: estratégias pedagógicas à luz da resolução de problemas Autor(es): Jesus, Robson Andrade de Abstract: The negative impacts of human activity have triggered a scenario of social, environmental, and economic instability; a reflection of a civilizational crisis intertwined with an inefficient educational system in the face of the complex problems of daily life. In this regard, Brazilian educational indicators point to weaknesses in the teaching and learning process, such as the Basic Education Development Index of public schools, which is below government targets. This problem is accentuated in the curricular components that teach Mathematics, a fundamental area of knowledge for understanding the world, present in the curriculum of all stages of basic education. With the aim of fostering critical thinking in students, this thesis had the general objective of analyzing the Pedagogical Strategies articulated in a Didactic Path for the study of Geometry, particularly on the number in circular forms associated with Patterns of Nature, in light of the Teaching-Learning-Assessment methodology of Mathematics through Problem Solving, with seventh-grade students of the Colégio de Aplicação da Universidade Federal de Sergipe (CODAP/UFS). Structured in five interconnected sections, Section I covered the characterization of the spatial scope, the ethical aspects adopted, and the general methodological outlines of this study, which combined qualitative and quantitative approaches, as well as the technical procedures of action research, uniting planning, pedagogical interventions, and evaluation in the investigative process. Section II presented an integrative review, using principles of bibliometrics and content analysis of the selected works, revealing scientific and pedagogical gaps, such as the absence of studies on the Problem-Solving teaching methodology and the use of Nature's Patterns as a context for the problems proposed in the classroom, as proposed in this research. Following this, Section III established the Pedagogical Strategies articulated in a Didactic Path with 12 methodological teaching steps, including the elaboration of the generating problem, assessment for learning, and the link between Problem Solving and the Study of the Environment, in this case, the study of Geometry in contact with Nature. Further on, in Section IV, the potential and limitations of the Didactic Path were identified during two pedagogical interventions at CODAP/UFS. Through participant observation, the following were noted as strengths: motivation, interpersonal dynamics, learning, and the link between practical and theoretical experience; these overcame the challenges encountered, such as the lack of initiative from some group members in the initial stages of the pedagogical interventions. In Section V, the results concern the evaluation of the Didactic Path from the perspective of the participants in this research, through descriptive statistical analysis and correlations, indicating a positive trend by associating the best levels of understanding of the studied knowledge objects with the best indications about the context of Nature's Patterns in the statement of the generating problem. As a general conclusion of this thesis, the adopted Pedagogical Strategies were effective, since geometric knowledge was constructed through the adopted teaching methodology, and student learning was enhanced through activities outside the classroom, in the context of Nature's Patterns. In this way, the geometric knowledge objects studied became understandable and reflective, thus fulfilling the 2030 Agenda, especially Sustainable Development Goal 4, Quality Education.; Los impactos negativos de la actividad humana han desencadenado un escenario de inestabilidad social, ambiental y económica; reflejo de una crisis civilizatoria interconectada con un sistema educativo ineficiente ante los complejos problemas de la vida cotidiana. En este sentido, los indicadores educativos brasileños señalan debilidades en el proceso de enseñanza-aprendizaje, como el Índice de Desarrollo de la Educación Básica de las escuelas públicas, que se encuentra por debajo de las metas gubernamentales. Este problema se acentúa en los componentes curriculares que imparten Matemáticas, un área fundamental del conocimiento para la comprensión del mundo, presente en el currículo de todas las etapas de la educación básica. Con el objetivo de fomentar el pensamiento crítico entre los estudiantes, esta tesis tuvo como objetivo general analizar las Estrategias Pedagógicas articuladas en una Trayectoria Didáctica para el estudio de la Geometría, particularmente sobre el número en formas circulares asociadas con Patrones de la Naturaleza, a la luz de la metodología de Enseñanza-AprendizajeEvaluación de las Matemáticas a través de la Resolución de Problemas, con estudiantes de séptimo grado del Colégio de Aplicação da Universidade Federal de Sergipe (CODAP/UFS). Estructurada en cinco secciones interconectadas, la Sección I cubrió la caracterización del alcance espacial, los aspectos éticos adoptados y los esquemas metodológicos generales de este estudio, que combinó enfoques cualitativos y cuantitativos, además de los procedimientos técnicos de la investigación-acción, uniendo planificación, intervenciones pedagógicas y evaluación en el proceso de investigación. En la Sección II, se presentó una revisión integradora, utilizando principios de bibliometría y análisis de contenido de los trabajos seleccionados, lo que resultó en brechas científicas y pedagógicas, como la ausencia de estudios sobre la metodología de enseñanza de Resolución de Problemas y los Patrones de la Naturaleza como contexto para los problemas propuestos en el aula, como se propone en esta investigación. Luego, en la Sección III, se establecieron las Estrategias Pedagógicas articuladas en una Ruta Didáctica con 12 pasos metodológicos de enseñanza, entre los cuales están la elaboración del problema generador, la evaluación para el aprendizaje y el vínculo entre la Resolución de Problemas y el Estudio del Entorno, en este caso, el estudio de la Geometría en contacto con la Naturaleza. Más adelante, en la Sección IV, se identificaron las potencialidades y limitaciones de la Ruta Didáctica durante dos intervenciones pedagógicas en CODAP/UFS, que, basadas en la observación participante, revelaron las siguientes potencialidades: motivación, dinámica interpersonal, aprendizaje y el vínculo entre la experiencia práctica y teórica; Los desafíos encontrados, como la falta de iniciativa de algunos miembros del grupo en las etapas iniciales de las intervenciones pedagógicas, fueron superados. La Sección V presenta los resultados de la evaluación del Proceso Didáctico desde la perspectiva de los participantes, mediante análisis estadístico descriptivo y correlaciones. Se observa una tendencia positiva al asociar los mejores niveles de comprensión de los objetos de conocimiento estudiados con las mejores indicaciones sobre el contexto de los Patrones de la Naturaleza en el planteamiento del problema generador. En conclusión, las Estrategias Pedagógicas adoptadas resultaron efectivas, ya que el conocimiento geométrico se construyó a través de la metodología de enseñanza empleada, potenciando el aprendizaje de los estudiantes mediante actividades extracurriculares, en el contexto de los Patrones de la Naturaleza. De esta manera, los objetos de conocimiento geométrico estudiados se volvieron comprensibles y reflexivos, cumpliendo así con la Agenda 2030, especialmente con el Objetivo de Desarrollo Sostenible 4: Educación de Calidad. Fri, 19 Jun 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25559 2026-06-19T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25545 Título: Tornar-se professor na licenciatura em Ciências Biológicas: a identidade profissional docente como configuração situada e interdependente Autor(es): Silva, Jemima Queiroz da Abstract: This thesis investigates how professional teaching identity is configured and sustained in the Biological Sciences teaching degree program in the face of the formative tensions inherent to the course, historically marked by formative arrangements that subordinate teaching in favor of the biologist profession. Structured in the multipaper format, it articulates three investigative movements. The first consists of a theoretical essay that discusses professional teaching identity as the mobilizing instance of teaching practices, based on the characterization of the formative fragilities that distance the preservice teacher from teaching, grounded in the premise that teacher education must be built within the profession and proposing a new professional culture for the program. The second corresponds to a systematic review of Brazilian scientific production between 2013 and 2023, conducted through the PRISMA method and the thematic synthesis proposed by Thomas and Harden (2008), which analyzed 38 articles and identified that the field recognizes the multidimensionality of teaching identity but does not theoretically articulate the relationships of interdependence among its constitutive planes. The third movement presents empirical research developed through Constructivist Grounded Theory (Charmaz, 2009), with Symbolic Interactionism (Blumer, 1969) as the source of the notion of sensitizing concept and Erikson's psychosocial framework (1968) to interrogate identity processes. Three focus groups were conducted with graduating preservice teachers from Federal Higher Education Institutions in the North and Northeast of Brazil, enrolled in the Supervised Curricular Teaching Internships. The analysis made it possible to delineate a substantive theory, according to which professional teaching identity is constituted as a Situated and Interdependent Configuration, in which the preservice teacher mobilizes six identificatory elements articulated through three Psychosocial Constructs of Integration, the Dynamics of Temporal Navigation, Relationality, and Regulation, which are realized across three Dimensions, the scenarios of Temporal, Political, and Subjective tension. The thesis argues that teaching is not mobilized by the prior possession of attributes, but by identity exercised as agency, which the preservice teacher elaborates in a continuous psychosocial process of permanence. The contributions reach the theoretical, methodological, and practical planes, proposing a shift of the analytical lens from deficit to permanence and offering the field of Science Education an analytical model anchored in the experience of preservice teachers in the investigated context. Mon, 29 Jun 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25545 2026-06-29T00:00:00Z