https://ri.ufs.br/jspui/handle/riufs/2428 Fri, 06 Nov 2026 00:51:47 GMT 2026-11-06T00:51:47Z http://ri.ufs.br:80/retrieve/5e433d47-308e-4969-a881-e80ad2aee703/PPGED.jfif https://ri.ufs.br/jspui/handle/riufs/2428 https://ri.ufs.br/jspui/handle/riufs/26297 Title: Entre o quadro e o notebook: apropriação das Tecnologias Móveis Digitais de Informação e Comunicação e a prática docente dos professores universitários Authors: Andrade, Joanna Angélica Melo de Abstract: In recent decades, the understanding of teacher education in the field of Natural Sciences (NS) has undergone several changes, mainly regarding the appreciation and deepening of pedagogical aspects associated with the applied dimension of physics, chemistry, and biology, which have come to include emerging social demands in society. Considering the context of digital cultures, in which technological advancement influences various aspects of our daily lives, conceptualizing teacher education and practice that includes the integration of mobile digital information and communication technologies (MDICT) into educational processes corresponds to a real and urgent need. Given this context, we aim to understand how professors in the NS degree programs at the Federal University of Sergipe (UFS), São Cristóvão Campus, appropriate MDICT for their teaching practice. We highlight that this research is linked to the Technologies, Languages, and Education research line of the UFS Graduate Program in Education (PPGED/UFS) and also to the Communication and Technology Research Group (NUCA/UFS/CNPq). As a background for constructing reflections and writing this text, we embrace critical epistemology according to Japiassu's perspective (1992), the understanding of critical teaching practice from Freire's perspective (2022 and 2023), teacher education from the perspectives of Gatti (2016 and 2017), Nóvoa (2022), Ferrete and Ferrete (2017), and Lucena (2016), and self-formation from the perspective of Galvani (2002) and Pineau (1985). For the methodological framework, we adopt a qualitative approach, which is characterized as descriptive and exploratory regarding its objectives, and as observational field research regarding its means. The research was conducted at the Federal University of Sergipe, specifically in the departments of Biology, Chemistry, and Physics, with the participation of 45 professors from Natural Sciences programs who teach courses in these departments. Data were produced through document analysis, questionnaire administration, interviews, and observations, and analyzed using Bardin's content analysis perspective (2016) with the assistance of the Iramuteq software. The analysis of the data collected from the questionnaires, interviews, and observations revealed that, although the majority of university professors in the NS field at UFS did not receive teaching training during their undergraduate or graduate studies, they sought to understand how to incorporate MDICT into their teaching practice through a self-formation process. This may have enabled the development of methodological strategies with pedagogical intentionality in integrating digital technologies into the teaching process. Therefore, we consider that the research participants are integrating MDICT into their teaching practices and, consequently, moving toward technological appropriation. However, at all stages of the investigation, we identified that precarious infrastructure and internet access can represent significant barriers to teaching practice integrated with MDICT. In light of this, we suggest improvements to the internet network to provide stable, high-quality connectivity throughout the campus. We also suggest the creation of spaces equipped with more advanced MDICT, such as laptops and projectors with modern hardware and software that can foster a more diversified teaching practice within digital cultures. Finally, we suggest that continuing education for university professors regarding digital technologies in education be institutionalized by UFS in order to enable professors to integrate MDICT into their teaching practice, which will diversify methodological strategies and certainly contribute to the improvement of higher education at this institution.; En las últimas décadas, la comprensión sobre la formación de profesores del área de Ciencias de la Naturaleza (CNT) ha sufrido varios cambios, principalmente en lo referente a la valorización y profundización de los aspectos pedagógicos asociados a la parte aplicada de la física, la química y la biología, los cuales han pasado a incluir las demandas sociales emergentes en la sociedad. Al considerar el contexto de las culturas digitales, en el cual el avance tecnológico influye en varios aspectos de nuestro cotidiano, pensar en una formación y práctica docente que contemple la integración de las tecnologías móviles digitales de la información y la comunicación (TMDIC) en los procesos educativos corresponde a una necesidad real y urgente. Ante esto, nuestro objetivo es comprender cómo los profesores de las carreras de CNT de la Universidade Federal de Sergipe, Campus São Cristóvão, se apropian de las TMDIC para su práctica docente. Destacamos que dicha investigación se vincula a la línea Tecnologias, Linguagens e Educação del Programa de Posgrado en Educación de la UFS (PPGED/UFS) y, también, al Núcleo de Pesquisa em Comunicação e Tecnologia (NUCA/UFS/CNPq). Como telón de fondo para la construcción de las reflexiones y la redacción del texto, adoptamos la epistemología crítica, según la perspectiva de Japiassu (1992), la comprensión de la práctica docente crítica en la perspectiva de Freire (2022 y 2023), la formación docente en las perspectivas de Gatti (2016 y 2017), Nóvoa (2022), Ferrete y Ferrete (2017) y Lucena (2016), y la autoformación en la perspectiva de Galvani (2002) y Pineau (1985). Para los vínculos metodológicos, partimos de un enfoque cualitativo, que se caracteriza en cuanto a sus fines como descriptivo y exploratorio, y en cuanto a sus medios como investigación observacional de campo. La investigación se llevó a cabo en la Universidade Federal de Sergipe, específicamente en los departamentos de Biología, Química y Física, y contó con la participación de 45 profesores de los cursos de Ciencias de la Naturaleza que imparten asignaturas en estos departamentos. Los datos se produjeron mediante revisión documental, la aplicación de cuestionarios, entrevistas y observaciones, y fueron analizados desde la perspectiva del análisis de contenido de Bardin (2016) con la ayuda del software Iramuteq. Los análisis de los datos producidos por los cuestionarios, entrevistas y observaciones revelaron que, a pesar de que la mayoría de los profesores universitarios del área de CNT de la UFS no tuvo en el pregrado ni en el posgrado formación para el ejercicio de la docencia, a través del proceso de autoformación buscaron comprender cómo insertar las TMDIC en la práctica docente. Esto pudo haber posibilitado el desarrollo de estrategias metodológicas con intencionalidad pedagógica en la inclusión de las tecnologías digitales al proceso de enseñanza. Consideramos, por lo tanto, que los participantes de la investigación están integrando las TMDIC en sus prácticas docentes y, en consecuencia, están avanzando por el camino de la apropiación tecnológica. Sin embargo, en todas las etapas de la investigación identificamos que la precariedad de la infraestructura y del acceso a internet pueden representar verdaderas barreras para la práctica docente integrada a las TMDIC. Frente a esto, sugerimos la mejora en la red de internet, que posibilite una conexión estable y de buena calidad en todo el Campus. Sugerimos, además, la creación de espacios que dispongan de TMDIC más avanzadas, como computadoras portátiles y proyectores con hardware y software modernos que puedan favorecer una práctica docente más diversificada frente a las culturas digitales. Y, finalmente, sugerimos que la formación continua para los profesores universitarios referida a las tecnologías digitales en la educación sea institucionalizada por la UFS, con el fin de posibilitar a los docentes la integración de las TMDIC en la práctica pedagógica, lo cual diversificará las estrategias metodológicas y ciertamente se reflejará en la mejora de la educación superior en esta institución. Tue, 21 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26297 2026-07-21T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26287 Title: Narraetnografias em celebr(ação): a cena ballroom entre encruzilhadas de terreiros de candomblé para mandingar uma educação rum voguing Authors: Jesus, Eloah de Abstract: Esta dis(con)sertación busca narrar y etnografiar las encrucijadas entre la escena del salón de baile y los terreiros de Candomblé, entendiendo ambos como territorios de resistencia, pedagogía y reinvención de cuerpos disidentes. Aquí, se propone un análisis crítico de las epistemologías marginales que emergen de estas prácticas culturales, entendiéndolos como formas de educar y mover conocimientos a partir de las encrucijadas del género, la raza, la sexualidad y la ascendencia. La investigación está anclada en la actuación del voguing como lenguaje corporal afro-diaspórico y en la cosmopercepción de los terreiros, como espacios de formación espiritual, política y ético-estética. Se articula así una "educación rum voguing", una pedagogía que baila con los orixás, camina con los Exus y desfila en las bolas con los cuerpos que siempre han sido considerados excesivos, indeseables y peligrosos. A partir de los saberes de autoras/as/as, como Conceição Evaristo, Belijane Feitosa, Dayanna Louise dos Santos, Thiffany Odara, Jota Mombaça, Jonas Karlos Feitoza, Beatriz Martins, Jonas Souza, Linn da Quebrada, Megg Rayara Gomes de Oliveira, Luiz Rufino, entre otras/os/ies. El objetivo es tensar los límites del currículo, el arte, la espiritualidad y la educación formal, afirmando otras posibilidades de existencia y formación. Fri, 17 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26287 2026-07-17T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26280 Title: A EJA Campo: reflexões sobre a construção de uma política pública voltada para autonomia e intervenção social Authors: Nascimento, José Adérico Cruz do Abstract: This study examined the development of the Rural Youth and Adult Education (EJA Campo) program within the Simão Dias, Sergipe, school system. The study analyzed the Rural Youth and Adult Education (EJA Campo) project as a public policy that fosters pedagogical practices aimed at promoting autonomy and the development of learning and the local community. To this end, the study presents the results of a qualitative research project that describes the process of developing and implementing the EJA Campo Saberes da Terra project, identifies the contributions of EJA Campo to the continuing professional development of the project’s educators, and analyzes the pedagogical practices of EJA Campo developed during the two educational phases (School Time and Community Time). Thus, the study illustrates the trajectory of the collective development of EJA Campo by the stakeholders in Rural Education, based on the work of the MST’s Education Sector, PRONERA graduates, and the experiences of ProJovem Campo Saberes da Terra. It addresses the impacts of the continuing education process and the pedagogical practices of EJA Campo educators in the communities, as well as the role of learners as active participants in sharing their knowledge during the educational phases to build new knowledge, perspectives, and autonomy. Finally, the study shows that Rural Adult and Youth Education (EJA Campo) has proven to be fundamental for keeping rural life at the center of the educational processes of participants in Adult and Youth Education in Simão Dias, Sergipe, serving as a model for the development of public policies on Rural Education and the social transformation of rural men and women. Mon, 27 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26280 2026-07-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26276 Title: O racismo no futebol e sua repercussão no Instagram: como pensar uma educação antirracista? Authors: Jesus, Lucas Carvalho Silva de Abstract: This research analyzes the discourses produced on Instagram regarding the theme of racism infootball and discusses the possibilities of using this social network as a resource fordeveloping an anti-racist instructional unit within the context of school Physical Education.Grounded in a qualitative approach with descriptive-exploratory elements, the study employsnetnography and content analysis to investigate 416 posts published by journalistic profiles(TNT Sports, Globo Esporte, and Cazé TV), institutional accounts (CBF, FIFA, andCONMEBOL), clubs, and athletes throughout the year 2025. The study is based on theunderstanding of football as a mediatized social phenomenon and recognizes digital socialnetworks as arenas for symbolic disputes and the construction of narratives around racialissues. In addition to presenting the state of knowledge on racism, media, and football, theresearch systematizes analytical categories - origin and victim of racist incidents (fans,athletes, institutions, social networks, government bodies, staff/employees, and others);discursive positioning (mobilizing/punitivist, pedagogical/educational, anddenunciatory/descriptive); and racial thematic focus (primary or secondary) - to identify thestructure and theme of the discourses present in the corpus. The results indicate that sportsjournalism outlets account for the majority of posts (78.4%), with publishing peaks in March,May, and November, predominantly featuring mobilizing/punitivist discourses (39.7%).Conversely, denunciatory/descriptive (29.8%) and pedagogical/educational content (30.5%)appear in lower proportions; the latter frequently emerges from a superficial perspective or isinfluenced by market-driven logics that dilute the structural nature of racism and reinforce thepact of whiteness. In light of this, the study articulates critical pedagogy frameworks - such asPaulo Freire, bell hooks, and Nilma Lino Gomes - to develop an instructional unit focused oncritical media literacy and student authorship. It concludes that Instagram operatessimultaneously as a space for reproducing racial tensions and the spectacularization of pain,but also as a powerful territory for pedagogical mediation toward an anti-racist andemancipatory praxis. Tue, 20 Oct 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26276 2026-10-20T00:00:00Z