https://ri.ufs.br/jspui/handle/riufs/2475 Mon, 07 Sep 2026 11:53:04 GMT 2026-09-07T11:53:04Z http://ri.ufs.br:80/retrieve/6c31f8e8-e9ea-486f-a89e-4246a3c6ab4e/PPGED1.jpg https://ri.ufs.br/jspui/handle/riufs/2475 https://ri.ufs.br/jspui/handle/riufs/26019 Título: A política de educação em direitos humanos no contexto da prova de redação do Enem: (re) interpretações no cenário sergipano Autor(es): Teles, Jaqueline Gomes dos Santos Thu, 29 Jul 2021 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26019 2021-07-29T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25881 Título: Educação inclusiva e o ensino superior: o que pensam os professores? Autor(es): Fernandes, Cláudia Maria Abstract: The University's support triad is teaching, research and extension. In general, through its organizational structure, it must train professionals who master scientific, technical and critical knowledge. The training process faces several challenges, among them, the inclusion of people with disabilities. An important pillar for the university to be inclusive is teacher training. The teacher must be able to think about the curriculum, adapt strategies, use assistive pedagogical resources and provide accessibility in all its senses. The objective of this research was to analyze how professors see and promote the process of inclusion of students with disabilities in undergraduate courses in Nursing and Medicine. To this end, methodologically, the approach was qualitative, exploratory and action research. The research was carried out on the campus of the Teacher Training Center, Cajazeiras/PB. Participants were six professors of the Nursing course, six professors of the Medicine course, the coordinators of the courses, and the coordination of the Center for Accessibility and Inclusion. Semi-structured interviews, focus groups and a seminar were used as data collection instruments. The results include which the recognition that the problems that permeate the inclusion of people with disabilities in the spaces of the university are inherent to the Institution in all its context; that some issues are structural, such as the absence of a qualified team exclusively assigned to the Accessibility and Inclusion Center; that there are accessibility gaps in the university's infrastructure; that in relation to the training of teachers, most of them have a bachelor's degree, therefore, there is an absence of pedagogical training aimed at the inclusion of people with disabilities; that not all teachers are sensitized to the inclusion process; that there is a gap between educational policies and practices; that the university has not fully committed to the inclusion of people with disabilities, but has taken steps to do so. To conclude, the final seminar pointed out paths and proposals, recorded in a document to be forwarded to central sectors, so that the university becomes a right for all. Wed, 31 Jul 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25881 2024-07-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24690 Título: Tramas de sentidos: o bordado da atuação técnico-pedagógica na era pós-digital Autor(es): Silva, Laila Gardênia Viana Abstract: We live in a post-digital era in which technologies have become constitutive of social and educational life, moving beyond a logic of innovation to integrate pervasively into human practices. In this scenario, education is challenged to re-signify ways of teaching, learning, and interacting, as meaning-making processes are mediated by devices, algorithms, and networks. Within this context, this dissertation investigates the meaning-making of pedagogues and educational affairs specialists (TAEs) at the Federal Institute of Sergipe (IFS) regarding their technical-pedagogical practice in a post-digital environment. Grounded in meaning-making theory, through the lens of Cope and Kalantzis (2020; 2023), the study adopts the metaphor of embroidery to represent the interweaving of voices, experiences, and meanings as threads that compose the collective fabric of educational practice. This qualitative, interpretive case study combines an online questionnaire, a focus group, and field notes as data production instruments. The analytical weaving was conducted based on Analytical Entwining (Boa Sorte et al., 2023), integrated with Generative Artificial Intelligence (GenAI) (dos Santos, Boa Sorte and de Oliveira, 2025; dos Santos, 2024), and interpreted in light of meaning-making and multiliteracies theorizing and its developments (NLG, 1996; Kalantzis; Cope, 2020; Cope; Kalantzis, 2020; 2023). The findings indicate that technical-pedagogical mediation constitutes the central axis of practice, articulating subjects, practices, and educational processes within a sociotechnical backstage that organizes routines and generates tensions around time, presence, and responsibility. Conceptions of technology are marked by ambiguities and formative challenges, requiring critical and proactive human agency to deal with potentials, risks, and mechanisms of control. In everyday professional practice, such ambivalences emerge in systemic and communicational dimensions, as well as in follow-up practices shaped by generational concerns, the use of mobile devices, and the presence of GenAI in school life. Formative and structural gaps reinforce the need for continuing education policies and shared-responsibility actions. The research shows that, when institutionally recognized and strengthened, the technical-pedagogical mediation carried out by pedagogues and TAEs aligns processes, mobilizes subjects, and sustains bonds, transforming technological expansion into meaningful participation through dialogic, reflective agency guided by ethics, justice, and responsibility. Wed, 19 Nov 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24690 2025-11-19T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24633 Título: Entre o mito e a história: as representações das reformas pombalinas no cinema Autor(es): Varjão, Thiago de Brito Abstract: This thesis aims to investigate the multiple representations (Chartier, 2002) of one of the most controversial figures in Portuguese history, Sebastião José de Carvalho e Melo (1699–1782), the Count of Oeiras (1759) and the Marquis of Pombal (1770), by comparing discourses (Bakhtin, 1997) that have been written about his political actions and his state reforms. In historiographical and biographical narratives, the Marquis of Pombal presents himself as a mythified figure (Eliade, 2000; Barthes, 2001) with unique characteristics in Luso-Brazilian culture. The representations surrounding the minister's political actions demonstrate hatred (anti-Pombalism) and love (philopombalism) for his trajectory and legacy. Was the Marquis of Pombal an enlightened reformer who brought new foundations to the education, politics, and economy of Portugal and its colonies, or was he more of a tyrant who ruled with an iron fist, ferociously persecuting his dissidents, especially the Jesuits and their cultural and pedagogical tradition? Based on a film corpus focused on the Pombaline period or that references Pombal's work and his legacy, even later, we understand cinema as a source of research (Ragazzini, 2001; Barros, 2019) and as a historical document (Ferro, 1973) in the construction of the imaginaries that surround cinema (Morin, 2014). Thus, we will conduct analysis (narrative structure, character construction, representations, and aesthetic resources), carry out a comparative study with historiography and documentation, map and investigate the constitution of the Pombaline myth in cinema, and, finally, articulate it with the field of History of Education. Cinema, as a language and a cultural product, is capable of propagating the models that surround the Pombaline myth. In this way, the pro-Pombaline and anti-Pombaline discourses intersect and reverberate in the images that are made of this historical figure. Within this field of conflict, cinema emerges by presenting, representing, reconstructing and solidifying, through reiteration, the myths that mark the minister's trajectory; Esta tesis tiene como objetivo investigar las múltiples representaciones (Chartier, 2002) de una de las figuras más controvertidas de la historia portuguesa, Sebastião José de Carvalho e Melo (1699– 1782), Conde de Oeiras (1759) y Marqués de Pombal (1770), mediante la comparación de los discursos (Bakhtin, 1997) escritos sobre su actuación política y sus reformas estatales. En las narrativas historiográficas y biográficas, el Marqués de Pombal se presenta como una figura mitificada (Eliade, 2000; Barthes, 2001) con características únicas en la cultura luso-brasileña. Las representaciones en torno a la actuación política del ministro demuestran odio (anti-Pombalismo) y amor (filopombalismo) por su trayectoria y legado. ¿Fue el Marqués de Pombal un reformador ilustrado que sentó las bases de la educación, la política y la economía de Portugal y sus colonias, o fue más bien un tirano que gobernó con mano de hierro, persiguiendo ferozmente a sus disidentes, especialmente a los jesuitas y su tradición cultural y pedagógica? A partir de un corpus fílmico centrado en el periodo pombalino o que hace referencia a la obra de Pombal y su legado, incluso posterior, entendemos el cine como fuente de investigación (Ragazzini, 2001; Barros, 2019) y como documento histórico (Ferro, 1973) en la construcción de los imaginarios que rodean al cine (Morin, 2014). Así, analizaremos la estructura narrativa, la construcción de personajes, las representaciones y los recursos estéticos, realizaremos un estudio comparativo con la historiografía y la documentación, mapearemos e investigaremos la constitución del mito pombalino en el cine y, finalmente, lo articularemos con el campo de la Historia de la Educación. El cine, como lenguaje y producto cultural, es capaz de propagar los modelos que rodean al mito pombalino. De esta manera, los discursos pro-Pombalino y anti-Pombalino se entrecruzan y repercuten en las imágenes que se construyen de esta figura histórica. En este campo de conflicto, el cine emerge presentando, representando, reconstruyendo y consolidando, mediante la reiteración, los mitos que marcan la trayectoria del ministro.; Cette thèse vise à étudier les multiples représentations (Chartier, 2002) de l'une des figures les plus controversées de l'histoire portugaise, Sebastião José de Carvalho e Melo (1699–1782), Comte d'Oeiras (1759) et Marquis de Pombal (1770), en comparant les discours (Bakhtine, 1997) consacrés à son action politique et à ses réformes étatiques. Dans les récits historiographiques et biographiques, le Marquis de Pombal se présente comme une figure mythifiée (Eliade, 2000; Barthes, 2001) présentant des caractéristiques uniques dans la culture luso-brésilienne. Les représentations entourant l'action politique du ministre témoignent de haine (anti-pombalisme) et d'amour (philopombalisme) pour sa trajectoire et son héritage. Le Marquis de Pombal était-il un réformateur éclairé qui a jeté de nouvelles bases à l'éducation, à la politique et à l'économie du Portugal et de ses colonies, ou était-il plutôt un tyran qui régnait d'une main de fer, persécutant férocement ses dissidents, en particulier les jésuites et leur tradition culturelle et pédagogique ? À partir d'un corpus cinématographique centré sur la période pombaline ou faisant référence à l'œuvre et à l'héritage de Pombal, voire plus tard, nous appréhendons le cinéma comme une source de recherche (Ragazzini, 2001; Barros, 2019) et comme un document historique (Ferro, 1973) dans la construction des imaginaires qui l'entourent (Morin, 2014). Ainsi, nous analyserons (structure narrative, construction des personnages, représentations et ressources esthétiques), réaliserons une étude comparative avec l'historiographie et la documentation, cartographierons et étudierons la constitution du mythe pombalin au cinéma et, enfin, l'articulerons avec le champ de l'histoire de l'éducation. Le cinéma, en tant que langage et produit culturel, est capable de propager les modèles qui entourent le mythe pombalin. Ainsi, les discours pro-pombalins et anti-pombalins se croisent et se répercutent sur les images que l'on se fait de ce personnage historique. Dans ce champ conflictuel, le cinéma émerge en présentant, représentant, reconstruisant et consolidant, par la réitération, les mythes qui jalonnent la trajectoire du ministre. Tue, 29 Jul 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24633 2025-07-29T00:00:00Z