https://ri.ufs.br/jspui/handle/riufs/2475 Mon, 02 Nov 2026 19:46:33 GMT 2026-11-02T19:46:33Z 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/26230 Title: Formação docente e experiências narrativas de si: sentidos das práticas alfabetizadoras Authors: Carregosa, Márcia Cecília de Oliveira Abstract: This dissertation is conceived as an investigative garden of experiences that intertwines times, places and individuals, with the central aim of understanding the meanings constructed by teachers from three public schools in the city of Paripiranga, state of Bahia, regarding literacy teaching practices throughout their formative processes. This study foregrounds teaching trajectories from a reflective perspective on the relation with knowledge. The voices move beyond the classroom in order to problematize public policies for teacher education, encompassing issues such as remuneration, career pathways and working conditions. Institutionally, this work is situated within the Graduate Program in Education (PPGED) at the Federal University of Sergipe (UFS), in the field of Education, within the research line of Teacher Education and Teaching Practice, and it is linked to the network project Education and work of professionals in different educational levels and contexts, developed by the Study and Research Group on Didactics, Teacher Education, and Teaching Work (DIFORT/UESB/CNPq). The methodological paths were guided by the principles of qualitative research and narrative inquiry, with an emphasis on the lived experiences of five literacy teachers from three public schools in Paripiranga, Bahia. The participants’ narratives were interwoven into the field texts, records produced through interactive-provocative conversations (IPC), in notebooks and memory boxes, like butterflies in search of a safe place, taking flight through their own stories. In the retelling, the worlds of the participants and the researcher intersected through the narrative analysis of experiences. The traces of lived experience were interwoven with the theory of the relation with knowledge, engendered in relations with oneself, with others, and with the world, within a relational and intersubjective trajectory marked by tensions that mobilized the desire to learn. The meanings produced revealed interconnections with the appropriation of the unity between theory and practice, the professional recognition of teaching, and processes of self-understanding. Alongside these movements of coming and going, values and discipline in the classroom, collective work between school and family, dialogic relations between teaching and school management, professionalism in practice, the idealization of the past and the perspective of inclusion were also interwoven as possibilities for coping with challenges and seeking conditions for the exercise of the teaching profession. These meanings express the distinctive ways of being and of developing practices in the field of literacy among the teachers who have woven their stories. Wed, 22 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26230 2026-07-22T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26220 Title: Jovens em Formação: corpo e estigma por meio da experiência estética com filmes Authors: Santos, Maria Edivania Alves dos Abstract: This research, developed at the Federal University of Sergipe (UFS), as part of the Graduate Program in Education (PPGED/UFS) within the Technologies, Languages, and Education research area, addresses the themes of the body, stigma, cinema, and education. It analyzes how the filmic aesthetic experience, mediated by dialogical pedagogical practices in the context of secondary education, contributes to the sensitive, critical, and reflective human development of students, particularly in addressing issues related to the body and processes of stigmatization among young people. Methodologically, a qualitative field study was conducted, inspired by action research and grounded in the principles of media education. The research was carried out in a high school setting in the city of Fátima, Bahia, using purposive sampling. Fifteen young people aged 15 and 18 years participated in the study. Data were produced through the filmic aesthetic experiences and focus groups, which utilized cinematic language to explore issues related to the stigmatized body, in addition to a questionnaire designed to identify the participants’ profiles and their relationships with the films. Four screenings were held featuring the following films: “Uma história de amor e fúria” (Luiz Bolognesi, 2013), “Moonlight: sob a luz do luar” (Barry Jenkins, 2016), “Mary e Max - Uma Amizade Diferente” (Adam Elliot, 2009) e “Últimas conversas” (Eduardo Coutinho, 2015). Data analysis was conducted using thematic content analysis, as proposed by Bardin (2016). The results show that the sessions fostered educational processes that integrated sensitivity and critical reflection; The young participants identified stigmatized bodies, discussed the consequences of stigma and coping strategies related to the situations experienced by the characters, as well as their personal experiences both inside and outside of school, highlighting the importance of family, friends, and institutional action in mitigating school violence. In this sense, the aesthetic experience of film, when mediated by dialogical pedagogical practices, contributes to the sensitive, critical, and reflective human development of high school students. Fri, 10 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26220 2026-07-10T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26218 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. Tue, 21 Jul 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26218 2026-07-21T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/26152 Title: "Prepare o seu coração pras coisas que eu vou contar": narrativas (auto)biográficas de mulheres egressas das escolas multisseriadas de Quixabeira-BA Authors: Castro, Éden Santos de Abstract: This study is a journey through several stories, told alongside women who, with their knowledge, identities, and subjectivities, compose the collective memory of a people. Stories about gender and feminisms in Educação do Campo de Quixabeira-BA [Rural Education]. The guiding questions of this research are: what discourses about gender are (re)produced in (auto)biographical narratives of women who graduated from multi-grade schools in Quixabeira? In what contexts are gender issues narrated in the school education and life trajectories of women who graduated from multi-grade schools in Quixabeira? The main objective of this thesis was: to problematize discourses about gender (re)produced in (auto)biographical narratives of women who graduated from multi-grade schools in Quixabeira. As specific objectives, I proposed: to discuss the (dis)articulations between feminist studies, gender studies, and Rural Education; This study analyzes the limits and possibilities of multi-grade schools in the personal and professional development of women, especially in relation to feminist and gender issues; it also aims to understand the contribution of multi-grade schools to the personal and professional development of female graduates. In this journey, I traced dialogues between critical and post-critical theories of knowledge, in a problematizing study where some concepts were evident, like threads in a tangle of thoughts that formed the thesis, including: education, rural education, multi-grade schools, gender, feminisms, discourse, experience, and subjectivation. For the methodological approach of this research, (auto)biographical narratives were constructed through narrative interviews with four women who graduated from multi-grade schools in Quixabeira-BA. As an analytical procedure, I adopted Foucault's discourse analysis, highlighting that discourses on gender are multiple, strained by affects, traditions, resistances, and (re)inventions, traversed by race, religion, politics, and socioeconomic conditions. It also became evident that there is no single way to “be a woman”, but rather discourses that (re)produce identities/differences. Gender issues emerge in school, community, religious, political, and work contexts, being performed in situated and often insurgent ways, even when not named as feminist. Multigrade schools, far from being spaces marked by precariousness, appear in narratives as places of ethical and political formation, community bonding, and decentralization of roles. These spaces make evident their potential for (re)constructing and problematizing curricula from a feminist perspective, enabling processes of subjectivation that influence life projects, political insertion, and the valuing of community knowledge. I therefore intend that this study will reverberate in public policies, pedagogical practices, and training that value the epistemic diversity of territories and the complexity of women's experiences in/of the field. Open paths, without definitive conclusions, with seeds scattered, with the desire that other researchers hear the voices recorded here, learn the stories narrated, and invent new ways of researching and existing, in epistemic journeys of originality, rigor, and beauty.; Esta investigación es un viaje por múltiples historias, contadas junto a mujeres que, con sus saberes, identidades y subjetividades, componen la memoria colectiva de un pueblo. Son historias sobre género y feminismos en la Educación del Campo de Quixabeira-BA. Las preguntas que orientan esta investigación son: ¿qué discursos sobre género se (re)producen en narrativas (auto)biográficas de mujeres egresadas de escuelas multigrado de Quixabeira? ¿En qué contextos las cuestiones de género son narradas en la formación escolar y en las trayectorias de vida de mujeres egresadas de escuelas multigrado de Quixabeira? El objetivo principal de esta tesis fue problematizar los discursos sobre género (re)producidos en narrativas (auto)biográficas de mujeres egresadas de escuelas multigrado de Quixabeira. Como objetivos específicos, se propuso: discutir las (des)articulaciones entre los estudios feministas, de género y la Educación del Campo; analizar los límites y las posibilidades de las escuelas multigrado en la formación personal y profesional de las mujeres, especialmente en lo que respecta a las cuestiones feministas y de género; comprender la contribución de la escuela multigrado a la formación personal y profesional de las mujeres egresadas. En este recorrido, se trazaron diálogos entre las teorizaciones críticas y poscríticas del conocimiento, en un estudio problematizador en el que algunos conceptos se hicieron evidentes, como hilos de un entramado de pensamientos que constituyen la tesis, entre ellos: educación, Educación del Campo, escuelas multigrado, género, feminismos, discurso, experiencia y subjetivación. En cuanto al enfoque metodológico, las narrativas (auto)biográficas fueron construidas a partir de la realización de entrevistas narrativas con cuatro mujeres egresadas de escuelas multigrado de Quixabeira-BA. Como procedimiento analítico, se adoptó el análisis foucaultiano del discurso, evidenciando que los discursos sobre género son múltiples, tensionados entre afectos, tradiciones, resistencias y (re)invenciones, atravesados por raza, religión, política y condiciones socioeconómicas. Asimismo, se hizo evidente que no existe un único modo de “ser mujer”, sino discursos que (re)producen identidades/diferencias. Las cuestiones de género emergen en contextos escolares, comunitarios, religiosos, políticos y laborales, siendo performadas de manera situada y, muchas veces, insurgente, incluso cuando no se nombran como feministas. Las escuelas multigrado, lejos de constituirse como espacios marcados por la precariedad, emergen en las narrativas como lugares de formación ética y política, de vínculo comunitario y de descentralización de roles. Estos espacios evidencian su potencial para la (re)construcción y problematización de los currículos desde una perspectiva feminista, posibilitando procesos de subjetivación que influyen en proyectos de vida, inserción política y valorización de saberes comunitarios. Se pretende, por tanto, que este estudio repercuta en políticas públicas, prácticas pedagógicas y procesos de formación que valoren la diversidad epistémica de los territorios y la complejidad de las experiencias femeninas del/en el campo. Caminos abiertos, sin conclusiones definitivas, con semillas esparcidas, con el deseo de que otros/as investigadores/as escuchen las voces aquí registradas, conozcan las historias narradas e inventen nuevos modos de investigar y existir, en recorridos epistémicos de originalidad, rigor y belleza. Thu, 25 Jun 2026 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/26152 2026-06-25T00:00:00Z