https://ri.ufs.br/jspui/handle/riufs/2476 Wed, 08 Jul 2026 09:47:34 GMT 2026-07-08T09:47:34Z http://ri.ufs.br:80/retrieve/68b76e2e-5476-4cb1-936d-e01997788ca4/PPGED1.jpg https://ri.ufs.br/jspui/handle/riufs/2476 https://ri.ufs.br/jspui/handle/riufs/25355 Título: Contribuições da comunicação aumentativa e alternativa para o desenvolvimento da leitura e da escrita de alunos com deficiência Autor(es): Teixeira, Clayne Mirelle Pereira Abstract: With the consolidation of an educational proposal based on the appreciation of diversity as an inherent trait of the human condition, schools are increasingly welcoming students with disabilities who were previously excluded or segregated. This inclusion demands changes in how schools are organized and how teaching is carried out. Research points to challenges at all levels of education. In elementary education, one of the most significant challenges is literacy. This study aimed to understand how Augmentative and Alternative Communication (AAC) can support the development of reading and writing skills in students with disabilities. It is a qualitative study that adopts a collaborative-critical action research methodology. The research was conducted in a public mainstream school, in a Multifunctional Resource Room, where weekly sessions were held over a period of seven (7) months. Group sessions were conducted with students receiving Specialized Educational Assistance, focusing on reading and writing development through the use of Assistive Technology materials, especially AAC. For documentation purposes, field diaries were the main data collection tool, supplemented by descriptive-analytical reports. Key findings include: Specialized Educational Assistance needs to be structured in a way that systematizes activities and promotes student engagement; pedagogical strategies must be tailored to the content and the individual needs of each student; appropriate planning and the use of varied group-based dynamics significantly enhance literacy outcomes; mediation is a determining factor in the learning process; collaborative dynamics foster cooperation among participants; peer collaboration enhances learning and helps overcome challenges; the use of different learning pathways (Dual Route Model) contributes to overcoming stigmas and increasing student engagement; AAC proved to be effective in supporting the development of reading and writing by promoting active participation, enhancing text comprehension, sparking interest in writing, and facilitating peer collaboration and the construction of more accessible and meaningful pedagogical practices; collaborative work was effective in addressing the challenges of including students with disabilities. Ultimately, it is believed that through confronting difficulties and acquiring knowledge, students with disabilities establish a sense of belonging and actively participate in building a more inclusive school. Sun, 27 Jul 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25355 2025-07-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25340 Título: A temática formação de professores e a sua repercussão na Revista Tempos e Espaços em Educação de 2018 à 2024 Autor(es): Leite, Rosylayne Araujo Abstract: This dissertation, entitled The theme of teacher education and its repercussions in the journal Tempos e Espaços em Educação (2018–2024), aims to analyze the predominant theoretical and methodological approaches in articles published by this journal that address teacher education, seeking to identify trends, recurrences, gaps, and contributions to the field of Education. The study is situated within the scope of state-of-knowledge research, characterized as a qualitative investigation with an inventory, analytical, and interpretative purpose regarding scientific production on the theme. The research corpus consists of articles published between 2018 and 2024, selected based on thematic relevance and temporal criteria, encompassing studies on initial and continuing teacher education, teachers’ knowledge, education policies, digital technologies in education, critical environmental education, and discussions on inclusion and diversity. Data analysis was guided by the principles of content analysis (Bardin, 2016), articulated with theoretical frameworks that support critical, reflective, and emancipatory conceptions of teacher education, such as Freire (1996, 2001), Pimenta (1999, 2002), Nóvoa (1995, 2009), Tardif (2014), and Imbernón (2009). The results indicate that teacher education is a recurring and structuring theme in the journal’s publications, with a predominance of critical-reflective approaches that understand teaching as a social, historical, and political practice. The studies emphasize the value of experience, professional identity, and knowledge constructed in practice as constitutive dimensions of the formative process, as well as the defense of teacher education as a continuous, collective, and situated pathway. Prominent trends include continuing education, teachers’ knowledge, digital technologies in education, critical environmental education, and inclusive perspectives. It is also observed that Freirean thought occupies a central place in the discussions, in dialogue with authors who advocate for professionalization, autonomy, and the construction of teacher identity. Although the journal consolidates itself as an important space for the dissemination and production of knowledge on teacher education, gaps remain regarding the consistent articulation between initial and continuing education and the in-depth problematization of public policies and structural conditions of teachers’ work. It is concluded that Tempos e Espaços em Educação plays a significant role in consolidating a critical field of studies on teacher education, contributing to the construction of a theoretical-methodological basis committed to democratic, inclusive, and socially referenced education, reaffirming teacher education as a continuous, reflective, and emancipatory process. Thu, 27 Nov 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25340 2025-11-27T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/25255 Título: Uma análise da série animada “Ridley Jones”: contracondutas de gênero e sexualidade, afetos, cooperação e ancestralidade Autor(es): Fraga, Thaynan Oliveira Abstract: Cartoons have a strong influence on the formation of subjectivities, especially because they are associated with the early stages of child development. They act as cultural pedagogies, conveying representations that suggest behaviors, affections, and social identities. This research, anchored in Cultural Studies and post-structuralist theory, aims to analyze how gender and sexuality counter-conducts are produced by the animated series “Ridley Jones: The Museum Guardian,” from Netflix. The methodology consisted of analyzing episodes from the series' five seasons, organized into three main themes: gender and sexuality subjectivities, interpersonal relationships, and the power of cooperation and affective performances. Based on discursive analysis, we observe how the series challenges gender and sexuality norms by presenting diverse characters and plural affective experiences. The results indicate that the animation proposes alternative forms of existence and coexistence, based on care, listening, and collectivity. The main character and her companions experience adventures that challenge the logic of individualism and value practices that protect memory, history, and affective bonds. The series suggests counter-conduct by building resistance to social norms and neoliberal rationality. Despite its innovative proposal, the series was canceled after criticism from conservative sectors that accused it of promoting “gender ideology.” This fact highlights the urgency of studies that discuss the ways in which children's media educate, question, and resist standardization. The series invites us to imagine other childhoods, where affection, diversity, and collaboration are central elements. More than just preserving artifacts, we need to protect what pulsates within us: our stories, our affections, and our plural ways of existing. Fri, 18 Jul 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/25255 2025-07-18T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24686 Título: A/r/tografia: narrativas educativas de docentes de artes na educação básica sergipana Autor(es): Ramos, Hugo Leonardo Santos Abstract: This work listens to the narratives and educational practices of art teachers working in Basic Education in the State of Sergipe, seeking to understand how their personal, professional, and artistic trajectories intertwine and manifest themselves in their pedagogical actions. The research adopts A/r/tography as its central methodology, recognizing in this approach the possibility of sensitively and reflectively articulating the dimensions of artist, researcher, and teacher present in the Being and in the teacher. Thus, the investigation embraces the trajectories of art teachers and their actions as agents of sociocultural transformation, highlighting the incorporation of artistic, pedagogical, and artivist elements in the educational practices developed in their daily school lives. The study is based on these narratives and memories, understanding them as spaces of resistance, formation, creation, and reinvention. Reflecting on Art as a powerful tool for memory, inclusion, and social transformation. By giving voice to these experiences, the research seeks to highlight lives and identities that are often silenced or made invisible in educational contexts. Recognizing the importance of the visible, of listening, and of valuing subjectivities, this qualitative methodological approach, supported by A/r/tography, allows for an understanding of the intersections between the Arts, teaching, and research, enabling a more sensitive look at teaching experiences. Through this perspective, artistic/pedagogical experiences, individual and collective memories, and the relationships established between Art and Being in their singularities are explored. The results show that Art, when experienced in a way that is close to real-life experiences, gains a much deeper meaning. It ceases to be merely a discipline and becomes a space for listening, exchange, and collective creation. In this movement, it challenges traditional teaching models and opens paths to more sensitive and participatory practices. The research reinforces that Art is not only a way of expressing feelings or ideas, but also a way of thinking and transforming the world around us, strengthening its role in human development and in building a more critical, inclusive, and vibrant education. Fri, 21 Feb 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24686 2025-02-21T00:00:00Z