https://ri.ufs.br/jspui/handle/riufs/2476 Mon, 27 Apr 2026 14:18:43 GMT 2026-04-27T14:18:43Z 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/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 https://ri.ufs.br/jspui/handle/riufs/24685 Título: Processos de autoformação e educação híbrida: experiências no ecossistema conectivo em contextos híbridos e multimodais no Instituto Federal de Sergipe Autor(es): Santos, Maria Izabella Matos Abstract: This research has as it’s overhead goal analyse the Pedagogical Residency Program, of Federal Institute of Sergipe (IFS), with a view to understand the interrelationships constituted in the teaching exercise. Epistemologically, this study is anchored in the epistemology of complexity, having as it’s fundamental idea the dialogic of order, disorder and organization in a quality change perspective. Regarding the methodological paths, concerning the data nature, this is a qualitative investigation based on the research-intervention premises in a subjectivation movement (intrusion, intersection and mediation) in which all knowing is a perform. Furthermore, a state-of-the-knowledge bibliographical survey was carried out at the base of the Brazilian Digital Library of Theses and Dissertations (BDTD) and at the Institutional Repository of the Federal University of Sergipe (RIUFS), as well as laws, decrees, ordinances and normative resolutions documental analysis regarding teacher training policies. The participants were nine residents of the IFS (Campus Aracaju), from the undergraduate course in Chemistry, offering a training itinerary, with a 40 hours workload, aiming the data production with different devices that allowed the events and experiential processes unveiling. The investigation corpus was analyzed through subsuming notions (re)constructed by the cognitive operations recursion. The findings signaled uncertainties and possibilities in the hybrid education and teaching field, implying the individual and collective expectations institutional accountability, in the physical and technological infrastructure. The understandings and sensations made possible a connected acts appropriation, “in doing with” without spaces, times, actors, modalities and languages restriction in the undergraduates selfformative processes sympoietic ecosystem. Mon, 31 Jul 2023 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24685 2023-07-31T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24669 Título: Da denúncia estrutural ao anúncio de uma proposta de formação continuada em Educação Ambiental: realidades, desafios e perspectivas para a educação básica no município de São Cristóvão-SE Autor(es): Santos, Marynara Costa Abstract: Environmental education has systematically been represented by the thematic focus on environmental issues, often guided by an ecological perspective. This approach frequently conceals the critical nature of environmental education and serves the hegemonic and dominant logic that underpins teaching practices. The objective of this study is to understand the process of continuous training in environmental education for teachers in the public school system of São Cristóvão-SE. A qualitative, explanatory approach was chosen, combined with field research. Data collection was carried out through semi-structured interviews with two representatives from the Municipal Department of Education (SEMED) of São Cristóvão (SC) in the state of Sergipe, and one representative from the Department of Environment (SEMMA). Data analysis followed the principles of Moraes and Galiazzi's (2016) Textual Discourse Analysis (TDA). The results revealed that environmental education offered to teachers has been managed by SEMMA of SC, primarily through activities related to environmental commemorative dates. SEMED of SC focuses its continuous training actions on Literacy, Reading, and Mathematics, despite recognizing that environmental education is an essential interdisciplinary process in all curriculum components. Consequently, there are no courses or other modalities for continuous training focused on environmental education available in the municipality. The challenges thus revolve around a structure that historically links environmental education to natural and environmental issues, distancing it from education and, consequently, teacher training. Therefore, as future perspectives, we propose a continuous training program with a focus on critical environmental education to contribute to teacher training in the studied locus and to improve teaching practices in the municipality concerning environmental issues. Tue, 02 Jul 2024 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24669 2024-07-02T00:00:00Z https://ri.ufs.br/jspui/handle/riufs/24565 Título: A (con)formação da Educação Ambiental ingênua em livros didáticos: despolitização na área de Ciências da Natureza e suas tecnologias no ensino médio da rede pública de educação sergipana Autor(es): Ribeiro, Ádria Maria de Oliveira Abstract: Environmental Education is essential to the formation of ecopolitical subjects, as it raises awareness of their role in transforming society toward the ideals of environmental justice. From this perspective, the present study sought to understand how textbooks—Teacher’s Manuals— approved under the National Textbook and Teaching Material Program (PNLD) 2021, whose implementation took place in 2024, and adopted by the municipal and state public education systems of Sergipe, address socio-environmental issues within the field of Natural Sciences and Their Technologies in upper secondary education. To achieve this objective, the research was grounded in the Critical Environmental Education approach, adopting qualitative methodological procedures, with documentary analysis conducted in light of Discursive Textual Analysis. The analytical corpus consisted of six volumes of textbooks—Teacher’s Manuals—selected based on the following inclusion/exclusion criteria: being used in public schools in Sergipe in 2024; being aimed at upper secondary education; and belonging to the field of Natural Sciences and Their Technologies. Accordingly, the following thematic axes were defined for analysis: (a) Educational Policy; (b) Environmental Injustice; and (c) Formation of Ecopolitical Subjects. In this context, our results reveal that the analyzed materials present a fragmented, naïve, and conformist approach to Environmental Education, marked by hollow, technicist discourses aligned with the logic of the neoliberal project currently shaping Brazilian education. We also identified a reduction of the understanding of citizenship to the development of technical competencies oriented toward the labor market, to the detriment of critical reflection on the socio-environmental crisis. Furthermore, we found limitations in the units of meaning regarding the implementation of interdisciplinarity, sustainability, ecopolitical formation, and the debate on environmental injustice. Although national regulations—such as the Federal Constitution, the National Education Guidelines and Framework Law (LDB), the National Environmental Education Policy, the National Curricular Guidelines for Environmental Education, and the PNLD itself—indicate the need to address Environmental Education from a critical perspective, the contents of the analyzed works tend to reinforce the status quo, reproducing myths of Environmental Education, naturalized discourses, and obscuring the structural causes of the crisis. Finally, the analyzed textbooks are embedded in an educational project aimed at the conformity and depoliticization of Environmental Education, thereby contributing to the reproduction of socio-environmental inequalities. By highlighting these limitations, this study seeks to contribute to the academic and political debate on Environmental Education, underscoring the urgency of revising the PNLD’s selection and evaluation policies. We further emphasize the need to strengthen teacher protagonism, critical education, and interdisciplinarity as essential conditions for consolidating an Environmental Education committed to confronting socio-environmental issues and Environmental Injustice in Sergipe, within the field of Natural Sciences and Their Technologies. Mon, 28 Jul 2025 00:00:00 GMT https://ri.ufs.br/jspui/handle/riufs/24565 2025-07-28T00:00:00Z