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Dissertations |
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1
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Amanda Nunes de Araujo
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The ABCerrados Project as a Potential for Environmental Education in the Planaltina-DF Region
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Advisor : ALICE MARIA CORREA MEDINA
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COMMITTEE MEMBERS :
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ALICE MARIA CORREA MEDINA
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INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA
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LILIANE CAMPOS MACHADO
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PAULA CORRÊA HENNING
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Data: Jan 17, 2023
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Show Abstract
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This present work presents the ABCerrados project as a theoretical-methodological perspective in environmental education. The objective is to verify the course of the project over the years of implementation in schools in Planaltina, Administrative Region of the Federal District, so that, through the analysis of its potential, it is possible to provide an epistemological basis for educators who seek an alternative to environmental education. traditional, common in schools in the country. The ABCerrados project uses natural elements from the environment in which the school community is inserted to work on letters, words, numbers, in addition to having an action front that aims to develop the corporeality, the motor dimension and the laterality of young students. In the method proposed by the project, some of the basic theoretical contributions are the ecological literacy proposed by Capra (2006) and Freire's pedagogy (FREIRE, 1987), which raise questions about the importance of work in early childhood, and how to make the learning process more meaningful for children.
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2
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Elisângela Ribeiro de Oliveira Cabral
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SCIENTIFIC LITERACY FROM THE PERSPECTIVE OF PISA (2006 AND 2015): BRAZIL´S POSITION IN THIS RANKING
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Advisor : OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS
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COMMITTEE MEMBERS :
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OTILIA MARIA ALVES DA NOBREGA ALBERTO DANTAS
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SOLANGE ALVES DE OLIVEIRA MENDES
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BETANIA LEITE RAMALHO
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MARÍA ALEXANDRA CLAVIJO LOOR
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Data: Jan 20, 2023
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Show Abstract
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“Scientific Literacy from the perspective of PISA (2006 and 2015): Brazil's position in this ranking” is the subject of this study. Its general objective is to analyze the Scientific Literacy expressed in PISA data (2006 and 2015) from countries in Latin America, Europe, Asia, Africa and North America, as well as in the states of Rio Grande do Norte (RN) and the Federal District ( DF) from Brazil. The theoretical foundation is based on authors such as Dantas (2019), Muri (2017), Luckesi (2011, 2020), Freitas et al (2009), Fini (2009), Sacristán (2011), Sousa and Ferreira (2019), Saviani (2020), Libâneo (2020), Rosa (2005) among others. In terms of methodology, bibliographical and documental research is carried out based on analyzes in articles on the different PISA Platforms and reports (2006 and 2015). The results express the practices aligned with the orientation studied, in order to use them as subsidy for carrying out future research in public schools in the state of RN and DF. Studies show few findings, both worldwide and locally, regarding scientific literacy from the perspective of PISA. The conclusions indicate the need for further investigation of this topic to seek consolidated studies on the subject. A finding that drew attention was the low rate of learning related to “collaborative problem solving” and “Financial education”. The latter is valued only in one country on the Asian continent and in another in North America, which we assume is due to the high level of development in these countries.
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3
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Ana Claudia Rodrigues Nunes
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The use of ICTs in the teacher's pedagogical mediation in an Inverse Integration literacy class in a public school at Distrito Federal
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Advisor : AMARALINA MIRANDA DE SOUZA
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COMMITTEE MEMBERS :
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AMARALINA MIRANDA DE SOUZA
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PAULA MARIA COBUCCI RIBEIRO DIAS
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ANA DA COSTA POLONIA
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DARCY RAICA
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Data: Jan 23, 2023
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Show Abstract
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This research aims to analyze the use of Communication and Information Technologies (ICTs) as a support in the teacher's pedagogical mediation for all students in an Inverse Integration literacy into the classroom which is made up of common class students and children with special educational needs and disabilities (SEND). It was sought to discuss the use of ICTs by the literacy teacher, as a support in their pedagogical practices in favor to the teaching-learning process in Inverse Integration classes. Thus, it was carried out a research with a qualitative approach, through a case study. The research was carried out in a public teaching school at Distrito Federal, in a 1st year of elementary school class of Inverse Integration which is part of the Initial Literacy Stage (BIA), from a mapping and identification for selection, following the criteria for the subjects’ profile and contexts that met the research aims and better understanding of the object of study. Document analysis, direct observation, logbook, questionnaire, semi-structured interview and conversation wheels were the instruments and strategies used for data collection. The results analysis and discussion was based on Content Analysis by Bardin (2015) and adaptation by Franco (2018). With the results, it was possible to identify possibilities, challenges and reflect on the benefits of using ICTs in a teaching designed for all students, considering the diversity present in the classroom in an Inverse Integration class.
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4
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CLÁUDIA COSTA DA ROCHA CERQUEIRA RAMOS
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Continuing Teacher training for school inclusion with ASD students in the Early Years of Elementary School in the Distrito Federal.
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Advisor : KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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COMMITTEE MEMBERS :
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IZABELLA MENDES SANTANA
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FATIMA LUCILIA VIDAL RODRIGUES
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Jan 23, 2023
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Show Abstract
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This research is linked to the Graduate Program in Education at the University of Brasilia (PPGE/FE/UnB) at the Academic Master's level, part of the research line Teaching Profession, Curriculum and Assessment (PDCA) and linked to the research of the Group of Research on the Training and Practice of Teachers/Pedagogues (GEPFAPe), constituting one of the projects that integrate line 3 “Initial and Continuing Training: Study of Conceptions, Graduates and Modalities”. Its title is Continuing Teacher Training for School Inclusion with ASD Students in the Early Years of Elementary School in the Federal District. It is a study that seeks to unveil and has, as an object of investigation, continuing teacher education from the perspective of school inclusion with autistic students in the early years of elementary school in the Federal District (DF). The methodology is both quantitative and qualitative in nature, based on a bibliographical survey, documental research, and also the application of a questionnaire and a semi-structured interview, based on the assumptions of the HistoricalDialectical Materialism method. Data were analyzed through statistical analysis using Excel 2013 and R version 3.3.2 software. This framework has the general objective of analyzing the continuing education process of effective teachers and effective teachers who work at SEEDF in inclusive common classes, in the early years, with autistic students, seeking to raise the elements that define this process as well as the possibilities. And the specific objectives were: i) To know and categorize the productions carried out in their potentialities and limitations for the strengthening of the research object. ii) Identify the concepts of continued teacher training from the perspective of school inclusion with ASD students; iii) Investigate how effective teachers experience continuing education in teaching work, in relation to the perspective of school inclusion with autistic students offered by the public teaching network of the DF. As an epistemological support, we base our studies on the authors Vásquez (1968); Curado Silva (2014 to 2020); Mantoan (2015); Kassar (2011); Kassaki (2020); Mazotta (2010); Gaiato (2019); Silva, Gaiato and Reveles (2012) among others. Based on the analyzes carried out, based on the participation and speeches of the research participants, through categorical analysis, the textbooks that revealed three dialectical axes, namely: i) being a teacher from the perspective of school inclusion with ASD students ; ii) Marks of inclusive teaching work in assisting autistic students: teaching and learning; iii) Continuing training for teaching with autistic students: possibilities and challenges. The conclusions point out that the continuing education of teachers from the perspective of school inclusion in assisting autistic people in the educational scope of the DF that professionals seek continuing education from an individual perspective, assist students, at times, without specific training, there is a training offered by EAPE, but which needs to be expanded.
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5
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Helio Marco Pereira Lopes Junior
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A LOOK AT THE USE OF ASSISTIVE TECHNOLOGY TO SUPPORT THE EDUCATION OF THE DEAF IN PROFESSIONAL TECHNICAL TRAINING IN NURSING IN THE FEDERAL DISTRICT
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Advisor : AMARALINA MIRANDA DE SOUZA
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COMMITTEE MEMBERS :
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AMARALINA MIRANDA DE SOUZA
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EDUARDO OLIVIO RAVAGNI NICOLINI
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LUIZ ANTONIO LIRA JÚNIOR
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SUDERLAN SABINO LEANDRO
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Data: Jan 24, 2023
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Show Abstract
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The deaf population in Brazil inserted in the schooling process has increased in recent years and with that, Basic Education in the form of Professional and Technological Education has provided the professionalization of these students for the world of work. However, it is observed that their professional insertion is still a challenge, in which the teacher, the school and the State have a fundamental role, mainly with the perspective brought by the implementation and use of Assistive Technology (AT) support. As an objective, we sought to understand the use of AT as a support for the education of the deaf in professional nursing education. The research, with a qualitative approach, was constituted as a Case Study with direct observation, conversation wheel, semi-structured interview. Data were collected over 4 months and analyzed from the perspective of content analysis by Bardin (2016) adapted by Franco (2018) using the NVIVO software. The results showed that professors use AT to support the teaching-learning process with deaf students during professional training, favoring inclusive participation, and that the Libras interpreter plays a preponderant role for effective communication during the teaching-learning process observed. It can be said that technological resources, when applied with the perspective of Universal Design, (SILVA, 2017) considering its fundamental principle that it is diversity that constitutes us as people and that because of it we are diverse in the way of being, surpassing the limitation individual student, favoring a world more accessible to all.
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6
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Janyla Martins de Sousa
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Evaluation in a Civic-Military School in the Federal District: is there room for training conceptions and practices?
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Advisor : EDILEUZA FERNANDES DA SILVA
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COMMITTEE MEMBERS :
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EDILEUZA FERNANDES DA SILVA
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ENÍLVIA ROCHA MORATO SOARES
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REJANE DE OLIVEIRA ALVES
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SOLANGE ALVES DE OLIVEIRA MENDES
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Data: Jan 24, 2023
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Show Abstract
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Research developed in the Graduate Program of the Faculty of Education at the University of Brasília. With the central question: What conceptions and evaluation practices predominate in a civic-military school in the Federal District? General objective: to analyze prevailing evaluation conceptions and practices in a civic-military school in the Federal District. Specific objectives: to discuss the theoretical and methodological perspectives on school evaluation contemplated in the politicalpedagogical project of a civic-military school in the Federal District; and to understand the conceptions and practices of school evaluation expressed by students and teachers of a civicmilitary school in the Federal District. The qualitative approach research, Case Study, in the critical-dialectical epistemological perspective. Data were collected in the PPP analysis; semistructured interview with teachers and focus group with students. The results reveal that the school's PPP contemplates the evaluation of the diagnostic formative learning and integrated to the pedagogical work. The data reveal the influence of conservative ideas on the pedagogical work and on the evaluation conceived and practiced in the school due to the presence of the military, antagonistic to the organization in cycles and to the formative evaluative processes of the pedagogical work; teachers do not realize that the instruments and procedures used start to classify and label the student, they cease to be formative; for students, the assessment is characterized by instruments for verification and control of learning, they do not perceive the educational intention, they are conditioned to accept the presence of military personnel and their activities at school.
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7
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Mykaella Soares Leonardo
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Work and illness of elementary school teachers from the Education Department of the Distrito Federal
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Advisor : KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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COMMITTEE MEMBERS :
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ERLANDO DA SILVA RESES
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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MAGALI SILVESTRE
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Jan 25, 2023
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Show Abstract
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This study is linked to the research line Teaching Profession, Curriculum and Evaluation - PDCA, of the Post-Graduation Program in Education of the Faculty of Education of the University of Brasilia (FE/UnB) and the Study and Research Group on the Formation and Performance of Teachers/Pedagogues (GEPFAPe). The theme of this work can be defined as Work and illness among Basic Education teachers of the Secretariat of Education of the Federal District. The study is based on work as a fundamental process of human humanization. It analyzes the transformations that have occurred in the world of work and the influence of the capitalist mode of production that stresses the teaching work. In this sense, we understand that this production mode intensifies the work performed by teachers. In this perspective, the dialectical historical materialism was adopted as a method, because it allows a view of the totality in the analysis of the phenomena, whose critical-emancipating perspective allows the apprehension of the abstract real. Therefore, we sought the essence of the concrete reality of the teachers' work and illness. Given these contradictions, we posed the following question: What are the relationships between work and illness among teachers in the Federal District? In this way, the goal that guided this ongoing investigation is to understand the factors of illness linked to the history of the teaching work, revealing the contradictions of this relationship. To do so, we used as theoretical support some authors who will subsidize the discussions of this study, thus, we organized the references in four thematic axes, as follows: (i) methodological path Marx (1978, 2013), Kosik (1976), Cury (2000), Paulo Netto (2011) Frigotto (2002); Tonet (2018), Paulo Netto (2011), Gamboa (2012); (ii) the state of knowledge; iii) labor and human sociability Lukács (2012, 2018), Marx (19671974, 1982), Braz and Netto (2008), Engels (2013), labor and its historical course Pochmann (1999), Antunes (2006), Mészaros (2002), Apple (1987, 1988), labor, social class and gender Garcia Hypólito, Vieira (2005), Enguita (1991), Hypólito (2020), Apple (1995), Hypólito and Grishcke (2018), intensification of teaching work Dal Rosso (2008), Marx (1985), Apple (1987), Kuenzer and Caldas (2016); iv) impacts of restructuring on teachers' work and health ; from malaise to burnout syndrome Esteve (1999), Lapo and Bueno (2001) and teacher suffering and illness Saviani (2012, 2020), Libâneo (2020), Assunção and Oliveira (2009) Codo (2006), Chiodi and Facci (2011). In the documentary research we will analyze the guiding documents of the Secretariat of Education of the Federal District, reports and documents that record the absences of teachers due to illness. We propose as methodological tools: the state of knowledge, document analysis, interviews with administrative staff of the Secretariat of Education who work in promoting the health of the staff, with teachers and with a representative of the union. We will apply questionnaires via google forms for the maximum of regional teaching.
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8
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Edilene Mangabeira Xavier
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The use of educational software to support the learning of reading by students with intellectual disabilities in the literacy phase - case study.
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Advisor : AMARALINA MIRANDA DE SOUZA
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COMMITTEE MEMBERS :
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AMARALINA MIRANDA DE SOUZA
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ANTONIO VILLAR MARQUES DE SA
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ANA DA COSTA POLONIA
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JOAO AUGUSTO MATTAR NETO
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Data: Jan 25, 2023
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Show Abstract
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Technologies have increasingly been used at school environments, their use has contributed to the learning and development through various technological resources. In this research, educational software, due to its dynamic, attractive and intuitive configurations, it was considered as support resources for learning to read by students with an intellectual disabilities. Due to the relevance and visibility of the use of technological resources, this research aims to answer: The use of educational software can contribute to the learning process of reading for students with an intellectual disabilities in the literacy stage? For this purpose, a case study with participant observation was done, followed by an application and a feedback under the qualitative approach. The research participants were: a student with an intellectual disabilities enrolled in the Initial Literacy Stage who attended the 3rd year of elementary school, student's guardian, the class teacher and the Specialized Educational Service (AEE) teacher. The research was carried out in the Generalist Resource Room of a public school in Distrito Federal through the use of educational software EduEdu and GraphoGame to support learning to read. The instruments used for data collection were: documentary research, questionnaires, semistructured interview scripts, logbook, initial and final evaluation. The data used were analyzed from the perspective of Bardin (2016), adapted from Franco (2018). The results revealed that the educational software favored the student's reading process.
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9
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Mariana Teixeira dos Santos
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"This is a prison, young man!": what students think about militarized schools in the Federal District.
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Advisor : GIRLENE RIBEIRO DE JESUS
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COMMITTEE MEMBERS :
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GIRLENE RIBEIRO DE JESUS
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ERLANDO DA SILVA RESES
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CATARINA DE ALMEIDA SANTOS
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MIRIAM FÁBIA ALVES
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Data: Feb 1, 2023
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Show Abstract
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This research seeks to analyze the perspective of students about discipline and social participation within militarized public schools in the Federal District (DF), where, by 2022, fifteen public schools were transformed into Civic-Military Colleges. The management of these units came to be called Shared Management, which occurred with the partnership between the State Department of Education and the State Department of Public Security, in addition to adherence to the National Program of CivicMilitary Schools (PECIM). There is, therefore, the inclusion of new actors in the school space: the Military Police of the Federal District (PMDF), the Military Fire Department of the Federal District (CBMDF) and the Armed Forces (FA). Based on this reality, this study has the following specific objectives: i) to investigate the concept of disciplinary culture within the new parameter of school organization; ii) analyze the students' perception of the subject; iii) identify social participation within the new management; and iv) verify the relationship between discipline and social participation. To this end, the research uses the Qualitative Method as a methodological procedure and a Case Study approach to the reality of the Federal District as a strategy, applying multiple data collection instruments, such as document analysis, bibliographic review and focus group. The research subjects are students in the 9 th grade of Elementary and High School from three militarized educational units in the DF with the performance of the disciplinary management of the PMDF, the CBMDF and the FA. It was possible to identify with the research the importance of designing the terminology regarding the understanding of the militarization of education, the growth of this phenomenon within civilian institutions and the exponential increase in the number of militarized schools from 2019. Another element in evidence is the relevance of the productions on the subject, with a view to expanding the debate on more effective educational public policies. The challenge of school discipline and the social participation of the school community, as characteristics that reverberate the quality of education, were explored and the concept of applied disciplinary culture is that of military discipline, which does not suit the purposes of public education in the Federal District. The students' perception of the discipline is that compliance with the rules is due to fear of the applied sanctions and not to the understanding and meaning of school norms. Thus, it can be concluded that the principles of democratic exercise and citizenship are not being encouraged. In addition, it is observed that there is an incompatibility between social participation and military discipline within the school space.
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10
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LUCIANE ALVES RODRIGUES DE SOUSA
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Mathematical Literacy and the Blind Child: An Analysis of the Potentialities of Adapted Pedagogical Material
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Advisor : GERALDO EUSTAQUIO MOREIRA
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COMMITTEE MEMBERS :
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EDVONETE SOUZA DE ALENCAR
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ETIENNE BALDEZ LOUZADA BARBOSA
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GERALDO EUSTAQUIO MOREIRA
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LYGIANNE BATISTA VIEIRA
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Data: Feb 7, 2023
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Show Abstract
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This research brought a discussion about the potential of pedagogical material adapted for blind children in the mathematics literacy phase. The work developed with students with SEN, highlighting the visual impairment, cannot be exempted from the use of adapted teaching materials as a strong ally in the understanding of the contents taught in the classroom, especially when we talk about the teaching of Mathematics. Therefore, the research sought to answer the following concern: What are the potentialities of the adapted pedagogical material used by blind children in Mathematics literacy? Seeking to answer this question, we broadly delimit, analyze the potential of adapted pedagogical material in the Mathematical literacy of blind children attended in a Visually Impaired resource room and, in a more restricted way, characterize the historical paths of Special Education and visual impairment in the Brazil and in the world; identify didactic resources as theoretical-methodological tools of the teaching-learning process, mapping the tactile and auditory skills necessary for Mathematical literacy in the Braille System and characterize Inclusive Mathematics Education and Mathematics Literacy from the perspective of visual impairment. The research context was inserted in the visually impaired resource room, located in an Administrative Region of the Federal District (DF). The research subjects were two blind students assisted by the Resource Room as well as the teacher who assists these students in complementary care. The Dissertation was structured in the Multipaper format and brought, by its characteristic, three articles with different research methods, they were: documentary and bibliographic research, the Case Study, and the participatory research. Each article had its own characteristic, with objectives, research methods, results, discussions, and conclusions, independently of the other articles. We start from the theoretical discussions about Special Education and Visual Impairment, advancing to the importance that adapted teaching materials have for blind children; we approach the construction, use and objectives of these adapted teaching materials, involving tactile and auditory skills, literacy in the mother tongue and Mathematics literacy in the Braille System. We conclude by analyzing the materials adapted to work specifically with the first mathematical concepts. The results indicated that there was an advance in the legislation that guarantees the attendance to students with Specific Educational Needs, including students with visual impairments; that the use of adapted pedagogical materials arouses the interest and motivation of the blind child during classes and that the formation of concepts is directly linked to the use of adapted pedagogical materials during Mathematics classes, making it possible to abstract concepts. The research contributed to the process of Mathematical literacy of blind children, developing and experimenting with significant materials that favored the appropriation of mathematical concepts in the first grades of schooling.
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11
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ANA PAULA DA SILVA PINHEIRO -
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Analysis of the Presence of Ethnic-Racial Themes in Teaching Materials for the Early Years of Elementary School of Basic Education in the Federal District
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Advisor : ERLANDO DA SILVA RESES
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COMMITTEE MEMBERS :
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ERLANDO DA SILVA RESES
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THIAGO SEBASTIANO DE MELO
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ZULEIDE FERNANDES DE QUEIROZ
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MARIA VALÉRIA BARBOSA
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Data: Feb 13, 2023
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Show Abstract
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Considering the complexity of the anti-racist discussion, this research seeks to expand knowledge and reflection regarding the racial ethnic-historical and cultural context. With a Marxist approach, which has as its principle the movement of Dialectical Materialist thinking, the assignment problematizes Elementary School textbooks and literature that involve ethnic-racial themes and the Laws No 10.369, from January of 2003, and Nº11.645, from January 10th, 2008, which made the study of indigenous and AfroBrazilian history and culture mandatory. Thus, the research aims to analyze didactic materials of Elementary School I of a public school from the Federal District, in the view of the application of Law N.° 11.645 (BRASIL, 2008), which changes Law Nº9.394, from December, 1996, replaced by Law Nº 10.639/03 and, specifically, to understand how the history, culture and ethnic-racial relations are proposed on teaching materials in order of an anti-racist education; it researches public education in consonance with ethnic-racial relations in legal instruments and instruments regarding public policies; and verifies, in didactic materials, the inclusion or exclusion of ethnicracial themes. The investigation has a qualitative nature, being organized from bibliographic and exploratory research in the materials in question, directed towards to the observation and analysis of the exposed contents. After observing the books and textbooks, it was possible to organize the analysis into the following categories: ethnicity, representation, fragility and diversity, so that it would be possible to maintain the visibility of the result and the design with greater clarity. Regarding and the didactic books, it is seen the attempt of involving ethnic-racial, but usually in an inappropriate way or even silenced. In the researched literature, it is understandable that there is a necessity of an urgent revaluation to have, in a proper amount, books with these themes. For that, a list of literature references for the beginner years of Elementary School, which can also work as a base for choosing ethnic-racial literature books.
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12
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RICARDO LIMA PRACIANO DE SOUSA
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Artificial Intelligence and Education :An investigation into how teachers perceive AI and its potential educational consequences.
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Advisor : LUCIO FRANCA TELES
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COMMITTEE MEMBERS :
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ANDRÉIA INAMORATO DOS SANTOS
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AMARALINA MIRANDA DE SOUZA
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FRANCISCO THIAGO SILVA
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LUCIO FRANCA TELES
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Data: Feb 15, 2023
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Show Abstract
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Artificial Intelligence represents a group of digital Technologies in a significant expansion of several social and economic segments. Characterized by a high amount of data, processing and algorithms that work in statistical processes of identification and learning of patterns, prediction and support for decision-making. It is prevalent in the operations of large technology companies that offering of services on the electronic devices for many people. We have applications of AI in educational sector, offering solutions. The unthinking use of technologies can represent unexpected consequences for society if ethical conduct processes are not associated. Teachers represent an important social segment, because they educate students and society. This research, as a case study, investigated how teachers from public education see AI and its potential reflexes in the educational sector. It was identified questions about teachers opportunities and concerns about the topic. The data collected used questionnaires and interviews with teachers who are participants in public education of Federal District. Thematic analysis was used to examine the data. In the end, teachers had a good knowledge AI; however, there is a lack of training in the subject and a lack of debates of issues that promote the construction of digital citizenship, the analysis of the use of technologies critically, responsibly, and above all with inclusion, balance and ethical principles. The adoption of strategies such as online collaborative learning and open educational resources is recommended.
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13
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Claudemir Teixeira
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DEAF PEOPLE AND ACCESS TO HIGHER EDUCATION: DILEMMAS, CHALLENGES, AND POSSIBILITIES
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Advisor : CRISTINA MASSOT MADEIRA COELHO
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COMMITTEE MEMBERS :
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ANATÁLIA DEJANE SILVA DE OLIVEIRA
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CRISTINA MASSOT MADEIRA COELHO
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FATIMA LUCILIA VIDAL RODRIGUES
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SINARA POLLOM ZARDO
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Data: Feb 27, 2023
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Show Abstract
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This research aimed to understand the representation that deaf people have about access to higher education. It took place in the city of Barreiras, in Bahia. It was attended by two deaf people, users of Libras as their first language, who had experience participating in selection processes for admission to higher education. For the objective to be achieved, it was proposed: 1) to identify how deaf people understand the change in the level of school education from basic to higher education; 2) to explain the understandings of deaf people about the selection process they face to enter higher education and; 3) to specify the motivations of deaf people in facing the conditions of access to higher education. For this purpose, the theoretical framework used the contributions of Vygotski's cultural-historical theory (1997) and Skliar's studies (2012) on deaf culture and differences. According to Bortoni-Ricardo, 2008, the research's Qualitative Approach is based on the interpretive paradigm. Thus, under the assumption of reflexivity, assertions were elaborated in line with the objective. They led to the investigation of the generating problem: how do deaf people understand access to higher education? As an instrument to generate the information, the semi-structured interview was used. A research diary was used for research notes and as the first information analysis exercise, as it concentrates relevant information recorded during the research. Due to the complexity involved in the production of signs in Libras and because it is a reflective exercise, before being analyzed, the information was transcribed and translated from Libras into Portuguese, using a formal procedure developed by the author. The results were analyzed and organized into three sections that address (i) the antecedents of access, (ii) the experience with access, and (iii) higher education as a life project.
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14
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DIEGO CAMARA DE LIMA
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Senses And Meanings Of The Work Of Teachers Who Work In Literacy Classes At The State And Education Secretariat Of The Federal District
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Advisor : SHIRLEIDE PEREIRA DA SILVA CRUZ
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COMMITTEE MEMBERS :
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ANA CATARINA DOS SANTOS PEREIRA CABRAL
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Viviane Carrijo Volnei Pereira
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Data: Feb 27, 2023
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Show Abstract
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The general objective of this work is to understand the senses and meanings of the teaching work of literacy teachers in the public school system in the Federal District. In order to achieve this objective, we outline the following specific objectives: i) identify what Brazilian research presents about the work of teachers in/with literacy in the period from 2010 to 2021; ii) Identify the senses and meanings constituted by literacy teachers about the work they perform; iii) To analyze the mediations that constitute the senses and meanings about the teaching work produced by the literacy teachers of the public teaching network of the Federal District. This is a qualitative research based on the perspective of Dialectical Historical Materialism and the cultural historical perspective. As a methodological procedure, we used a semi-structured interview and analyzed the data collected according to the principles of the Meaning Nuclei, from which five meaning nuclei were constituted that help us to understand the meanings and meanings of the work of literacy teachers: i) social meaning of literacy work ; ii) sense of a unique work of the literacy teacher; iii) supervised/controlled sense of work; iv) meaning of literacy as objectified work and v) meaning of a pragmatic work. The results demonstrate that the literacy teachers, from the cultural, social, political and economic determinants that involve the work with literacy, constitute senses and meanings that are configured as social marks subjectivated by the subjects and objectified in the materiality of the work they carry out.
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15
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José Soares da Silva Júnior
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PEDAGOGUES WHO WORK IN NON - SCHOOL SPACE IN BODIES PUBLIC IN THE FEDERAL DISTRICT - O PEDAGOGICAL WORK
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Advisor : KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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COMMITTEE MEMBERS :
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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LIVIA FREITAS FONSECA BORGES
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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SUZANE DA ROCHA VIEIRA GONÇALVES
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Data: Feb 28, 2023
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Show Abstract
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The general objective of this study was to understand the performance of pedagogues who work in non-school space in public institutions in the Federal District, focusing on the work pedagogical practices, necessary knowledge and experiences in educational practices in these spaces and, as specific objectives, carry out the mapping of the works produced on non-school pedagogy in the period from 2010 to 2020; conceptualize non-school spaces and the performance of pedagogues in these spaces; identify in public tender notices for pedagogue what are the activities and knowledge required; map the public institutions that select pedagogues to work in non-school spaces observing knowledge in public institutions in the Federal District. To do so, we start with the following question: what are the characteristics and demands of the pedagogue's work in nonschool spaces? In this study, the methodology used was documentary research and interview with a pedagogue who works in non-school spaces, in public bodies in the Federal District. The choice of these institutions (public) is justified by the transparency in the selection and hiring through a public tender, which allowed access to the selection criteria, publicly disclosed in notices - such as as a means of entry, the training and knowledge required in certain areas. for analysis of the data, we carried out documentary research on the official websites of the institutions and in the notices of the contests. In the second moment, we interviewed pedagogues and, finally, we analyzed the theme of the pedagogical work in the researched spaces. We conclude that the pedagogue in the nonschool space has a direct relationship with the development of the pedagogical work, as it is related to activities involving teamwork, strategies, planning, personal and professional training, guidance, coordination, and the main objective of these acts aims at the teachinglearning process from and with work
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16
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Marcos Araujo Barreto
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EDUCATION IN HUMAN RIGHTS AND MILITARIZATION OF PUBLIC SCHOOL IN BEAUTIFUL WATERS OF GOIÁS: an analysis from the Listening of Students
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Advisor : ERLANDO DA SILVA RESES
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COMMITTEE MEMBERS :
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CAIUÁ CARDOSO AL-ALAM
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ERLANDO DA SILVA RESES
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MIRIAM FÁBIA ALVES
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SINARA POLLOM ZARDO
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Data: Mar 29, 2023
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Show Abstract
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This Dissertation aims to:to smooth out the implementation of the policy of militarization in Public Schools, the civic-military school project, in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education. We will analyze whether the policy of militarization of schools, through the Civic-Military School Project, succumbs to the school segments of students the right to education,as well as to intercultural and social relations. So that the investigation does not distance itself from the proposal we outline the following objectives, the general being – to analyze the implementation of the public policy of militarization in the Schools of Basic Education in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education and specifically. Bto use answers so that the specific objectives can be clarified being: A) To know the socioeconomic and educational context of militarized schools in the municipality of Águas Lindas de Goiás; B) to identify changes in the pedagogical and behavioral process of students of a militarized public school; C) to investigate the process of implementation of militarization in public schools of basic education in Águas Lindas de Goiás and the relationship of Human Rights Education. In order to shed light on the possible violence present in the process of militarization of schools as well as the retrogression of the thought of public education. The research was based on a progressive, secular and plural perspective, we carried out this investigation approaching the method of Historical-Dialectical Materialism and a research instrument that could be spoken to subjects who are never heard and seen, in this case, the students of public schools who joined the civic-military project. Listening to the students of the Civic-Military School of Águas Lindas de Goiás was not an easy task, first because of the health issues imposed by the COVID 19 pandemic, according to the little collaboration of the school's management team. The lack of empathy shown with our research, the non-facilitation of access to school and the documents that standardize the civic-military project in the school unit under study, materializes the violation of the basic rights of citizens, the right to information, lack of interest in science and continuing education.
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17
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BARBARA RIBEIRO DOURADO PIAS DE ALMEIDA
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EDUCATING FOR ETHNIC-RACIAL RELATIONS: RACISM AND ANTI-RACISM IN CHILDHOOD EDUCATION
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Advisor : ANA TEREZA REIS DA SILVA
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COMMITTEE MEMBERS :
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ALESSANDRO ROBERTO DE OLIVEIRA
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ANA TEREZA REIS DA SILVA
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MARIANA BRACKS FONSECA
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SAULO PEQUENO NOGUEIRA FLORENCIO
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Data: Apr 5, 2023
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Show Abstract
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The research on screen aimed to map and analyze the educational practices for ethnic-racial relations developed in the Child Education Center 01 (CEI 01) in the city of São Sebastião/DF. More specifically, I focused on the challenges and innovations that permeate the approaches, strategies and contents mobilized by teachers with a view to implementing Law n°. 11.645/08, which establishes the mandatory teaching of Afro-Brazilian and indigenous histories and cultures for Teaching Elementary and Secondary Education. Educational practices were analyzed in dialogue with anti-racist movements in São Sebastião, observing how these experiences dialogue and positively impact the school context. Aiming to favor the active participation of professors and students in the investigative process, collaborative research strategies were adopted, such as: observant participation; Circles of conversation; narrative interview; and pedagogical intervention. The methodological path was developed in four stages: 1) monitoring and recording of educational practices aimed at teaching Afro-Brazilian and indigenous histories and cultures at school; 2) follow-up and recording of actions by anti-racist collectives in São Sebastião; 3) collection of teachers' narrative interviews; 4) development of pedagogical intervention with the children of CEI 01, to critically compare them with the practices usually carried out at school. The research's theoretical contribution involves the vast literature on ethnic-racial relations and anti-racist education, in a decolonial key.
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18
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Sandra Regina de Souza Santos
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The Social Subjectivity that Constitutes the Performance of the Pedagogue at School
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Advisor : CRISTINA MASSOT MADEIRA COELHO
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COMMITTEE MEMBERS :
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CRISTINA MASSOT MADEIRA COELHO
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LUCIANA DE OLIVEIRA CAMPOLINA
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MARISTELA ROSSATO MARTINS
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Valdivia de Lima Pires Egler
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Data: Apr 20, 2023
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Show Abstract
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This research starts from theoretical-epistemological assumptions that understand that the Psychology-Pedagogy dialogue in the school environment and the pathologizing of the learning disability are aspects that contribute to a greater demand of students with school complaints to support services such as that provided by pedagogues of the Specialized Learning Support Team – EEAA, at SEEDF. This high demand is often linked to hegemonic paradigms that consider only the cognitive aspects of learning and that disregard the heterogeneity of the educational space. In school, the expansion of the understanding of the subjective aspects that participate in learning based on the studies of the Theory of Subjectivity in a cultural-historical perspective elaborated by González Rey represents another possibility for the performance of the pedagogue. As its central objective is the understanding of how the social subjectivity of a public school in the Federal District is expressed in the actions performed by the pedagogues of the Specialized Learning Support Team – EEAA. To this end, the study based on Qualitative Epistemology and the Constructive-Interpretative Methodology formulated by González Rey, managed to explain the configuration of the Social Subjectivity of the school studied and its impact on the work of the pedagogues of the EEAA. The understanding of this configurational logic gave visibility to the subjective meanings generated/produced in daily school life from those that emerged from institutionalized moments as well as those subjectified from the relations with others and with practice. For the pedagogues, the knowledge of the Social Subjectivity of the school was presented as a new alternative of action, evidencing the need for its protagonism for the organization of the pedagogical work.
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19
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Laura Matos de Oliveira
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THE BABY'S FREE PLAY IN DAY CARE: SUBJECTIVE PROCESSES AND DEVELOPMENT
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Advisor : CRISTINA MASSOT MADEIRA COELHO
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COMMITTEE MEMBERS :
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CRISTINA MASSOT MADEIRA COELHO
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LUCIANA SOARES MUNIZ
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REGINA LUCIA SUCUPIRA PEDROZA
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VIVIANE FERNANDES FARIA PINTO
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Data: Apr 27, 2023
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Show Abstract
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The baby plays from its first months of life, plays with its own body, plays with other people and with the environment that surrounds it, and from this experience it learns and develops. Advancing in an understanding of the subjective processes that emerge in the baby's experience of free play can favor greater quality in the practices of care and education of babies. This study aims to understand the baby's experience of free play in daycare, from a subjectivity perspective, in order to generate intelligibility about the genesis of subjective processes involved in this experience, which may favor child development. González Rey's Theory of Subjectivity provides theoretical assumptions for the research, which was carried out in an Educational Center for Early Childhood in the Federal District (CEPI). The research articulates theoretical concepts with questions about educational approaches to Early Childhood Education. Qualitative Epistemology, which studies subjectivity, rescues the subject in research and is characterized by the dialogical and constructive-interpretative character of knowledge. Thus, it is with the Constructive-interpretive Methodology that the construction of knowledge is elaborated, from indicators and hypotheses, which evidenced subjective processes in the babies, active participants of the research. It is concluded that, in free play, babies subjectively produce and develop from experiences that bring together autonomy, imagination and agency.
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20
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ALUIZIO AUGUSTO CARVALHO SANTOS
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Playful art and health: reflections of a clown
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Advisor : LUCIO FRANCA TELES
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COMMITTEE MEMBERS :
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LUCIO FRANCA TELES
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CLAUDIA GUILMAR LINHARES SANZ
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PAULO SERGIO DE ANDRADE BAREICHA
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TATIANA OLIVEIRA NOVAIS
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Data: Apr 28, 2023
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Show Abstract
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This study analyzes and reports the experience of Playful Art in Health Promotion in the Pandemic Context, and its contribution to popular health education. Based on Paulo Freire's legacy, we clearly understand the need to combat the various forms of domination, economic and cultural. We question colonizing practices and values, which established their continent as the center, and other territories and peoples as peripheral. They developed the hierarchization of peoples and classes. During fieldwork, we shared ancestral knowledge of Arte Brincante through dialogue and its practices, through the culture circle methodology in order to contribute to scientific knowledge about practices in art, culture, health and education in the territories, demonstrating possibilities for discussion, updating of art-education activities with the community. Our approach was to treat art and play as a SULeador axis in the exchange of knowledge, highlighting them as basic for raising awareness of educational practices as they are fundamental as languages of interaction with the world. When we get to know Paulo Freire's work, we observe that it is possible to deal with the theme of traditional knowledge, playing, art, health and orally transmitted learning, related to structuring contents of our society, such as racism, capitalism, imperialism, patriarchy. Bell hooks, African-American feminist, also promoted the approximation of Freire's thought in feminist movements. From this perspective, we use Freire and hooks as references, as they are fundamental to our considerations.
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21
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Rosa Maria Costa Cavalcante
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THE BABY'S FREE PLAY IN DAY CARE: SUBJECTIVE PROCESSES AND DEVELOPMENT
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Advisor : CRISTINA MASSOT MADEIRA COELHO
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COMMITTEE MEMBERS :
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CRISTINA MASSOT MADEIRA COELHO
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LUCIA HELENA CAVASIN ZABOTTO PULINO
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LUCIANA SOARES MUNIZ
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VIVIANE FERNANDES FARIA PINTO
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Data: May 4, 2023
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Show Abstract
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This research aims to understand the subjective teaching constitutions of Early Childhood Education teachers and their professional transformations in the face of the new challenges proposed by the National Common Curricular Base (BNCC, 2018). It was proposed to investigate in what ways the conceptions of the new normative document give rise to a re-signification of teaching practice, influence and contribute to the transformation or continuity of conceptions of children and childhoods, as well as the representations about the protagonism of students in articulation with activities that guarantee the proposed learning rights. The study was based on the Theory of Subjectivity, by González Rey, articulated with the Qualitative Epistemology approach that considers scientific knowledge in its procedural character and developed in articulation with the theoretical model. This methodological proposal assumed the active engagement of the researcher, based on a constructive and interpretative process based on indicators and hypotheses formulated during the course of the research. The field work was carried out in a kindergarten school in Brasilia, where the researcher works, and had three teachers with recognized teaching experience. From there, it was observed and interpreted how the process of subjective constitution of the professor integrates in the articulation of individual subjectivity and social subjectivity, professional experience and life history of these teachers. The research unfolded as a continuous reflection, stimulated the teacher's protagonism in the development of their pedagogical practice and theoretical training and put into discussion the significant importance of how educators think, live and feel teaching.
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22
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Ana Caroline Freitas de Almeida
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PREMATURE EDUCATION CHILDREN IN PRESCHOOL: THE TEACHERS' PERSPECTIVE
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Advisor : CRISTINA MASSOT MADEIRA COELHO
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COMMITTEE MEMBERS :
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ALEXANDRA AYACHE ANACHE
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CRISTINA MASSOT MADEIRA COELHO
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MARIA AURISTELA BARBOSA ALVES DE MIRANDA
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SINARA POLLOM ZARDO
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Data: May 5, 2023
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Show Abstract
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Premature Education offered by the State Department of Education of the DF is a service in which babies and children from 0 to 3 years old with different physical and cognitive conditions participate, based on medical referral. At about 4 years old, many children conclude their stay in Premature Education and go to pre-school at public schools. The insertion of this student in the educational-school world happened practically from his birth, since Premature Education is not a therapy, but an educational intervention. This familiarity with the school context is seen by the program as a facilitator of this transition process for children. The main objective of this work is to understand the subjective productions of a group of teachers directly involved in the transition process between Premature Education and the initial phase of preschool, which are expressed in the way these professionals receive children coming from Premature Education. The Theory of Subjectivity, through Qualitative Epistemology, was the basis for the study that indicated, as a development of the construction-interpretative, for the insufficiency of a process based only on the standard documentation sent via SEEDF to the Kindergartens that does not allow teachers to understand the child and his learning singularities. As it currently happens, there is a dependence on the private initiative of teachers to seek such information and details about the family or other contexts without an effective institutionalized way. It reflects on institutionally adopted practices that enable, both for children and for professionals, a transition with greater quality
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23
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Rizalva dos Santos Cardoso Rabêlo
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Creativity and problem posing in mathematics: a study with teachers of the final years of elementary school
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Advisor : CLEYTON HERCULES GONTIJO
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COMMITTEE MEMBERS :
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ALEXANDRE TOLENTINO DE CARVALHO
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CLEYTON HERCULES GONTIJO
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MATEUS GIANNI FONSECA
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WESCLEY WELL VICENTE BEZERRA
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Data: Jun 30, 2023
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Show Abstract
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It is research where the object was to analyze the productions of a group of mathematics teachers in the elaboration of open problems from closed problems, observing the fluency, flexibility and originality of thought in these elaborations. As a methodological strategy, we opted for a qualitative, participatory research, of a basic nature, with explanatory objectives, based on data from teachers of mathematics in the final years and the categorization of the answers proposed by them (qualitative analysis). A questionnaire composed of two parts was used as a data collection instrument: the first to obtain information to outline a profile of the participa nts and the second composed of 4 closed problems to be transformed into open problems. It was observed that the participants recognize the importance of stimulating creativity in mathematics and that they sought to elaborate open problems based on the situations presented, however, they showed little fluency and flexibility of thought in these elaborations. Regarding originality, as a result of little flexibility of thought, the elaborations did not constitute differentiated problems that could involve students in activities of an investigative nature in mathematics
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24
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Erika Soares de Lima Martins
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Teaching work in pandemic times: the case of the Federal District
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Advisor : GIRLENE RIBEIRO DE JESUS
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COMMITTEE MEMBERS :
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HELLEN CRISTINA CAVALCANTE AMORIM
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GIRLENE RIBEIRO DE JESUS
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Jul 5, 2023
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Show Abstract
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The present study has the general objective of analyzing the effects of the COVID-19 pandemic on the work of teachers of basic education in the public network of the Federal District. It is known that the context generated by the pandemic brought to light the social abyss in which we live in Brazil and, even more, revealed the losses accumulated by the lack of adequate investments in education in the country. In order to verify the reality of the work of the professors of the State Department of Education of the DF, we outlined the following specific objectives: i) To describe how the teaching-learning process took place in the DF during the period of the Covid-19 pandemic during the years 2020 and 2021; ii) Investigate how the DF legislation contemplated the telework model of Public Network teachers; iii) analyze the experience of remote work of Public School teachers who worked in the academic years of 2020 and/or 2021; iv) analyze the working conditions of teachers during the pandemic. To this end, we adopted a qualitative research methodology, whose data collection took place through the writing of a personal letter by teachers reporting their work experiences during the years 2020 and/or 2021. After analysis of thematic content according to Bardin's assumptions ( 2016) of the letters, it was possible to find 5 categories that show the work overload to which the teachers were submitted, generating the intensification of the work of these professionals in the period of remote work. However, it was also possible to identify 1 category that covers the feeling of positivity and motivation of teachers when facing the challenges imposed by the COVID-19 pandemic. Also as a result of this research, a questionnaire was designed to collect quantitative data on the work of teachers during the pandemic, which will subsequently be validated and applied in future studies.
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25
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Indira Arruda Pineda Castellanos
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SCHOOL CLASS (AND/OR) LEARNING COMMUNITY OF PARANOÁ: THE CARTOGRAPHY OF A PEDAGOGICAL CROSSING.
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Advisor : ANA TEREZA REIS DA SILVA
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COMMITTEE MEMBERS :
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FRANCÉLI BRIZOLLA
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CRISTINA MASSOT MADEIRA COELHO
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FATIMA LUCILIA VIDAL RODRIGUES
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VIVIANE NEVES LEGNANI
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Data: Jul 28, 2023
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Show Abstract
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The awareness that the current hegemonic school system in Brazil can no longer deal with reality has given rise to different ways of conceiving the schooling process. In this sense, this research sought to describe the path taken by the Escola Classe Comunidade de Aprendizagem do Paranoá, in its first years of life, in order to understand the most favorable and the most challenging contexts for its creation to go beyond the dream and become a reality, even within the paradigm of the public school system in the Federal District. The methodological path followed counted on a literature review and document analysis, besides the following collaborative research strategies: semi-structured interviews with the interlocutors of each segment of this community and a cartography from the perspective of the observant participation registered in a logbook as a teacher/researcher in such school, also using memories and experiences of other different practices. The analysis of the crossing made by this peripheral public school offered possible paths in the search for more creative pedagogical practices, with other dimensions of learning and committed to the development of an emancipatory education, indicating what prevails and what limits this collective path
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26
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Vanilson José Lourenço
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PATHS FOR TRANSFORMING THE SCHOOL FORM: A STUDY ON THE ORGANIZATION OF PEDAGOGIC WORK AT CED PAD-DF
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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MONICA CASTAGNA MOLINA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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CLARICE APARECIDA DOS SANTOS
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MARIA JUCILENE LIMA FERREIRA
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Data: Jul 31, 2023
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Show Abstract
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The education model in force in Brazil in the last times has not contemplated rural workers as it should. With the aim of overcoming this excluding model of education, rural social movements articulated great battles for the benefit of offering an education connected with the knowledge and actions of these workers. The aforementioned battles resulted in the public politics which bring in their structure important legislation for the implementation of Rural Education that prioritizes the aspirations of the communities. Only laws would not be enough for this type of education to be effective. Articulations between academic environment, rural communities and social movements were necessary to subvert the current logic that imposes the production and reproduction of capitalist work on the educational model, with the type of dialogue promotes the articulation of the contents between theory and practice in the promotion of understanding and transformation of the peasant reality. Therefore, in this research, through interviews, it is intended to investigate and understand the way of thinking of teachers, members of school management and students of the Centro Educacional do Programa de Assentamento Dirigido do Distrito Federal- CED PAD-DF, with objective of to analize the way they perceive the organization of the pedagogical work of the school.
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27
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RAVENA DO CARMO SILVA
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FREEDOM SINGED! AND NOW? ONE STUDY OF GRADUATES AND PUBLIC POLICIES OF THE SYSTEM SOCIO-EDUCATIONAL SERVICE OF THE FEDERAL DISTRICT
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Advisor : ERLANDO DA SILVA RESES
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COMMITTEE MEMBERS :
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EBLIN JOSEPH FARAGE
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ERLANDO DA SILVA RESES
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LENILDA DAMASCENO PERPETUO
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LEONARDO RODRIGUES DE OLIVEIRA ORTEGAL
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Data: Jul 31, 2023
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Show Abstract
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The methodology used in the research is qualitative, favoring elements of autobiography and document analysis based on an empirical study, using two sets of data. The first, consisting of autobiographical narratives (diaries and poems written during the hospitalization period), which portray the experiences resulting from the deprivation of liberty. The second consists of reports, books and book chapters produced in the work of workshops and social intervention in formal and non-formal education environments: adolescent detention units, public schools, universities and cultural events. Political-artisticpedagogical actions experimented within the scope of three projects: in particular the „Poesia nas Quebradas‟, „Vozes da Cidadania‟, at the Institute of Socioeconomic Studies, Inesc, 2017-2020; and the „Nucleus of Studies, Organization and Dissemination of Knowledge on Marginal Literature‟, NEOLIM, 2021-2022. The theoretical foundation intends to relate the social production of subjects who experienced crime in childhood and adolescence; theories and practices of the socio-educational system; theories of education and psychology, legislation protecting childhood and adolescence and public policies aimed at graduates. The methodology used in the research has a qualitative character, favoring elements of the autobiography, and the trajectories of the subjects participating in the workshops of social intervention, reflection and artistic expression in the projects.
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28
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Carolina de Vasconcelos Barreto
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THE PLAN FOR OVERCOMING EXTREME POVERTY IN THE FEDERAL DISTRICT AND ITS IMPACT ON EDUCATION: PUBLIC SCHOOLS OF THE ADMINISTRATIVE REGION SOL NASCENTE/PÔR DO SOL
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Advisor : BENEDETTA BISOL
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COMMITTEE MEMBERS :
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BENEDETTA BISOL
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CAETANA JURACY REZENDE SILVA
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ETIENNE BALDEZ LOUZADA BARBOSA
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GIONARA TAUCHEN
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Data: Aug 24, 2023
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Show Abstract
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The Federal District established the Plan for Overcoming Extreme Poverty in the Federal District - "DF without Misery" in 2011, with the aim of combating poverty and reducing social inequalities. The Plan provided families in extreme poverty with access to basic social rights such as health, education, and social assistance. The central problem of the research was to identify the impacts that the Plan had on access to education and the overcoming of poverty in the Sol Nascente/Pôr do Sol territory during the ten years of its implementation. This is a study of comparative education, with a temporal dimension for comparison, considering the beginning and end of the DF without Misery Plan (2011-2021) as reference points. The research was conducted based on a bibliographical review of the topic, as well as an evaluation of collected data regarding education, social assistance, child labor, basic sanitation, and vaccination coverage in the specified region. It was observed that the Plan contributed to keeping children/adolescents in school, but it did not show effectiveness in terms of repetition and age-grade distortion rates. Additionally, the Plan was not efficient in overcoming poverty among the studied population. It can be concluded that the integration between public policies and data collection by public agencies is essential for assessing future social programs and ensuring that the population's needs are fully addressed.
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29
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Magna Estefânia de Souza Tavares
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The performance of the pedagogical supervisor from the Primary City Schools (Stages I and II) in the municipality of Valparaíso in the State of Goiás – from 2016 to 2022.
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Advisor : MARIA ABADIA DA SILVA
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COMMITTEE MEMBERS :
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JOSE VIEIRA DE SOUSA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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LÚCIA MARIA DE ASSIS
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MARIA ABADIA DA SILVA
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Data: Aug 28, 2023
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Show Abstract
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This dissertation, has chosen as object of investigation the performance of the pedagogical supervisor from the Primary City Schools (Stages I and II) in the municipality of Valparaíso in the State of Goiás – from 2016 to 2022. The initial goal that was originally conceived was to look into the conduct of the pedagogical supervisor of those schools relating to the range of the pedagogical and administrative school running. It was problematized: what elements of the pedagogical supervisor’s work lead to what it seems an immeasurableness of their professional identity. The study zoomed in on the theoreticalmethodological contributions from the historical-dialectical by means of contraction and mediation categories. It approaches a study of qualitative nature by submitting an on-line questionnaire to principals, teachers, coordinators, supervisors, the representant of the Board Secretary of Education from the Municipality and the Teacher’s Union. It leads to the following contradictions: two pedagogical supervision streams presently coexist in the Municipality Primary Schools Stages I and II, inspecting supervision and democratic supervision. The diverging views of the pedagogical supervisor’s duties remain as well as the specification of their duties both in the management and pedagogical spheres with their inspecting supervisorial presence, articulating and bureaucratic supervisions. Contradictions have been found between what is set by the legislation as for their attributions and labor practices, naming the equivalation of the supervisor’s and pedagogical coordinator’s functions, the devaluation of the supervising practice, the presence of autocratic management and the democratic management.
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30
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MIRIAN AGUIAR OLIVEIRA
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The Financing of the Early Childhood Education Agreement Policy in the Federal District: The Early Childhood Education Centers (ECECs)
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Advisor : CRISTINA HELENA ALMEIDA DE CARVALHO
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COMMITTEE MEMBERS :
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CATARINA DE ALMEIDA SANTOS
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CRISTINA HELENA ALMEIDA DE CARVALHO
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ETIENNE BALDEZ LOUZADA BARBOSA
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VERA MARIA VIDAL PERONI
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Data: Aug 28, 2023
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Show Abstract
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The main objective of this dissertation is to analyze the financing of the Federal District’s policy of agréments with Civil Society Organizations (CSOs) for the provision of early childhood education in Early Childhood Education Centers (ECECs). Currently, the FD provides part of its kindergarten and preschool supply through agreements with CSOs through its own buildings or through the cession of management of the ECECs, which are institutions built through the federal public policy Proinfância (National Program of Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education). It proposes as specific objectives: a) to examine the national educational legislation referring to the financing of the early childhood education stage; b) to analyze the relations established between the public power and the private sector in the financing of early childhood education; c) how the district public funding for the private instituitions that managed the ECECs in the FD between 2017 and february of 2023. This is a quali-quantitative research, whose methodological procedures were documental and bibliographical analysis, in additions to the analysis of data on the financing of ECECs between 2017 and 2022. As results, it was observed irregularities were identified in the execution of the partnership, in compliance with the terms of collaboration and with regard to the control of vacancies. As for financing, the option for agreements proved to be an educational offer at reduced costs, since the amounts per child are outdated and there is professional devaluation through reduced wages and the absence of career plants, characterized by outsourcing of core activity.
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31
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Saron Gomes Batista
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TALENTED/GIFTED GIRLS IN ELEMENTARY AND MIDDLE SCHOOL: A CASE STUDY AT CEILÂNDIA, FEDERAL DISTRICT, BRAZIL
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Advisor : SINARA POLLOM ZARDO
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COMMITTEE MEMBERS :
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SINARA POLLOM ZARDO
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WIVIAN JANY WELLER
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LUCÉLIA DE MORAES BRAGA BASSALO
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VANESSA TEREZINHA ALVES TENTES DE OUROFINO
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Data: Aug 28, 2023
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Show Abstract
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This Master's dissertation is linked to the Comparative Studies in Education (ECOE) research line and the Generations and Youth Research Group (GERAJU), of the Postgraduation Program in Education at University of Brasília (UnB) and has the general aim identify the panorama of enrollments of talented/gifted students in elementary education in Brazil and the Federal District and analyze the profile of the girls attended at the center of Ceilândia/DF. The specific objectives include: a) to map the enrollment of talented/gifted students at the national and Federal District levels; b) to evidence the proportion of talented/gifted boys and girls characteristics in elementary school in the national and district context; c) to identify the predominant characteristics of talented/gifted girls in elementary school attended at the Ceilândia pole. For this study a qualitative approach of case study type was chosen. The instruments used were the MEC/INEP census data (2015 to 2022) of enrollment of talented/gifted students in elementary education in Brazil and the Federal District and the analysis of identification forms and evaluation reports referring to the period from 2015 to 2022 to identify the profile of talented/gifted students at the Ceilândia center. Despite the Federal District’s efforts to implement assistance programs and its legal guidelines to combat negligence and discrimination, the inclusion of these students still faces challenges. Although the number of talented/gifted students identified is higher than the national average, in percentage terms, this number is still low. The lack of inclusion also affects girls, indicating neglect of identification. At national, district and local levels, the number of girls is much smaller than the number of boys attended. In addition to manifesting the characteristics of talented/gifted students, girls need to present other attributes to be seen by those who refer them to specialized care.
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32
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Decio Otto Carlos Gomes
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The Image of the Baobab between Autobiography and Comparison
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Advisor : BENEDETTA BISOL
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COMMITTEE MEMBERS :
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BENEDETTA BISOL
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ETIENNE BALDEZ LOUZADA BARBOSA
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GIONARA TAUCHEN
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RODRIGO MATOS DE SOUZA
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Data: Aug 30, 2023
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Show Abstract
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The work aims to contribute to the field of studies on the teaching of Afro-Brazilian history and culture by investigating a central theme in African cultures: the baobab tree. Specifically, it undertakes an interpretative analysis of the children's book "Obax," written and illustrated by André Neves (2010), in juxtaposition with the autobiographical memories of the author of this dissertation, who grew up and was educated in schools in Guinea-Bissau. The work thus employs methodologies of comparative education, considering, on one hand, the representation, also imagery, of the baobab tree in Neves' work, and on the other hand, the ancestral knowledge acquired orally in the shadows of baobab trees in Guinea. Prominent among the results is the significance of the baobab tree and the traditional knowledge associated with it in Guinea, as well as the value of this knowledge for education in Brazil, recognizing the centrality of knowledge derived from African history and traditions. The research is linked to the Comparative Studies in Education (Ecoe) research line of the Postgraduate Program in Education (PPGE), within the Faculty of Education (FE) at the University of Brasília (UnB).
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33
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Livia Gomes de Luccas
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The Cultural Historical Social Inventory as a Tool Didactics and the Protagonism of Minorities: Experience and History of Peasant Women from the Educational Center of the Federal District Settlement Program, CED PAD DF
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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MONICA CASTAGNA MOLINA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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CLARICE APARECIDA DOS SANTOS
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MARIA JUCILENE LIMA FERREIRA
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Data: Aug 31, 2023
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Show Abstract
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The main objective of this dissertation was to highlight the didactic and educational potential of the Historical and Cultural Social Inventory, in na experience carried out at the Educational Center of the Directed Settlement Program of the Federal District ( Distrito Federal -DF) (CED PAD DF), using as a basis for our action to re-elaboration ' reworking ' the proposals curriculum based on narratives of peasant women from that region, who were interviewed for the construction of the document. In the first chapter, we trace a history of land occupation in the PAD DF region, highlighting how the issues related to race are intertwined in the process. We also brought a brief history of the Rural Education and its construction and struggle against thinking hegemonic. We also analyzed how the CED PAD DF school is on its journey towards becoming a Rural School. In the second chapter, we analyze the didactic potential of the Historical and Cultural Social Inventory and the contributions of Socialist Pedagogy in this context. This chapter presents a brief history of feminism and affirms the perspective of intersectionality as a fundamental lens for reflecting on complex social dynamics. In the third and last chapter, the research field and moment of (re)approachment with the school were detailed. classroom,exemplifying how such conceptions can and should be translated into concrete pedagogical approaches. As nethodolohy we used qualitative method approach and try to offer an example of how educational practices can be aligned with the principles of Rural Education, reinforcing the importance of contextualization and constant dialogue between theory and practice in the educational field. Through this approach, we sought not only to enrich the students' training process, but also to highlight that, for the construction of a society opposed to the current hegemony and which enforces social justice for the peasant people, we need to organize ourselves, inside and outside of the school, in a decolonized perspective.
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34
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BEATRIZ MIRANDA GOMES
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THE NATIONAL EDUCATION DEVELOPMENT FUND AND THE DECENTRALIZED MANAGEMENT OF SCHOOL MAINTENANCE PROGRAMS: comparative study on the collaborating centers in the Central-West and North Regions
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Advisor : ADRIANA ALMEIDA SALES DE MELO
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COMMITTEE MEMBERS :
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ADRIANA ALMEIDA SALES DE MELO
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GIRLENE RIBEIRO DE JESUS
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REMI CASTIONI
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ADRIANA VALÉRIA SANTOS DINIZ
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Data: Sep 29, 2023
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Show Abstract
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This dissertation investigates the decentralized management of educational school maintenance programs from the National Education Development Fund (FNDE/MEC) based on the collaboration regime established between this authority and the Collaborating Centers for Support for Monitoring and Management of Educational Programs ( CECAMPEs), founded in partnership with Federal Universities, with the function of promoting improvement of the educational programs in question. The research aims to analyze the performance of CECAMPEs in monitoring the decentralized management of FNDE's school maintenance programs. For this purpose, the CECAMPEs referring to the Central-West and Northern Regions of Brazil were comparatively analyzed during the period from 2020 to 2022. We sought to understand how the collaboration proposed by the FNDE developed, and the role of the CECAMPEs in order to support the execution and performance of program management, namely: the Basic Direct Money at School Program (PDDE) and its Integrated Actions, the Caminho da Escola Program and the National School Transport Support Program (PNATE). In this way, the objective was to signal the results produced by this collaboration. For this study, the process of configuring policies and financing of Brazilian education is considered in its advances and obstacles in the targeting and decentralization of resources for basic education. The work is structured from a comparative perspective in education, with a critical-dialectic approach, and included bibliographical research through the survey of titles and literature review, followed by documentary research related to the theme.
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35
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Glauciane Ferreira da Costa Andrade
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The humanities in the training of Early Childhood Education and Early Years of Elementary School teachers
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Advisor : CATIA PICCOLO VIERO DEVECHI
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COMMITTEE MEMBERS :
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BENEDETTA BISOL
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CATIA PICCOLO VIERO DEVECHI
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GIONARA TAUCHEN
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LILIANE CAMPOS MACHADO
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Data: Oct 19, 2023
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Show Abstract
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The research analyzed the place of humanities in teacher training courses for Early Childhood Education and the Early Years of Elementary School. To this end, it sought to achieve the following objectives: compare the purposes of CNE/CP resolutions no. 1/2006, 2/2015 and 2/2019, with regard to studies in humanities; find out what has been defended. Anfope (National Association for the Training of Education Professionals) around the training of teachers who will work in early childhood education and early years; know the position of coordinators of pedagogy courses in relation to Resolution CNE/CP nº. 2/2019 regarding the training of teachers who will work in Early Childhood Education and the Early Years of Elementary School; discuss the importance of studying humanities in the training of teachers who will work in Early Childhood Education and Early Years. Using a qualitative research approach, it analyzed CNE/CP resolutions nº. 1/2006, 2/2015 and 2/2019 and pedagogical projects of pedagogy courses at Brazilian public universities, applied questionnaires and conducted interviews with the coordinators of the same courses. The theoretical discussion was based on the works of the American philosopher Martha Nussbaum (2013,2014,2015) and authors who deal with human formation, such as Dalbosco (2015, 2019, 2021, 2022), Goergen (2016,2019, 2021 ), Biesta (2017), among others. The understanding, so far, is that there is a global trend towards simplification of humanities in the curricula of teacher training courses, which is more accentuated in Brazil with Resolution CNE/CP no. 2/2019.
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36
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Wanderléia dos Santos Rosa
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THE PRAXIS OF KALUNGA QUILOMBOLA EDUCATORS, GRADUATE FROM THE EDUCATION FOR RURAL AREAS COURSE-UnB, IN THE COMMUNITY VÃO DE ALMAS: CONTRIBUTIONS TO YOUTH SELF-ORGANIZATION AND TO STRENGTHEN THE LOCAL CULTURE IN DEFENSE OF THE TERRITORY
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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LUIS ANTONIO PASQUETTI
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MONICA CASTAGNA MOLINA
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MÁRCIA MARIANA BITTENCOURT BRITO
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Data: Nov 21, 2023
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Show Abstract
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THE PRESENT STUDY AIMS AT ANALYZING THE PEDAGOGICAL PRACTICES OF KALUNGA QUILOMBOLA EDUCATORS, GRADUATE FROM THE UNDERGRADUATE COURSE OF EDUCATION FOR RURAL AREAS (LEDOC) AT UNB. THE ANALYSIS IS BASED ON THEIR UNDERSTANDING ON HOW THE COURSE IMPACTED THEIR TEACHING TO HIGH SCHOOL STUDENTS AT THE QUILOMBO VÃO DAS ALMAS COMUNITY IN CAVALCANTE – GO. THE FOCUS WAS THE SELFORGANIZATION OF THE YOUTH IN DEFENSE OF THEIR CULTURE AND TERRITORY. THE RESEARCH WAS BASED ON THE EPISTEMOLOGY OF PRAXIS, PROPOSED BY CURADO (2018); MOLINA (2017,2018,2021); BITENCOURT BRITTO (2017), XAVIER (2022). THE RESULTS POINTED THAT THE RESEARCHED EDUCATORS RECOGNIZE THEIR TRAINING AT LEDOC ESSENCIAL TO THEIR PROFESSIONAL PRACTICES OF CONTINUOUS ARTICULATION BETWEEN THERORY AND PRACTICE, ENABLING CRITICAL READINGS OF THEIR REALITIES, ALLOWING THEM TO ACT WITHIN SCHOOL AND COMMUNITY IN THE SEARCH FOR SOLUTIONS. THE ANALYSIS OF THEIR STATEMENTS DEMONSTRATED THAT THEY ADOPT SUCH PRAXIS IN THE WORK WITH HIGH SCHOOL STUDENTS, THAT THE TEACHING ACTION IS DAILY FOCUSED ON THE DEVELOPMENT AND STRENGTHENING OF CRITICAL AWARENESS AMONG STUDENTS AND THE FORMATION OF INDIVIDUALS COMMITTED TO THE PROTECTION AND PRESERVATION OF LOCAL CULTURE AND TERRITORY. EVEN AFTER COMPLETING THEIR COURSES, EDUCATORS SEEK AND RELY ON LEDOC’S SUPPORT TO DEVELOP COLLECTIVE ACTIONS WITHIN THE QUILOMBO. IN CONCLUSION, WE CAN AFFIRM THAT DISPITE THE DIFFICULTIES INHERENT TO RURAL AND QUILOMBOLA EDUCATION, LEDOC/UNB GRADUATE TEACHERS HAVE TAKEN UP THE CHALLENGE OF PROVIDING AN EMANCIPATORY EDUCATION MODEL AND ENCOURAGED THE YOUTH TO ORGANIZE THEMSELVES TO RESIST AND CONFRONT HEGEMONY IN DEFENSE OF THEIR CULTURE.
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37
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Bruna de Oliveira Passos Vital
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The interrelation between plagiarism and artificial intelligence in academic writing: An analysis from the understanding of pedagogy graduates
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Advisor : CARLOS ALBERTO LOPES DE SOUSA
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COMMITTEE MEMBERS :
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CARLOS ALBERTO LOPES DE SOUSA
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EDUARDO DI DEUS
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PAULA GOMES DE OLIVEIRA
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CARLOS ANGELO DE MENESES SOUSA
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Data: Dec 8, 2023
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Show Abstract
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Artificial Intelligence appears in various spheres of people's daily lives, causing a great impact on language production. This research sought to critically analyze the understanding of undergraduate Pedagogy students about the interrelationship between plagiarism and the use of Artificial Intelligence for the production of written texts. The theoretical framework addresses plagiarism, academic cyberplagiarism and Artificial Intelligence for text production. Data were collected from undergraduate students of the Pedagogy course in face-to-face and distance learning at the University of Brasília, using a questionnaire and interview. To analyze the data, we used Bardin's Content Analysis (1977) and Triviños' (1987) data triangulation. Participants point out, as the main cause of plagiarism, in the questionnaire, the difficulty in original and autonomous writing and in interviews the time. They admit the use of an AI tool to write dissertation texts, they understand the concept of plagiarism in general, however, faced with a specific situation of using AI to write academic texts, most of them are unable to identify it. It is concluded that students show concern about authorship issues when using AI tools for writing text. In view of this, we identify the need to rethink the educational environment in Higher Education so that it promotes the construction of authorship, the understanding of situations that involve academic plagiarism or cyberplagiarism and training to use generative AI tools.
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38
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Ana Luiza da Silva Indiano
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Territories through cameras: analyzes of cinematographic productions by young people from Chicão in São Sebastião - DF.
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Advisor : MARIA LIDIA BUENO FERNANDES
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COMMITTEE MEMBERS :
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MARIA LIDIA BUENO FERNANDES
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ANDREA CRISTINA VERSUTI
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WIVIAN JANY WELLER
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PAULO CÉSAR RODRIGUES CARRANO
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Data: Dec 13, 2023
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Show Abstract
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This master's thesis studies the production of videos by young people in order to find the territorialities expressed in them. We analyzed videos produced collaboratively during the Covid-19 pandemic by students from the Administrative Region of São Sebastião, DF, as part of the festival promoted by the school, Chica de Ouro. We found that the videos produced by the young people show their relationship both with their territories and with other territories, as well as a clear understanding of the circumstances that affect them and transform their realities. We also noticed traces of a territoriality specific to these young people, expressing the way they understand the relationships in their territories and pointing out ways of tackling issues that affect their lives and the future of other young people on the planet. The work seeks to collaborate with the studies that have been developed on the use of audiovisuals in education, as a tool with an aesthetic dimension that contributes to the formation of critical subjects, an approach to art, as well as the development of various types of intelligence, sensitivity and other skills. The research points to the relevance of using practices that welcome cultural productions within the school. The results of the work point to the importance of video production by young people in the formative process within the school space and in the expression of the protagonism of young people showing their perspectives on the world and their claims, as well as their hope for a more supportive and collaborative world for transformation in the society in which we live.
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39
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Andressa Maria Rodrigues Klosovski
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COMPARATIVE ANALYSIS OF THE DISTRIBUTION CRITERIA OF STATE AND MUNICIPAL QUOTAS OF EDUCATION SALARY: IMPACTS ON THE FINANCING OF BASIC EDUCATION IN THE STATES AND IN THE FEDERAL DISTRICT
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Advisor : CRISTINA HELENA ALMEIDA DE CARVALHO
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COMMITTEE MEMBERS :
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CRISTINA HELENA ALMEIDA DE CARVALHO
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GIRLENE RIBEIRO DE JESUS
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Andreia Couto Ribeiro
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NALÚ FARENZENA
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Data: Dec 15, 2023
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Show Abstract
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The present work aims to comparatively analyze the criteria for distributing state and municipal quotas of the education salary between the current model, based on the collection of contributions in each state, and the system established by the Federal Supreme Court, in 2022. The aim is to investigate the impacts on the redistributive function of resources and whether they contribute to reducing inequalities. The research is descriptive and analytical with a quantitative approach, considering the use of bibliographic and documentary review, the analysis of physical and financial data, from 2007 to 2022, using reports from the National Education Development Fund (FNDE), from the National Institute of Studies and Research Anísio Teixeira (Inep), the National Treasury Secretariat (STN) and the Brazilian Federal Revenue Service (RFB). The hypothesis of the dissertation is that the current distribution of state/municipal quotas of the education salary does not integrate the set of resources destined to reduce educational inequalities, as it has a return nature of the resources collected by federated entities. In contrast, based on the interpretation of the provisions that deal with its distribution given by the STF, the source of the education salary can be part of the list of financing sources that, like the Fund for Maintenance and Development of Basic Education and Valorization of Professionals of Education (Fundeb), contributes to educational equity in Brazil. The dissertation is organized with an introduction, three chapters and a conclusion that will present a synthesis of the analyzes carried out based on the results achieved.
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Thesis |
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1
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CARLA TEREZA PESSOA DA ROCHA DANTAS
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Secondary education and higher education: the role of institutional actions and of the curriculum in the process of integration into university life.
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Advisor : LIVIA FREITAS FONSECA BORGES
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COMMITTEE MEMBERS :
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ROSANA RODRIGUES HERINGER
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VELEIDA ANAHI DA SILVA
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FRANCISCO THIAGO SILVA
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LILIANE CAMPOS MACHADO
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LIVIA FREITAS FONSECA BORGES
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Data: Feb 16, 2023
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Show Abstract
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This thesis is linked to the research line Teaching Profession, Curriculum and Assessment - PDCA of the Graduate Program in Education at the University of Brasilia and affiliated to the research group "Curriculum: theoretical concepts and educational practices". In it, we analyzed factors that according to the literature may play a negative role in the process of university engagement (TINTO, 1975; KUH, 2008; BEAN and EATON, 2000; SWAIL, 2003; among others), such as institutional actions and the undergraduate curriculum. After the realization of the State of Knowledge (MOROSINI and FERNANDES, 2014), such factors were identified as gaps (ROMANOWSKI and ENS, 2006) in the field of research about institutional issues. This observation led us to a concern that is described in the assumption that guided the research scenario and materialized its originality, which is “If the student does not participate in institutional actions of transition to higher education as well as persistence and the undergraduate curriculum not centered on the subject who learns can play a negative role in the process of university engagement”. The research problem was based on the following question: “What is the role of the institutional actions of transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and the institutional actions of persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement?”. The main objective of the research was “Analyze the role of institutional actions for the transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and institutional actions for persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement”. The research had a qualitative approach and as a time frame the period between the second semester of 2013, the semester in which the first public notice for the University of Brasília entrance exam was launched, which presented the option of admission to the university by social quotas (public notice nº 1 – 2nd entrance exam 2013, April 3, 2013), until the second half of 2019. Two institutions were analyzed, the University of Brasília - UnB for being the first federal public university in the country to adopt the quota system since 2004 and for presenting a track record of a policy of inclusion of public high school graduates through affirmative action of social quotas (PL 73/99) based on its entrance exam public notice (public notice nº 1 – 2nd entrance exam 2013, of April 3, 2013) and the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” for forming the largest number of admissions to undergraduate courses at UnB. The research public was formed by the staffs of the two institutions involved in the research and by the students who entered through the social quota system at the University of Brasilia. As a research method, we used the Case Study. As the techniques for data construction procedures, we used the document analysis of the Political Pedagogical Projects of the High Schools, the Pedagogical Projects and the curriculum of the undergraduate courses which were involved in the research, and of the SEEDF and UnB websites (courses, academic and administrative units), the semi-structured interview with the staffs of SEEDF and UnB and the questionnaire with the students. For data analysis, we used content analysis (BARDIN, 2016). After the analyses, we bring some notes such as the importance of the institution to reflect on its institutional culture and its role in the academic community; the development of a project of transition and persistence actions to higher education and an institutionalized pedagogical support for all students since the first year at university (TINTO, 1975, 1986, 1987) and the construction of an undergraduate curriculum organization that goes beyond classroom, which considers the student's voice (BERNSTEIN, 1996; ASTIN, 1993; RODRÍGUEZ, 2013; BORGES, 2012; SACRISTÁN, 2017; SWAIL, 2003; GRIGSBY, 2009; TINTO, 2015; ZEPKE, 2015; KUH, 2008; TESSEMA et al., 2012) and that has the student as the center of the teaching and learning process (COULON, 2008).
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2
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Flávia Ramos Cândido
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SCHOOL INCLUSION OF VISUALLY IMPAIRED STUDENTS FROM DISTRITO FEDERAL: INTERFACE FAMILY AND SCHOOL.
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Advisor : WIVIAN JANY WELLER
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COMMITTEE MEMBERS :
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SINARA POLLOM ZARDO
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BENEDETTA BISOL
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CRISTINA MASSOT MADEIRA COELHO
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MÁRCIA DENISE PLETSCH
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WASHINGTON CESAR SHOITI NOZU
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Data: Feb 28, 2023
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Show Abstract
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This doctoral thesis is linked to the research line Comparative Studies in Education (Ecoe), of the Postgraduate Program in Education (PPGE), Faculty of Education (FE), University of Brasilia (UnB), and was developed within the Generations and Youth Research Group (GERAJU). It aimed to understand the school inclusion and the family mediations in the trajectories of visually impaired students enrolled in public high schools in the Federal District (DF), seeking to conceive the ways that school institutions and families structured themselves so that students reached the last stage of national basic education. Supported by the reconstructive qualitative approach, it focused on the analysis of discussion groups held in virtual format in the context of the Covid-19 pandemic, and which were interpreted by the Documentary Method. The results point out that family support and monitoring were determinant for the entry and permanence of students in their school paths; experiences of structural and attitudinal barriers in schools ratifying that accessibility is a crucial element for the right to education of students with disabilities; the need to strengthen the Specialized Educational Attendance; the social isolation demanded by the pandemic forced the use of technology resources and that such artifacts and the Internet enabled the students' expectations in terms of study, leisure and inclusion; a collective effort is needed to fight and oppose segregationist and capacitating practices, ensuring accessibility, equity and dignified living conditions to students with disabilities.
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3
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Marcos Felipe Ferreira
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Implications of the Pandemic on Pedagogical Mediation from the Point of View of the National Student Performance Examination (ENADE): the case of the Degree in Distance Pedagogy
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Advisor : GILBERTO LACERDA DOS SANTOS
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COMMITTEE MEMBERS :
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GILBERTO LACERDA DOS SANTOS
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ANDREA CRISTINA VERSUTI
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LUCIO FRANCA TELES
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JORGE CASSIO COSTA NOBRIGA
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MAURO CAVALCANTE PEQUENO
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Data: Mar 22, 2023
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Show Abstract
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The repercussions of the Covid 19 pandemic are, from the beginning of 2020, devastating for world societies and will be felt for a long time to come. This phenomenon is already written in history as one of those that produced the most deaths, indistinctly, in all populations of all continents. Furthermore, it seriously affected the world economy, leaving an uncountable number of families decimated and people physically and psychologically damaged. From the beginning of the health crisis and while there were no vaccines or medicines, the public authorities imposed social isolation. Professional, commercial and educational activities were compulsorily interrupted in their face-to-face form. Only emergency services worked. This situation seriously affected education systems around the world, sowing and producing incalculable educational deficits. Even with all the efforts to mitigate the lack of face-to-face classes, those that suffered the most were the systems that had historically submitted to various challenges, such as Brazil. The research in question shows, through official data on evaluation, some of the consequences produced by the compulsory removal of students from the school environment at the time of the pandemic from the point of view of pedagogical mediation in higher education. It is a temporal cut having as object of study the Licentiate in Pedagogy course, with emphasis on the distance modality. It is hoped that the results found in this work can contribute so that education systems have the possibility to review and improve policies to reduce learning damage left by this terrible historical moment. Implicit in this work is the great importance of the permanent performance of educational evaluation policies, such as the National System of Higher Education Evaluation (SINAES), which are not absolute to deal with educational challenges, but which represent one of the beacons that corroborate education. of quality
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4
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JACKELINE NERES BELLUCCI
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Educational Strategies Based on the Exploration of Digital Technologies of Information, Communication and Expression for Students Diagnosed or with Indications of Learning Disorders: The Teacher's Perspective
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Advisor : GILBERTO LACERDA DOS SANTOS
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COMMITTEE MEMBERS :
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NOELI BATISTA DOS SANTOS
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CARLOS ALBERTO LOPES DE SOUSA
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GILBERTO LACERDA DOS SANTOS
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LUCIO FRANCA TELES
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MAURO CAVALCANTE PEQUENO
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Data: Mar 23, 2023
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Show Abstract
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Digital Technologies of Information, Communication and Expression (DTICE) used as facilitators in the teaching and learning process show potential to promote important contributions in relation to pedagogical planning and mediation, especially for students with Learning Disorders (LD), specifically reading, writing, and math disorders. However, the main studies available in the literature on DTICE and LD focus on the student rather than the teacher as the multipliers and replicator of the strategy. Consequently, the potential of teaching contribution has not been fully explored and properly highlighted. The main objective of this thesis is to identify how the teaching perspective, which reflects their needs, experiences, boundary conditions (education, social environment, culture, school ecosystem and students) and expectations, can contribute to increasing the effectiveness of the teaching practice and operation of teaching activities, based on DTICE in pedagogical practices for individuals diagnosed with or showing signs of LD, specifically dyslexia, dysgraphia and dyscalculia. The methodology adopted a mixed approach (quantitative and qualitative) and focused mainly on developing a general theoretical framework based on the analysis of 16 DTICE-based strategies and exploratory research with a sample of 60 teachers to identify their main needs in this context. The main results include the development of a repertoire of 16 educational strategies based on DTICE for teaching individuals with or showing signs of LD, specifically dyslexia (6 strategies), dysgraphia or dysorthography (5 strategies) and dyscalculia (5 strategies); the identification that almost 70% of the teachers interviewed were never or almost never invited to contribute to the construction of methodologies or strategies based on DTICE, as well as more than 40% of the teachers understand that they could contribute to various dimensions of this construction. Due to the multidimensionality and complexity of the educational context, the Collaborative Interactivism theory was identified as the main candidate to propose and understand the mechanisms that connect the school environment, the educational relationships using DTICE, and the additional variables brought by students with LD. The results point to the confirmation and expansion of knowledge about how the teaching perspective can enhance and contribute to educational strategies facilitated by DTICE to facilitate pedagogical intervention for students with or showing signs of LD. The results also point to the confirmation of the underutilization of teacher's experience and knowledge in the construction of DTICE-based didactic strategies and the potential of the Collaborative Interactivism theory to understand these processes.
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5
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Camila Costa de Oliveira Teixeira Alvares
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USE OF ENADE RESULTS IN DEGREE COURSES AT THE FEDERAL INSTITUTE OF EDUCATION, SCIENCE AND TECHNOLOGY OF GOIÁS
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Advisor : JOSE VIEIRA DE SOUSA
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COMMITTEE MEMBERS :
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GUIOMAR DE OLIVEIRA PASSOS
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LÚCIA MARIA DE ASSIS
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GIRLENE RIBEIRO DE JESUS
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JOSE VIEIRA DE SOUSA
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MARIA ABADIA DA SILVA
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Data: Mar 24, 2023
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Show Abstract
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The thesis investigates the use of Enade results, from the evaluation cycles of 2014, 2017 and 2020, by the academic management of IFG's degree courses. To this end, a qualitative approach was supported in an exploratory research, using document analysis and semi-structured interviews with the following participants: the dean, the dean of teaching, the representative of the Institutional Educational Attorney (PEI) , the representative of the department head of academic areas, the coordinators of the History, Mathematics, Music and Chemistry courses and a member of each Structuring Teaching Nucleus (NDE) of these courses. From the historical-dialectical materialism as a method, it was possible to reveal that there are still no systematic actions adopted by the academic management of teacher training courses at the IFG, as a result of the results of Enade. There was a denial by the academic community regarding the test results as a tool for planning and management actions. It was also concluded that the research participants have little knowledge about the instruments that make up the exam, which can reveal the reality of the course and in solving problems and promoting the improvement of processes.
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6
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Fernando Santos Sousa
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TEACHING WORK AND THE DIALECTIC KNOT OF GENDER, RACE AND CLASS
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Advisor : KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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COMMITTEE MEMBERS :
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ALVARO LUIZ MOREIRA HYPOLITO
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DEISE RAMOS DA ROCHA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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MAGALI SILVESTRE
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Mar 27, 2023
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Show Abstract
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This thesis has as its guiding question: How do the categories gender, race-ethnicity and class mark the constitution of meanings about the teaching work of male and female teachers in the early years of the Federal District? In the challenge of answering the central question, the general objective is: To understand the constitution of becoming a teacher and teacher through the mediation of the dialectical knot gender, grace and class. For this purpose, we used narrative interviews with teachers from the State and Education Secretariat of the Federal District, with a view to apprehending their objective-subjective constitution in the dialectical movement of reality. We identified that such process permeates mediations of naturalization and alienation conform the emptying of meaning and transforming potentialities, which in inequality inform the humanizing character of and in teaching work. This, when located in the field of alienation, tends to reaffirm inequalities, the social, racial and sexual division of work, which is strengthened by fragmentation, opening up the possibilities of confronting individual and subjectivist achievements. Consequently, it informs the difficulty of elaborating and taking a position on the horizon of collective projects. The starting point for resistance lies in the emancipatory character that synthesizes the function of the school, the teaching function and its realization through praxis. Here, the potentiality of education is affirmed in an ontological and revolutionary dimension through the category of work, as a formative principle, of constitution of the social being, in the concreteness of the dialectic base of the knot in movement with the social contradictions of gender, race and class.
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7
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Patricia Basilio Teles Stabile
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“THE BACHELOR'S DEGREE IN COUNTRYSIDE EDUCATION AT THE FEDERAL UNIVERSITY OF GOIÁS: BETWEEN THE KNOWLEDGE OF PEASANT SUBJECTS AND THE PEDAGOGICAL PRAXIS OF EDUCATORS AT THE UNIVERSITY”.
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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REGINA SUELI DE SOUSA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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MONICA CASTAGNA MOLINA
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MÁRCIA MARIANA BITTENCOURT BRITO
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Mar 31, 2023
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Show Abstract
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This thesis analyzes the educational processes in the Degree in Rural Education at the Federal University of Goiás – UFG. In particular, it seeks to investigate the inflections, challenges and socio-institutional and political-pedagogical potentialities of the exchange of knowledge of peasant subjects and the pedagogical praxis of educators. Notably, the general objective of the study was to identify the genesis and development of educational processes established within the scope of LEdoC/UFG and to understand how these processes contribute to qualifying and/or transforming the sociocultural spaces of the communities of origin of student workers and the dynamics of transformation of the university, based on the exchange of knowledge. To understand the proposed research object, Dialectical Historical Materialism was defined as an epistemological basis. Our central question was: how the educational experiences of training rural educators change the knowledge of the university and the subjects, social relations and territories of the target audience. The investigation relied on a variety of methodological procedures, consisting of bibliographical and documentary research and field research, using semi-structured interviews and participant observations with students and professors of the course as an instrument for data generation. As results achieved, the present investigation identified that the experience of the Degree in Rural Education at UFG reveals that the life history and political and social militancy of students working in the field alter the university's formative dynamics, as well as alter teaching practices of the higher education educators who work there.
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8
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ELIZANA MONTEIRO DOS SANTOS
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SELF-ORGANIZATION AND EMANCIPATORY TEACHING TRAINING IN THE BACHELOR'S DEGREE IN COUNTRYSIDE EDUCATION AT THE UNIVERSITY OF BRASÍLIA: REFLECTIONS BASED ON THE EXPERIENCE OF THE GABRIELA MONTEIRO CLASS
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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MARIA JUCILENE LIMA FERREIRA
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MONICA CASTAGNA MOLINA
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MÁRCIA MARIANA BITTENCOURT BRITO
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RAFAEL LITVIN VILLAS BOAS
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Data: Apr 3, 2023
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Show Abstract
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This thesis examines the self-organization of students of the Degree in Education at Campo LEdoC at the University of Brasília UnB, in order to develop democratic spaces for the exercise of education in the course and in community militancy. It is a research from the line of Environmental Education and Rural Education of the graduate program in Education, responding to the integral vision of Rural Education as indivisible. Research on self-organization by LEdoC UnB students that develops collective spaces for democratic exercise and management of educational processes. Materialization of Rural Education inseparable from the Agrarian Question and the challenges of Popular Agrarian Reform. Partnerships between social movements and the university and training of MST militants for selforganization from the perspective of teacher/educator training. Reference in the experiences of Russian Socialist Education, Commune School, Unitary School. Selforganization in Rural Education is based on the Russian Socialist Commune School and the MST. This has praxis as its principle, where theory and practice are inseparable. The research used document analysis, conversation circles, written observation, audio and video as a means, based on the principles of Historical-dialectical Materialism. The main conclusions were Student Self-Organisation, Work as an Educational Principle, Emancipatory Teacher Training, Socialist Education and Struggle Identities. These mechanisms, articulating with the students' organicity, are fundamental for social transformation.
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9
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DANIELA BARROS PONTES E SILVA
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The constitution of Being-Knowledge by the Oral Tradition of African Matrix: Ancestry, Education and the (Po)Ethics of Orality in the Transmission of Knowledge
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Advisor : ANA TEREZA REIS DA SILVA
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COMMITTEE MEMBERS :
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ANA TEREZA REIS DA SILVA
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WANDERSON FLOR DO NASCIMENTO
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ELLEN DE LIMA SOUZA
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GERI MONICE AUGUSTO
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MARIANA BRACKS FONSECA
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Data: Apr 3, 2023
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Show Abstract
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The educational processes in the Oral Tradition of African Matrix promote the constitution of ‘Being-Knowledge’ from movements of (re)existence based on the consciousness of Ancestrality, from the understanding of the human-nature unit as inseparable. In this way, the educational processes of oral transmission of traditional knowledge have ancestry as their guiding thread and are configured as processes that educate for freedom, since they constitute human beings who are not fragmented by modernity/coloniality in their self-awareness as historical and ancestral beings, and who therefore position themselves in the world as resistance-rexistent, from Nature. The understanding of Orality is developed as a system of thought, a civilizing, epistemic foundation, a place of production and sustenance of the Diaspora territory, through the body-territories that make the Tradition alive. Thus, the Oral Tradition of African Matrix, as an educational process of constitution of existences, intentionally provides educational processes aimed at ethical commitment from the fundamentals experienced by communities of African Matrix in Cultural Expressions, Traditional Peoples and Communities.
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10
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Angelo Rodrigues de Carvalho
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COUNTRYSIDE EDUCATION AT IFPA INCASTANHAL: REFLECTIONS ON THE CONTRIBUTIONS OF PRNERA GRADUATES TO THE NEW LOGIS FOR THE PROMTOION OF RURAL LAND DEVELOPMENT IN THE NORTHEAST REGION OF PARA
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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MONICA CASTAGNA MOLINA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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GEORGINA NEGRÃO KALIFE CORDEIRO
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MARIA JUCILENE LIMA FERREIRA
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ROMIER DA PAIXAO SOUSA
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Data: Apr 11, 2023
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Show Abstract
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This work defends the thesis that the educational project of Rural Education, from its pedagogical praxis adopted by the National Program of Education in Agrarian Reform – PRONERA, creates real possibilities of a new model of Rural Territorial Development, which is consequently aligned with the history and the way of life of the collective subjects of the countryside, waters and forests. This development materializes in dialogical and intersubjective relations of the collective rural subjects, enabling the constitution of new wisdoms, knowledge and practices that are in line with their new territorialities. In view of the historical denial of education and cultural formation to the subjects that deal and work in and with the land, as well as the lack of recognition of their rights, and, considering the educational practices experienced and the voices of the egresses, this research presents the PRONERA as an alternative to the education of the children of the countryside's working class. The defense of a new project of Rural Territorial Development points to the PRONERA as an alternative of education and development which advances in the process of technical-professional formation, contributing, above all, to improve the work of social inclusion that is still far from most men and women in the rural/agrarian areas of Brazil, having the school, in fact and in law, no longer with its back turned to the history of life and the world of its subjects.
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11
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Roble Carlos Tenorio Moraes
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MOVING THE RIVERS AND THE FIRM LAND: the Pedagogical Praxis in the Formative Processes of the Degree in Rural Education in the Tocantina Amazon
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Advisor : MONICA CASTAGNA MOLINA
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COMMITTEE MEMBERS :
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GEORGINA NEGRÃO KALIFE CORDEIRO
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HELLEN DO SOCORRO DE ARAÚJO SILVA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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MONICA CASTAGNA MOLINA
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SALOMAO ANTONIO MUFARREJ HAGE
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Data: Apr 11, 2023
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Show Abstract
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The object of the study was the analysis of the pedagogical praxis of graduates of the Degree in Rural Education, at UFPA-Cametá. The reflections focused on the premise of understanding whether the LEdoC has contributed to the intellectual elevation of the course subjects as an emancipating element of class for itself. The work was carried out in the field of Historical-Dialectic Materialism as it is contained in an analysis of reality investigating the praxis of subjects organized in collectives, in view of facing the eminent progressive process in an area of the Amazon with the works of the Araguaia-Tocantins Waterway. Methodologically, interviews were conducted using semi-structured questionnaires with content analysis, as it was defined as a specific case study. Data analysis indicated that the subjects who graduated from LEdoC were constituted with actions that generate pedagogical praxis in their actions and with an intellectual elevation of understanding of class, their formative processes were based on the formations in the times communities and in the dimension of process management community groups present at the LEdoC PPC. In this circumstance, it is stated that the Campuses-Cametá LEdoC, despite the contradictions, manages to account for the intellectual elevation of the subjects that are forged in it and produces elements to face progressivism in the Tocantina Amazon
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12
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Klever Corrente Silva
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LIFE PROJECT AND HIGH SCHOOL EDUCATION: AN ANALYSIS OF THE BRAZILIAN CURRICULAR PRESCRIPTION OF THE EDUCATION NETWORKS OF THE STATES AND THE FEDERAL DISTRICT (2017-2022)
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Advisor : LILIANE CAMPOS MACHADO
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COMMITTEE MEMBERS :
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LILIANE CAMPOS MACHADO
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FRANCISCO THIAGO SILVA
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WIVIAN JANY WELLER
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MIRIAM FÁBIA ALVES
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VERUSKA RIBEIRO MACHADO
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Data: Apr 28, 2023
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Show Abstract
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The object of study of this thesis is the curricular inclusion of the Life Project in Basic Education, focusing on the Secondary School stage. This investigation values the curricular field as an adequate territory to guide, give autonomy and provide integral human formation to students, prompting them to discuss life projects. With the enactment of Law nº. 13,415/2017, high school curricula began to introduce work aimed at building students' life projects. Furthermore, with the institution of the National Common Curricular Base, one of the general skills to be trained by students is directly related to the theme. In the light of the critical-dialectic approach and the critical curriculum theory, this study is guided by the question: How has the curricularization of the Life Project in Secondary Education developed in Brazil, especially in the Federal District? The objective of this investigation is to analyze the format in which the Life Project pedagogical strategy has been inserted in the high school curricula of the Education Departments in the country, especially in the Federal District. The methodology employed combines bibliographic research and documentary research, in regulations, pedagogical documents and curricula. This thesis indicates that, although the main option of the States and the Federal District has been the curricularization of the Life Project in the format of a curricular unit, configuring it as an integrative structuring axis is the curricular option most adequate to the curricular critical perspective, as it enables that all curricular components, cross-cutting themes and other curricular devices revolve around this element.
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13
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Rubenilson Cerqueira de Natividade
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SOCIAL ENGAGEMENT OF UNIVERSITY STUDENTS: An analysis of the training of managers of Popular University Training Centers of the Brazil Cursinhos Network
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Advisor : SHIRLEIDE PEREIRA DA SILVA CRUZ
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COMMITTEE MEMBERS :
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CATIA PICCOLO VIERO DEVECHI
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ERLANDO DA SILVA RESES
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GLAUCIA MELASSO GARCIA DE CARVALHO
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MARCIA LOPES REIS
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Apr 28, 2023
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Show Abstract
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The present thesis, developed in the research line Teaching Profession, Curriculum and Evaluation - PDCA of the Department of Educational Policies and Management - PGE, within the Postgraduate Program in Education (PPGE) at the Faculty of Education (FE/UnB), aims to contribute to the investigation of social and academic engagement of university students from federal institutions with a focus on the learning process academic experiences that are not limited only to classroom activities. The central problem discussed in the analysis is based on the perspective of understanding and analyzing how student engagement in the management of popular university cursinhos (CUPs) contributes to their university education. The research presents three sections related to the specific objectives to be achieved. These being: i) to characterize the role of cursinhos universitários populares in the democratization of access to higher education; ii) to identify the engagement of university students in the management processes of cursinhos universitários populares and, iii) to analyze the relationship between the management processes of cursinhos universitários populares and the managerial training as a university student. For such, the research uses the methodology of the State of the art as a way to identify the productions already carried out in Brazil between 2009 and 2019 in order to understand the advances of the themes of cursinhos populares, popular education and university engagement in the academic timeline. For this, the research brings to analysis five CUPs representing the five regions of the country, managed by college students linked to public HEIs, which seek to promote the insertion of low-income youth in Brazilian higher education while acting in the training and skills development of its college volunteers, they are: CASD Vestibulares managed by undergraduate students of the Instituto Tecnológico de Aeronáutica (ITA); the Pré-Vestibular Paulo Freire registered as an extension project of the Law School of the Universidade Federal do Ceará (UFC); Cursinho Einstein Floripa Vestibulares linked to the Universidade Federal de Santa Catarina (UFSC); the Galt Vestibulares associated with the Universidade de Brasília (UnB) and the cursinho MedAprova, an extension project managed by students of the Medicine course of the Universidade Federal do Acre (UFAC). The selection of the cursinhos was made considering regional criteria, the time they have been in existence, the number of students attended, the class schedule, and the way they are managed. Furthermore, all cursinhos are part of the Brasil Cursinhos (BC) National Network of Popular University Cursinhos. Following the investigation, the research analyzes the interviews conducted with two managers from each CUP and one manager from Brasil Cursinhos with the purpose of understanding the relationship of their individual trajectories to the learning acquired while leading the CUPs and the Brasil Cursinhos Network. As a result, the thesis identified the aspects inherent to volunteer activities and the responsibilities generated in this process, by means of a theoretical-methodological analysis of the performance of each of the university managers, taking into consideration their social and academic profile and, especially, their history of political and social participation in such initiatives. Furthermore, the forms of intrinsic and extrinsic motivations in the processes of integration between academic life and the process of interaction with their personal relationships as university students and managers and their personal objectives were verified.
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14
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Vanessa Sousa de Oliveira
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My repertoire of small joys: the dialogue between affectivity and leisure in the Olhos D'Agua park in the Distrito Federal
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Advisor : CLAUDIA MARCIA LYRA PATO
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COMMITTEE MEMBERS :
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CLAUDIA MARCIA LYRA PATO
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BENEDETTA BISOL
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VERA MARGARIDA LESSA CATALAO
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ZULMIRA ÁUREA CRUZ BOMFIM
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REINALDO TADEU BOSCOLO PACHECO
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Data: May 29, 2023
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Show Abstract
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The object of this study is the people-environment relationship in public leisure spaces during the Covid-19 pandemic. The aim is to understand the affective experience of public park visitors and analyze the relationship between leisure and affectivity in public parks in the context of the pandemic. We propose a multireferential methodological approach based on a case study conducted at the park Parque Ecológico Olhos D’água, in Brasília (Distrito Federal). The data was collected by direct observation, semi-structured interviews, and affective mapping of the park. Literature review and historical documents were also used to collect data. To analyze the data, we used the triangulation method approach supported by the treatment of empirical data and dialog with subjects. Results showed that, in the individual dimension, park visitors experience a rich and pleasant leisure experience, represented by the increased esteem of place. From the collective perspective, visitors are not inserted in practices that grant a systemic view of the socioenvironmental processes related to the park. We conclude that leisure is a rich experience to engage visitors to the park, as demonstrated by the affective relation to the space. It is, however, restricted to the individual perspective. Affectivity can enhance and engage collective practices but does not determine them. It is necessary to promote reflection beyond the individual perspective to contribute to collective practices. Environmental education mediates the public services of leisure and conservation in Protected Areas. Programs on environmental education must be represented in the management of public parks and take into consideration the reality of Protected Areas located in urban areas. These must be managed in the context of cities.
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15
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Jane Cristina da Silva Pinto
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EXTERNAL INSTITUTIONAL EVALUATION AND INSTITUTIONAL DIVERSITY IN HIGHER EDUCATION IN FEDERAL DISTRICT
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Advisor : JOSE VIEIRA DE SOUSA
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COMMITTEE MEMBERS :
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MARIA DE LOURDES PINTO DE ALMEIDA
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MARILENE GABRIEL DALLA CORTE
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CRISTINA MASSOT MADEIRA COELHO
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JOSE VIEIRA DE SOUSA
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MARIA ABADIA DA SILVA
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Data: Jun 22, 2023
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Show Abstract
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This work is about the institutional evaluation held in the National Higher Education Evaluation System (Sinaes) and it aimed to analyse in which way the external institutional evaluation has considered the institutional diversity in Higher Education sphere, from regulatory processes of accreditation and re-accreditation of private and public entities selected to the survey. It was adopted the qualitative approach in an exploratory research. For data collection, document analysis and semi-structured interviews were used, the latter with deans and academic directors from 11 (eleven) Higher Education institutions and 4 (four) members of State bodies. The Dialectical materialism was chosen as the research method and it has enabled the comprehension of the reality from the analytical categories of totality, contradiction and mediation. It was observed that the external institutional evaluation has acted in a way to uniform the HEIs, adopting evaluative tools and practices which restrict the perception of institutional diversity, and, consequently, disregarding the institutional characteristics and identities. On the other hand, the regulation distinguishes the HEIs, loosening rules and granting benefits in accordance with the performance demonstrated in the evaluations. Regardless of the critics to the bureaucratic and regulatory aspect of the external institutional evaluation, it was noticed its contribution to the quality improvement and institutional development, specially when combined with the internal evaluation. The contradiction is noticeable when it’s considered that the Sinaes was created as a formative and emancipating evaluation, but it has been devolving into a tool of control and regulation
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16
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Victor Lino Bernardes
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Body, Education and Subjectivity: Subjectivation processes of a symbolical body.
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Advisor : ALBERTINA MITJANS MARTINEZ
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COMMITTEE MEMBERS :
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ADRIANO FURTADO HOLANDA
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ALBERTINA MITJANS MARTINEZ
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JONATAS MAIA DA COSTA
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LUCIANA DE OLIVEIRA CAMPOLINA
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SUSELAINE SEREJO MARTINELLI
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Data: Jun 28, 2023
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Show Abstract
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The main objective of this thesis was investigating subjectivation processes of a simbolical body. The body, aparently universal elemento, is far away from having achieved the discovery of all his misteries, there are many representations of person end body in diferente cultures, even in tradicional as contemporary culture, this forms are subjectivated and generate especif forms of individiual live their corporeal reality. The educative debate about the body is unanimous in understanding the needs of rescuing the body in its emocional, sensible and expression aspectos as a way to achieve human complexity enuring that the whole person expresses all of his or her potencialty. For the research we used the Qualitative Epistemology and the Interpretativeconstrucion methor to analyse the information. It was concluded that the body can be subjectivated in many ways generanting distinct forms of the individual live na act in the world, having configured in his or her subjectiviy a representation of person that doesn’t excludes the body, on the contrary, he places it estabilish principles, objectives and duties em relation to it the dependence of the culture that places it. Such forms of subjectivation depend not only on the symbolic body with which the individual is, but on the life history of the person configured in their subjectivity. The present work alerts to the relevance of the subject and agent categories as ways of investigating the development of subjectivity in different circumstances, in this case in the encounter of a Westerner with a symbolic system of Asian origin in which a specific body shape is learned by the same. It was also understood that sensations, pleasure, pain, pleasant, unpleasant and also emotions, do not directly affect the individual. How such states will impact the person's life depends on how they, as cultural productions, are configured in their subjectivity, generating alternative ways of experiencing such states. The emergence of subjective resources was also registered, such as an embodied reflection about oneself, where the individual, when encountering a symbolic system in which the body is situated, then starts to have the body as an integral part of his reflections, making the themselves are always marked by what they feel, being valued in the sensitive aspect and expressing themselves in an ethics that seeks to consider the movements that will operate in the world based on the understanding that such actions will promote contexts that will also affect the individual in his corporeality. By way of conclusion, one understands the complexity and criticality with which the insertion of the body needs to be adhered to when seeking corporal cultures to insert them intentionally in formal or informal educational processes, since the subjectivation of such projects will operate in the most diverse ways, making with that monitoring forms of body subjectivation be considered an essential element to verify the capacity of such practices and representations of the body to favor forms of development of subjectivity.
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17
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Alessandra Batista de Oliveira
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Continuing Teacher training for school inclusion with ASD students in the Early Years of Elementary School in the Distrito Federal
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Advisor : KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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COMMITTEE MEMBERS :
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VALDIRENE ALVES DE OLIVEIRA
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ANDRÉA DO ROCIO CALDAS
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FLAVIO BEZERRA DE SOUSA
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KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
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SHIRLEIDE PEREIRA DA SILVA CRUZ
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Data: Jul 6, 2023
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Show Abstract
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The research proposes to understand the meanings and meanings of teaching work for high school teachers in public schools in the Federal District, against the background of the reconfiguration and reform agenda for this stage of Basic Education. We assume the following specific objectives: (1) Identify studies on Secondary Education and Teaching Work; (2) Contextualize Secondary Education in Brazil, seeking to understand the social, historical, political and economic foundational elements in the constitution of the senses and meanings of this stage of Basic Education; (3) Analyze the meanings and meanings of teaching work for public school teachers in the Federal District. The methodological proposal of this study is based on historical and dialectical materialism. In the first moment of the research, we carried out the construction of the State of Knowledge from the bibliographical review with centrality in three axes of analysis: teaching work, secondary education and meanings. It is evident that the reform of secondary education does not have a concern with integral human formation, which allows young people to appropriate historically constructed knowledge, which leads them to an understanding and transformation of reality. On the contrary, there is an overvaluation of technical-tacit knowledge that enables these young people to carry out some activity in the productive system with competence and skill. These assumptions are loaded with meanings, senses and intentions, and will reverberate significantly on the teaching work. Emphasis is placed on the teaching work elaborated meanings that express dialectic pairs between recognition/denial; valuation/devaluation; resistance/withdrawal; estrangement/emptying of the teaching function and the function of secondary education itself.
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18
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Silvano Messias dos Santos
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Impasses in learning and teaching Exact Sciences: knowledge and the teaching profession between desire and renunciation – a reading by Psychoanalysis-Education
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Advisor : INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA
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COMMITTEE MEMBERS :
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INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA
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CLAUDIA MARCIA LYRA PATO
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PAULO SERGIO DE ANDRADE BAREICHA
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MARGARETH DINIZ
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MARCELO RICARDO PEREIRA
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Data: Jul 7, 2023
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Show Abstract
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Inscribed in the Psychoanalysis and Education interface, this thesis sought to identify and analyze the impasses that cross learning and teaching (in) Exact Sciences, an area of knowledge marked by “unique complexities” and disturbing problems unveiled by the expressive rates of failure, repetition and school dropout/academic, apathies and malaise in relation to teaching and learning, both in the context of public and private educational institutions, from basic to higher education. The empirical research, with a qualitative approach, had as participating subjects professors and studentalready-teachers linked to undergraduate courses in Physics, Mathematics and Chemistry at the Universidade Federal do Oeste da Bahia (UFOB), Brazil. For the construction of the data, the Educational Memory writing device associated with the semi-structured clinical interview was chosen. The narratives of teachers and students-already-teachers show an intricate multiplicity of obstacles present in attempts to learn and teach: visible and invisible impasses, internal and external to disciplines and educational institutions, and which are revealed in the classroom and outside, her teaching-learning processes of a given discipline, area of knowledge or course. We understand that curricular, institutional, epistemological, social and cultural issues, among others, that is, not exclusively concerning one or another element of the teacher and student duo, can emerge in the course of learning and being, making or remain a teacher. Furthermore, in addition to the manifest (conscious) dimension, we think of learning and teaching surrounded by the presence of phenomena linked to the register of the unconscious, which transcends the individual dimension, since the classroom also includes the social unconscious, constructed from the relations between subject-culture.
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19
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FABRÍCIO SANTOS DIAS DE ABREU
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Sexual education for adolescents with intellectual disabilities: a historical-cultural approach.
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Advisor : PATRICIA LIMA MARTINS PEDERIVA
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COMMITTEE MEMBERS :
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PATRICIA LIMA MARTINS PEDERIVA
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DANIELE NUNES HENRIQUE SILVA
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ANELICE DA SILVA BATISTA
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AUGUSTO CHARAN ALVES BARBOSA GONCALVES
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JOELMA CARVALHO VILAR
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Data: Jul 18, 2023
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Show Abstract
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The production of knowledge on sexuality education for adolescents with intellectual disabilities is still scarce in Brazil. What is perceived is the understanding that the sexuality of these individuals is atypical: sometimes expressionless, sometimes uncivilized. Expressions of affection and sexuality in this population are marked by social discredit and represented by allegories that portray them as either asexual or hypersexual subjects. In contemporary Brazil, there are barriers (pedagogical and political) when it comes to issues involving sexuality education in schools, ranging from marginalization to complete absence. This issue is further exacerbated when it comes to structured sexuality education programs for students with disabilities. While such initiatives are rare and timid in regular education, they are completely neglected in special or inclusive education in all aspects. The lives of people with disabilities are characterized by limited access to dynamics that can broaden their experiences (with themselves and the world) and enrich their experiences (emotional, sexual, physical, etc.). Therefore, by denying sexuality education, we forfeit the realization of necessary knowledge for life. Based on this issue, we present as a thesis the defense that the assumptions of L.S. Vygotsky's Cultural-Historical Theory enable the proposition of sexuality education that encompasses the psychological specificities of adolescents with intellectual disabilities and facilitates their autonomous, free, and conscious expression of emotions and desires. Through a theoretical discussion supported by the scientific production of the CulturalHistorical Theory and Marxism, we demonstrate that limited access to sexuality education impoverishes the development of adolescents with intellectual disabilities and exacerbates vulnerabilities. We also highlight that the majority of available sexuality education formats for this population are based on reformist principles that contribute little to an emancipated and liberated experience of sexuality. The theoretical construction pursued in this thesis allows us to assert that Vygotsky's scientific heritage enables the composition of sexuality education for adolescents with intellectual disabilities that leads towards emancipation and conscious control of behavior. This can only be achieved through an educational format that considers compensatory mechanisms and aims to cultivate thinking through concepts linked to a new form of sociability based on collective and collaborative experiences.
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20
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Ericka Fernandes Vieira Barbosa
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OTAKUS AND KPOPPERS: CARTOGRAPHING YOUNG WRITERS IN FANDOMS
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Advisor : ANDREA CRISTINA VERSUTI
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COMMITTEE MEMBERS :
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ANDREA CRISTINA VERSUTI
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WIVIAN JANY WELLER
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PAULA GOMES DE OLIVEIRA
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LUCIANO BEDIN DA COSTA
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GIOVANA SCARELI
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Data: Jul 19, 2023
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Show Abstract
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This cartography investigated literary creation processes of young people who become writers while living in digital communities of fans (fandoms), known among them as otakus, admirers of cultural content from Japan, and kpoppers or kapopeiros, appreciators of the entertainment culture of South Korea called kpop. I was touched by the production model of this type of stories because it contains some textual elements that are different from the way institutionalized writing is elaborated in the Brazilian school, as well as the growth in the circulation of cultural content produced in the Far East, especially unfolded in fan fictions. (fanfics), stories based on an original work. I argued that these creativity processes are open gates to curiosity and the unusual, factors that compel the search for more knowledge and, in the field of education, even possible to break with conceptions that perceive the young person as becoming an adult, for the which does not fit the pedagogical work with fantasy during youth learning. Among the results found, it was possible to detect that the fables are created mainly as tactics for the expansion of personal relationships and mutual help, being unusual to find records of conflicts and disagreements in the researched interactions, commonplace postures that go on modeling another type of coexistence and of collective ethics, with the power to, who knows, have repercussions on life outside the fandoms.
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21
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Adail Silva Pereira dos Santos
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Listening in early childhood: a possibility of educating for the reality of desire on the school floor
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Advisor : INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA
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COMMITTEE MEMBERS :
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Andréa Leão Leonardo Pereira de Freitas
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CLAUDIA MARCIA LYRA PATO
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INES MARIA MARQUES ZANFORLIN PIRES DE ALMEIDA
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LEDA GONCALVES DE FREITAS
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PAULO SERGIO DE ANDRADE BAREICHA
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Data: Jul 20, 2023
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Show Abstract
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Seeks to elucidate that the said and unsaid desires of children, through listening and the guarantee of voice, can provoke movements in the didactic bond, enabling education for reality. Epistemologically situated in Psychoanalysis in interface wit h Education and contributions of the Sociology of Childhood, it is committed to the production of subjective kno wledge through the design of a Subjective Blanket of Desires to Learn, by the stitching of the experiences marked in the listening of the da ily life of Early Childhood Education. Objectives: to analyze how children's said and unsaid desires, through listen ing and voice assurance, can move the didactic bond, enabling an education for reality; reflect on how the said and unsaid desires favor the movement in the didactic bond; to verify the place of speech of the subject-child in the pedagogical path thought by the subjectteacher; and identify the place of children's said and unspoken desires on the school floor. A qualitative investigation, sup ported by the multi-method approach: participant observation, conversation circles, narrative interview and education al memory. Analysis revealed intertwining of the axes: place of children's speech established by the (dis)satisfaction of pedagogical mo dels; conception of organization of the pedagogical space of early childhood education; a place designed for children crossing the temporality of the dimension of the teaching act; place based on the family/pedagogical scenes. The path signaled that desire crosses the place of children's speech and the temporality of the dimension of the teaching act, revealing the importan ce of ensuring the voice of children as subjects of desire, protagonists and participants
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22
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FLÁVIA TAVARES BELEZA
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Transforming Social Mediation - a study on processes of political subjectivation in the experience of the Estudar em Paz project
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Advisor : VIVIANE NEVES LEGNANI
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COMMITTEE MEMBERS :
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CRISTINA MASSOT MADEIRA COELHO
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NAIR HELOISA BICALHO DE SOUSA
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SANDRA FRANCESCA CONTE DE ALMEIDA
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SANDRA SANTOS CABRAL BARON
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VIVIANE NEVES LEGNANI
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Data: Jul 20, 2023
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Show Abstract
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In contemporary times, the modes of subjectivation take place under the aegis of neoliberalism, a new political rationality of capitalism that, due to its systemic character, structures the actions of the government and the conduct of the governed, extending the logic of capital to all social relations and spheres of life. This rationality directly affects educational contexts, spreading a depoliticized and antidemocratic education, generating violence of all kinds and a malaise that shakes the daily lives of schools. Hence the importance of developing and researching educational praxis that can trigger new processes of subjectivation, as opposed to the neoliberal proposal. In this sense, the present work investigated the transformative social mediation, a political-educational praxis developed by the Study in Peace project, and how this praxis triggers processes of political subjectivation in the educational contexts, processes resulting from neoliberalism. This mediation was carried out at the Center for Peace and Human Rights Studies - NEP, University of Brasília - UnB, to meet the objectives of the project Study in Peace: conflicts mediation in the school context, an extension project that for fourteen years has been active in the public school system of the Federal District, acting in contexts of violence, exclusion and social inequality. This is a qualitative research of exploratory nature, with multiple case studies, whose data analysis will be guided by the principles of Inductive Thematic Analysis
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23
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Sirlene Rodrigues Ferreira Castro
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PLAGIARISM AND INTERNET RESEARCH: FROM THE CONTENT OF TEXTBOOKS TO THE PERCEPTION OF PUBLIC HIGH SCHOOL STUDENTS
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Advisor : CARLOS ALBERTO LOPES DE SOUSA
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COMMITTEE MEMBERS :
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CARLOS ALBERTO LOPES DE SOUSA
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ANDREA CRISTINA VERSUTI
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CARLOS ANGELO DE MENESES SOUSA
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GRACIELLA WATANABE
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RUBEN LLUC COMAS FORGAS
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Data: Jul 21, 2023
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Show Abstract
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Abstract
The explosion of information and communication technologies has intensified and exposed the problems related to plagiarism, cyberplagiarism and undue copying of content in intellectual works, but the knowledge of the genesis of intellectual dishonesty still perseveres. This study investigates how high school textbooks, used by teachers and students in public schools throughout Brazil, deal with plagiarism; the approach to the theme of plagiarism in the normative edict to produce textbooks and in the political pedagogical projects of high schools; and the understanding of students of this educational stage in the Federal District about plagiarism. The theoretical framework on plagiarism and cyberplagiarism is engendered in Krokocz (2012); Diniz and Terra (2014); Ebardo (2018); Comas Forgas and Sureda Negre (2007); Díaz Arce (2017); Gallent Torres and Tello Fons (2021). The methodology is anchored in thematic-categorical Content Analysis, according to Bardin's (2011) guidelines. The state of knowledge on the topic indicates that the problem persists nationally and internationally. The silence of the National Program of the Book and the Didactic Material, the normative edict of production of didactics, the pedagogical political projects and the teachers about plagiarism results in permissiveness of the culture of copy and, consequently, plagiarism, creating a kind of morphic resonance that, in more advanced stages of the academic process and with the scientific-technological advances, results in cyberplagiarism. This isolated treatment, more emphatic from graduation on, disregards the history, the cause and the procedural predecessors in research and writing, and this may be among the permissive elements of the reproduction of intellectual dishonesty. Therefore, students lack pluricultural, multi-literate and multi-semiotic education in plagiarism and in the appropriation of the information made available on the infovia. If two of the most important mediators responsible for teaching (textbooks and schools) relegate plagiarism to a secondary level, then the boundaries of righteousness and ethics are blurred and students may experience cognitive impairment when they appropriate knowledge from the internet, running the risk of being relegated to an uncritical mass. Even though they are aware of what plagiarism is, students are unable to identify specific situations that configure it. The teacher plays a fundamentally important role in the ethical and moral training process of students, and non-compliance with plagiarism results in damage to authorial construction, as the silencing of books and schools can disguise copying and pasting on the internet as banal and harmless and is socio-educational imperative to strengthen the ties between appropriation of knowledge and ethics.
Keywords: Plagiarism. Search on the Internet. Textbook. Public education.
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24
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Paulo Alves da Silva
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Interculturality as a structuring axis of the curriculum for schools in border regions
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Advisor : LIVIA FREITAS FONSECA BORGES
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COMMITTEE MEMBERS :
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JOSÉ LINDOMAR COELHO ALBUQUERQUE
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ADRIANA ALMEIDA SALES DE MELO
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FRANCISCO THIAGO SILVA
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GICELMA DA FONSECA CHACAROSQUI TORCHI
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LIVIA FREITAS FONSECA BORGES
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Data: Jul 25, 2023
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Show Abstract
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This thesis has as its theme the intercultural curriculum for border regions, whose research problem was investigated: what premises contribute to interculturality being assumed as a structuring axis of the curriculum (BORGES, 2014) and of the pedagogical practices of schools in border regions ? The general objective was to map premises so that a school located in a border region, in Brazil, can assume interculturality, in a critical perspective, as a guide for its curricular organization. The theoretical framework is structured based on BORGES (2008; 2014; 2015; 2018), SAVIANI (1996; 2013), CANDAU (2012; 2014), SACRISTAN (2017), QUIJANO (2005); WALSH (2002; 2009; 2013), among other authors relevant to the proposed theme. The methodological route was structured in the following steps: state of knowledge, study of the theoretical framework, analysis of curricular frameworks at federal, state and municipal level, analysis of dissertations and theses by professors who researched the reality of Ponta Porã/MS, and in-depth interview with municipal managers. The data were interpreted through content analysis, based on the triangulation technique (TRIVIÑOS, 1987) and the results achieved showed that the curricular references analyzed present elements of interculturality along the curricular components; the professors' dissertations and theses and the in-depth interviews allowed an analysis of reality, which allowed the mapping of twenty-seven (27) premises that can inspire the discussion and the elaboration of references and curricular proposals that have interculturality as a structuring axis in Brazilian schools in border regions.
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25
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Murilo Oliveira Marquez
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Post-truth, impacts and challenges for school education: psychoanalytic reflections.
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Advisor : VIVIANE NEVES LEGNANI
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COMMITTEE MEMBERS :
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ALTAIR JOSE DOS SANTOS
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MARCIA CRISTINA MAESSO
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SILMARA CARINA DORNELAS MUNHOZ
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VERUSKA RIBEIRO MACHADO
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VIVIANE NEVES LEGNANI
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Data: Jul 25, 2023
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Show Abstract
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In this study, we initially made a historical rescue of the concept of truth in different times, demonstrating that its ethical order (mythologies, God and reason) and social value change over time. It is noteworthy that psychoanalytic theory, which is a field of knowledge inaugurated by Freud in Modernity, wove harsh criticisms of scientism, that is, the standardization of natural science methods for all systematizations, ignoring the diversity of objects of study. From the second half of the twentieth century, the credibility of science began to be questioned by postmodern thinkers. In contemporary times, we have seen the emergence of what is called the social phenomenon of post-truth, that is: a rejection of the notion of truth. Fake news and misinformation on social networks are the result of this phenomenon, with implications for politics, science, the media and also school education. The thesis that we present in this work underlines the importance of changes in the classroom to face such questions: that teachers move from a hierarchical and scientistic position, opening space for a qualified listening of the students and mediating the teaching of sciences as a production culture, also using digital literacy in their practices. Considering the topicality of the research topic, to present this thesis, a bibliographical research and theoretical studies were carried out for a proper understanding of this social phenomenon; A field survey was also carried out with high school teachers on the Taguatinga campus of the Federal Institute of Brasília, to verify the effects of post-truth in the classroom. It was highlighted in the discussion that listening can be an effective device for the teacher to access students' doubts and misconceptions about scientific knowledge and the veracity of content produced on social networks.
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26
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Ana Cláudia Vieira Braga
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INDIGENOUS SCHOOL EDUCATION AND DIGITAL INFORMATION, COMMUNICATION AND EXPRESSION TECHNOLOGIES – TICE A GNOSEOLOGICAL ESSAY BASED ON THE MODUS VIVENDI ESCOLAR DOS TUPINAMBÁ DE OLIVENÇA- ILHÉUS - BA
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Advisor : GILBERTO LACERDA DOS SANTOS
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COMMITTEE MEMBERS :
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JORGE MANOEL ADÃO
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ANA TEREZA REIS DA SILVA
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CARLOS ALBERTO LOPES DE SOUSA
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GILBERTO LACERDA DOS SANTOS
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Zenaide Dias Teixeira
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Data: Jul 26, 2023
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Show Abstract
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The general objective of this thesis is to investigate the role of indigenous school education in digital inclusion through a single case study and the elaboration of a gnoseological essay on the school modus vivendi of the Tupinambá de Olivença do Acuípe de Baixo. The case study was carried out at the Colégio Indígena Tupinambá do Acuípe de Baixo – CEITAB in Olivença, in the municipality of Ilhéus in the State of Bahia - BA. We carried out a single case study that contributed specifically to: identifying how indigenous students and teachers participate in the information society; articulate a case study and a gnoseological essay to deepen the reflection on the use of TICE in teaching and learning at CEITAB; identify the factors that influence the incorporation and use of TICE by indigenous teachers, based on field research; and to identify, through the analysis of documents and observation scripts, which are the procedures for the use of TICE that are present in the indigenous school education of CEITAB. This research was submitted to the Research Ethics Committee - CEP of the Institute of Human and Social Sciences of the University of Brasília - UnB and was approved under CAAE: 55866922 .9. 0000. 5540.
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27
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Cleiton Rodrigues dos Santos
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Formative assessment in mathematics mediated by feedbacks with the support of the flipped classroom methodology
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Advisor : CLEYTON HERCULES GONTIJO
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COMMITTEE MEMBERS :
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CLEYTON HERCULES GONTIJO
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WESCLEY WELL VICENTE BEZERRA
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ALEXANDRE TOLENTINO DE CARVALHO
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DEIRE LUCIA DE OLIVEIRA
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MATEUS GIANNI FONSECA
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Data: Jul 28, 2023
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Show Abstract
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This research aims at investigating the processes involved in the resolution of mathematical tasks of a group of high school freshmen of a private school in Brasilia, rooted in continuous assessment through intentional and structured feedback, in the field of plane geometry learning following the flipped classroom methodology. The qualitative and exploratory case study was developed with forty-six learners ranging from 14 to 16 years of age. These students were assigned a set of plane geometry tasks along a period of 10 weeks of lessons with clearly defined goals to be achieved as well as the assessment criteria adopted. Their production was analysed and categorized as follows: unanswered task, task incorrectly answered, partially correct answered, correctly answered. Feedback was offered to students to help them overcome possible learning difficulties involved in the resolution of the tasks assigned. Learner’s production was analysed via content analysis: pre- analysis, exploration of the documents produced, data analysis and discussion. Initial observations showed that the learners were not used to studying with a view to building knowledge and sought teachers’ explanation to clarify their queries. Insecurity as to the procedures adopted in task resolution made the lacunae which called for intervention to foster learning. Geometrical knowledge with incorrect generalizations and algebraic obstacles constituted sources of analysis and debate during the development of the tasks. Using the flipped classroom methodology, students were motivated to do the tasks, individually at first. Gradually though, a collaborative network emerged converting the regular teacher-centered lessons into moments of dialogical learning, favoring the protagonism of learners in class. The diversity of pedagogical spaces and resources allowed for the existence of collaborative and democratic learning, in which continuous assessment made the resource to knowledge with a view to shedding light on the role played by mistakes in learning processes, the structured feedback to learning provided the learner the opportunity to effectively participate in all stages of learning and the teacher/researcher the possibility of reviewing his planning for every lesson, familiarizing himself with the strategies adopted by learners in the resolution of tasks and formulating intentional to every learner or group of learners in the name of learning mathematics. These observations revealed that the learning of mathematics is favoured when the continuous assessment methodology rooted in structured and intentional feedback is adopted in the flipped classroom.
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28
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PAULA FERNANDES DE ASSIS CRIVELLO NEVES
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Crossings between worlds: intercultural experiences in the formative trajectory of indigenous women-students at the University of Brasília
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Advisor : ANA TEREZA REIS DA SILVA
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COMMITTEE MEMBERS :
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ALESSANDRO ROBERTO DE OLIVEIRA
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ANA TEREZA REIS DA SILVA
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ANDRÉ MARQUES DO NASCIMENTO
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Nubia Batista da Silva
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ROSIRENE MARTINS LIMA
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Data: Aug 14, 2023
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Show Abstract
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This research addresses the experiences of interculturality at the University of Brasília (UnB), focusing on the formative trajectory of indigenous women-student. Through a decolonial approach, I analyze how these students live and interpret their formative trajectories in a university that perpetuates epistemicide. I identify the intersections and frictions that they, the students, encounter in the interaction between their indigenous worlds and the world of academia, as well as the extent to which their trajectories are shaped by intercultural educational experiences. The research draws on narrative interviews with ten indigenous women-student who have participated in the Indigenous Students' Association at the University of Brasília (AAIUnB) as the empirical source. Based on this approach, I address the following questions: Do the trajectories of indigenous women-students in westernized universities encompass intercultural educational experiences? How, in what ways, and in which situations and spaces does interculturality occur? What do indigenous students think and feel about this?
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29
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Marcia Rodrigues Leal
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Perceptions of undergraduates regarding Creativity in Mathematics in the field of Geometry
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Advisor : CLEYTON HERCULES GONTIJO
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COMMITTEE MEMBERS :
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CLEYTON HERCULES GONTIJO
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RAQUEL CARNEIRO DORR
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REGINA DA SILVA PINA NEVES
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CARLOS EDUARDO MATHIAS MOTTA
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MATEUS GIANNI FONSECA
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Data: Aug 29, 2023
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Show Abstract
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The objective of this thesis was to analyze the activities developed in a discipline that deals with the teaching of geometry in an initial training course for mathematics teachers, verifying its potential for the development of creativity of future teachers in this area, both in the personal aspect and for the performance. teacher. The central question in this study is “What are the perceptions of undergraduate students in Mathematics about Creativity in Mathematics related to Geometry and the relevance of including this content in their training process?”. The investigation was developed based on a qualitative research approach, based on an epistemological basis in the phenomenological method, with a case study. The results found were organized in the Multipaper production format, consisting of publishable articles. The investigation took place with a class of the degree course in Mathematics of a public university in the Federal District/DF, composed of 14 students. Data collection was carried out by monitoring/observing classes, applying questionnaires (answered by eight of them), carrying out and applying workshops (by the regent teacher and the 14 students) and at the end of the process, interviews were carried out with six of these students. The results point to contributions to the initial and continuing education of Mathematics teachers, aimed at the inclusion of topics in Creativity in Mathematics in the field of Geometry, related to student learning, as it was apprehended that in the development of the Critical Thinking and Creative in Mathematics that they managed to recognize the potential of each phase of the workshop for Creativity in the field of Geometry, since different ideas were explored, different from routine ones. All stages fostered curiosity, new ideas, motivation and the use of methodological strategies used by the participants. The students and the conducting teacher brought a different approach to each of the workshops, with extensive involvement with the activities proposed to explore the contents of Geometry, providing opportunities for the manifestation of Creativity. The students identified, after analyzing problems in the High School Mathematics textbook, that in the vast majority of cases they were closed problems, which had only one way of solving them, indicating the need to develop teaching skills to transform such problems into situations open, which could be so abstract that they allow many ways to arrive at the answer or even there are no solutions, allowing the raising of hypotheses that would be reasonable to arrive at the solutions. It was also observed that the pedagogical discipline of the degree in Mathematics was of great relevance in the training process of these students. Based on the literature and on the analysis of the information collected in the investigation, the thesis is that the introduction of Creativity topics in this process of Mathematics teacher training, contributed significantly to the redefinition of the teaching of Geometry, since the activities developed in the discipline which dealt with the teaching of Geometry, involving the workshops, stimulated the Critical and Creative Thinking of the students in training, fostering in them the desire to perpetuate this new class designer in the future teaching practice.
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30
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ILDENICE LIMA COSTA
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Formative assessment and critical and creative thinking in mathematics: a perspective from elementary school teachers
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Advisor : CLEYTON HERCULES GONTIJO
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COMMITTEE MEMBERS :
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ALESSANDRA LISBOA DA SILVA
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ASDRUBAL BORGES FORMIGA SOBRINHO
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CLEYTON HERCULES GONTIJO
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JOAO BATISTA BOTTENTUIT JUNIOR
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MATEUS GIANNI FONSECA
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Data: Sep 15, 2023
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Show Abstract
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Our aim was to address the following research question: What is the perception of teachers regarding formative assessment for the development of critical and creative thinking in mathematics among students in the Initial Years of Elementary Education in public schools in Brasília? In this participatory research, we offered the course "Formative Assessment from the Perspective of Critical and Creative Thinking in Mathematics" (FAPCCTM) to a group of eight teachers from the early years of public schools in Brasilia. This was a hybrid continuing education activity conducted concurrently with their professional responsibilities, involving collaborative task creation, implementation in their classrooms, and subsequent sharing within the course. In addition to the course, we collected data through questionnaires, individual interviews, and online focus group discussions. Transcriptions of participants' dialogues during remote and in-person meetings, as well as in the virtual learning environment, were analyzed, along with the "hands-on" assessment activities carried out by participants. The data were qualitatively analyzed using Content Analysis. By enhancing critical and reflective perspectives through the proposed assessments, teachers break away from transmission-based teaching and the alienation of both students and themselves. Continuous professional development activities are necessary to expand teachers' knowledge repertoire on critical and creative thinking in mathematics, as well as how to foster it, along with an understanding of assessment. From this standpoint, assessment takes into consideration students' individualities for the development and solving of real-world mathematical problems, often incorporating playful elements. This approach aids in the critical and creative emancipation of both students and teachers
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31
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Heron de Sena Filho
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THE CONTRIBUTION OF THE ENVIRONMENTAL MOVEMENT TO THE REVITALIZATION OF THE RIBEIRÃO SOBRADINHO RIVER BASIN FROM THE PERSPECTIVE OF ENVIRONMENTAL EDUCATION
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Advisor : VERA MARGARIDA LESSA CATALAO
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COMMITTEE MEMBERS :
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CLAUDIA MARCIA LYRA PATO
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JOSÉ VICENTE DE FREITAS
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MARIA CÂNDIDA BORGES DE MORAES
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PATRICIA LIMA MARTINS PEDERIVA
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VERA MARGARIDA LESSA CATALAO
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Data: Sep 22, 2023
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Show Abstract
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This research presents experiences of five social movements that work in the city of Sobradinho/DF. The way they carry out their collective activities on a daily basis shows the transformative potential of critical and participatory environmental education in the community life of this city. The methodological approach was based on action research, whose subjects build interactions and human formation that are evident in actions that are developed by themselves. The theoretical reflection starts from the discussion of the forms of land appropriation in the Sobradinho region, whose model was reproduced with the urban expansion and determined environmental impacts on the river basin. Faced with the existing socio-environmental problems in the basin, an attempt was made to identify the contribution of the environmentalist movement to the revitalization of this basin from the perspective of environmental education. The perception of environmental degradation characterized by the organized movement was fundamental for the constitution of the collective researcher. The objective of the thesis was to research the role of environmental movements in the city of Sobradinho for the revitalization of the watershed of the Sobradinho stream from the perspective of environmental education. The group understood that citizenship is built with struggles. Thus, for the desired environmental recovery of the basin, the environmentalists dialogued with the community, mobilized all the possibilities of social networks on the internet, articulated means of communication such as radio and television. In addition, they mobilized public hearings and filed complaints with the CLDF, the GDF Ombudsman and the Public Ministry. The political work carried out by the movement resulted in including the river basin in the public budget of the DF. Thus, a technical and diagnostic study was contracted by IBRAM, which proposed the creation of new conservation units such as the Area of Relevant Ecological Interest, the Natural Monument of Serrinha do Ribeirão Sobradinho, the Refúgio da Vida Silvestre Canela de Ema, the expansion of polygons of the Itapuã and Jequitibás Ecological Parks in Sobradinho. There were investments in works that recovered broken sidewalks, bus stops, playgrounds, sports courts, public squares; Two erosions were also recovered in the riparian forest of the stream, the road was built on the way up to the Parque dos Jequitibás, the piped water channel for the farm owners, in addition to the construction of three rubbish collectors in the combination that resulted in the end of four dumps in the region , including the Morro do Samsão landfill. The collective researcher, moved by a denouncement process, expanded its field of action from the perspective of transdisciplinarity. Thus, it helped bring about transformations in the community, incorporating knowledge, attitudes, values, skills and experiences in the search for solutions to the socio-environmental problems of the river basin of the Sobradinho stream from the perspective of environmental education.
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32
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LUCIMARA GOMES OLIVEIRA DE MORAIS
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CHILDREN'S CULTURES: a study with children in a playground of a religious community in Brasília
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Advisor : INGRID DITTRICH WIGGERS
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COMMITTEE MEMBERS :
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INGRID DITTRICH WIGGERS
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ETIENNE BALDEZ LOUZADA BARBOSA
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SILMARA CARINA DORNELAS MUNHOZ
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MARCIA BUSS SIMAO
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MAYRHON JOSE ABRANTES FARIAS
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Data: Oct 20, 2023
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Show Abstract
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This academic work on childhood studies aims to understand children’s voices on their experiences in the playground of a religious community located in Brasília, Brazil. The theoretical contribution is based on the field of childhood studies, with an interdisciplinary perspective linking sociology of childhood and children’s geographies. The search for understanding children’s voices is anchored in the necessary articulation between contents they produce, which have singular and universal meanings. The approach that guides this academic research is qualitative through participatory research, articulating with theoretical and methodological contributions of ethnographic childhood studies. Due to the complexity of the research object, its understanding requires a diversified repertoire of methodological procedures capable of substantiating the listening of children’s voices in the playground context. The immersions in the field point to the playground as a place that allows children’s full development through discoveries and elaboration of peer culture. Children build narratives, operate with laws of physics, and create explanations for phenomena as they play. However, the subordination of this generational group to adults limits their visits to the playground, as it is the adults who decide and control childhood spaces and timings
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33
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Francisco Valmir da Silva
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PATHS, MEANDERS AND CONVERGENCES FOR TEACHERS' PEDAGOGICAL PRACTICE IN RURAL SCHOOLS: FROM TEXTBOOKS TO DIGITAL EDUCATIONAL RESOURCES
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Advisor : CARLOS ALBERTO LOPES DE SOUSA
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COMMITTEE MEMBERS :
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ALESSANDRO AUGUSTO DE AZEVEDO
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ANDREA CRISTINA VERSUTI
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CARLOS ALBERTO LOPES DE SOUSA
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CARLOS ANGELO DE MENESES SOUSA
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EDUARDO DI DEUS
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Data: Oct 30, 2023
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Show Abstract
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This thesis aimed to critically analyze teachers' perceptions of the interplay between the PNLD/2019 textbooks for the Elementary School (Ensino Fundamental) and Digital Educational Resources in rural schools in the Federal District (Distrito Federal). To do so, we sought to understand how the textbooks influence teachers' perceptions of rural schools, to identify educators' conceptions of Digital Educational Resources, and to comprehend how these resources are presented in the textbooks. Theoretically, we drew upon Arroyo, Caldart, and Molina (2011) regarding rural issues; Bueno and Carniel (2015) on digital resources; Freitag, Mota, and Costa (1987), Silva and Chelotti (2018) regarding textbooks; Williams (1979) on selective tradition, among others. The data analysis method used was Bardin's (2011) Content Analysis with a categorical approach. We examined 11 teacher's manuals from the PNLD/2019 for the 3rd, 4th, and 5th grades of Elementary Education, and conducted 29 interviews with teachers from 10 rural schools in the Regional Education Coordination of Planaltina-DF and Sobradinho-DF. We found that textbooks, as cultural artifacts, influence teachers' perspectives, with teachers believing that the content presented in the books is impartial. We identified that the research participants perceive Digital Educational Resources as important, but there are difficulties in their use, primarily due to limited internet access in schools, even though they are recommended as a means to expand the content covered in the textbooks. In conclusion, we found that the perceptions of the participants in this study, teachers in rural schools in the Federal District, regarding their pedagogical practices, are constructed through the interplay of textbooks and digital resources, shaping how teachers perceive their classroom realities in a certain way, even though this reality differs from what is portrayed in the books.
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34
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Lívia Silva de Souza
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Narratives of Young Graduates of the Socio-educational System of the Federal District: Biographical Trajectories and Future Perspectives
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Advisor : WIVIAN JANY WELLER
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COMMITTEE MEMBERS :
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WIVIAN JANY WELLER
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SINARA POLLOM ZARDO
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BREITNER LUIZ TAVARES
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MARIA CARLA CORROCHANO
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RICARDO GONÇALVES SEVERO
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Data: Dec 1, 2023
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Show Abstract
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This thesis is located in the line of research Comparative Studies in Education (ECOE), of the Postgraduate Program in Education (PPGE), of the Faculty of Education (FE), of the University of Brasília (UnB) and of the Research Group Generations and Youth (Geraju). This research is part of the field of youth and violence studies. It is part of the context of youth and violence issues, with emphasis on the organization of the socio-educational system and public schooling policies for young people who comply with socio-educational measures of reclusion in the Federal District. This is a study that presents as a general objective interpreted how young people leaving the socio-educational system narrate their biographical trajectories, considering their experiences prior to the sentence of hospitalization; in the socio-educational system, with an emphasis on school; and after deprivation of liberty, highlighting their future prospects. The narrative interviews were carried out with young men aged between 20 and 24 and with different times of experience outside the socio-educational measure of internationalization. The production and conclusion of the interview data were transcribed, coded and evidenced based on the documentary method and structural analysis of narratives. Therefore, we had access to the conjunctive experiences lived by the research subjects, contextualized in different times and spaces, as well as an understanding of the collective orientations of young people, often silenced and made invisible by the conditions of incarceration. Based on the comparative analysis of the interviews carried out, the research results reveal two types, with different orientations and different worldviews regarding their youth conditions as graduates of international socio-educational units in the Federal District. The first type, presents an orientation focused on the elaboration of a new biographical meaning, seeking to disconnect from life in crime and connect to studies, formal work and a future perspective related to the concrete field, developing strategies to eliminate the identity of the suspect. The second type reveals the absence of new biographical meanings, structured in an idyllic future perspective. In relation to schooling in the socio-educational measure of hospitalization, we found that young people hospitalized were systematically silenced in a repressive environment, a place where any gesture or speech can be interpreted as a transgression, where the consequences for any mis behavior can be harsh, and this makes us reaffirm the need for humanized schooling for these students. For this reason, we consider and defend a public policy for schooling in socioeducation that is more efficient, effective and effective in restoring links and contributing to the continuity of school trajectories.
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35
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Julia Mello Schnorr
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“She got there”: Meritocratic discourse and youth tactics for appropriating media capital in studies
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Advisor : CARLOS ALBERTO LOPES DE SOUSA
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COMMITTEE MEMBERS :
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ANDREA CRISTINA VERSUTI
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CARLOS ALBERTO LOPES DE SOUSA
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GRACIELLA WATANABE
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MARCIA LOPES REIS
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WIVIAN JANY WELLER
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Data: Dec 8, 2023
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Show Abstract
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The investigation works to expand the cultural capital inserted in digital culture and in the school experiences of peripheral young people. To do this, we critically analyzed the conditions of speech production in a reading and re-reading of the media by 13 young people from public schools in the Federal District, taking into account the appropriation of media capital between the years 2020 and 2022. The family provides the moratorium of youth, so that young women can study, as well as highlighting values such as hard work. When they say that their mothers are hard-working, they have to say how they should behave in the world of work. By having the teacher as a reference, the young women emphasize the importance of a professional who understands their social responsibility. When they use the media for academic purposes, young women have the teacher as their foundation. Understanding social inequality, some young women appropriate media capital as a tactic and use it in the symbolic struggle. The method reveals that ideology governs social practices by analyzing the colonization of subjectivities and noting that the denial of quotas, especially racial ones, and social inequalities themselves, align with hegemonic readings. The importance of the university experience, as well as the character of the educational institution and the choice of courses help to shape the media readings. We emphasize that the two-year follow-up highlighted changes both in the reading of meritocratic media and in the relationship with the appropriation of media capital.
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