The present dissertation is being developed within the scope of the Master in Education and is linked to the line of research Education Diversity and Curriculum, of the Graduate Program in Education (PPGE\CEDU), of the Federal University of Alagoas, having as its theme: Afrocentric curricula in a quilombola school in Penedo/Alagoas: Reaffirming Identities. This work seeks to describe the school curricula experienced in a quilombola school, located in the municipality of Penedo/AL, community Tabuleiro dos Negros. As a general objective, we seek to: research how the quilombola school located in the community of Tabuleiro dos Negros is enhancing black identities and ancestry in school curricula. As specific objectives, it was designed: a) To identify meanings and principles attributed to the curriculum in the quilombola school, such as recognition and production of emancipatory knowledge; b) Analyze the curricula of the teachers who work in the quilombola school, observing if they contribute to the strengthening of the students' ethnic-racial identity; c) Evaluate which conception of identity the school and its educators have; d) Observe whether the teaching materials and productions built in the school value the community's ancestry. As problematizations, we sought: how have the school teachers been dialoguing with the history and culture of the Tabuleiro dos Negros community in the classroom? Do the teaching materials and productions built in classrooms, used by the teachers, explore the quilombola theme? Are the curricula built valuing the community's ancestry? To do so, we followed the methodological path of Qualitative Research, with emphasis on the Case Study (LAKATOS, 2010); YIN, 2016). We are guided by the following data collection instruments: Semi-structured interviews, focus groups, class observations. For documental analysis, we searched for: didactic materials, Pedagogical Political Project, photographs, Class Diaries, Lesson Plans, pedagogical works and projects, pedagogical activities. Considering that this research is still in the execution phase, we do not bring final results in this qualification.

In a world of constant transformations, education redesigns itself and lists new learning perspectives, especially in face of the evolution of Digital Technologies (DT). The constantly connected learners yearn for more dynamic learning spaces, with resources and strategies allied to the use of DT, which facilitate the knowledge acquisition process, in a teaching mediation movement that awakens a new, more active, autonomous, and critical learner profile. The Digital Narratives (DN) can be implemented in educational spaces as drivers of meaningful learning, especially with regard to teacher training courses (initial or continuing), since the act of narrating expresses the construction of reality and the identity of the subjects, presenting their reading of the world and helping the teacher to realize in which he/she must intervene for a better construction of knowledge that is being woven there. The methodology of this study follow a qualitative approach, conducted by action research, and that aims to analyze the application of ND in a subject related n an initial teacher training course. The proposal is to develop learning contexts with the application of the DN in the pedagogical guidelines and, through the observation of interactions, experience reports and the production of narratives, to analyze its effectiveness in the teaching-learning process, whether for students or teachers, having relevance for the understanding of how to meet the new perspectives of teaching in the dialogicity between subjects, innovative methodologies and digital technologies.

Considering the work carried out by the special education teacher within the multifunctional resource room (SRM) and their role in mediating access to the curriculum for students targeted by special education services (AEE), we pose the following research problem: What are the perceived training needs of special education teachers in the state education system of Alagoas, and to what extent are they familiar with and apply the dimensions of accessibility in their professional practice? The special education teacher addressed in this research is situated within the organizational structure of the state of Alagoas under Law No. 6,196 of 2000, the Public Teaching Statute of Alagoas. To this end, this exploratory research, with a qualitative approach, will seek to investigate the training needs of special education teachers in the state of Alagoas from a complex perspective. The general objective is to understand the training needs of special education teachers in the state of Alagoas from the perspective of complexity. Specific objectives are: to understand to what extent special education teachers are familiar with the dimensions of accessibility and incorporate them into their daily pedagogical activities; to understand the perceived challenges of special education teachers in implementing practices that encompass the dimensions of accessibility; to verify significant differences in perceptions and practices related to accessibility among special education teachers with different levels of experience. Content analysis will be conducted following Bardin (1977). We seek to identify the special education teachers' understanding of the dimensions of accessibility in their professional practice, as well as the demands related to the training needs of special education teachers in the state of Alagoas from the perspective of complexity, through the application of a questionnaire. We highlight the epistemology of complexity as a theoretical approach that will guide our research due to its relevance to new forms of education in today's society. In this sense, we emphasize the concepts presented in the works of the French philosopher Edgar Morin in "The Seven Complex Lessons in Education for the Future" (2000), "The Well-Formed Mind: Rethinking Reform, Reforming Thought" (2003), and "Education in the Planetary Era: Complex Thinking as a Method of Learning in Human Error and Uncertainty," written in partnership with Emilio-Roger Ciurana and Raúl Domingo Motta (2003). The results obtained relate to the lack of a specific continuous training program for special education teachers, the existence of pedagogical barriers, attitudinal barriers on the part of regular teachers, multifunctional resource rooms functioning in an improvised manner, and the lack of accessibility resources in state schools.

The Covid-19 pandemic affected all sectors of society in different countries, regardless of their wealth or political regime. In education, due to the social isolation and indefinite closure of school units, families have delegated the role of mediating knowledge for their children in partnership with a school that was far from what we had previously conceived. Teachers, on the other hand, had to revisit their pedagogical practices, "relearning how to teach", motivated above all by the goals of reaching, engaging, and keeping the largest possible number of
students in their online classes. The study aims to answer the following problem: what didactic strategies mediated by Digital Information and Communication Technologies (TDIC) were used by teachers in the Emergency Online Teaching (EOE) in mathematics classes for high school classes in the Alagoas State Public Education Network? And what factors contributed to the development of these strategies? The research has as locus school units of the Alagoas State Public Education Network, whose work occurred according to the Special Scheme of Non-Presential School Activities (REAENP), determined in Ordinance /SEDUC No. 4.904/2020 that regulated the pedagogical activities of the network throughout social isolation. The research reveals how the TDICs were used to mediate the teaching and learning processes for students who were about to leave High School, and face the National High School Exam (ENEM) and/or the job market, requiring the mastery of skills that would allow them to succeed in their choices - whether academic and/or professional. The results bring innovative and effective pedagogical strategies to an online and/or hybrid teaching context. When the teacher
improves the way he or she teaches, he or she also contributes to the improvement of student learning, increasing expectations and perspectives of human development. Competent citizens can intervene in the reality in which they are inserted, which in the medium and long term impacts the social and economic sectors of the state and even the country. The results may be a reference for future research on didactic strategies that can be developed, improved, or banned in an online teaching context even after the coronavirus pandemic.

This study linked to the project “Digital technologies, beliefs and teaching: reflections on the continued training of teachers/literacy teachers of the Pedagogical Residency Program” aimed to analyze the perceptions of preceptors and residents of the subproject in the area of Literacy linked to the Pedagogical Residency Program (PRP ) from the Federal University of Alagoas (UFAL), 2020-2022 edition, in relation to literacy practices and the uses of digital technologies during the Covid-19 pandemic. The theoretical foundation of this research is based on studies by Soares (1985, 2001, 2003, 2004a, 2004b), Marinho (2010), Souza, Meniconi and Gomes (2022), Colello (2021), Gatti and Barreto (2009), Coscarelli (2016) and Ribeiro (2021), among others. This is a qualitative research (YIN, 2016) that is part of the area of Education at the interface with Applied Linguistics aimed at teacher training and that uses the following data collection instruments: questionnaires, document analysis and interviews. From the reports of the participants in this research, it was identified that there were several challenges related to remote teaching, such as: difficulty in accessing quality internet, lack of possession of technological resources and lack of control over the uses of digital technologies. These difficulties impacted the development of residents' internships and the pedagogical work of preceptors, considering the limitations of literacy practices and the literacy process in a digital context. In non-face-to-face teaching activities, pedagogical mediation was somehow compromised, whether due to internet connection problems, the lack of direct contact with the children or the difficulty for them to remain in front of the screens during synchronous activities. Remote teaching experiences thus highlighted the importance of the face-to-face interactional process and the teacher's measurement of literacy practices and written language learning. From the analysis and discussion of the data, it is understood that digital technologies and the use of the internet were relevant for carrying out non-face-to-face teaching activities, as well as for the execution of training meetings, actions aimed at school management and pedagogical intervention within the scope of the PRP. However, digital technologies alone do not replace the relevance of teacher mediation in their students' reading and writing practices. Finally, the importance of the Pedagogical Residency Program in the training process of residents and preceptors is reinforced, with the aim of providing dialogue between initial training and continued training, while internship experiences are based on the relationship between theoretical knowledge produced at the university and the pedagogical practice experienced on the “floor” of schools, in the daily classroom.

Faced with the specific challenges imposed by the Covid-19 pandemic on education in the years 2020 and 2021, Education Departments, when designing their teaching and learning strategies, needed to propose pathways for teacher training, especially to ensure the practice of the profession in the imposed Emergency Online Teaching format. In this context, the research aims to investigate the contribution of teacher training initiatives carried out in 2020 and 2021 – the first two years of the Covid-19 pandemic and the suspension of face-to-face classes – to the development of digital culture in schools, considering the face-to-face teaching context. As a qualitative research, its methodological path follows the narrative methodology, gathered through semi-structured interviews with teachers from the State Department of Education of Alagoas, with a geographical focus on the city of Maceió, regarding their formative experiences during the years 2020 and 2021 and the impact on their current practice. Data were interpreted using content analysis from Bardin's perspective (1977) and elaborated in dialogue with official documents published by the State Department of Education of Alagoas from the beginning of the pandemic context until the definitive resumption of face-to-face classes. The analysis categories were defined as teachers' narratives about school infrastructure; their beliefs and attitudes towards ICT; the conducted training, their contributions, and points of attention; and today's digital culture, based on their skills and relationship with ICT. The main findings of the research confirm that the conducted training contributed to the current development of digital culture in schools but in a limited way. Teacher repertoires were enriched, allowing them to adopt ICT in their pedagogical practices, but without strongly influencing their beliefs and attitudes regarding the methodological and pedagogical role and conception of ICT in education. The utilitarian and instrumental conception of ICT persisted throughout the conducted training, maintaining characteristics such as content transmissivity. As other research findings, the study delves into other aspects of the formative strategy of the State Department of Education of Alagoas for the pandemic period that may have contributed to the results and raises possibilities for the qualification of a continuous training policy focused on ICT in education.

Autism Spectrum Disorder (ASD) is classified by the DSM-5 (2014) as a set of difficulties in communication and social interaction, along with disruptive behaviors and restricted interests. Recently, the number of students with autism enrolled in the education system has been growing exponentially nationwide. However, there is still a shortage of teachers with adequate training to identify active methodologies that include the inclusion of new ways to teach reading and literacy skills to autistic students through digital games. It is important to consider approaches using digital technologies that aim to promote the inclusion of students in the classroom. The objective of this study is to investigate whether teacher training would be effective in selecting and applying games to promote literacy and stimulate reading skills. To accomplish this, two studies will be conducted. The first study consisted of a systematic literature review on the contributions of digital games to literacy and the stimulation of reading skills in individuals with autism. Seven studies were found that demonstrated significant efficacy in the use of digital games for literacy and reading development, as well as other secondary areas of development. The second study aims to evaluate the effectiveness of an online teaching program for teachers based on video instruction and feedback. Currently, the script for the videos to be presented in the course has been initiated.

The Open University of Brazil (UAB), a system integrated by public higher education institutions (IPES) to offer higher education courses through the use of distance education (EaD) was established in 2006 with the offering of the Bachelor's Pilot Course in Administration at a Distance. This study investigated the implementation and internalization of the UAB at the Federal University of Alagoas through this Course, offered at the centers of Maceio, Santana do Ipanema and Porto Calvo. The problem sought to answer: What are the contributions of UAB to the internalization of higher education in Alagoas? To what extent did EaD's actions bring about changes in Alagoas society? What social reading can we make of the UAB Pilot Course? The objectives of the study were: to recover the historical process of the implementation and internalization of the UAB in Alagoas; analyze the narratives of UFAL managers who were part of the Pilot Course implementation process, analyze the implementation of regional centers and the training of distance learning subjects to offer the Course. The theoretical framework explores EaD, as a policy aimed at training administrators and teachers; the democratization of distance learning through the internalization of higher education by UAB at UFAL, analyzing the specificities of the Pilot Course. The methodology involved a case study with bibliographic and documentary research and analysis of narrative interviews with managers involved in the implementation of the UAB and the Pilot Course, available in the interview bank of the EaD Memory Project at UFAL. The categories used in the data were: importance of distance learning for society as a Strategic Policy at UFAL; the democratization of access to higher education; social inclusion, strengthening the internalization of distance learning; the process of planning and implementing the Pilot Course; and the impact of training on it. The narrative interviews allowed for in-depth exploration of managers' perceptions and reflections on the challenges, successes and learnings during the Pilot Course implementation process, in addition to the multifaceted perspective on the processes, challenges and advances of distance learning at UFAL, enriching the understanding of the phenomenon studied and its influence in the educational and institutional context.

The study analyzes the issue of ethnic-racial relations in early childhood education in Maceió, considering the national public policies that establish the mandatory inclusion of the theme. The aim is to contribute to a critical reflection on racial issues in municipal early childhood education centers, with a view to rethinking the pedagogical practice at this teaching stage. The methodology of the research discussed consists of an exploratory study with a qualitative approach that is based on the critical theory of society to elaborate the relationship between barbarism, racism and training in early childhood education, and is related to national discussions on education and ethnic-ethnic relations. racial. The material analyzed consists of the speeches of school teams and official documents. For this, the research corpus was composed of two types of documents: official texts from the Ministry of Education and the curricular reference of the city of Maceió, in addition to political-pedagogical projects of early childhood education institutions. The analysis technique used was Laurence Bardin's content analysis (2002), which seeks to infer knowledge about the production conditions of the analyzed materials.

This thesis was developed within the scope of the Doctoral Course in Education linked to the Graduate Program in Education of the Federal University of Alagoas. Its main objective is to carry out a case study seeking to understand the pedagogical discourse attributed to the discipline of Philosophy in the process of recontextualization of the Reference of Applied Human and Social Sciences in the state of Alagoas. We sought to understand this place occupied by Philosophy through the processes of recontextualization of ReCAL, the analysis of the pedagogical discourse attributed to the text of Philosophy in ReCAL. Carried out from a qualitative approach based on document analysis, participant observation and semi-structured interviews, the research was designed from the methodology of the case study in the search for the understanding of the discourses that composed the pedagogical discourses about Philosophy. The analysis of discursive materiality found that the pedagogical discourse is composed of the discourses: general regulator, which is guided by the alignment with the BNCC, formatting the document from the conception of competencies and abilities; by the general instructional discourse, which was guided from the definition of knowledge and practices immanent to the area of Human and Applied Social Sciences; and by the specific instructional discourse that is configured as an insurgent discourse in defense of a teaching of Philosophy considering elements for a philosophical didactics.

This research problematizes the conception of learning as it seeks to address the following problem: what is the relationship between the elaboration of meanings in life and the lifelong learning process, and its multiple relationships in individual and collective spheres based on life story of an educator, specifically in her process of aging, illness and death? The complex thinking of Edgar Morin is used as a theoretical and epistemological reference, in dialogue with the notion of transdisciplinarity. The research is characterized as a case study and aims to understand the relationship between meanings of life and learning, based on the elaboration of a biographical path, within the parameters of an integrative and innovative learning practice (PAII). The methodology is developed within the frameworks of Complex Thinking and Transdisciplinarity. Autobiographical production techniques are taken as techniques, in dialogue with the practice of autoethnography. The results of the study demonstrate that the meanings of life are presented as multiplicities that converge and diverge in the construction of their life story. Performative action in the face of the multiplicity of meanings of life, in different moments and existential cycles, allows human beings to become more authors of their own history. The realization of the meanings of life, as an existential action, unfolds into learning, characterized as a continuous process throughout life, which implies the creation of oneself and the world that concerns one.

This thesis contributes to the field of history and politics in education of the Graduate Program in Education in Alagoas (PPGE). The objective was to investigate Educational Planning as a political instrument for the organization of the State at both federal and state levels, aiming to identify the similarities that link different plans, namely: the National Education Plan (2014-2024) and the State Education Plan of Alagoas (PEE – 2016-2026), as well as their possible convergences. The PNE (2014-2024) was studied as a state policy guide, considering the historical context of political deconstruction that began with the ideological movement of the far right, grounded in neoliberal ideals, in defense of a state political framework for the disruption of the social pact established in the Federal Constitution – CF 1988, intensified from the 2016 coup. It is understood that the PNE (2014-2024) is a central document with local implications, hence, the theoretical contribution of Saviani (2009; 2010; 2011; 2017), Dourado (2010), and Calazans (2022) was chosen. The central elements of the plans were investigated, with emphasis on educational planning in the State of Law post-2016 coup, problematizing the plans in national and local contexts. The guidelines of both plans underpin a conception of universal and democratic education, focusing on quality and the eradication of illiteracy, school attendance, the valorization of education professionals, and funding, among other aspects, which were threatened by the direction of economic austerity policies adopted during the plans' validity. For this, a qualitative research was developed, with methodology in documentary research, analyzing Law No. 13.005 of 2014 – PNE (2014-2024), at the central level, and Law No. 7795 of 2016 – PEE (2016-2026), at the local level. Laurence Bardin's (2002) content analysis was used for category treatment, with the use of critical theory based on Marx (1998), Gramsci (1999-2002), and Mészáros (2002) for discussions. Additionally, the Systematic Literature Review (SLR) technique was employed, conducting a survey in five scientific databases of productions addressing the PNE (2014-2024) as a public education policy in the Brazilian State context, in a historical cut from 2014 to 2023. It was concluded that research on the PNE (2014-2024) reinforces the defense of the plan as fundamental for educational planning and the consolidation of a National Education System in Brazil, being a central point to be considered by scholars and analysts in educational policies. The scientific production on the plan reveals a multifaceted analysis, considering the various contexts that shape educational policies in Brazil, with cuts to focus on epistemic themes on the research object. When analyzing the scenario of political and economic assumptions in relation to the role of the State, the deconstruction of the PNE (2014-2024) as a public state policy was intensified, corroborating the implementation of the goals at the central and local levels. The transposition of guidelines, goals, and strategies between the PNE (2014-2024) and the PEE (2016-2026) was observed, tending to disregard local specificities, which provides valuable subsidies for future studies on the theme.

Brazilian education has undergone several changes and challenges over the years, reflecting the different approaches and priorities of governments in relation to the education system. This research sought to analyze the foundations that underlie the BNCC/2017, considering the educational policies and guiding documents that culminated in the creation of the national common curriculum for Brazilian education. To this end, we contextualized curricular policies in Brazil, starting in the 1990s; we identify the historical, conceptual and political dimensions in the field of curriculum; we understand the BNCC/2017, taking into account the historical background; and we reflected on the categories: curriculum, external evaluation and teacher training. The development of this research was based on the following guiding question: What foundations underlie the BNCC/2017, taking into account the educational policies and guiding documents that culminated in the elaboration of the national common curriculum for Brazilian education? The methodological path is outlined in the qualitative approach (Yin, 2016), with the documentary technique (Cellard, 2012) and the Content Analysis method from the perspective of Bardin (2016). We rely on theorists such as Apple (1982; 2001), Freire (2001; 2015; 2019), Cury (2002; 2018), Saviani (2004; 2016), among others, who founded the dimensions of the curriculum, enabling reflections on the object of this research. We highlight that BNCC/2017, as a normative policy for Basic Education, presents in its foundations the characteristics arising from the neoliberal state model, through a prescribed and imposing curriculum through competencies and skills, promoting the standardization of teaching and of learning, and the accountability of schools and teachers for the results of large-scale assessments.

The evaluation of Lexical Richness is an important educational strategy for the teaching-learning process of textual production, helping teachers in diagnosing students' lexical skills and knowledge, as well as in understanding the characteristics of their texts. Thus, the present study has as general objective to evaluate the Lexical Richness in texts produced by newly literate Brazilian and Portuguese students, based on a collaborative writing methodology. The corpus of this research is composed of a set of 186 textual productions, of which 86 were written by dyads of Brazilian students and 100 by dyads of Portuguese students. The collection of these texts took place between 2012 and 2015 during the InterWriting project. The research subjects are 62 children (22 Brazilian and 40 Portuguese) aged between six and eight years. With regard to the education of Brazilian children, 12 attended the 1st year of Elementary School and ten the 2nd year of Elementary School in the same private school in Maceió/Alagoas. The Portuguese children were in the 2nd year of Basic Education, consisting of 20 students from a primary school in the rural area and 20 students from a primary school in the urban area of the city of Aveiro. the data analysis comprised the normative transcription of the texts. To measure lexical richness, parameters were considered as the Total Written Words (TPE), Lexical Density (DeL) and Lexical Diversity (DiL), which were extracted from the texts with the help of the Lexicanalytics software, so that the values obtained were organized in tables for the analysis of descriptive and inferential statistics. With the data obtained, treatment, computation and visualization were done using the Python language, through the Google Colab software. With regard to preliminary results, when applying Pearson's correlation coefficient between DiL and RL we obtained approximately 0.81. Between DeL and RL we obtained 0.62. This demonstrates a positive correlation of RL with both categories, indicating that the greater the DiL and DeL of a text, the greater its Lexical Richness. In applying the Kruskal-Wallis hypothesis test, we obtained a p-value greater than 0.05, indicating that no significant differences were observed in the Lexical Riches of the analyzed texts, whether Brazilian or Portuguese. Based on these preliminary results, we will continue this research, relating our findings with existing literature to identify similarities and differences. Furthermore, we will also delve into the implications of our results for studies about Lexical Richness, as well as for the teaching-learning process of textual production in a school context.

In a society immersed in digital culture, the educational scenario seeks to incorporate technological artifacts with the potential to contribute, adapt and innovate in pedagogical practices. In this context, Learning Based on Digital Games (DGBL) presents itself as a guide for the incorporation of games, such as Escape Room (ER). Thus, this study aims to analyze, from the experiences of developing Educational Escape Rooms (EER), how teachers plan and assess learning. This objective is constituted under the understanding that, in most cases, the priority in evaluating teaching-learning processes through the interaction of RE falls on the evaluation of experiences. Thus, we seek to answer the following question: How do professors who develop educational escape rooms in higher education plan and carry out the assessment for learning? The research is identified in the methodological field as qualitative (YIN, 2016) of a descriptive nature, supported by the perception of Experiential Research (MICCOLI, 2007; KOLB, 2014) that values experience as a research unit. In addition, the investigation is supported by the Phenomenological Hermeneutic approach (DITTRICH; LEOPARDI, 2015) which subsidizes the understanding and values of the experiences of human beings. In the theoretical context of the developed study, it is possible to highlight some relevant concepts to situate the study: digital culture, game-based learning, escape room, and assessment for learning. The experiences of 4 higher education professors from institutions recognized by the Ministry of Education (MEC) were collected, observed, and analyzed through a questionnaire prepared, validated by experts (HERMIDA; ARAÚJO, 2006) and disseminated (via WhatsApp, email, and by the website of the Federal University of Alagoas-Ufal). In this study, most of the interviewees are teachers from the public Higher Education network and have already developed EER. Through data analysis, it was possible to observe that, mostly, the number of evidenced experiences refers to social experiences, followed by affective, contextual, and pedagogical experiences. In addition, the research showed that, due to the results obtained, the understanding of teachers who agree that ER contributes to the student's cognitive development is preponderant. Regarding assessment for learning, it was possible to infer, according to the data collected, that planning is seen as an instrument that contributes to the process of building assessment for learning and thus contributes to effective and qualitative learning.

This study has as research object the attributions of the school manager in the public schools of the municipal network of Jequiá da Praia - in the state of Alagoas. The general objective of the study was to investigate the attributions of the school manager in the municipality of Jequiá da Praia, in the state of Alagoas, from 2021 to 2022, and the specific objectives were: a) to talk about the ways of providing the school manager and their repercussions on educational policy; b) understand the role of managers of public schools in the municipality of Jequiá da Praia, in the state of Alagoas and; c) to analyze the role of the Municipal Department of Education in the orientation process in the work of school managers in Jequiá da Praia, in the state of Alagoas. The methodology was characterized by its qualitative nature, with an exploratory approach, and the case study, as a research technique. The instrument for data collection was through the application of semi-structured questionnaires (with open and closed questions), and Content Analysis will be used to analyze the collected and researched data. Up to the present moment of the research, the results obtained highlight that in the 1980s, with the redemocratization of the country, the conception of democratic management in the school comes into force, since it was linked to the new standards of society and that it fit the aspects structural and social aspects of education. In the 1990s, with neoliberal ideals and the economic crisis in western countries arising from the 1980s, managerial management was configured. The last two conceptions are those that are present in school contexts, and this causes contradictions in the guidelines of school management, because on the one hand, there are the guidelines of democratic school management that seek, from participation and collectivity, the construction of a dynamic and democratic space; on the other, managerial management, arising from educational policies that value efficiency in the execution of functions and organize the functioning of the institution, according to the logic of the market.

This dissertation emerged from the studies developed in the Graduate Program in Education of the Federal University 

of Alagoas (PPGE/UFAL), inserted in the Research Line Information and Communication Technologies. The research 

aims to analyze the impacts of training on the personal and professional practices of graduates of the Distance 

Pedagogy Course at UFAL, in the classes offered in 2012, 2013 and 2014; present historical aspects about the 

implementation of Distance Education at UFAL, based on the Open University System of Brazil (UAB); identify the 

challenges and perspectives of graduates in the academic training process; identify educational practices in the 

teaching and learning process through professional practice. The objectives described above seek to answer(s) the 

central question, namely: what are the impacts of training on the personal and professional practices of graduates 

of the 2012, 2013 and 2014 classes? The methodological course was organized based on qualitative research, 

developed by the bias of the case study, using the reflective narratives of the subjects involved. Data collection took

 place with the application of a questionnaire and interviews online, with the egresses of the Distance Pedagogy 

course, in their offers of 2012, 2013 and 2014, in a total of 30 participants of the 175 graduates. It was evident 

that the impacts of training were positive and contributed to both the personal and professional aspects of the 

graduates who, at the same time, narrated the importance of distance education at UFAL for teacher training in the

state of Alagoas.

In this research, it was proposed to study the reception of literacy teachers in Alagoas with regard to the National Literacy Policy (PNA), it was problematized: What are the relations between the PNA discourse and the teachers' discourses regarding to the concept of literacy? Aiming to respond to the investigative intention, the general objective was: To identify the relationship between the PNA discourse and the teachers' discourses with regard to the concept of literacy. Breaking down into the following specific objectives: a) Discuss what underlies the conception of literacy adopted in the PNA; b) Investigate whether teachers know the documents of the PNA (Decree nº 9.765 and Notebook of the PNA); c) Analyze the discourses of literacy teachers on the concept of literacy in the PNA; d) Understand if there is a relationship between the PNA discourse and the discourses of the teachers participating in the research. It was a quantitative and qualitative research, linking data from a survey with the material collected in the focus group. The speeches of the literacy teachers, participants of the research, were collected in the focus group discursive event. The results indicate that teachers know, in part, the PNA documents; the teachers participating in the investigation agree, for the most part, with the conception of literacy expressed in the PNA, which considers language as a code. However, the research indicates that the PNA significantly reduced the concept of literacy when comparing it with literacy practices, as it does not restrict coding and decoding skills. In the context of practice, the PNA guides systematic phonic instruction, considered by the teachers participating in the investigation as an innovative method, suitable for pedagogical practice in literacy. It was found, in this research, some conformity and insurgencies between the PNA discourse and the teachers' discourses. As conformity, it is observed that the teachers agree with the concept of literacy in the PNA and with the systematic phonic instruction. In addition, teachers consider the Tempo de Aprendizagem Program, due to its “practical” nature, to be innovative and better than other training programs for literacy teachers implemented by MEC. As insurgencies, teachers consider that the PNA brings brief and summarized concepts and point out that the teaching and learning processes of literacy are broad and involve several aspects, and cannot be reduced to just coding and decoding. Literacy teachers show interest in improving knowledge and teaching methodology on literacy, aiming at a teaching and learning process that allows students to learn in a clear and coherent way, considering the process of language appropriation through the student's insertion in the written culture, since they are guidelines for teaching practice.

The COVID-19 pandemic has highlighted important questions regarding teacher training, especially with regard to inclusive practices. Therefore, in this study, the focus is on the inclusive aspects of the practices, considering the areas of initial teacher training. The question is “what are the contributions of Integrative and Innovative Learning Practices to the initial training of teachers, considering the challenges of the current scenario for the promotion of inclusion in the midst of the pandemic context?”. This research aims to investigate the contributions of Integrative and Innovative Learning Practices (PAII) in initial teacher training, with a view to promoting inclusion in the face of the complexity and challenges of the current scenario. To compose the theoretical framework, the theories that underlie the PAII were adopted, primarily the Ecosystem Educational Paradigm, Complex and Transdisciplinary Thinking. This is a qualitative research, in which we sought to dialogue with scientific productions that deal with inclusive aspects related to teacher training in the light of the mentioned theories, contemplating the particularities of the current emergency scenario due to the pandemic context. It is inspired by existential action-research in the integral perspective, to the model of Barbier (2004). Moraes and Valente (2008) dialogue with this path by pointing the research from the perspective of complexity and transdisciplinarity, with this, the aim is to study collective participation, the promotion of the spirit of creation, the implication of the subjects in the process of reflection and transformation . Students of the Pedagogy course at the Federal University of Alagoas who spontaneously registered to participate in the extension action, related to the proposed theme, were elected as research participants. As an instrument, the collection of action data through participant observation, semi-structured questionnaires and transcription of speeches issued orally or in writing through digital platforms were used. We used content analysis, inspired by the method proposed by Bardin (2011). It was possible to perceive the insufficiency of teacher training regarding inclusive issues, in addition to highlighting the hegemony of normative pedagogical practices that do not meet the emerging demands arising from the uncertainties and complexities of current times. The proposal for a paradigm shift and the PAII, is presented as a possible way to transcend the fragmented way of thinking and points out possible ways from the appropriation of another vision of man, of the world, and consequently of the learning processes on the part of each teacher in (trans)training. Thus, it was possible to understand and reveal contributions to teaching training and inclusive practices in the current context, through Integrative and Innovative Learning Practices, as well as to reflect on teaching training within the scope of graduations in the light of the inclusive and creative perspective to deal with with the instabilities and uncertainties typical of this time, and of life in its inherent complexity

With the advent of the Covid-19 Pandemic, which affected the different spheres of the planet and human life, the formation of the Pedagogue to teach Mathematics was also marked by changes and challenges, seeking new possibilities in this scenario. This research aims to investigate what mathematical knowledge the undergraduates of the UFAL Pedagogy course built in the discipline of Knowledge and Methodologies of Mathematics Teaching I, during remote classes in times of covid-19. In methodological terms, it is a qualitative research based on studies by Bogdan and Biklen (1994) and Creswell (2007), with a case study methodological approach. For data collection, we used the observation of remote classes in an emergency period, semi-structured interviews carried out by the web conference platform Google Meet, analysis of the students' logbooks that are configured as notebooks of records of classes and their learning, documents of the Course of Pedagogy, lesson plan and course of the discipline. Students regularly enrolled in that course participated in the research. Data analysis was based on the assumptions of the Content Analysis proposed by Bardin (2016).

This research sought to analyze the literacy practices of a literacy teacher focusing on teaching reading in a class of the 3rd year of Elementary School. Therefore, It was aimed to describe literacy events focusing on the approach of textual genres and on reading and writing activities; identify the theoretical conceptions of language/language and text that guide the teaching of the Portuguese Language (PL) and the practice of the literacy teacher; and understand the possible pedagogical implications of theoretical concepts for literacy practices and for teaching reading in the school context of learning written language. The theoretical backgoround that underlies this study is organized from studies that discuss literacy and literacy practices in the Brazilian context (SOARES, 2004; 2006; 2007; KLEIMAN, 2005), in dialogue with some assumptions of the “New” Studies of Literacy (STREET, 1984, 2013, 2014) and with the theoretical conceptions of language correlated to the teaching of PL (TRAVAGLIA, 1996; 2009; GOMES, 2010, 2014, 2017; DORETTO; BELOTI, 2011) and the approach of textual genres (MARCUSCHI, 2008). Methodologically, it is characterized as a research with a qualitative approach (MINAYO, 2011; DAWSON, 2009), of the case study type. Under an ethnographic bias, the sociocultural perspective of literacy studies was used to choose data collection procedures, such as: in loco observation, field diary, document analysis, questionnaires and interviews. The results of the analyzes of the events revealed that the study activities proposed from the textual genres chosen by the teacher, directed the reading practices conducted in the classroom, which almost always restricted the analysis to the identification of information linked to the text, although at various times there was an interaction and activation of the students' prior knowledge; while the writing practices predominantly aimed at the structural and compositional characterization of textual genres and the recognition of the alphabetic and orthographic system. With regard to the analyzed theoretical conceptions, it was verified, in the literacy teacher's practice, the predominance of the conception of language as a communication tool, since the emphasis of the text study was the linguistic code disconnected from the contexts of uses. Making a correlation between the identified conceptions, we observed that the conduct of literacy practices in the school context, more specifically during the teaching of reading, was associated with the perspective of autonomous literacy. Thinking about the various implications of theoretical concepts for teaching PL aimed at the early years of Elementary School, it is inferred that, by prioritizing the linguistic facet, the teacher chooses the appropriation of the alphabetic-orthographic system as the only object of study and work of the Portuguese language, therefore, this literacy practice disregards the differences between the stages of learning the written language, as well as ignoring the different social contexts of uses and functions of literacy practices. Thus, the teaching of reading and writing is not guided by a critical perspective, since there is no articulation between the literacy and literacy processes, that is, the integration of facets (linguistic, interactive and sociocultural).

This dissertation has as its theme the indigenous school management in the Wassu Cocal territory. An analysis was developed based on the recognition of the challenges of indigenous school management within the decolonial conception and the strengthening of collective work, professional, political, pedagogical, democratic and participatory ethics, in the face of organizational changes in the context of indigenous schools in Wassu Cocal Village in particular Professora Marlene Marques dos Santos Indigenous State School. We also point out that the research is focused on the promotion of an indigenous school management that enables managerial and pedagogical actions that validate pluriculturality; democratization or participation in pedagogical-management practices; the dialogue between cultural practices with educational projects, public policies and knowledge originating from the Wassu Cocal people. Its general objective was to analyze the elements of indigenous school management as a decolonial proposal, seeking to strengthen collective, democratic and pluricultural work in the organization of pedagogical work at an indigenous school in the Wassu Cocal village. In this way, it was based on a documentary and qualitative bibliographic methodology, which was based on theoretical and epistemological assumptions, which enabled us to understand the importance of school management and the challenges faced to guarantee an intercultural indigenous school education, specific and differentiated for the indigenous people Wassu Cocal, which is now legally guaranteed in the documents that ensure a differentiated and decolonized quality school education.

This work seeks to investigate the school curricula experienced in two indigenous schools, located in the municipality of Joaquim Gomes, region of the Alagoas Forest Zone, Wassu Cocal ethnoterritory. It is a curricular investigation in an intercultural perspective, which focuses on Elementary School Early Years. Therefore, the work intends to answer the problem question: To what extent are the investigated schools able to build a counter-hegemonic education, considering in their school curricula the traditional knowledge and knowledge of the Wassu Cocal ethnoterritory? The methodology uses a qualitative approach, using the “multiple case study” (STAKE, 2006), (YIN, 2001) with a literature review based on the theorists Baniwa (2006), Ferreira (2013), Gomes (2008), Quijano (2010), Silva (2007), Walsh (2009), content analysis based on Bardin (2011). It is expected to understand and unveil curricular possibilities and specificities practiced, experienced in indigenous schools.

Annually, there are surveys (PGB, 2022; NEWZOO, 2022) that bring data surveys about the consumption and industry of digital games, in Brazil and in the world, society and its culture, and even how they are growing exponentially with the pass the time. Research informs, in 1984 was when there was a reversal in the entertainment industry for the first time, in terms of the quality of revenue from digital games surpassed that of cinema A sector that can implement digital games in its context and use its digital games
benefits for learning, cognitive development and skills, among others, is Education. Reproduced by reflecting on a current situation in which children and adolescents are inserted, games can be a different path for digital teachers to follow, preparing them for a more active learning, in which students are able to build and develop skills every now and then just memorize accumulated information. However, it is up to
here is the caveat that just adapting digital games to the logic of formal education can transform an interesting and motivating experience into a frustrating activity, especially if students offer an environment with games outside the environment. school, because they guarantee autonomy and protagonism

The Escape Room (ER) is characterized as a game based on "live action", in which a team of participants seeks to solve challenges to "escape" within the time limit. In this way, ER enables the real-life experience of sensations and experiences like those provided by digital games. Its structure provides interaction and collaboration among players, and this made the game arouse the interest of educational institutions and researchers, since an educational potential was identified, thus emerging the Educational Escape Room (EER). It is a game that seeks to provide a collaborative and fun learning experience, in which the student is immersed in an environment based on fictional themes, simulation, or everyday situations, favoring the learning processes, since it has aspects of Digital Game-Based Learning (DGBL); immersive learning; experiential learning, and collaborative learning. The process of planning, developing, and evaluating EER covers different groups of competencies such as: pedagogical, digital, DGBL-related, and social. In the scientific scenario, it was identified that there are no validated self-assessment tools capable of measuring and providing feedback on teacher competencies in EER. However, the question that guided this research was: Are there correlations (positive or negative) between the variables area of training, time of work, and level of work as a teacher in education when compared to the groups of teacher competencies in EER? The hypothesis defended is: The variables area of training, time of performance and level of performance of the teacher in education present (positive) correlations when compared with the groups teaching competencies in EER. The objective of this research was: to develop a tool to assess teaching competencies for Educational Escape Room. A total of 82 teachers participated in the research. The research is quantitative and follows the guidelines of the Design Science Research approach. Regarding the validation of the tool, exploratory factor analysis and confirmatory factor analysis were applied. The Shapiro-Wilk normality test was also used to verify normality in the data distribution. Non-normality of the data was identified, thus justifying the choice of the Kruskal-Wallis test and the use of Spearman's correlation test. Exploratory data analysis and descriptive statistical analysis was performed using measures of central tendency (median), as well as the use of absolute and relative frequencies that were performed using the statistical software JAMOVI® version 2.3.24. The data were presented using tables, density graphs and box plot type graphs. There was a positive correlation between the length of time a teacher has worked in education and the group of pedagogical competencies (r = 0.309). There was also a positive correlation between some groups of competences such as: digital competences and pedagogical competences (r = 0.529), DGBL competences with pedagogical competences (r = 0.494) and digital competences (r = 0.643) and, social competences with digital competences (r - 0.360) and DGBL competences (r = 0.531). The variables level of performance in education and area of training showed no correlations when compared with the competency groups.

This study aims to investigate the use and understanding of punctuation marks by children at different levels of education in the school context over the last 20 years. It is relevant to know what Brazilian professors and researchers say about punctuation from its historical aspects to the present day. The research have as theoretical reference authors such as Vieira (2021) , in which the author explores punctuation as barely visible to children when they produce their own texts, and that their greatest attention is just reviewing what was written. In Rocha (1997) the continuous of punctuation marks and crossed in their historical evolution is highlighted, followed by which they also appear when producing the texts and left the function that they exercise in the productions. Leal and Guimarães (1999) try to understand the main challenges that early grade teachers face when teaching punctuation, as the authors explained that teachers do not master the normative rules of punctuation and the practice of activities are built on psychological sentences. Authors such as Mendonça (2001), Carvalho Rocha (2001), Leal and Guimarães (1999), Brandão and Silva (1999), show that punctuation teaching practices do not match the real sense of understanding its functionality and uses by children, because they are based on the memorization of activities with repetitive and fragmented rules. For Brandão e Silva (1999), Ferreiro (1996) and Carvalho Rosa (2001), the teaching of punctuation is linked to the occurrence of educational and segmented phrases. Therefore, this investigation is concerned with raising the problems faced in the classroom with the teaching of punctuation, and that the problems in this domain are marks seen through the bias of reflection and clarification that the audience is still a poorly explored content and which should be taught in ways that lead the student to reflect on its applicability in a contextualized and reflective way.

The daily life of Early Childhood Education is constituted with the participation of professionals who occupy different positions and functions – teachers or not – and who share the processes of education and care as inseparable dimensions of the first stage of Basic Education. The research entitled “Support professionals from the municipal Early Childhood Education network of Maceió: identity(ies), training and professionalism”, aimed to investigate the profile of support professionals who work with children up to 5 years old and 11 months old in the city of Maceió. Based on the premise that the integral development of children since babies occurs in interactions and games with their peers and adults, with caring and educating as inseparable tasks, this study sought to look at the profile of support professionals in Early Childhood Education in the municipal network of Maceió, with regard to training, identity(ies) and professionalism, considering productions that deal with the training of Early Childhood Education professionals (KRAMER, 2006, 2011; CERISARA, 1999; NUNES, CORSINO and DIDONET, 2011), in addition to the legal documents about the first stage of Brazilian Basic Education, the findings on the formation, appreciation and career of employees of Early Childhood Education in Brazil (BRASIL, 2004, 2005, 2009) and the contributions of Penteado (2019) about education support professionals. This is a qualitative research, carried out on and with support professionals from Early Childhood Education in the municipal network of Maceió, based on the narrative research approach, using as data construction instruments: questionnaires, in the first phase, and semi-structured interviews , in the second phase. For data treatment, the procedures proposed by Bardin (2011) were adopted to analyze the content of interviews and questionnaires. The results show, in addition to other perceptions, that most of the support professionals have completed high school, but did not undergo initial training/guidance for work that considered the specificities of the daily life of an institution of Early Childhood Education. Such professionals showed interest in participating in training for professional qualification, consider the salary inadequate and understand their attributions as important for the development of children in Early Childhood Education institutions. Finally, it is highlighted that the fact that the outsourced employment relationship is pointed out as the main factor that contributes to the precariousness of the work of these professionals in public education.

The process of globalization in which we are currently living changes the way we relate to each other in society. The use of so-called Digital Information and Communication Technologies (TDIC) is present in various social spheres, and the educational field is no different. However, the use of TDIC in a school context is a major challenge of our century, since it is not enough to insert them in this space, it is necessary to recognize them as pedagogical tools that “amplify” teaching practice. Accordingly, even appearing with different concepts, Digital Competence (CD) is seen as a determining condition for success in the usability process of DICT, especially considering the educational context. Such competence is considered by the Council and European Parliament (2018; 2006) as one of the eight essential competences for human development throughout life. In Brazil, it appears as one of the ten general skills that students must develop throughout their training in Basic Education, according to the National Common Curricular Base (BNCC). The question that guides our research is: how is Digital Competence developed during the initial training of students of the Pedagogy course of the face-to-face modality at the Federal University of Alagoas? In its objectives, we sought to investigate the incidence of Digital Competence in the disciplines of the curriculum of the Pedagogy Course at UFAL, to analyze the concept of Digital Competence in an educational context and also by the conception of students in the last period of the course, as well as to investigate such as the Pedagogy Course at UFAL, campus A. C. Simões, contributes to the development of students' Digital Competence. This research is part of a qualitative approach, based on the studies of Creswell (2010), Gil (2008) and Yin (2005; 2001), using the case study as a methodological approach. For the data collection process, we used a questionnaire (physical and digital), semi-structured interviews and analysis of documents referring to the curriculum of the Pedagogy Course at UFAL. The data analysis process was based on studies by Bardin (2016; 2011). Validly, the results show that students know little about CD and that the development of this competence in the initial training of the pedagogue happened in a limited way, being reduced only to the disciplines of the course curriculum, even considering the large period of didactic resources based on the use of TDIC during the pandemic period.

Bilingual education, a right guaranteed to people with deafness according to the law number 14.191/2021, presents itself as an important contribution to the education and inclusion of deaf people, as it considers the Brazilian Sign Language (Libras) as the first language (L1) and language of instruction for this public, and Portuguese as a second language (L2). Despite the legal advance being of extreme significance and a historic milestone in the education of people with deafness, there are many challenges encountered in educational practice to include and promote the development of these students. One of the main challenges with regard to the arrival of deaf children in Elementary School is the fact that students have often never had contact with Libras, making it impossible for them to acquire the language in early childhood, due to the fact that they were born in a hearing family that does not know sign language. This study aimed to understand how deaf children are included in the first year of Elementary School from the systemic perspective of the ecology of
human development. Using the theory developed by Bronfenbrenner (1996) as a theoretical framework, the influence and interrelation of different systems (micro-, meso-, exo- and macro-) in the inclusion and development of deaf students was analyzed. The methodological approach defined was a case study and had as data collection instruments a documental analysis of the Pedagogical Political Project, class observations, a focus group session and a semi-structured interview with the teacher of the first year of elementary school. The units of analysis selected from the data collection were the child's protagonism, views on deafness, pedagogical practices and roles and relationships. From the analysis of the data collected, it was possible to verify that the different systems have a great impact on the development of the deaf child and, consequently, on their inclusion

The basic objective of this dissertation is to develop and analyze collaborative practices that expand the agency of university students with disabilities in a public institution of higher education, without losing sight of the socio-historical context and the lived process. This is an empirical study, based on the theoretical-methodological assumptions of Socio-Historical Psychology, which has at its core the ethical-political commitment to transformation and social justice, based on a collaborative construction. We bring the discussion of agency to the forefront, understanding that it contributes to human development as well as to personal and collective development, and consequently points to the transformation of realities. Data were produced during thirteen meetings with a group of ten university students with disabilities. The information produced was organized into four thematic axes, which were interpreted and analyzed in the light of the theoretical assumptions adopted. The results indicate that the agency of people with disabilities tends to be co-opted in the academic environment, given the strong presence of enabling and excluding practices that insist on restricting, excluding and making this group invisible. Although inserted in this context, the participants seek to resist, act and claim their rights, showing agentive behaviors. We observed that the collaborative movement of this research enabled the creation of a support network, of union between peers and the expansion of the agency, which seems to us an alternative for facing the capacitist structures of the academic environment and transforming this reality. Finally, we recognize that there is still a long process to go for effective inclusion, but for changes to start happening it depends on multiple, continuous and collective efforts, which involves commitment to social justice. This is a constant reflection/action that we must do as a social and critical subject.

Collaborative project-based learning (CBLL) promotes protagonism in groups and is the subject of study in scientific literature. In education, ACBP develops skills such as creativity and critical thinking, in line with the National Common Core Curriculum and fostering innovation. The formation of groups in ACBP requires attention, as grouping students together does not guarantee automatically desired results. Since, according to the literature, the organization of students can influence the success of the activity, this study aims to propose an authoring tool as a practical alternative for forming high-performance groups in ACBP. In this work, high performance in ACBP involves student protagonism and the development of communication skills and creativity through scientific investigation and interaction; this requires considering the context of ACBP, the teachers and the students. Therefore, the focus of this study is on teachers, exploring how they can take advantage of individual student characteristics, agile project management methodologies and the educational context to form high-performance groups, characterized by coordinated collaboration, role distribution and student engagement. The aim is to create a framework in the form of a Teaching Guide, designed to help teachers set up high-performance groups in ACBP. To achieve this objective, the methodology chosen is Design Science Research, since the central objective of this study is to develop an artifact. Iramuteq software was used for the qualitative analysis. With the results found, it was possible to conclude that the proposed framework proved to be functional for the context, in addition to highlighting agile methodologies as a useful approach for monitoring groups, which can positively interfere in the process of developing competencies and skills linked to communication and creativity through ACBP. This study makes significant contributions to both the scientific and educational fields. The research addresses the application of ACBP, focusing on group formation, and offers valuable insights into effective strategies to assist teachers in this process. By exploring innovative methodologies and approaches, the study enriches academic knowledge about collaborative educational practices and provides practical guidelines for educators to promote a more engaging and effective learning environment.

The scope of this work is the analysis, from a perspective focused on curricular matrices, of 2 public institutions of higher education in northeastern Brazil, namely: the Federal University of Maranhão and the Federal University of Alagoas, having such a research proposal as a focus on carrying out a comparative investigation around the gender issue in the curricula of the aforementioned federal universities, through a methodological approach that includes the analysis of institutional documents and bibliographic references on the subject, such as articles and monographs from the last decade , aiming to answer the following specific questions, which represent concerns/problems of this work, namely: What are the courses that have the theme of gender in their syllabus and in their Pedagogical Political Project? What percentage of the workload of that course is intended to address gender? Which discipline has the highest recurrence regarding the suggested theme? Are the disciplines that make the approach under discussion elective or mandatory in nature? What activities, in addition to teaching, are being addressed in universities on the subject.? Therefore, the intention is to observe, even if indirectly, the woman as centrality in the construction of the curriculum. The selection of the Federal University of Maranhão (UFMA) was due to this being the university in northeastern Brazil with the highest number of existing degrees, and the Federal University of Alagoas (UFAL) to represent the continuity of a research carried out by the researcher, in her monograph . From another perspective and purpose, the related study also seeks to observe and learn how gender-focused policies encouraged universities to proliferate academic work and insert the theme in research programs, expand university extension, include policies secondary schools and student assistance for incoming female students. Thus, with research problems launched and a defined objective, it became indispensable to establish the methodological path that would guide the investigative actions, since it is known that every research needs a definition regarding the criteria for the interpretation of its findings, being one of the phases more decisive for the researcher the adequate choice of data analysis techniques. Regardless of opting for a research that will follow the qualitative, quantitative or even quali-quantitative method, the researcher has to find himself able to know how to evaluate the results arising from his choice. Assuming the present study's qualitative nature, Content Analysis was used as a method that aims to infer knowledge relevant to the conditions of production and reception of the enunciated messages. In order to fulfill the objectives proposed for this research on the theme of gender, we will resort as a theoretical resource, among other authors, to studies carried out by Joan Wallach Scott (1995), Guacira Lopes Louro (1997), Eva Alterman-Blay (2002), Naomi Rebekah Wolf (1992), who address, among other aspects, gender as part of social construction, a direction that will support the analytical paths suggested here.

This dissertation aims to investigate to watt extent the approach of pronouns in grammatical activities, from 4th and 5th grade textbooks – Early Years, contributes to students' metalinguistic reflections when using them. For this, answers to the central questions are sought, how are the personal pronouns of the straight case and the demonstrative pronouns addressed in the proposals of grammatical activities, in textbooks of the 4th and 5th year – of Elementary School I? Does such an approach effectively contribute for students to carry out metalinguistic reflections? The investigation in relation to personal and demonstrative pronouns is justified, as they are two functional categories and that corroborate in an effective way for the study, structuring/organization and relationships of meanings present in a text; in view of this, they need to be used by students in the early years, so that they can, from an early age, learn to build clear and fluid texts, analyzing the importance of these linguistic elements. Specific objectives were also outlined, among which: i) to find out in which language practices, objects of knowledge and skills of the BNCC, for the initial years, pronouns are contemplated and what students are expected to learn in relation to this word class; ii) to contrast whether the skills required from students, in the 4th and 5th year textbooks, in relation to the learning of pronouns, are in line or not with the skills proposed by the BNCC; iii) analyze whether when pronouns are included in grammatical activities, they appear in isolated or decontextualized sentences; iv) analyze whether the anaphoric functions of pronouns are made explicit in grammatical activities, aiming at the discursive relations established in the text. This is a documental research, according to Flick (2009), of a qualitative nature, according to Chizotti (2010), resulting in a descriptive-analytical research. For theoretical foundation, it focused on researchers who investigate the Portuguese language, pronouns and discursive genres, based on normative and functionalist perspectives, textual linguistics and metalinguistic studies: Almeida (2009); Lima (2011); Abreu (2018); Neves (2011); Antunes (2007; 2014); Bortoni-Ricardo et. al (2019); Castilho (2000; 2012); Possenti (1996); Koch & Elias (2011); Marcuschi (2008; 2010); Myhhil (2000; 2005), among others. The partial results indicate that the personal pronouns of the straight case and the demonstrative pronouns are used, above all, as elements of identification and substitution of nominal and verbal phrases. Furthermore, phrases and excerpts are proposed in which the pronouns appear disconnected from their discursive contexts. However, when it is intended that students use personal and demonstrative pronouns, as anaphoric elements, the questions elaborated do not allow students to reflect on the uses of these pronouns, for the construction of sense and meanings.

This thesis has as its object of study the relations of knowledge and power over childhood through bio-necropolitics at the beginning of the 20th and 21st centuries. Escola Nova, hygienism by Arthur Ramos, Biosafety Protocols and a case study, as we understand that these provide evidence that goes beyond mere theories or preventive actions applied to education. Bearing in mind that Arthur Ramos was involved in the hygienist movement and was close to the new school Anísio Teixeira when he was invited to work at the Orthophrenia and Mental Hygiene Service (SOHM). According to Cardoso (2017) and Martins (2014), there were traces of educational reform and hygiene in Alagoas. We will be based on studies by Santos (2018) that involve Arthur Ramos' connection to the Escola Nova curriculum in Alagoas lands. However, there are no studies on Arthur Ramos' hygiene as a biopolitical strategy in school education, as well as its repercussions over time, or a new guise in the context of the Covid-19 pandemic, establishing a neohygienism. We had as main objective: to treat the educational proposal as a means of production of subjectivities, in particular, the New School, characterizing an infantile governmentality in the analyzed knowledge and discourses; discuss medical intervention in the educational field, as a biopolitical strategy, with regard to the concept and treatment given to childhood, above all, the performance of the Alagoan doctor Arthur Ramos at Escola Nova and analyze the speeches through control mechanisms that permeate power and its effects; analyze discipline and its operating mechanisms in conduct control processes; and finally, to investigate the practices of biopower in the constitution of a neoliberal governmentality of childhood, especially in Alagoas, in the 20th century (in the years 1930-1940) and the pandemic context of the 21st century (in the years 2020-2021). Because, probably, throughout the history of education, a neoliberal governmentality of childhood was constituted, articulated with medical-school knowledge, and which has been reconfigured in official discourses on education in times of pandemic (Covid-19). Thus, the research object involves the eugenic and hygienist educational practices instituted by the State, in the movement of (bio)necropolitics. Thus, we have as a problem: “How has biopolitics been translated into school education in times of the Covid-19 pandemic and what are its relations with 20th-century hygiene?”. In order to answer the research problem, we adopted as a methodology the bibliographical, documentary and case study research with a qualitative approach. We carried out investigations through readings of books, articles, dissertations and theses in digital and printed format about how school education was constituted, specifically in the 20th century and in the period of the pandemic (21st). Thus, investigating the performance of biopolitics and medicalization in the History of Education permeated by Hygienism and the pandemic, it became necessary to understand the vision of man and society that permeates child and teacher training at the time and its repercussions today. Historical sources were used, such as educational decrees (1925-1930), Revista de Ensino (1930), Jornal de Alagoas (1939), Craveiro Costa (1930, 1931), works such as The Child Problem and Saúde do Espírito: Arthur Ramos (1939). For the discussion, we rely on Michel Foucault (1985, 1994, 1996, 1999, 2002), among some works are: Archeology of Knowledge (1987), Microphysics of Power (1985), Order of Discourse (1996), In Defense of Society (2010). in the categories Abnormals (2001), The Birth of the Clinic (1994), Birth of Biopolitics (2008), In Defense of Society (1996). We had as analysis category: biopolitics, power relations, medicalization and governmentality. In the field of historiography, the perspective of the Escola dos Analles is used, above all, the New Cultural History, because it understands that it is the historian's function to also research and recover stories and characters considered invisible; thus, there is not a single History, but stories that are silenced and denied. It appears that (bio)necropolitics translated into control of the body and life of the population in a pandemic context and generated policies to exclude students from the public network, constituting the continuation of the hygienist policy in the context of the 21st century.

The proposal of the thesis is to problematize the Reification from the forgetfulness of the Recognition. For that, we carried out a qualitative research through the analysis of document. Critical Theory deepens the discussion on the perspective of the struggle for Recognition through: love, rights and solidarity. In this way, the Recognition and Reification is debated from the Quilombola Guaxinim Community from the Municipality of Cacimbinhas in the State of Alagoas, Brazil.

In contemporary times, one of the challenges for Education is the promotion of a holistic education of students, providing them with citizenship education in the broad sense of the term. Thus, it is understood that the field of Education in science becomes a critical-reflective training promotion space for subjects who arrive at our schools. The approximation of Education in science with Freire's reference has been indicated as a possibility of overcoming the traditionalist, content and encyclopedic teaching that characterize school education. This indication arises from the characteristics of non-banking teaching – centered on dialogicity, problematization, contextualization and interdisciplinarity – and the liberating approach proposed by Paulo Freire. This research is carried out with the following general objective in mind: to identify and analyze the approximation between Freire's assumptions and the field of Science Education in the academic productions published in the area, locating the possibilities and limitations that are presented by the researches for the development of the process of Scientific and Technological Literacy - STL in Basic Education. This study is part of the mixed methods research approach, supported by the assumptions of the Systematic Literature Review - SLR. As for data analysis and its interpretation, it was carried out at two levels: scientometric analysis and document analysis through content analysis. The scientometric data allow us to think that, currently, there is a network of consolidated researchers in the area who work with this approximation of references. This network has great influence from researchers in the field of Physics for the maintenance and dissemination of studies in this perspective. The need to expand social research networks in the field was also recognized, which could ensure greater dissemination of knowledge built and consolidated by the collective of researchers who are already a reference for such discussions. The analysis of the texts that reported educational practices in basic education developed with the approximation of Science Education with Freire's reference point to possibilities of advances for the ACT process since the early years of elementary school, however, the development of these practices collides with the school structure, which is still disciplinary and marked by the culture of silence in the classroom. By approaching Paulo Freire's epistemology with the discussions on ACT, it was possible to identify, through the analyzes carried out, that Level III of ACT, which is the epistemological proposition that is closest to liberating education. Thus, observing and considering the advances expressed by the researches that highlight the analyzed educational practices in Basic Education, it is possible to affirm the thesis that most of these educational practices remain distant from Freire and the ACT process in the broader social senses that may emerge from school education.

Inserted in the investigative field proposed by Textual Genetics, from a dialogical and linguistic-enunciative approach, this Doctoral Thesis entitled “Verbalizations of metalinguistic terms: relations between the presentation of the task and what the students say during the writing process” defends the importance of explicit language teaching in the process of writing the first texts of newly literate children, while considering the teaching of metalinguistic terms relevant for the achievement of good writing. For this research, we took the corpus EV_2015_001, 003, 006, which belongs to the Laboratory of the School Manuscript (LAME), of the State University of Alagoas as the object of investigation. Our goal is to describe and comparatively analyze the teacher's speech, focusing on the verbalizations of Metalinguistic Terms (TM) for the effective writing of a text, and to observe if there was a resumption of these TM by two students (7 years old) at the time they are talking and write a story invented in pairs. The students are part of a 2nd year class of elementary school, from Vigia School, located in Vagos, rural area of Aveiro District, Portugal. This corpus is part of the “Dossiê Vigia”, collected between February and March, 2015. We intend to answer what is the relationship between the Metalinguistic Terms (TM) enunciated during the presentation of the task by the teacher and the TMs spoken by the students during the real-time writing process. We had access to these synchronous records through the Ramos System (CALIL, 2020), which is a multimodal capture method (visual, sound and written) that provides the researcher with safe and simultaneous information about the writing process in time and in the classroom space in an ecological and didactic context. This thesis addresses studies on Metalinguistic Development (GOMBERT, 1990; 1996, 2013; MALUF, 2006; 2008), Teaching Grammar (FONTICH, 2014, MYHILL, 2016), Collaborative Writing (DAIUTE, 1993; CAMPS, 2000; STORCH, 2005, BARBEIRO, 2007; FELIPETO, 2019) textual genetics (FABRE, 1986; GRESILLON, 2004), the metalinguistic terms and grammatical operations (BARBEIRO, PEREIRA, CARDOSO, CALIL, 2020) and the use of metalinguistic terms in writing in primary education (GIL, BIGAS, 2014). These studies served as the basis for our investigation. We first analyzed the teacher's speech and listed the TM verbalized by her in directing the students 'text production activity, then we made the same analysis of the students' dialogue at the time they were writing the text. We inserted the TM into 4 domains of analysis, namely: TM - Text, Gender and Discourse; TM - Spelling and Spelling; TM - Punctuation and TM - Grammar. Our results indicated occurrences of verbalizations in the teacher's speech and in the students' dialogues. The students resumed many TMs that were verbalized by the teacher at the time of guiding the textual production, but they also stated TM that were not verbalized in the act of the teacher's speech, these TM indicated a consolidated learning in other moments of class. There was a predominance of scoring TMs enunciated by the students, while the teacher verbalized more TM of Text, Gender and Discourse. We did not find in the researched literature, a research like this that considers the importance of orienting a writing activity with children, focusing on specific terms of textual structure, spelling, punctuation and grammar, and how teacher and student can show a teaching of the peculiarities of the written language consolidated through texts invented in the classroom.

The scope of this study is to investigate the complex mutual influences between education, social disputes and forms of recognition in the state of Alagoas, with emphasis on the educational-philosophical and legal implications of this phenomenon. Following an interdisciplinary approach, the analysis seeks to deepen the understanding of the social and legal dynamism that permeates disputes in the region and how these elements are interconnected. In the area of social disputes, the study will cover important historical moments that shaped the current social reality, such as territorial conflicts and socioeconomic inequalities. By understanding the genesis of these disputes, it will be possible to relate the issues under discussion and offer valuable insights for the possible resolution of these problems. Furthermore, the study will examine the assumptions and foundations of the Democratic Rule of Law, pondering the intersection between morality and ethics in approaching social disputes in the light of Habermasian thought. Through this approach, it will be possible to understand the role of legal and political institutions in resolving conflicts and creating a society endowed with fairness and equality. The definition of intersubjective recognition will also be the object of the research, investigating how the lack of recognition can impact the interaction of social disputes and their implications in the world of life. In this sense, we seek to understand how critical education can play a transforming role, operating as a mechanism for the rise of mutual, empathetic and inclusive recognition, and for building a society that is more supportive and aware of its integrated role. Ultimately, the study seeks to contribute to the development of more effective public policies, creating a political and legal environment, in addition to an educational one, with accessibility and equity, valuing and respecting the dignity of the human person of all its members.

This research discusses the experiences built in the Pedagogical Residency Program (PRP), from the perspective of critical collaborative research and Inclusive Education during the period of social isolation caused by the Pandemic (Covid-19). Thus, we seek to analyze how the experiences lived in the PRP can contribute to the initial training of undergraduate students in Pedagogy at a state public university, with regard to Inclusive Education. And, as specific objectives: apprehend the meanings about inclusion presented in the PRP; (2) investigate how the practices proposed within the scope of the PRP, based on critical collaborative research, can encourage the development of inclusive experiences; and, finally, (3) apprehend the limits and possibilities of the inclusive experiences lived in the PRP, based on critical collaboration, in the initial training of residents. Discussions were based on socio-historical psychology and other fundamental references for the theme. The research carried out was of the critical type of collaboration, with 14 (fourteen) participants linked to the Licentiate in Pedagogy course at a state institution in the Northeast. Data production took place from interviews, reflective sessions (individual and collective), recorded in audio and video, via Meet, in addition to documental analysis of the institutional project, final reports and letters produced by the participants. The empirical corpus was built between the months of December 2021 and April 2022, and the analysis used the cores of meaning and thematic content, organized into 05 (five) manuscripts. In the first entitled “Inclusion and the Pedagogical Residency Program: meanings of undergraduates about the inclusion of the target audience of special education” it is evident that the participants have meanings that focus on the clinical perspective of the person with disability. The second “The Pedagogical Residency Program and Inclusion at school: meanings about the practices observed in times of pandemic (covid-19)” points to the meanings that focus on the exclusion processes experienced by many Special Education Target Public students (PAEE ). The third “Inclusive education, the Pedagogical Residency Program and the pandemic: reflections on practices” points to the different practices developed in the field school of the PRP, with and without specific adaptations, as well as the solo work and the responsibility of the teacher and students in the experiences in the PRP. The fourth manuscript “The Pedagogical Residency Program and Inclusion: the (re)thinking of residents about the practices experienced” presents the recognition of the exclusion experienced by PAEE students in PRP field schools, in addition to recognizing the importance of research, points out that it was not enough for the development of inclusive practices in the PRP. Finally, the last manuscript entitled “Inclusion and the Pedagogical Residency Program (PRP): reflections on the reports and letters produced by the residents”, highlights the limits and possibilities in terms of studying inclusion throughout the PRP and also refers to the silencing, in some letters and reports, about the practices, inclusion and exclusion of the PAEE in the PRP field school. In summary, there was a movement of reflection about the proposition of practices aimed at PAEE students throughout the research, but the practices developed and rethought were, essentially, articulated to the process of accountability of teachers and PAEE students. We apprehend that the experiences lived in the PRP were important for the contact and the development of practices with the PAEE students, by most of the research participants. However, the experiences in the PRP and in critical collaborative research were not enough to transform the reality imposed by social distancing and effectively achieve an inclusive practice in the PRP field school space, during the Pandemic (Covid-19). Finally, the analyzes corroborate the thesis that the training practices of the PRP are not enough to transform the reality imposed by social distancing and the reality experienced by the participants in the return to face-to-face teaching, in order to achieve an inclusive practice in the PRP field school .

I present the summary of my doctoral thesis in an attempt to invite you or them to navigate in stories that emerge scenarios of learning, achievements and contradictions. The research is being developed focusing on understanding the meanings of academic affiliation of young women who move daily from their cities to the city of Maceió/Alagoas, in order to study at Campus A.C. Simões - Universidade Federal de Alagoas (UFAL). I start from the thesis that the affiliation process - which in Alain Coulon's writings is conceived in three successive stages: estrangement, learning, and affiliation - can be complexified. Such a process focuses on the experience of learning to be a student in constant connection with the other socializing contexts attended by the girls. Thus, the problem is established: How do young women of the Pedagogy course of Campus. A.C.Simões/UFAL in daily mobility construct themselves as university students and in what way do they interpret and mean this process in their lives? Motivated by the question, the research resorts to quantitative and qualitative assumptions in the empirical production based on Gamboa's writings about overcoming this dichotomy in the social and human sciences. Thus, the investigative path begins by means of an electronic questionnaire on the Google forms platform, made available to students of the undergraduate courses on the campus. Despite the minimal participation, due to COVID-19, which distanced us from the university daily life, it made important contributions about the objective and subjective difficulties of the young women in mobility, revealing socioeconomic, family, and student issues imbricated to the meanings fostered by them about their academic paths. The second moment of the research, called to be the stage of the thesis, was based on the findings of the questionnaire. Eager to listen to the participants - because their experiences of affiliation did not fit in questions with yes or no alternatives -, I turned to the field of (auto)biographical research, based on Delory-Momberger, Rosemeire Reis, Maria Passeggi, Camila Alves, Helena Chamlian and others, with the intention of provoking reflection on a social reality, through narratives of the self. I invest efforts in biographical interviews as a methodological action to provoke narratives about the experiences of academic affiliation.  Due to the epidemiological scenario, making it impossible to approach young women from the graduation courses on campus, the focus rests on Pedagogy, for the benefit of already existing contacts. For this period of thesis qualification I present the proposal and partial analyses, based on the results of the questionnaire and an interview, which unfolds in three moments through new restitution meetings and new dialogues. In this pandemic scenario I intend to carry out three more interviews. I state for now the hypothesis that the geographical distance, related to factors, such as economic and social difficulties, as well as feelings of fear in mobility due to violence or harassment, interferes in the academic development. Concomitantly, such interferences, aligned with the demands that arise in the following semesters, make the affiliation to the university a non-linear and subjective process for the young women, who weave their own meanings to their relationship with this space and with scientific knowledge.

This is a comparative education work on the Brazilian and Finnish educational systems and on teaching professionalism, with an emphasis on initial training. It also analyzes other factors, such as the main educational reforms, infrastructure of the ministries of education and education systems, with a time frame from 1970 to 2020. Through knowledge of the “other”, the Finnish Education System, we seek to understanding of “oneself”, of the Brazilian Education System, based on the analysis of the assumption that there is an alignment, a mutual relationship between systemic educational effectiveness and teaching professionalism, from the theoretical-methodological perspective of Educational Administration, with an approach criticism from the Sociology of Education and Dependency Theories (Marini, 1973) and the World System (Wallerstein, 2005). The emphasis of the work is found on the comparative method, on the identification of convergences and divergences between the different elements that form the field of Education of the two nations, to answer the guiding questions. The research has a qualitative approach, collection of bibliographic and documentary data. Both the federal constitutions of Brazil and Finland determine that all their citizens have the right to Education, however, while the educational system of this Northern European country guaranteed that 100% of its citizens, aged 25 or over, were literate and 99.2% of this population completed Basic Education, resulting in considerable social transformations related to the educational reforms initiated in the 1970s, Brazil still has 6% of the population, aged 25 or over, in a situation of illiteracy and 34 % who do not have primary education. One of the factors for the effective performance of the Finnish system was found in the appreciation and initial training of its teachers. While in Brazil a Basic Education teacher only enters the classroom after completing a degree with a minimum workload of 3,200 hours, in Finland, a teacher can only practice their profession after completing a workload of 8,100 hours, between a bachelor's degree and another for a master's degree. The study concludes that there is effectiveness and professionalism of the “other”, the Finnish educational system and the appreciation of its teachers, not reaching the same inference about “the self”, the Brazilian case.

The object of study was the Alagoan Integral Education Program (PALEI), with the research field being the pilot school for the implementation of the Program, of the 13th Special Education Management (GEE), in the municipality of Maceió. The research had the general objective of investigating the Alagoano Integral Education Program, as a full-time education policy for high school in the state of Alagoas, with specific objectives: a) analyzing the design of the educational policy for full-time high school in the state of Alagoas; b) understand/present the influences of business reformers on the proposal for full-time education; c) analyze the PALEI curriculum proposal implemented in the school context; d) identify the challenges experienced by the school in implementing PALEI.The guiding question was: How is the Alagoan Integral Education Program (PALEI) being implemented as a full-time education policy for high school in the state of Alagoas? The thesis defended is that the formulation of the Alagoan Comprehensive Education Program, when based on the High School Reform, distorted the principle of integral human formation, failing to include objectives that oppose the immediate demands of the market. The methodology was developed through a qualitative approach, from the perspective of field research. The method used was the case study (Yin, 2015). The data collection instruments were document analysis, semi-structured interviews and focus groups/discussion groups. The research participants were the management team (manager, deputy manager, pedagogical coordinators, teaching coordinator and school secretary), teachers from Comprehensive High School and Technical and Professional Education, members of the Student Union and the Special Manager for Strengthening Education in Full and Complementary Time (SEDUC), in addition to the High School Supervisors of the State Department of Education who worked between the years 2015 and 2021 and the former school managers. Content Analysis was used as a methodological strategy for data processing. The analysis categories were Educational Policy, Full-Time Education, Alagoas Full-Time Education Program.The main results of the research showed that: a) although the legal documents present a discussion, even if succinct, about the integral training of subjects in all its dimensions, the conception of educational policy evidenced in PALEI corresponds to the expansion of the school day, directed for training young people to meet the objectives of external assessments; b) the PALEI creation process is in line with management policies, supported by political-educational considerations that standardize, homogenize and de-characterize the school and its specificities; c) business education reformers contributed to the formulation of educational policies with market and managerial biases, directly or indirectly influencing the organization of educational processes; d) the regulations and guiding documents that guided the creation of the Full-Time Education Policy in the state of Alagoas have as their basic source guidelines that are in line with an education model based on the logic of capital, whose central objective is to reproduce a perspective corporate training for the job market; e) PALEI's two curricular proposals are aligned with the Secondary Education Reform, following its guidelines and guidelines, which distance themselves from integral human training; f) the main challenges for implementing PALEI are: financial and human resources, school infrastructure, students' permanence at school, time for planning activities, understanding of the policy among school actors. Given the data presented, it can be inferred that PALEI presents, in its conception and organization, marketing principles, which demonstrate a formation with a capitalist bias, arising from the reform of secondary education. Integral human formation, which should be the core of educational policy, is not at the structural basis of the Alagoan Integral Education Program.

This thesis debates about the theme of educational inclusion of children and young people with disabilities in indigenous schools of the Xukuru-Kariri (XK) ethnic group. The objective is to understand the subjective dimension of the inclusive educational process from the narratives of professionals who work directly with this public. Thus, the research has as its investigation scenario the indigenous schools of the XK ethnicity located in the municipality of Palmeira dos Índios (AL). This study is anchored in the theoretical and methodological assumptions of Socio-historical Psychology (PSH) and historical and dialectical materialism (MHD). Thus, considering that to apprehend the meaning is to pay attention to the subjectivity constructed from the historicity of the subjects, in a dialectical way, given the presence of mediations in the course of the internalizations that he/she establishes throughout his/her life. The procedures of the analysis adopted seeks to understand the historical and dialectical dimension of the investigated phenomenon. Considering that this study conceives the subject as historical, cultural and singular at the same time (AGUIAR, 2000), and it seeks to base the discussion on authors such as Aguiar (2000); Ozella (2013); Bock and Gonçalves (1996) and Vygotsky (1991) that guide us towards an understanding of reality as a continuous and dynamic process. The study was developed in two stages: documental research and field research. Finally, it is a research that seeks to learn the meanings produced by indigenous and non-indigenous professionals, who work with indigenous students with disabilities. The preliminary results show the various shortages that plague indigenous school education, highlighting the lack and, at the same time, the search for the fulfillment of basic needs within the indigenous school movement of the Xukuru-Kariri people.

This work aims to discursively analyze, through the theoretical-methodological foundations of Discourse Analysis (hereinafter AD) founded by Michel Pêcheux, anchored in Dialectical Historical Materialism, the current norms that authorized and regulated the delivery of food kits purchased with resources from the National School Feeding Program (PNAE), during the COVID-19 pandemic period. We intend, from the corpus that forms our discursive materiality (composed of Law 13.987/20, Resolution n. 02/2020 of the FNDE and the Guidance Booklet for the implementation of the PNAE made in the period of the pandemic), to make epistemological cuts, giving rise to to discursive sequences (SDs) that will be the places of analysis and unveiling of ideological meanings and positions. It is known that food is a social right established in Article 6 of the Brazilian Federal Constitution and the public power must adopt the policies and actions that are necessary to promote and guarantee the food and nutritional security of the population, as provided for in Law No. 11,346 of September 15, 2006 or Law nº 11,346/2006, which creates the National Food Security System. On April 7, 2020, Law No. 13,987 was published, amending Law No. 11,947, of June 16, 2009, the legal framework of the National School Feeding Program (PNAE), to authorize, on an exceptional basis, during the period of suspension of classes due to an emergency situation or public calamity, the distribution of foodstuffs purchased with Program resources to parents or guardians of students in public elementary schools. Therefore, Our methodological option aims to identify the manipulative and imposing discourses of a neoliberal ideology to those who depend directly on food in public education, understanding how these subjects, challenged by the marketing ideology, are affected by the meaning effects of the dominant class discourses that hangs in Law 13.987/20, in Resolution n. 02/2020 of the FNDE and in the Guidance Booklet for the execution of the PNAE made in the period of the pandemic. (under construction for post qualification) 

The aim of this doctoral research is to analyze the contributions of the Brazilian stricto sensu production to understanding the marks of coloniality present in the educational practices of early childhood education. It is based on decoloniality as an epistemic conception that starts from Latin America and from intellectuals who are inserted in localities, interiorities and geographies considered subaltern, with the aim of challenging and transposing the modern scientific paradigm founded on unequal relations of power and knowledge as a result of colonial hegemony, by denouncing coloniality as a matter that imprisons. The research is anchored in decolonial theoretical references, especially those of the Modernity and Coloniality Network (M/C), and in interpretative and critical perspectives from childhood and children's studies. This is a State of Knowledge study, with a qualitative approach and a bibliographic-documentary nature. The time frame of the research covers the period from 2014 to 2022. The research's analytical corpus is made up of 15 works, 09 dissertations and 6 theses, mapped from searches carried out in the CAPES Digital Library of Theses and Dissertations (BDTD), Google Scholar and university digital repositories. With this scope, the data was analyzed at two levels: 1) quantitative and qualitative analysis of the research, grouped around two thematic axes, childhood, research with children and decoloniality; pedagogical practices in early childhood education and decoloniality; 2) documentary analysis based on the assumptions of content analysis. The results point to the racial issue as the predominant theme in all the research on educational practices in early childhood education and decoloniality, highlighting both actions and conceptions that reflect colonialist power structures that continue to impact the daily life of early childhood education, such as racism and whitocentric pedagogies, as well as confrontations and resistance to colonialist hegemonic thinking through the social logics of action of black and white children in interaction with each other and with adults, and the pedagogical practices of teachers based on the education of ethnic-racial relations. These issues have an impact on the early childhood education contexts researched and question the urgency of educational practices that are built on alternative enunciations, epistemologies, cultures and knowledge to the hegemony of the modern/colonial paradigm of rationality that underpins formal institutional education and, even more particularly, conceptions of childhood.

Brazil has gone through several moments of social tension in recent years. This has led Brazilian society to promote some changes, in different segments of its organization, although we recognize that they are not always changes for the better. In this scenario, in 2016, the federal government promoted, through a provisional measure, later transformed into law, a set of changes in the area of education. Based on Theodor Adorno's ideas, this dissertation will seek to assess this movement, through a qualitative documental research and a natural literature review, in order to detect whether these changes promoted by the new legislation are able to combat the proposed problems, as well as if it managed to promote an improvement in the SAEB and IDEB indexes. After all, what we intend is to verify whether the latest reform of Brazilian basic education, especially in secondary education, lends itself to the role of emancipating its students, or if, on the contrary, it will be the reinforcement of yet another instrument aimed at the crystallization of a process of semi-formation of our young people.

This research aims to understand how the students’ critical thinking training has been provided by the institutional proposal and by the teachers of basic education at the integrated technical secondary level of a public school of the Federal Network in the State of Alagoas of a public school of the Federal Network of the State of Alagoas. This study tries to answer the synthesis question, which refers to the research problem: What and how are the institutional proposals, strategies and pedagogical practices of teachers of Basic Education at the Integrated Technical Secondary level of a public school of the Federal Network in the State of Alagoas built, regarding the construction of students' critical thinking? The discomfort that happened during a professional experience in the pedagogical orientation role at the Federal Institute of Alagoas, aroused the interest in carrying out this research, due to the perception of several levels of demotivation among students concerning their training and future perspectives, both from a professional and social point of view, and their interest about the learning processes offered by the institution. This is a case study whose target audience were two philosophy teachers who teach at the researched campus. Data analysis, used in a qualitative perspective, requested documental gathering techniques, such as analysis of the Institutional Pedagogical Political Project and teaching plans, as well as interviews with the philosophy teachers. The theoretical contribution was built through the Critical Theory (with the Frankfurtians Theodor Adorno and Max Horkheimer), the critical-dialectical and emancipatory pedagogy (with Dermeval Saviani and Paulo Freire). From the subjects' speeches and data analysis, it was possible to find results that raised the diagnosis on the students' human development and on intellectual autonomy and critical thinking, starting from the teacher's point of view

This research aimed to apprehend the meanings of the different stakeholders (teachers, families and students) on the educational process of students with Down Syndrome conducted in the common room in schools in the city of Maceió/Brazil and Bucaramanga/Colombia, during the COVID-19 pandemic . The following specific objectives were defined: a) to analyze the sense and meanings of Inclusive Education for students with Down's Syndrome for teachers and families in Brazil and Colombia; b) and, understand the mediations that permeate the educational process of students with DS in the common classroom. The research was theoretically and methodologically guided by Socio-Historical Psychology (PSH) based on Vigotski's productions on Defectology, and having as its basis the Historical-Dialectical Materialism (MHD). Two teachers participated in the research (one teacher from the common classroom and one from the AEE), a student with DS, and his mother, all from the city of Maceió. In addition, two teachers (regents of the common classroom), a student with DS, the student's mother and father, all from Bucaramanga city. For the production of data, we used the semi-structured interview and the Drawing-Story procedure (TRINCA, 2013), developed in its entirety in a virtual environment. For data analysis, we used the Nuclei of Meanings (AGUIAR; OZELLA, 2013; 2015; 2021). The data, still in the process of analysis, show, in the first Meaning Nuclei, the particularity present in both Brazil and Colombia participants, of material aspects in the common classroom with DS students, in which the pandemic is configured as a mediation element. Within these material aspects, there is a setback towards the paradigm of educational integration, with the presence of hegemony of aspects of the traditional school, the lack of training of teachers who guide their intervention through capacitation and the biological model of disability. The precarious working conditions for these professionals were also highlighted.

This work aims to verify the contributions of the Textbooks of the PNLD 2021 of the Integrating Projects of the Area of Science of Nature and its Technologies in the fight against Fake News. The study is a documentary research, in which we carried out a qualitative analysis of thirteen books approved in the National Textbook Program_ PNLD 2021. The analyzed collections are from the Science Area and its Technologies of Integrating Projects aimed at High School. To carry out the analysis, we determined the following terms: Fake News/False News, Denialism, Post-truth and Fake Science. Our research problem is: to understand how the textbooks of the PNLD 2021 of the Integrating Projects of the Area of Science of Nature and its Technologies have been approaching the issues of false information? As a method of analysis we work with the content analysis of Bardin (2011). Through this, we sought to identify the books that addressed the theme, which are the most relevant topics related to the theme and the solutions highlighted in the fight against false information. From the analysis and creation of categories, we identified the significant presence of the theme in textbooks, among the terms the expression Fake News appears in abundance, although the definition explored in some works has been limited to the translation of the term, the contribution is undeniable of the debate generated by the exploration of themes, such as the Anti-Vaccine Movement, Scientific Denialism and Flat Earth, in addition to highlighting their main damages to society. As a solution, books move towards a plural method with the use of various mechanisms that encourage a closer relationship between science, information and society.

This work investigated the Brazilian academic production on reading published in science teaching research journals. To this end, a systematic literature review was carried out in nineteen journals between 2010 and 2019. Four main aspects were analyzed: production indicators (articles per year and by journals, level of education, area of study, geographic region and institutions linked to the study ), the texts used in reading practices, the objectives of the reading activity and the strategies emphasized in these academic productions. As for production indicators, the results showed a consistent interest in the subject in the last decade with works published in several journals, with a predominance in the Southeast region, in the area of chemistry and concentration in high school and higher education. Different genres of texts have been used in reading practices. Regarding the purpose of reading, three main categories were identified: reading for information, reading for skill development and reading for scientific communication. It was observed that some strategies were not explored in some areas and in some levels of education according to the publications, as well as the genres that involve multiplicity of meanings. Among the challenges are the reduction of regional asymmetries, directing studies to other levels of education, as well as increasing research and systematic reading practices from a critical point of view.

Based on complex thinking, eco-training and Integrative and Inclusive Learning Practices (ALVES,2016) this investigation aims to investigate the experience report of a teacher of deaf students, from the perspective of ecoformative and inclusive education. The problematization in questioning: in what ways integrative and inclusive learning practices enhance learning and development of inclusive scenarios for deaf students, in a Non-Governmental Organization NGO? The methodological path consisted of a qualitative narrative research, whose analysis is based on the guiding principles of Morin's complex thinking and the categories of integrative and inclusive learning practices (2016). We did it, from the analysis of the logbook records of the teaching performance, in the period of 8 months of 2019, in a (NGO) that serves deaf students. As a theoretical reference we took authors who addressed: the inclusion of the deaf, complex thinking, Morin (2014; 2015), the eco-training Suanno (2014, p. 175) and the PAII in Alves (2016). The analysis was performed from thematic categories applied to the logbook records. The analyses reveal the importance of the development of integrated and inclusive pedagogical practices, based on a multidimensional look at the students. The importance of promoting a loving relationship between teacher, student, family and everyone in the institution. The articulation of the teachers with the coordination made possible the insertion of the students' families in the institutional environment, through art workshops and libras teaching. With the interaction of the families in the pedagogical actions, we noticed significant advances in the teaching-learning process of the students that started to have voice and active participation as well as the parents. Different characters living daily together in the same context, each one with a world and several stories that cross from the whole. Consequently, the construction of an inclusive scenario for the students (family and professionals) provoked in the educational environment a new energy that changed the emotional, the social, the spiritual, the cultural. We realized that this change is only possible through the acceptance of different strategies adopted by all the professionals in the school. We conclude that s integrative and inclusive practices that promoted the development of affectivity, self-esteem, confidence, care for oneself, the other, and nature.

This research had as general objective to apprehend the subjective dimension of the educational reality of university students with visual impairment (VI) in remote education and as specific objectives were a) explain the educational reality of university students with VI during remote education; b) apprehend the meanings of university students with VI at the Federal University of Alagoas (UFAL) about teaching actions in an inclusive perspective, especially in the pandemic context in which academic activities are being carried out in a virtual environment; c) apprehend the meanings that university students with VI attribute to services and support for inclusion in the university, especially in the context of remote education. This research had as its theoretical-methodological foundation the Socio-Historical Psychology (PSH), more specifically the production of Vigotski, which was based on Dialectical Historical Materialism (MHD). The participants in the research were 6 university students with VI, from several undergraduate courses at UFAL. For data production, we used the semi-structured interview and the reflective session, captured in audio and video in a virtual way. For data analysis, we used the procedure of meaning cores (NS). The data are still in the process of analysis, however, the analysis movement already points out material aspects that are present in remote education, among them the work overload, the lack of accessibility of digital platforms and also of academic activities, especially in classes, which implies teaching practice. It was also pointed out by some participants the difficulty in concentrating in classes, and also in the use of technologies. Thus, it is possible to consider that, in remote education, the digital exclusion and the idea of meritocracy were evidenced by the criticisms made by the participants.

The present dissertation consists of a study about the School Management of the Municipal Network of Palmeira dos Índios, as well as the form of provision to the position of school manager in the municipality, which is by indication, seeking to observe if these managers have continued training to act. in the context of school management. The general objective of this research is to analyze how the continuing education of school managers in the Municipal Network of Palmeira dos Índios takes place in order to address the administrative demands that emerge in the school space. The specific objectives are: to present a reflection on the challenges regarding the implementation of Democratic Management in Brazil, as well as the obstacles that surround the school manager on a daily basis, to discuss the ways of providing the position of manager in the sphere of the State Network of Alagoas and in the Municipal Network of Palmeira dos Índios and, finally, to describe the actions of continued formation for the managers from the public agencies, Municipal Department of Education - SEMEDE. The justification for this study is that continuing education provides the teacher/manager with the necessary improvement and knowledge to offer the expected quality of education. From this perspective, as a problematizing question, do school managers have initial and continuing training to develop their work in relation to school management? Methodologically, a qualitative approach was adopted, from the perspective of Marconi and Lakatos (2018), based on an interview and the application of questionnaires to school managers of 10 schools in the municipal network - 5 schools in the Urban Zone and 5 schools in the Rural, in addition to a careful literature review. In order to better understand the management of educational spaces and the training of managers to act in the scenario of democratic management, a theoretical basis was sought in Cury (2002, 2005 and 2007), Dourado (2001), Libâneo (2001, 2004) , 2013 2015), Lück (2001, 2008, 2009, 2011 and 2013), Paro (1996, 2003, 2007 and 2015), Prado (2012), among others. Throughout the analysis, until the present moment, it was possible to identify that SEMEDE does not offer the necessary subsidies for the continued training of managers of the municipal network.

The research has as a general objective to analyze in reading practices how students' ways of reading occur in digital culture from the perspective of multiliteracies. More specifically, we carried out a study of the influence of digital culture on the reading practices of 4th and 5th grade students in the early years of elementary school. The theoretical-methodological perspective adopted is based on Literacy studies as sociocultural practices, with an emphasis on reading, multiliteracies pedagogy and digital culture. It is a quanti-qualitative research of a mixed study type with a convergent design approach, carried out in a municipal public school in Coruripe-AL. To compose our research corpus, data were generated in two stages: the application of an online questionnaire with the participation of 140 (one hundred and forty) students; and semi-structured interviews with five of them. For the construction of the analysis devices, we base ourselves on the Discursive Textual Analysis. The research showed that, although student subjects in the early years are socially immersed in digital culture, reading practices carried out at school are predominantly undertaken in the culture of printed text, in which textbooks and other printed materials are used, such as: the paradidactic; and handout modules for reading activities. On the other hand, the discussion of the results reveals that, beyond the classroom, especially in their homes, students prioritize reading practices of multiliterate texts materialized in digital supports, including: cell phones; smartphones; and notebooks. In this way, the research indicates that the participating subjects organize their ways of reading through the use of Digital Technologies of Information and Communication (DTIC), interacting, through them, with multimodal texts. To discuss this issue, we reflect on reading practices from the perspective of multiliteracies pedagogy, which is culturally sensitive and committed to the development of students' reading learning beyond fluency. For future research, we suggest the need for broad problematization of making multiliteracies pedagogy in school contexts.

This thesis deals with the contextualization of Digital Humanities in Education at the national level, analyzing the timid scientific production on this conjecture in research and the perspectives of the theme in the teaching-learning processes mediated by technologies, in particular the non-presential ones, such as the one developed in the Exceptional Academic Period (PLE) of the Federal University of Alagoas (UFAL). For this, the following question was raised: what are the perspectives of Digital Humanities in the context of Education in relation to Brazilian research, with regard to national productions and the teaching-learning process proposed in the PLE offered by UFAL? Given the nature of this question, this study, of a qualitative nature, descriptive and exploratory, with a dialectical approach, was based on theoretical-methodological findings to achieve the general objective: to analyze the scenario of Digital Humanities in the context of Education mediated by technologies , compared to Brazilian research, with regard to national productions and the current teaching-learning process proposed in the PLE offered by UFAL. In the meantime, the following specific objectives were outlined: a) investigate the concept of Digital Humanities and its relationship with Education; b) investigate in an integrative systematic way the national scientific productions on Digital Humanities in Education; c) verify in a documentary way the repositories, directories and collaboration platforms, in Brazil, in addition to the youtube site, regarding the empirical files developed on Digital Humanities in Education; and, d) to analyze in the conception of Digital Humanities the teaching experience in non-face-to-face educational processes in subjects offered during the pandemic and mediated by DT at PLE/UFAL. The methodological, documentary and experiential procedure collected data through three techniques (with their respective data sources), namely: a) integrative systematic bibliographic review (in scientific productions of scientific bases and platforms); b) systematic documentary research (in the empirical documents of directories, platforms and repositories, together with the videos on the youtube site) and; c) extensive direct observation (the subjects were the professors who taught undergraduate courses during the PLE). The scientific bases were: VHL, google scholar, Capes and scielo Brasil journals. The empirical platforms were: Instituto Conex, Fapeal and Directory of National Journals in Education. The participating professors are from the following degrees: Agroecology, Agronomy and Forestry, Architecture and Urbanism, Accounting Sciences, Computer Sciences, Design, Civil, Environmental and Petroleum Engineering, Electrical Engineering, Forestry, Agronomy and Animal Science, Medicine, Veterinary Medicine, Nutrition, Dentistry and Pedagogy. The research scenario was the internet and data collection was instrumented by online forms built on the google forms platform. During the study, the results obtained resulted from the data of: 44 scientific articles, 12 empirical summaries, 11 videos and the responses of 30 teachers. To clarify the results obtained in these data, four categories of analysis were raised: a) understanding of the concept 'Digital Humanities in Education'; b) contributions of Digital Humanities in educational contexts; c) potentialities of Digital Humanities in educational contexts and; d) challenges and opportunities of the incorporation of Digital Technologies in non-face-to-face educational processes in the light of Digital Humanities in Education. From the analysis developed, it appears that the thesis presented was confirmed, because in the findings of this study the topic is little explored in the universe of scientific and empirical publications and, when properly using technologies, both in research and in teaching processes, learning, Digital Humanities have their perspectives contextualized in Education, taking into account that the dissemination of information, as well as the incentive to autonomous learning, with a view to the formation of the human being, are factors directly linked to the opportunities generated in the pedagogical scenarios. However, these opportunities may arise when the available technological support can be added to the effective participation of the subjects involved in educational procedures. 

Currently, the diffusion of Japanese pop culture on the planet is intense and reaches a large audience since the 1980s, which calls itself otaku, diverse and multicultural, which interacts and coexists, largely virtually, having anime as mediation instruments. and products derived from them, such as clothing, games and manga. We observe the growth of this world public, of different age groups, as well as preliminarily follow the anime's own plots and search in the literature for works that recognize the legitimacy of these audiovisual cultural products in communicative processes, in the formation of social groups, with their own identity, intertwined with the different cultures. From this look at the content of anime and the subjects who consume them and from studies on the access of different subjects to science knowledge, which follows the perspective of Scientific Enculturation, we build an initial assertion that through these products and the interactions the from them, it is possible to communicate science and allow the conceptual construction, the notion of scientific investigation, science and technology, responsible posture and decision making. The objective of the study was to identify and characterize content compatible with the popularization of science in anime content. We defend that there is a process of scientific enculturation and inter-collective circulation of scientific knowledge in the otaku groups, which consume anime, which has the potential for the popularization of science and for formal, non-formal and informal scientific education, but that this process lacks reflections and organization of a theoretical-methodological framework, so that these products are used in the dissemination of scientific knowledge. For this purpose, a methodological structure with a mixed approach, with a descriptive objective, was organized to enter the otaku cultural universe and raise elements of this universe, confronting the products consumed and the interaction based on this content. A study of the content of six anime was carried out, three of which were widely publicized in the last two decades and three of more recent dissemination, but with a clear proposal for a discussion of scientific content. The episodes were followed, the scientific content was captured and submitted to content analysis. As main results, we summarize the presence and approach of elements of the nature of science, such as the representation of scientists and scientific investigation, in peculiar ways and covering different directions, as well as the presentation of concepts and references to scientific concepts, with mentions, explanations and association between verbal activity and images, in addition to elements of pseudoscience. Both results dialogue with the perspective of the inter-collective circulation of knowledge between scientific and non-scientific subjects, who constitute society and approaches the discussions of Ludwick Fleck's framework, adopted for the interpretation of data.

This paper discusses what literacy teachers from the State of Alagoas state about their participation in the Literacy Practices Course of the “Tempo de Aprender” Program that integrates the National Literacy Policy (PNA), implemented by Decree No. 9,765 of April 11, 2019. The objective of this research is, therefore, to understand whether the training under the “Tempo de Aprender” Program leads literacy teachers to appropriate and reconfigure the ideological signs that constitute the defense of the discourse of innovation, scientific evidence, and effectiveness regarding the phonic method for the literacy of Brazilian children. This study constitutes survey research (BRYMAN, 1989) that used an online questionnaire answered by 2,454 literacy teachers from Alagoas, articulated with the focal group (GATTI, 2005), conducted by 5 of these teachers, having, therefore, a quanti-qualitative nature (SAMPIERI, COLLADO E LUCIO, 2013). The theoretical basis that supports the discussion is composed of authors such as, Faraco (2009), Volochínov (2017) who theorize the ideology and ideological sign; Ball (1994; 2001; 2002), Ball and Bowe (1992), Mainardes (2006; 2009), Mainardes and Marcondes (2009) who discuss educational policy from the view of Ball's Policy Cycle; Soares (2004; 2006; 2016; 2020), Street (2014) who discourse about literacy(ies); Moraes (2013) who presents the concept of literacy; Chartier (2000; 2007; 2010) who stresses the discussion on teachers’ know-how. The analysis of the empirical data is based on the Dialogical Discourse Analysis (DDA) based on Bakhtin's Circle theory linked to Ball's Policy Cycle, from an emerging categorization. The data analysis points out that the training in the Tempo de Aprender Program, focused on the participation in the course Practices of Literacy, does not lead the literacy teachers to appropriate the ideological signs that integrate the PNA in a passive way as a given word, because, from the recontextualization of the official discourse, although they perceive the PNA as innovative and effective when it comes to systematic phonic instruction for the literacy of Brazilian children, they reverberate in their discourse on practice the know-how built in teaching and derived from previous training, in addition to the influence of their ideological and social formations in the construction and updating of their value horizons. Therefore, it is stated that, although the PNA defends the ideology of innovation, scientific evidence and effectiveness of the phonic method to teach literacy in a right-wing and neoliberal ideological discourse, the ideological signs about literacy in the process of interrelation remain latent in the statements about the practice of these literacy teachers, and literacy was not meant by them. Therefore, the PNA did not manage to erase the literacy’s past, nor did it silence the ideological sign "literacy" of Brazilian literacy, nor did it make itself antidialogical, because even in the silence/silencing or denial, there is discursive interaction.

An analysis of the early childhood education policy in Alagoas is proposed, based on the legal institution of education as a right of children from 0 to 5 years old, considering the role of public funding and federative responsibilities for the effectiveness of access and conditions of quality of service. It was defined as dimensions of this analysis, the delineation of the law and conceptions of childhood and early childhood education within the scope of normative and practical aspects of management in the organization of care and in direct relation with the public financing policy and with the federative responsibilities towards early childhood education instituted by the Brazilian State, seeking to point out the main advances and challenges regarding the guarantee of access and quality of care offered, during the last two decades (2000 to 2020) and having as locus three municipalities in Alagoas. The theoretical framework is based on studies on the social history of childhood and on early childhood education, on studies on the State, public educational policies and public management and studies on public funding and the Brazilian federative model from the perspective of the quality of public education. . The study is a qualitative research, with a theoretical-methodological aspect based on Ball's Policy Cycle Approach. In addition to the bibliographic research, we opted for documental research, about official documents from the federal, state and municipal spheres on early childhood education, and for field research, through interviews with technicians from the early childhood education sector of the municipal education secretariats. investigated. Data were organized using Content Analysis in Bardin. The results indicate that, in Alagoas, the early childhood education policy instituted, presents advances in the expansion of access to Early Childhood Education, especially to day care, and some improvements in the conditions of care and operation, however, it is far from reaching the goals. provided for in the Education Plans and a level of quality within the established minimum standards. Public funding and the established collaboration regime need to be improved and expanded to achieve more consistent results in the face of demand that is unattended or in precarious conditions. It was concluded that the state of Alagoas still has great challenges to guarantee the universalization of care in preschools and expand access to day care, as well as consolidate the foundations of a quality social service that represents an early childhood education project that respects rights. and specificity of childhood, embodied in inseparable care and education shared between the State, society and family, and which ensures a continuous and global process of integral development for all of them. The state of Alagoas has failed to guarantee access, the inadequacy of physical spaces and material and human resources, in the implementation of the social policy to legitimize children subject to rights.

This thesis reflects on the daily life of homeless people in the city of Maceió, seeking to understand their condition of (in)visibility through photographic images (taken by them) and the dialogues provoked by the researcher. Thus, bringing to light their school life stories, in a social and political perspective. In this way, the following central question arises: how and what do homeless people, supported by photographic records (made by them), narrate their condition of existence and their school history? From this central question, another question arose: How do these speeches and records reveal themselves to be involved with the social and political context? For such questions, the hypothesis is launched that homeless people are (in)visible in their condition as subjects who carry and produce cultures, that is, as subjects who have knowledge and life histories and school trajectories (interrupted or denied). From a methodological point of view, we opted for studies focused on Daily Life (CERTEAU, 2019) and for the theoretical-methodological perspective Ecologia de Saberes (SANTOS, 2010), using the photographic record as a data collection instrument, whose "scenes"; were chosen by the subjects themselves. The photographic images were taken in the neighborhoods of Jatiúca, Pajuçara, Pinheiro and Mangabeiras (these are territories that most prevail homeless people), which are located in the city of Maceió. The memories of life and school, forged in these images, brought evidence about the experiences (LARROSA, 1996) of these practitioners who (re)invent themselves in their narratives and, above all, in their daily lives, trying to give meaning to their existence that seems to be denied. by the other(s). That is why our research sought to give a voice to these people. For that, authors such as Certeau (2009), Santos (2010), Larrosa (1996), among others, were brought to the dialogue to articulate theoretical-methodological concepts and foundations that could support theoretical reflections about a theme that forces us to deal with the opposites.The results indicate that homeless people have a different life history and school trajectory, but they are (in)visible by an excluding society, especially by Western modernity, since they are subjects exposed to a condition of social and economic vulnerability. It was understood, therefore, from the photographic images and the dialogues, that these subjects seek, in a way, a "social justice" and, at the same time, a "cognitive justice"; (SANTOS, 2010) since memories, by virtue of its subjective dimension, it plots and penetrates into/by reality through singular (re)actions and resistance, from its life and school journeys.

This research is part of the field of epistemological investigations, which aims to characterize and analyze scientific production, with the general objective of analyzing the concept - from the perspective of Rodgers' evolutionary method (2000) - of "Mental Health" of the Basic Education teacher , expressed in research developed at the stricto sensu level – Master's dissertations and Doctoral theses – in the Postgraduate programs in the area of Education in Brazil. Methodologically guided by the mixed method, this thesis is based on a systematic literature review in the qualitative dimension and scientometrics in the quantitative dimension. Searches were carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) with terms and inherent to the theme. With the results of the searches, the title, abstract and keywords of the works were read, in order to apply the established inclusion and exclusion criteria and compose the corpus of investigation analysis. From then on, we started with the collection and recording of data with registration in electronic spreadsheets, in order to recover data and information on the historical and logical conditions of the national production surveyed.

This ongoing research entitled “In the name of God? pedagogies of conservative young people in 21st century Brazil” comes from a collective process of reading, discussion and guidance developed in the Youth, Cultures and Training Research Group (GPEJuv) linked to the Postgraduate Program in Education (PPGE / CEDU / UFAL). The general objective of the research is to understand the processes of strengthening conservative ideology as well asits advances in youth political and training spaces in the 21st century, with a focus on virtual spaces in addition to social networks and their entertainment platforms. To this end, the chosen cyber field was the largest global video sharing network on YouTube, a network full of diverse content broadcast on numerous channels with a personal or corporate character. Through these channels, we find innumerable young individuals with political and educational proposals in the defense of a conservative philosophy in the midst of contemporaneity, and these, in turn, find on YouTube a potent way of spreading this ideal by doing this through the organization of audiovisual material, online courses, conjuncture analysis, lives and opinion videos, with this device having a possibility of quick and easy access to the content generated by these young people. For the process of understanding and analyzing the hypotheses and scenarios highlighted, we established a theoretical dialogue with authors who talk about the youth categories (Bourdieu, 1983; Groppo, 2004; Kustrín, 2007; Pais, 1990) conservatism (Burke, 2014; Kirk, 1953; Scruton, 2020; Smith, 2003) being this reference framework to broaden understandings about both categories. In order to help the understanding of the discourses and the meanings produced by these young people, I approach the field of Discourse Analysis (AD) studies and the methodological artifact produced by Michel Pêcheux (2008) and Eni Puccinelli Orlandi (2005) with whom it is perceived an interpretative capacity of said and unspoken statements and speeches in the media content in question. Therefore, this research is configured as a qualitative and analytical work of certain contemporary dynamics of which the young men are protagonists in this century and that for the understanding of the educational processes nowadays, to orbit and study about these universes is beyond an organic activity of necessary research is also a political and pedagogical element that must be seen and analyzed from a critical and social perspective.

This study is based on the studies of youth as a socio-historical category and youth as plural. It started from the assumption that the learning of individuals is the result of different experiences in their life trajectory and that the formative paths for the construction of the self go beyond formal education, as they refer to social and subjective contexts, particular to each individual. , as a sociocultural subject. The research aimed to investigate the possible relationships between the multiple experiences of young people participating in cultural movements in Maceió, Alagoas, and their biographical learning, based on their identity constructions. The research participants are young people from two cultural movements: a young man and a young woman from the Hip Hop Movement; and two young women from the Afro-Alagoan Movement. The production of data is methodologically based on autobiographical narrative interviews and, in a complementary way, on transcreation, inspired by the oral history of life. The analyzes are based on the approach of biographical research in education and (auto)biographical research. Some concepts were discussed such as: social movements – their unfolding in cultural movements; habitus and hybrid dispositions of habitus; action schemes; experience; identities; the relationship between the plural and the individual; biographical learning and self-knowledge. The interpretative analysis of the interviews sought to understand the singular-social aspect of each narrative and the identity encounters and disagreements with different social fields, in the constitution of a knowledge of the self that is consolidated by the articulation of biographical learning important for its formation and for its perspectives. as for the future. Aspects related to affective character and artistic practices were analyzed; to the territories; the networks of participation between the different groups; political participation; to gender issues; the relationships between family and individualization; and between the multiple constitutions of the “I”, interpreting the discontinuities and changes of direction in their life trajectories and the impact of these experiences on the identity constructions that contribute to their formation. As a result of the research, it was identified that in the process of building knowledge about themselves, there are, allied to traditional social fields - such as the family and the school - the experiences in cultural movements that participate in their formation. Allied to this, the encounters and disagreements of their experiences in relation to the family, to formal education, to political action, to “being peripheral”, to “being a woman”, to “being black”; and a “multiplicity of the self”, dialogue with the “hybrid dispositions of habitus”, collaborating for the construction of the biographical learning of the individuals involved in this study. In this sense, the narrative reflexive process, as a formative dimension of the self-experience, contributes to self-knowledge, consolidating significant biographical learning for the subjects who narrate themselves.

The research that resulted in this thesis was committed to investigate the dialogicity between Quilombola school education, visualized in its characteristics: territory, culture, orality, ancestry, memory, identity, religiosity and resistance, all intersected by quilombagem, which in the words of Moura (2001) is a revolutionary stance and emancipation suggested by Herbert Marcuse, focusing on important aspects of his thought, such as revolution, revolutionary subject, democratic socialism and utopia, crowned with the criticism of late capitalism society, centered on the machine and its unfoldings: containment, integration and consumption as techniques inhibiting the process of qualitative social transformation.  Since Marcusean thought and the aforementioned educational modality signal some kind of emancipation, we analyze enlightenment, political, and human emancipation. In order to accomplish this goal, we defined as a general objective: to investigate the dialogical relationship between emancipation suggested by Marcuse and quilombola school education. As for the specific objectives, we proposed to describe the enlightenment, political and human emancipation, understand the concept of emancipation elaborated by Marcuse, and analyze the basic characteristics of quilombola school education. We used several authors, such as: Moura (2001; 2020a), Munanga (2020), d'Adesky (2018), Fiabani (2005), Gorender (2016), Williams (2012), Menezes (2014; 2021), Tonet (2005), Marx (2006) and Mészáros (2002), Marcuse (1973a; 1999a; 1968), as well as articles and theses. This is a bibliographical research with a critical-dialectical approach, whose object of study is the dialogical relationship between the philosopher Marcuse's thought and quilombola school education and aims to answer/solve the following problem: in what way is a dialogical relationship established between quilombola school education and the emancipation proposed by Marcuse? At this point we present three hypotheses: first, the suggested dialogical relationship is established naturally, since Marcusean emancipation is articulated with several characteristics of quilombola school education; second, the dialogical relationship is established in a critical-discursive manner devoid of practical-transformative incidence; and third, the dialogical relationship, in the case under study, occurs fictitiously without any historical basis.

Abstract

One of the first stages of an intervention based on Applied Behavior Analysis (ABA) for people with autism spectrum disorder (ASD) is the assessment of their behavioral repertoire. Information obtained through behavioral assessment is the basis for planning an intervention. There is a vast literature on teaching parents, caregivers and professionals to conduct preference assessments and discrete trial training. However, only a few studies have taught the implementation of any behavioral assessment method or instrument. The purpose of the current study was to produce and access the validity of a video to teach the implementation of the Inventário Portage Operacionalizado (IPO). We conducted two studies. In the first study, we conducted a systematic review of the literature on teaching the implementation of behavioral assessment. Eight studies that taught the implementation of behavioral assessment methods were found, and the most frequent method taught by them was the functional analysis of behavior. In the second study, initially, a task analysis was carried out to identify the necessary steps to a correct implementation of the IPO. Then, we produced a video containing a written description of each one of steps identified through the task analysis. The description of all the steps was followed by a depiction of an assessment. The video is under evaluation of its content validity by six judges. After content validation, the effects of the video on the implementation of the IPO will be assessed in a video modeling procedure.

The present study aims to investigate if the Programa Alagoano de Ensino Integral had potentialized the teaching of philosophy as an experience of philosophizing, contributing to the integral formation of the subjects at the public high school classes. At this matter we start from the following problems: did the increase of workload at the range of the Programa Alagoano de Ensino Integral consolidated a resignification of the teaching practice contributing to the student formation, or did that increase meant a mere extension in time at school maintaining a counterfeit practice of enciclopedic teaching? As a theoric contribution about the philosophy teaching we utilised Cerletti (2008); Gallo (2012; 2014); Campaner (2012); Rodrigo (2009); about the full-time school/education Moll (2012), Cavaliere (2009, 2012); Mauricio (2009) and, for the full-time education, Arroyo (2013); Freire (1996; 1999), Paro (2009), among others. The participants of the research are the philosophy teachers of two schools from the state public system that offers full-time education and a group of students from the last year of high school. These schools are circumscribed at the 6th Gerência Regional de Ensino. The research will be of qualitative nature, constructing itself in a case study, using techniques of survey data collection: questionnaire, direct observation, documental study, focus group and interviews. The content analysis method will be adopted as a tool of organization, categorization and data analysis.

Abstract

This dissertation aims to investigate the possibility of using Direct Actions of Unconstitutionalities (ADIs) as na instrument of counter-hegemonic fight against the “School without Party” Movement (MESP) that in Alagoas inspired the presentation of Bill 69/15 renamed “Free School” which, after intense resistance from popular movements and entities representing education workers, was approved and converted into Law No. 7,800 / 16. Alagoas, until now, is the only state in the federation to pass a law that imposes the MESP ideas of censorship and repression of teaching activity. This law was challenged – still in 2016, through ADIs presented by Union Confederations (ADIs 5,537 and 5,580) – at the Supreme Federal Court (STF) which, in 2020, upheld the lawsuits, declaring the unconstitutionality in total of Law No. 7,800 / 16. Thus, we establish the following hypotheses: Does MESP constitute a strategy of authoritarian hegemony of neoliberalism against education? And Could ADIs be used by Confederations as na instrument of counter-hegemonic fight in defense of education? In order to carry out this investigation, we anchored the research in the method of Historical-Dialectic Materialism aided by the techniques of documentary research, bibliographic research and content analysis, based on the works of Marx (2009, 2011, 2013), Marx and Engels (2007, 1987), Souza (1984), Bardin (2016) among others. Subsequently, we carried out the state of knowledge about the strictu sensu postgraduate research carried out, in Brazil, on the object “Escola sem Partido” that are registered in Data Capes. Furthermore, we carry out the analysis of the conjucture, as defined by Souza (1984) inspired by Marx (2011b), seeking to understand the multiple determinations and the internal movement of the research object. We will also carry out the content analysis of Law No. 7,800 / 16 of Alagoas and the judgment on the merits of the ADIs in the STF combined with the analysis of the initial petitions of the ADIs filed by the Union Confederations. These analyzes will enable us to infer about the production conditions and the latent contents of the Alagoas Law. As well as, they will allow us to conclude on the effectiveness of the use of ADIs by Confederations in confronting MESP. The content analysis carried out, also, will allow us to extract the analytical categories that will guide the reflections necessary to synthesize the research results, seeking to answer the hypotheses raised initially.

The present study aims to analyze the social reality of young people supported by the socio-educational system, with our focus being the recognition of the subject of law, whether intern or graduate in the socio-educational system in Alagoas. For this, we will use as a theoretical methodological basis, the concept of the world of life, positioning of (HABERMAS, 1989) when it lists, among other things, three structural components, namely: culture, society and the person, which also correspond to three “functional aspects” of communicative action. In this research, we seek to highlight the third component that presents itself from the perspective of socialization, and serves to form the personal identities of individuals. Likewise, we will use other important social concepts such as Invisibility and Suffering, with a focus on the works of (HONNETH, 2011,) (HERZOG, 2019) and (MENEZES, 2014,) that present this perspective in an egalitarian and resolute way for the end of social “ghosts”. In addition to the dialogue with these authors, we opted for the bibliographic review method, considered a secondary data collection source, or cultural or scientific contributions made in the past on a given subject, in our case; the socio-educational system, and theories regarding invisibility and suffering. Thus, we will start from a narrative bibliographic review, as it allows establishing relationships with previous productions, identifying recurring themes, pointing out new perspectives. With this method, bibliographic productions in a given area are analyzed providing the state of the art on a specific topic, evidencing new ideas, subthemes that have received more or less emphasis in the selected literature (NORONHA; FERREIRA, 2000).

This research investigates the sources of dialogue existing in national journals in the field of Education, with emphasis on the regulatory elements that outline the opening of data and constitutes Open Science in periodized interfaces. The element that characterizes the dialogue in these environments is the e-dialogicity that is defined by the mediatization of the common dialogue by through the usability of a digital device. The objective of this study is to characterize the occurrence of the prevailing e-dialogic mechanisms in educational journals, to this seeks to answer: What elements of e-dialogicity are present in the dissemination in Brazilian education journals made available on Scielo Brasil and Portal Educ @? The research has a qualitative character under the case study approach of existence of e-dialogicity in Brazilian educational journals, in which we highlight the structure of national journals and the communicative profile of the interfaces, architecting under the perspective of multidimensionality the data collected and condensed via analysis of content, as it is a documentary and bibliographic collection that resulted in the consideration in which there is precedence of internal and external elements of communicability non-standard - when there is no specific space for e-dialogue to occur, it can happen in mediatization environments of academic data or social networks - in journals investigated and the reality of digital information and communication technologies (TDIC) in contemporaneity can make it possible to adapt spaces designed to share information scientific research so that they receive feedback from their readers, promoting the opening data in the perspective of dialogue and training in citizenship for non-specialized or non-computerized audiences.

This research investigated the epistemological impact on the development of gamification planning in the educational context. Gamification is one of the teaching-learning didactic strategies that has been gaining notoriety and being developed in the educational scenario, especially in higher education, in view of this, we suggest the following problem: how the epistemological options of teachers influence the development of gamification planning for the educational context? The general objective of this research was to analyze the epistemological options of teachers in the development of gamification planning in the educational context, identifying the elements and frameworks used. The specific objectives of the research were: to describe which aspects of gamification should be considered at the time of pedagogical planning for its development; identify the existing difficulties in the elaboration of a gamification, as well as in the moment of its development; establish a line of understanding between planning and development that culminates in the implementation of a gamified teaching strategy. The research is qualitative and the approach is a case study, namely, the case of professors from the Federal University of Alagoas who participated in a gamification course as a didactic teaching-learning strategy, applied to the university classroom, held at Ufal (locus of research). The research subjects were professors from the same institution who had active discipline and participated in a professional improvement course on the gamification strategy. As data collection instruments, the interview was used, elaborated from a pre-defined script and a mixed questionnaire (closed and open questions). From the results achieved, the data showed the existence of a miscellany of epistemologies that reflect in the planning of gamification and not the predominance of a single one, and although some authors insist on dividing gamification into two perspectives (closed or open), we may have a mix of these perspectives. The research also revealed some difficulties in planning the development of gamification, something already reported in published research.

The education, in the broadest sense, in Brazil has been going trough several changes throughout the historiography and, in the last five years (2017-2021) this profusion of changes has generated significant impacts, causing other pedagogical ideas, consequence of social and political movements of extreme conservatism. The social-political changes in Brazil have been growing notably, these mutations impact the educational field. Some of these impacts generate fruitful discussions among researchers in Education. These reformulations, modifications put in education a new guise, a new configuration that is tied, despite enunciating the commitment to equity and equality to education, to an expressively technical movement, whose philosophical and pedagogical consideration is ignored. Starting from a post-structuralist view, the Foucaultian epistemological outline proves to be powerful to investigate relations in the present, in order to launch considerations about the present. Therefore, the central problem of this research is to investigate in the Brazilian political context, as the philosophical-pedagogical investigation can contribute to writing considerations about the Brazilian schooling process and the modifications that are taking corpus nowadays. Authors such as Foucault (1926-1984; 1988; 2002; 2008; 2013), Saviani (1973; 2013), Marshall (2008), Libâneo (2012), Veiga-Neto (2016) will launch conceptual lenses to assist this investigation. This research is configured as a study of bibliographic analysis, for this the basic texts will be the writings of Michel Foucault. Understanding the theoretical and methodological process as a living act (LIMA et al., 2017, p. 49), procedural and unfinished, the methodology of this research was adapted by two authors, Marshall (2008) and Maurer (2008) who used some methodologies inspired by Michel Foucault. Starting from this analytical, we can glimpse significant setbacks to the pedagogical conceptions, that despite the democratic discourse, education outlines objectively unequal, elitist and, consequently, dangerous, because it neglects the paths of life of the subjects, to the detriment of pseudo-equal opportunities. It is in this sense that the Philosophy of Education helps to create new horizons about educational and pedagogical scenarios. In view of this, what can the concept of Psychagogia provoke us to glimpse? So, let us always open gaps, escapes from new analytical, new contexts on and for education, because it is mobilizing power, creator.

The prejudiced scenario constructed by the mass media that digital games are seen as promoters of violence, trivial, electronic nannies and that promote sedentarism has distanced these cultural artifacts from educational spaces. With regard to universities, mostly consolidated under traditional learning perspectives, talking about digital games is synonymous with waste of time and infantilization. However, scientific research on the object has shown the opposite, indicating that games have relevance in learning processes, including in higher education and in different areas of knowledge. In this relationship between games and university learning, however, the systematic literature review (SLR) carried out in this thesis demonstrated that no study involving digital RPG games in the learning of the discipline Ecology in a face-to-face context was found, so that we propose to fill this gap. Thus, the question that guided this study was: how can the development process of a digital RPG game influence the learning of an Ecology content in the context of classroom classes at a university? The thesis we support is that the process of creating a digital RPG game influences the learning of academic content from mediation, collaboration, creation of history and narratives, creation of characters and dialogue with other media. The general objective of this study was to investigate how the process of creating a digital RPG game can influence the learning of an Ecology content in the context of face-to-face classes at a university. For this purpose, we use the methodological approach of qualitative research with an outline in pedagogical action research, developed together with a professor from a Brazilian university and fifteen undergraduate students in Biological Sciences. The data collection instruments were interviews, focus group, participant observation and questionnaires. We used the content analysis technique to analyze the data of the interviews and focus group, as well as the recordings made in the field. As a result, the study revealed that the RPG genre influences learning through social interactions by promoting collaboration and mediation during the creative process and experimentation of the game, as well as through the creation of the story, allowing students to reflect on the contents students in this process, by the characters creation, as they build a projective identity that involves them in the narrative of the game and the dialogue with other media, since students carry out research in other media and are inspired by ideas of films with biological themes to exercise creativity, a typical activity performed in the RPG genre. The cognitive gains around the academic content worked on and the reflections made by the teacher and students at the end of the learning process reinforce and further clarify how the RPG genre influences this process.

The present research presented as a thesis the fact that cantoria de repente, traditionally practiced in the Northeast of Brazil, is an afro-descendant manifestation. For such understanding, it was necessary to analyze the first records about the repentistas, in studies published by folklorists, and to carry out a documental analysis of an interdisciplinary nature. For this, it was intended to highlight the state of the art in researches about the emergence of the repente in the Brazilian Northeast. The general objective of this research was: to analyze the africanities in the repente through folkloric studies that have the first recorded repentistas, this analysis will be made from a pan-African and interdisciplinary perspective, so that we can understand the improvised poetry to the sound of instruments, known as repente, and classified as oral genre. As specific objectives in this work, we sought to: trace a foundation, from a historical perspective, about the poetic orality in the Iberian Peninsula and African offspring in its culture, build a panorama of Pan-Africanism as a look at confronting Eurocentrism and the search for a unity of black people in their diversity, examine the presence of oral culture in Afro-descendant people in Brazil and their cultural relations with the repente. The analysis of documents is an interdisciplinary document analysis of a discourse that passes through writing and, therefore, through the voice of others. The investigation made it possible to understand how the eugenics implanted in our public education contributed to a generation of intellectuals who ignored Afro-descendants in our culture, in addition to recovering the presence of Africanities in this culture, since there is no scientific research about their euro descendant, despite this claim to be present among folklorists such as Rodrigues de Carvalho (1928), Leonardo Mota (1955) and Câmara Cascudo (1984), authors of the works that will be analyzed. The arrival of blacks as the first explorers of the hinterlands of Pernambuco and Paraíba, a region in which the first singers were recorded, in addition to the various similarities between this culture and that of the griots studied by Hampaté Bâ (2010), the connection with the diasporic process studied by Anjos (2010), make the present thesis, that the repente is Afro-descendant, the most likely possibility. With that, the research contributes for the black people to know more about their history and to deconstruct the stereotype in which they are seen only as enslaved, something that has been fed through public and private institutions, including schools and school materials. In addition to helping to comply with the Law 10.639/03 and to build a non-Eurocentric discourse and a more tolerant society that is also aware of its Afro-descendant history.

Ao longo das últimas décadas, diferentes abordagens metodológicas vêm sendo propostas para explicar o conhecimento lexical e desenvolver métricas para a sua avaliação no contexto escolar. Um índice usado para dimensionar esse conhecimento é a riqueza lexical, podendo ser representada através de indicadores linguísticos, como a densidade e diversidade lexical. Sendo a densidade compreendida como a concentração de itens lexicais (substantivos, adjetivos, verbos e alguns advérbios) em um texto e a diversidade, como o alcance da variedade de palavras de um vocabulário. Consolidados na literatura como indicadores confiáveis para avaliação da riqueza lexical, a densidade e a diversidade lexical vêm sendo aplicadas em textos escolares de alunos de diferentes nacionalidades, idades e níveis escolares. O presente estudo tem como objetivo analisar a quantidade de palavras escritas (PE), a Diversidade Lexical (DiL) e a Densidade Lexical (DeL) em manuscritos escolares produzidos por díades de alunos brasileiros, matriculados no 2º ano do Ensino Fundamental. O corpus é constituído por 30 contos etiológicos inventados, coletados em uma escola da rede privada, localizada na cidade de Maceió-AL. Adotando uma metodologia léxico-estatística, utilizamos o software de análise lexical, lexicanalytics para a quantificação de PE. A DiL foi mensurada através da medida D, aplicada ao modelo VOCD e para medição da DeL, dividimos o número de itens lexicais pelo total de palavras do texto. Posteriormente, os valores obtidos foram submetidos a uma análise de estatística descritiva para a obtenção da média e desvio padrão (DP) e a uma análise estatística inferencial, através da aplicação do teste de correlação e de variância ANOVA. Os resultados indicaram que as díades escreveram seus manuscritos com aproximadamente 90 palavras e DP = 28,87, havendo uma média de DiL = 49,40%, com DP =13,17 e uma média de DeL= 48%, com DP = 3,99. No teste de variância ANOVA, não foi detectada diferença significativa (p-valor = 0,08846) entre as médias de DiL das díades, o mesmo foi observado entre as médias da DeL (p-valor = 0,3484). Esses resultados sugerem que as díades de alunos recém-alfabetizados analisadas usam a mesma proporção de DeL e DiL na produção de seus manuscritos. Esperamos que esses resultados possam contribuir para uma maior compreensão acerca das escolhas lexicais dos aprendizes recém-alfabetizados e, assim, auxiliar os professores na avaliação dos aspectos lexicais das produções textuais de seus alunos.

Com esta pesquisa, esperamos contribuir com a produção epistemológica no campo multidisciplinar das políticas públicas, cujo objeto de estudo configura-se na categoria “educação”. O interesse precípuo está em refletir acerca dos estudos nessa área a partir da delimitação dos estudos sobre as políticas públicas de educação. A finalidade encontra-se na tentativa de compreender a temática, bem como, analisar correntes teóricas/epistêmicas que permeiam os estudos sobre o objeto em voga. A problemática central traduziu-se em: Como as políticas públicas de educação vêm sendo abordadas nas produções científicas no Brasil desde a década de 1990 (em perspectiva panorâmica)? Nisto, o estudo reuniu produções que trataram a temática das políticas públicas, recorrendo a produções das áreas do conhecimento que discutiram o tema (ciência política, ciências sociais, sociologia administração pública e afins), destacando e situando as produções de corte educacional, construindo um “mosaico” do material coletado. Foi analisado as correntes teóricas com base na perspectiva epistemológica das produções; considerando que a atuação do pesquisador da área de humanas deve ser crítica quanto à produção e à análise de políticas educacionais, na esteira desta postura teórica o método do materialismo-histórico-dialético criado por Marx (1859, 1998, 2008, 2009) e atualizado por Mészáros (2002) abalizou a pesquisa. De outro lado, no aprofundamento acerca das políticas públicas de educação, e no estudo das obras dos autores foram estudados: Afonso (2003); Tello e Almeida (2013); Diógenes (2014); Ball & Mainardes (2011) e Mainardes (2017). Os resultados da pesquisa nos levou a concluir que: (1) é necessário compreender que as políticas públicas de educação se inserem num contexto histórico determinado por relações de poder assimétricas, (2) a desigualdade na distribuição das riquezas socialmente produzidas impacta na repercussão do conhecimento nessa área, (3) os conflitos sociais gerados pela concentração de renda precisam ser considerados nas pesquisas realizadas sobre a área (isto em uma perspectiva de totalidade, no que diz respeito a particularidade, a temática estudada  tem multidimensionalidade). Acrescentamos que: (a) as bases epistêmicas das políticas educacionais são transversais, de forma que esta área do conhecimento é um campo epistemológico em construção; (b) faz-se necessário que os pesquisadores busquem compreender reflexivamente que o conhecimento científico articula-se às práticas políticas (cidadania/democracia), assim a análise da epistemologia da política educacional e deve ser compreendida como característica da política na qualidade de ciência da prática, recorrendo para a dialeticidade do pensamento enquanto práxis. Por fim, em relação a produção do conhecimento contemporâneo acerca das políticas educacionais, o neoliberalismo (enquanto doutrina econômica) vem dominando a relação Estado x Academia, minimizando o investimento estatal nas ações públicas de investigação científica.

As Tecnologias da Informação e Comunicação (TIC) têm proporcionado significativas mudanças no modo de produção e compartilhamento de conteúdo, o que afeta diretamente o Jornalismo. Este estudo aborda os desafios na formação do jornalista, sobretudo, a partir da emergência de novos meios de comunicação e da proliferação de fake news. A pesquisa está fundamentada por Lévy (2017), Santaella (2018 e 2010), Ferrari (2018), D’Ancona (2018), Aparici (2012), Cloutier (2012), Prado (2011), Rodrigues (2009) e Recuero (2009). É objetivo geral deste trabalho investigar a formação universitária do jornalista diante das mudanças geradas pelas TIC e pela proliferação de fake news. São objetivos específicos da investigação analisar o impacto das TIC na produção de notícias; discutir a produção e distribuição das fake news; investigar a formação universitária do jornalista; caracterizar as competências que são exigidas dos jornalistas diante deste novo cenário; e analisar o modelo de ensino adotado pelo Curso de Jornalismo da Universidade Federal de Alagoas (Ufal), especialmente a relação com as fake news. Esta pesquisa tem enfoque qualitativo, por buscar compreender o fenômeno analisado a partir da perspectiva de seus participantes, utilizando para tanto suas experiências, pontos de vista como forma de perceber subjetivamente a realidade. A estratégia de investigação adotada é o estudo de caso, pois esta pesquisa busca compreender o fenômeno analisado por meio da interpretação em contexto. O trabalho é desenvolvido com professores do curso de Jornalismo da Ufal, no Campus Maceió, e utilizamos como instrumentos de coleta de dados análise documental do Projeto Pedagógico do Curso (PPC) de Jornalismo e entrevistas. São objetos de análise a Resolução CNE/CES nº 1, de 27 de setembro de 2013 (BRASIL, 2013), que institui as Diretrizes Curriculares Nacionais (DCN) para o curso de graduação em Jornalismo e o PPC de Jornalismo da Ufal (UFAL, 2014), reestruturado no ano de 2014, com a proposta de se adequar às mudanças sofridas pela atividade no século XXI. Neste trabalho são utilizadas entrevistas semiestruturadas com professores do curso em questão. A análise dos dados da pesquisa foi dividida em etapas. Foram consideradas a coleta de documentos e materiais e as entrevistas. No âmbito da coleta, foram consideradas observações gerais e observações enfocadas. No âmbito da análise, houve o confronto dos dados e das observações coletadas com a teoria fundamentada. Finalmente, no âmbito dos resultados, foram estabelecidas semelhanças e diferenças entre os dados coletados e identificadas as categorias, com seus significados e as suas relações. Nesta investigação, foram identificadas limitações de ordem física, lógica e de conteúdo nos laboratórios do curso, deficiências no planejamento para uso das TIC e incompatibilidades entre o que está contido no PPC e o que é apresentado em sala de aula, concluindo-se, portanto, que há limitações que dificultam a abordagem de temáticas como a Pós-Verdade e as fake news.

A presente pesquisa foi gestada a partir de uma experiência como docente que resultou em nosso objeto de investigação, sendo este as práticas pedagógicas dos professores desenvolvidas com os estudantes do curso de Psicologia e que tiveram por objetivo favorecer a inclusão dos sujeitos. A partir da inquietação frente ao objeto de pesquisa traçamos a seguinte pergunta problema: Como a docência nos cursos de psicologia se aproxima de uma prática inclusiva que compreenda o sujeito para além de sua dimensão cognitiva, considerando-o em sua inteireza?. A partir disso tivemos como objetivo geral investigar as práticas pedagógicas desenvolvidas no curso de psicologia ofertado na Universidade Federal de Alagoas-UFAL e suas aproximações com as práticas integradoras que contribuem para um processo inclusivo que compreenda o sujeito para além de sua dimensão cognitiva. Como objetivo específico a pesquisa buscou: Realizar uma revisão de literatura acerca das práticas de aprendizagem integradoras e inclusivas fundamentadas na teoria da complexidade e da transdisciplinaridade; Identificar e analisar as práticas pedagógicas desenvolvidas no curso de Psicologia que estão voltadas para o processo de inclusão observando suas aproximações com as práticas integradoras que contribuem para um processo inclusivo que compreenda o sujeito para além de sua dimensão cognitiva. Nesse sentido, do ponto de vista da necessidade da produção do conhecimento, justifica-se a relevância científica do desenvolvimento de estudos com foco na inclusão no ensino superior a partir do olhar da complexidade e da transdisciplinaridade. Metodologicamente trata-se de uma pesquisa de natureza qualitativa do tipo exploratória. Como instrumento de coleta de dados utilizamos uma entrevista estruturada. Os sujeitos da pesquisa foram professores de psicologia da UFAL. Todas as entrevista foram captadas em áudio por meio de gravador e teve como foco a identificação dos movimentos que esses professores têm realizado no sentido de construírem práticas pedagógicas que favorecessem o processo de inclusão dos alunos com deficiências. Os dados foram tratados a partir do arcabouço da análise de conteúdo e interpretado sob a luz do referencial teórico da complexidade, da transdisciplinaridade e das PAII. Como resultado dessa investigação foi observado que no curso de psicologia desta IES, mencionada, há um movimento da realização de práticas pedagógicas na tentativa de contribuir com o processo de inclusão dos alunos com deficiências. Os conteúdo emergente nas falas dos sujeitos da pesquisa se aproximam das práticas integradoras e inclusivas, visto que compartilham do olhar para além de uma única dimensão. Apesar disso, nota-se a necessidade de ampliar estudos que se votem para essa temática. Por fim, percebemos a abertura dos profissionais entrevistados para conhecer novas formas de ensinar e aprender utilizando a criatividade como subsídio fundamental na construção do conhecimento. Isso nos permite pensar que há uma dedicação para realizar práticas pedagógicas que superem as estratégias tradicionais de ensino. 

Ao longo da história, o desenvolvimento da Ciência e da Tecnologia vem proporcionando diversas possibilidades para a condição da vida humana, de acordo com o modo de organização de cada civilização e época. Com o aumento do contingente populacional e das demandas advindas dos processos de urbanização e industrialização, aumentou-se a demanda pela exploração dos recursos naturais, levando o homem a alterar a natureza e o meio ambiente. O entendimento dessas questões está descrito na Base Nacional Comum Curricular (BNCC) como imprescindível para conhecimentos éticos, políticos, culturais e científicos, o que justifica a presença e relevância dos temas na educação formal. Neste contexto, as finalidades expressas nas competências específicas das Ciências da Natureza para o Ensino Fundamental, visam garantir aos estudantes a compreensão desses fenômenos por meio de diferentes Tecnologias Digitais (TD). Neste sentido, partimos do pressuposto que tecnologias como a Realidade Aumentada (RA), quando incorporadas as práticas pedagógicas podem possibilitar a aprendizagem dos estudantes, ampliando sua realidade, permitindo a observação e compreensão dos fenômenos a sua volta. A presente pesquisa foi expressa pela seguinte questão norteadora: como a RA, no contexto do Ensino de Ciências, pode possibilitar a aprendizagem dos estudantes? O objetivo geral desta pesquisa foi investigar como a RA, no contexto do Ensino de Ciências, possibilita a aprendizagem dos estudantes nos anos finais do Ensino Fundamental. A investigação foi fundamentada a partir do estudo histórico-social de Vygotsky (2008) e das direções indicadas por Yuen, Yaoyuneyong e Johnson (2011), para a apropriação da tecnologia em contextos de educação. Nesta investigação empírica, estudou-se a RA como instrumento de mediação pedagógica e suas contribuições para a aprendizagem de Ciências a partir de uma pesquisa qualitativa de delineamento experiencial, configurada como exploratória e explicativa. Os dados foram coletados por meio de observações, anotações em diários de campo, registros fotográficos e questionários. Foram estabelecidas quatro categorias de análise a partir dos pressupostos teóricos que serviram de base para a pesquisa, sendo estas: motivação, interação, mediação, e Letramento Cientifico. Conforme a análise, evidenciou-se que, tanto a questão norteadora da pesquisa foi respondida, quanto o seu objetivo geral foi atendido. Conforme os indicativos desta pesquisa, percebeu-se que os estudantes estiveram motivados a aprender os conteúdos e suas possíveis relações com seu cotidiano a partir de experiências vivenciadas e troca de experiências. Dessa forma, esta pesquisa apresenta resultados significativos tanto para a incorporação da RA no contexto da educação básica, quanto para a área das Ciências Naturais, uma vez que as atividades desenvolvidas por meio da RA contribuíram para o desenvolvimento de competências e habilidades, formulação de hipótese, resolução de problemas e tomada de decisão, conforme as propostas de aprendizagem na perspectiva de um Letramento Científico.

O desing instrucional (DI) é uma área que traz inúmeras contribuições para a educação visto que ele pode auxiliar, tanto desenvolvedores instrucionais como professores, na construção de planos e modelos educacionais, descrevendo toda a organização de atividades de ensino. Apesar do DI ter suas raízes no behaviorismo, não é frequente a interseção entre o DI e a utilização da Análise do Comportamento (AC) em processos de ensino. Dada a complexidade de se ensinar Habilidades de Pensamento de Ordem Superior (HOTS), ou o que seria denominado de conceitos abstratos, o presente estudo teve o objetivo de avaliar os efeitos de um modelo de tomada de decisão (MTD) sobre a escolha de conteúdo, o sequenciamento de objetivos, a seleção dos critérios de aprendizagem e dos procedimentos de ensino para ensino de conceitos e princípios básicos de AC para alunos de graduação. Este MTD resume-se em 13 (treze) passos: (1) avaliação de necessidades e análise de currículo; (2) releitura de textos antigos e de novos textos sobre os conceitos específicos a serem testados; (3) ajuste da hierarquia de conceitos e princípios; (4) reescrita da análise de conceitos e princípios; (5) tipos de aprendizagem e ajuste de novos objetivos de ensino; (6) ajuste dos critérios de aprendizagem; (7) ajuste no procedimento de ensino; (8) ajuste do storyboard; (9) construção das atividades de ensino; (10) teste na plataforma e avaliação de conteúdo por experts; (11) ajuste nas atividades e plataforma (Moodle); (12) aplicação do estudo piloto (teste com alunos); (13) alterações no trabalho com base nos dados dos alunos testados. Como resultado, ainda durante o processo de análise de conceitos e princípios sobre AC, encontrou controvérsias e divergências teóricas em relação ao que os definem. Essas controvérsias teóricas foram evidenciadas pelos experts, sinalizando para a necessidade de se escolher de forma sistemática o que deve ser ensinado nesse campo. Outro aspecto relevante concerne ao elevado número de alunos que foram considerados inaptos no Teste de Desempenho Escolar (TDE). Esse dado é pertinente porque diz respeito a alunos que cursam uma graduação onde ler e escrever com proficiência é um pré-requisito básico. O desenvolvimento de HOTS, sobretudo nesta pesquisa, pode ser comprometido na ausência dessas habilidades. Por fim, o programa desenvolvido no Moodle mostrou resultados satisfatórios quando aplicado a três participantes do estudo piloto. É provável que houvesse um maior rendimento dos alunos nas provas finais sobre AC caso tivesse ocorrido o ensino de todos os conceitos e princípios testados nesta avaliação, porém, como só foi trabalhado um módulo (organismo/ambiente) no estudo piloto, não houve o treino direto dos demais. Analogamente, na fase de ensino on-line não foi ofertado o treino com perguntas discursivas sobre os conceitos de organismo/ambiente, justificando a dificuldade dos participantes na resolução das sondas finais. Apesar disso, os dados gerais demonstram que ocorreu um aumento de desempenho dos participantes quando comparamos os resultados das sondas iniciais com as sondas finais sinalizando que houve generalização de respostas. Embora esses dados pareçam otimistas, resultados mais conclusivos e efetivos sobre este MTD dependerá, para além desse estudo piloto, da aplicação da pesquisa aos demais conceitos e princípios.

Essa pesquisa tem como objetivo verificar a contribuição do Ensino de Ciências por investigação como estratégia didática capaz de promover a Alfabetização Científica. O tema escolhido foi a Botânica, que apresenta diversas fragilidades no processo de ensino e aprendizagem. Nesse sentido, buscamos responder à questão central dessa pesquisa: Como o Ensino por Investigação pode contribuir para aprendizagem dos conteúdos de Botânica nos anos iniciais do Ensino Fundamental? Nesse sentido, desenvolvemos uma Sequência de Ensino Investigativa (SEI) para trabalhar as estruturas das plantas e o nascimento da banana com estudantes do 2ª ano do Ensino Fundamental. Justificamos a escolha desse nível escolar como sendo uma proposta da Base Nacional Comum Curricular (BNCC). Esse estudo possui uma abordagem qualitativa, de natureza descritiva e explicativa. Essa pesquisa foi desenvolvida nos dias 7 e 27 de agosto de 2019 tendo como lócus de pesquisa a Escola Municipal Professora Noêmia Bastos no interior de Alagoas. Os instrumentos de coletas utilizados foram a gravação de áudios, os registros gráficos e textuais produzidos pelos estudantes. Para a análise dos dados buscamos estabelecer quando possível uma relação entre alguns indicadores de alfabetização científica das autoras Sasseron e Carvalho (2008) e também das categorias propostas por Samarapungavan, Mantzicopoulos, Patrick (2008) e Howitt, Lewis; Upson (2011). Os resultados demonstram que o ensino por investigação consegue contribuir para o desenvolvimento da alfabetização científica, tornando a sala de aula um ambiente pautado na argumentação, levantamento de hipóteses e na mudança de postura docente e discente.

A presente pesquisa pretende investigar a temática referente à experiência do pensamento no ensino de filosofia no nível médio da educação básica brasileira. A experiência do pensamento aqui investigada é compreendida à luz da filosofia de Deleuze (2013; 2018), e sendo parte do processo educativo, não está no começo tampouco no fim, está “entre”. Diante disto, temos como objetivos específicos discutir as condições atuais do ensino de filosofia no Brasil com ênfase no ensino médio, reconhecer o ensino de filosofia como problema filosófico, estabelecer relações entre a perspectiva de Deleuze e a experiência do pensamento neste nível de ensino. Para alcançar tais objetivos, o caminho percorrido perpassa por uma geofilosofia, concepção inspirada nos autores Deleuze e Guattari (2010). Tal como uma cartográfica do pensamento filosófico e do ensino de filosofia, a pesquisa tem em seu escopo procedimento bibliográfico, de modo que contempla aspectos referentes à institucionalização do ensino de filosofia no Brasil, tendo como cenário seu panorama histórico, legal e acadêmico; revisão teórica sobre a problemática do pensamento e da filosofia em Deleuze a partir das obras Diferença e Repetição (2018) e O que é a filosofia? (2010), escrita em parceria com Guattari; finalizando com discussão acerca do ensino de filosofia como experiência do pensamento sob a regência das principais categorias encontradas: conceito, identidade e diferença.  Para tanto, recorremos a analises acerca dos paradoxos entre aprender e ensinar filosofia, proposições advindas da pedagogia do conceito, e conjuntamente outro olhar sobre o aprender. Identificamos dificuldades marcantes para a consolidação do ensino de filosofia no Brasil, assim como contribuições significativas da perspectiva de Deleuze na produção acadêmica para o ensino de filosofia voltado para o pensamento autônomo, na medida em que ao traçar linhas de fuga para um ensino de (da) filosofia (na diferença), temos, portanto, um ensino de filosofia enquanto experiência do pensamento.

A gamificação na educação estabelece novos desafios estratégicos, metodológicos e pedagógicos, assim como, os processos de ensino-aprendizagem que não deixam de ser um desafio para os sistemas de ensino. Este trabalho tem a seguinte questão norteadora: de que maneira a formação realizada em uma oficina sobre gamificação contribuirá para que os professores entendam e introduzam esta estratégia em suas disciplinas? Esta pesquisa tem como objetivo analisar como os professores incorporam a gamificação na elaboração de seus planos de aula, após a realização de um curso de curta duração. Diante da investigação em busca de possíveis respostas, realizamos um curso de formação continuada para professores da educação básica, utilizando a gamificação como estratégia metodológica e como conteúdo, desenvolvida com foco no processo de ensino-aprendizagem. A metodologia, de caráter qualitativo, utilizou como abordagem de um estudo de caso sobre a incorporação da gamificação como estratégia didática, com a intencionalidade de investigar como os professores da educação básica compreendem e desenvolvem esta estratégia, como também identifica as dificuldades para esta inserção. A coleta de dados ocorreu no acompanhamento da formação, com as observações dos planos didáticos de ensino elaborados pelos professores, observação direta e participativa, diário de campo, entrevista, produções no blog das equipes e questionários. Os sujeitos da pesquisa foram onze professoras envolvidas no projeto. Os  resultados obtidos, quando analisados os dados a partir das categorias: imersão, interação e colaboração, evidenciam pontos que são caracterizados como relevantes e as contribuições na formação docente indicam que poderão utilizar de formas distintas em sua ação docente. Foi possível identificar as dificuldades e fragilidades ocorridas no processo, refletir a prática pedagógica e a formação proporcionada. Em função dos resultados, observa-se que a formação foi significativa para que os professores, entendendo o conteúdo e a estratégia, pudessem inserir em seus planos de aula.

O Movimento de Educação de Base (MEB) foi um movimento educacional que fomentou a educação de base no início da década de 1960 nas regiões Norte, Nordeste e Centro-Oeste do país. Na época, o MEB utilizou-se de escolas radiofônicas para alfabetizar os adultos estabelecendo, inicialmente, uma educação confessional. O presente trabalho tem como objetivo analisar os discursos de resistência nos materiais didáticos do MEB e o processo de esvaziamento dos conteúdos que resultaram no silenciamento do MEB durante o regime militar. A materialização discursiva que serão analisadas serão as duas cartilhas "Viver é Lutar" e "Mutirão" do MEB que foram utilizadas em todo território nacional por meio da transmissão de seus conteúdos pelas escolas radiofônicas. As condições de produção ampla revelam um país marcado pela efervescência política e social, pela polarização dos grupos de esquerda e de direita e interpelados pela ideologia nacional-desenvolvimentista. Os governos de Jango e Goulart se constituíram por uma política de independência marcado por práticas populistas. No cenário educacional, o analfabetismo era a causa do "atraso" econômico e do progresso da nação e a política de governo era aumentar o número de eleitores. Assim, aparece o MEB com o discurso educacional político-ideológico voltado para às classes populares.  O aporte teórico-metodológico desta pesquisa é a Análise do Discurso fundado por Michel Pêcheux ancorada no materialismo histórico-dialético e acionaremos as categorias fundantes da AD como: as Condições de Produção, a Formação Discursiva, a Memória Discursiva, o Silenciamento como análise do objeto. Além disso, abordaremos a atuação do MEB no Estado de Alagoas por meio de consulta ao Jornal de Alagoase o Jornal Semeador, para fundamentar a pesquisa no âmbito local. Os autores que fundamentaram a base desse trabalho são: Pêcheux (2018), Cavalcante (2016), Orlandi (2012), Volochinov (2018), Fávero (2006), Wanderley (1984) Kadt (2003), Freire (1985) entre outros autores. Desse modo, observa-se que às cartilhas Viver é Lutar apresentam o discurso ideológico de resistência produzindo uma educação conscientizadora e politizadora dos sujeitos, enquanto a cartilha Mutirão expressa o conceito de "cooperação" com o regime. Após o golpe militar em 1964, aconteceu o processo deesvaziamento educacional e político do MEB devido ao movimento  de interdição e silenciamento. Logo, os efeitos de sentido das cartilhas representaram uma estratégia de luta contra o autoritarismo e a repressão do regime militar.

The Common National Curriculum Base (CNCB) had its final version promulgated in 2018, being presented as the result of great advances and defined as a “new era” for basic education in the country. Therefore, this dissertation aimed to analyze the CNCB's discourse, seeking to understand its meaning effects. For this, we were guided by the theoretical and methodological assumptions of the French Discourse Analysis (DA), affiliated with Michel Pêcheux. In DA it is understood that the language materializes the discourse, articulating its historical, social, cultural and ideological elements in its production, no discourse is born out of nothing, but from a work on other discourses, materializing to answer the needs posed by relations between men. Following this methodology, it was necessary to discuss the broad and strict production conditions of the CNCB's discourse, where we approach educational reforms in the 90's until the present day; we selected our research corpus, with nine discursive sequences taken from the official NCCB document; and we analyzed the CNCB discourse, where it was possible to understand that despite the innovative character that has been presented for this document, what would be underway would be the use of basic education to meet the new demands of capital, since private initiative institutions and international organizations played an important role in the process of elaborating and implementing the CNCB, seeking to establish human training in basic education aimed at the world of work. This dissertation is the result of investigations carried out in the research group: Public Policies, History and Discourse of the Graduate Program in Education at the Federal University of Alagoas and through it we seek to enable basic education professionals to critically read this document.

ABSTRACT

The present study deals with a master's research developed in the Graduate Program in Education of the Federal University of Alagoas (PPGE / UFAL) entitled Understandings about pedagogical practice in early childhood education and teacher training needs, carried out in the municipality of Penedo-AL. This research is linked to the larger research developed by Haddad (2018), entitled “Understandings of pedagogical practice in early childhood education: secondorder observations from video recording”, which aimed to understand basic concepts and values related to good pedagogical practices in early childhood education and uses an innovative method created and developed by two Danish researchers (HANSEN; JENSEN, 2004). This is Sophos, acronym for Second Order Phenomenological Observation Scheme. The Sophos method combines the showing of films and their discussion in focus groups by several observers. The focus is on who watches the films, their reactions, their impressions and understandings. Thus, the researcher who uses Sophos observes people who are observing the video recording pedagogical practice in the films. With the use of Sophos, the present research had as objectives: to investigate the understandings of early childhood teachers in the Municipal Network of Penedo-AL on pedagogical practices and as specific objectives: a) to identify conceptions of children, childhood and early childhood education present in the voices of teachers; and b) to identify, from the point of view of the teachers, the training needs of these professionals. The study involved the exhibition of two films about everyday situations of early childhood education in two countries: Brazil (HADDAD, 2017) and Denmark (HADDAD; JENSEN, 2017) and their discussion in focus groups (FG). The films were produced and used in the context of the Haddad's larger research we referred to earlier. Three focus groups were then carried out, involving the participation of twelve teachers from the municipal network of Penedo-AL, distributed as follows: FG 1 = 5; GF 2 = 3; FG 3 = 4. The dialogue at the FG was permeated by two questions: What comes to your mind when watching the film? What do you identify as training needs? Among the themes that emerged in the FG, emphasis was placed on the environment and training needs. The depositions expressed in relation to the environment were permeated by two logics: the logic of life and the logic of schooling, demonstrating that initiatives that try to approximate the practices developed in early childhood education with the daily activities that children experience make sense for teachers. However, the practices offered in the centers are strongly influenced by a schooling vision of early childhood education that is very ingrained in the teachers, as well as in the families that expect children to be literate for entry into elementary school. The voices also point out that the education system guides pedagogical work along these lines, thus characterizing early childhood education as a preparatory stage for elementary education in the researched municipality. The voices about the training needs demonstrated that in an attempt to identify their training needs, the observers revealed the desire for a new pedagogy based on the principle of experience, the convivial relationship and collaborative work between the teacher, the child, the family and the community. Although this pedagogy is still far from their reality, it represents a possible dream for them. Thus, they talk about study groups as a possibility to reflect on the practice and transform this reality. The relevance of this research is given by the valorization of the voices of the participants and being able to contribute to the reflection on good practices of education and care in early childhood education with the possibility of bringing elements that can raise major reflections on the knowledge and practices in early childhood education. 

ABSTRACT The advent of technologies together with the internet, brought numerous advances to society, allowing flexibility of communication and access to information. However, malicious use can lead to social problems, such as ciberbullying. Ciberbullying is characterized as aggressions that are committed virtually, with the intention of oppressing, humiliating and disparaging the victim. Violence will come from a person or a group of people who will generally use social media, text messages, photos and videos, threatening and / or exposing victims in embarrassing situations. Based on the assumption that ciberbullying is a result of bullying that occurs in school spaces, this research questions how the social role of schools in the face of virtual violence, that is, in the face of ciberbullying. In this sense, the research universe consists of 4 school managers, both public and private, in the city of Rio Largo, in order to find out what social role the school has been assuming in the face of ciberbullying. The study is qualitative in nature and fits into exploratory research. After the data collection, the results analyzed indicated that the principals not only knew about cyberbullying but also had experiences of cases in their own schools, by means of this data we elaborated a guide with recommendations to the reasearched schools. Therefore, the social role theses schools adopted to fight the cyberbullying occurrence it was the dialogue with the students and their guardians.

Esta investigação objetiva produzir conhecimento sobre as culturas organizacionais escolares, tendo como foco o trabalho dos/as professores/as no contexto da Educação de Jovens e Adultos (EJA) em duas escolas públicas pertencentes ao município alagoano de Maceió. Partiu-se da seguinte problematização: Quais as implicações da cultura organizacional escolar no trabalho dos/as professores/as da EJA? Para alcançar o objetivo e “responder” à questão elencada optou-se pela abordagem qualitativa, do tipo estudo de casos múltiplos; a análise dos dados se deu por meio da técnica da Análise de Conteúdo. O percurso do estudo requereu uma (re)visita ao material disponível no acervo do Banco de dados do Núcleo de Estudo, Pesquisa e Extensão em Alfabetização (Nepeal) do Centro de Educação (Cedu), advindo de uma pesquisa anterior sobre as culturas organizacionais escolares financiada pela Fundação de Amparo à Pesquisa do Estado de Alagoas (Fapeal, 2017-2018). Nessa lógica, analisou-se os dados das Sessões Conversas com os professores e os registros dos cotidianos dos estudantes das escolas pesquisadas. Os achados apontaram implicações das culturas organizacionais escolares no trabalho dos/as professores/as da EJA, ocasionando a construção de culturas voltadas para colaboração, isolamento/individualismo, e ao “apartheid” organizacional.

A educação, à luz da Teoria do Agir Comunicativo de Habermas, poderá exercer um papel de extrema relevância na formação do indivíduo comunicativo e socialmente responsável pelos seus atos, promovendo a sua autonomia crítica e sua reflexão como sujeito interativo possuidor da capacidade cognitiva de buscar o entendimento nas relações intersubjetivas do mundo da vida, por meio de um projeto pedagógico que promova não só a legitima emancipação, mas que seja, também, pautado na pacificação social e no entendimento entre os sujeitos, por meio de processos intersubjetivos de comunicação. Na visão habermasiana, deve-se reconhecer a escola, norteada pelo princípio pedagógico e tendo como significado central o processo de reprodução social e cultural, uma esfera pública especializada orientada para o entendimento, promovendo uma cultura baseada no consenso e no acordo entre as partes, onde a educação tem um papel fundamental de elemento integrante na implementação desta cultura de pacificação social. Com o agir pedagógico, espera-se que a escola, como instituição permanente de formação humana e democrática, esteja inserida na comunidade local, sendo ela um instrumento institucional a serviço do diálogo e de uma cultura pacificadora, inclusive proporcionando aos sujeitos educativos a competência linguística necessária para auxiliar na sua autodeterminação e na capacidade de interagir com o outro para dialogar e chegar à resolução dos problemas sociais existentes, evitando o processo de judicialização dos dissensos.