http://repositorio.jesuita.org.br/handle/UNISINOS/1594 PPG Educação Sat, 07 Mar 2026 09:48:05 GMT 2026-03-07T09:48:05Z http://repositorio.jesuita.org.br/handle/UNISINOS/13898 Coordenação pedagógica na educação infantil em (de)formação: constituição de um ethos formativo Henkel, Queila Martins This dissertation presents a master's research that aimed to analyze and understand the role of pedagogical coordination in Early Childhood Education schools in the municipality of Nova Hartz, investigating how the concept of formation as (de)formation, developed in the Laboratory of Contemporary Teachings (LABDOC), can contribute to the qualification of this role. The research is situated within the context of continuing education for pedagogical coordinators (PCs), adopting the perspective of formation as (de)formation research, understood as a formative, collaborative, and interventionist type of research that seeks to promote shifts in the ways of being, knowing-doing, and understanding the function of pedagogical coordination. The study follows a qualitative approach, drawing on theoretical frameworks from teacher education, Early Childhood Education, and childhood studies. It was developed with pedagogical coordinators from the Municipal Early Childhood Education Schools (EMEIs) of Nova Hartz, focusing on the analysis of meeting minutes from pedagogical meetings at the schools, the formative encounters at LABDOC, and the narratives of the laboratory participants. The research question that guided the investigation was: How did pedagogical coordinators in Early Childhood Education, through a formation as (de)formation experience at LABDOC – Nova Hartz, qualify their performance in the roles they perform? The data were organized and analyzed in three stages: the characterization of the participants, the analysis of pedagogical meeting minutes, and a descriptive-reflective account of the formative encounters held at LABDOC – Nova Hartz. The final section presents three groups of meaning, in which the effects and marks left by the laboratory-based formation process with the PCs are analyzed, considering the meanings attributed to the concept of formation as (de)formation. The results indicate that the LABDOC experience led to significant transformations in the formative know-how of the pedagogical coordinators, revealing new conceptions of pedagogical meetings, which were reconfigured as spaces for experiments and formative experiences. The participants began to understand their role beyond bureaucratic and management aspects. They embraced formation, intervention, and mediation with the teachers in their schools, valuing listening, collectivity, and the centrality of the child in the educational process, as well as an ethos of childhood as active engagement. It is concluded that formation as (de)formation within a laboratory context constitutes a powerful approach to qualifying the formative practices of pedagogical coordinators, provided it is developed within a formative ethos of childhood that enhances teacher formation and improves the quality of Early Childhood Education. Wed, 13 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13898 2025-08-13T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13897 A constituição da docência antirracista: um olhar sobre os/as professores/as que educam para a equidade racial Cirilo, Maria Aparecida Esta tesis de maestría tuvo como objetivo comprender cómo se constituye el sujeto docente antirracista mediante el análisis de las relaciones conocimiento-poder-ética que impulsan los discursos racistas y antirracistas en Rio Grande do Sul. Estos conceptos se aplicaron a la matriz de experiencia desarrollada por Michel Foucault, articulada con la siguiente problematización: ¿Cómo se constituyen y participan los docentes que trabajan con la Educación de las Relaciones Étnico-Raciales (ERER) en la construcción de la Educación Antirracista? ¿Qué relaciones de conocimiento, poder y ética activan en su docencia, constituyendo sus subjetividades? Desde una perspectiva de investigación cualitativa, se entrevistó a diez docentes participantes en el proyecto de investigación LABDOC sobre (des)formación en Equidad Racial, afiliados a diez municipios del Valle de Sinos, Rio Grande do Sul, para la recopilación de datos. Los estudios foucaultianos guiaron la investigación, que generó un conjunto de narrativas de diez docentes negros y blancos. Los docentes entrevistados trabajan en los últimos y primeros años da Educación Elemental y desarrollan la ERER en sus prácticas pedagógicas. Los docentes-sujetos participaron en el programa de educación continua LABDOC Equidad Racial sobre diversidad étnico-racial. El estudio considera que los sujetos se constituyen por una diversidad de discursos que influyen en su subjetivación e influyen en las relaciones de poder de los sujetos involucrados. Así, fue posible construir tres ejes de análisis basados en las narrativas que resaltan características de la forma de ser docente antirracista: a) reflexión sobre uno mismo, sobre la pertenencia étnico-racial y sobre la diferencia; b) el deseo de saber y la inversión educativa continua; c) el compromiso con la educación y la equidad racial. Los elementos identificados constituyen discursos y regímenes de verdad que los docentes construyeron para sí mismos y su práctica docente como movilizadores de acción intencional y comprometida. La enseñanza antirracista se entiende como una forma de ser y existir como sujeto docente que, impulsado por el deseo de transformar las relaciones de poder y eliminar las estructuras sociales racistas, promueve prácticas docentes guiadas por los principios de la ERER. Así, se concluyó que el régimen de verdad que circula entre el profesorado presagia una enseñanza antirracista que visibiliza y valora la diversidad, comprometiéndose con la transformación social para eliminar las desigualdades raciales y construir un entorno escolar equitativo.; This master's dissertation aimed to understand how the anti-racist teaching subject is constituted through the analysis of knowledge-power-ethics relations that mobilize racist and anti-racist discourses in Rio Grande do Sul. These concepts were applied to the experience matrix developed by Michel Foucault, articulated with the following problematization: How are teachers who work with Ethnic-Racial Relations Education (ERER) constituted and engaged in the construction of Anti-Racist Education? What relations of knowledge, power, and ethics do they activate in their teaching, constituting their subjectivities? From a qualitative research perspective, ten teachers participating in the LABDOC Racial Equity (de)training research project, affiliated with ten municipalities in Vale do Sinos, Rio Grande do Sul, were interviewed for data collection. Foucauldian Studies guided the research, which formed a set of narratives from ten Black and White teachers. The teachers interviewed work in the final and initial years of Elementary School and develop ERER in their pedagogical practices. The teacher-subjects participated in the LABDOC Racial Equity continuing education program on ethnic-racial diversity. The study considers that subjects are constituted by a diversity of discourses that influence their subjectivation and influence the power relations of the subjects involved. Thus, it was possible to construct three axes of analysis based on the narratives that highlight characteristics of the anti-racist teaching way of being: a) reflection on oneself, on ethnic-racial belonging, and on difference; b) the desire to know and ongoing educational investment; c) engagement with education and racial equity. The elements identified constitute discourses and regimes of truth that the teachers constructed for themselves and their teaching practice as mobilizers of intentional and engaged action. Antiracist teaching is understood as a way of being and existing as a teaching subject that, driven by the desire to transform power relations and eliminate racist social structures, promotes teaching practices guided by the principles of ERER. Thus, it was concluded that the regime of truth circulating among teachers heralds an antiracist teaching that makes diversity visible and values it, committing to social transformation with the aim of eliminating racial inequalities and building an equitable school environment. Mon, 04 Aug 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13897 2025-08-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13893 Mongakuaa: educación guaraní y (des)colonialidad en Santa María de Fe (MisionesParaguay) Martínez Galiano, Isabelino Víctor La presente investigación aborda la educación Guaraní desde la perspectiva de la (des)colonialidad, en la que se analizan vivencias y contextos de la vida campesina en los cuáles aún sobreviven formas de educación a las que denominamos en esta tesis: Mongakuaa (Educación). Así, el objetivo del presente trabajo es analizar las posibles relaciones entre la educación Guaraní, la vida campesina y la categoría de la (des)colonialidad en la comunidad de Santa María de Fe, situada en el sur de Paraguay. La pregunta que orienta la investigación busca comprender cómo las experiencias de educación Guaraní provenientes de la sabiduría ancestral e vivenciadas desde la oralidad en comunidades campesinas, se relacionan con la (des)colonialidad de la educación. Para responder a esta pregunta, los autores que sustentaron el trabajo se tesis son el Padre Bartomeu Melià sj (MELIÀ LLITERES, 1979) como una de las principales referencias para abordar el tema de la educación Guaraní con Graciela Chamorro (CHAMORRO, 1998), también Anibal Quijano (QUIJANO, 2020), Enrique Dussel (DUSSEL, 1994) y Walter Mignolo (MIGNOLO, 2007), para abordar la perspectiva teórica de la (des)colonialidad. Así también se aplicó el proceso metodológico cualitativo, la cual permitió analizar las narrativas, experiencias y vivencias de comunidades campesinas que forman parte de las formas de educación indígena. Los instrumentos y técnicas de producción de datos fueron: entrevistas con campesinos, observación en comunidades Guaraní y comunidades campesinas en Santa Maria de Fe (Paraguay) y análisis documental la cartilla denominada Ko’êti, creada por las escuelitas campesinas en el año 1973, y el folleto para alumnos del PREBIR de Fe y Alegría (Paraguay), utilizados en el año 1996. Esta pesquisa encuentra en los resultados elementos que demuestran la vitalidad de la educación Guaraní en la vida campesina a lo largo de los siglos superando el atentado de la colonia y otros signos de opresión. Traer al escenario académico este saber invisibilizado, busca contribuir con la dignificación y resistencia del ser Guaraní encubierto por la colonia.; Ko tembiapo oheka Guarani rekópepa mba’éicha oñomonguakuua hikuái, jahechakuaa haguâ upe (des)colonialidad resa’â guive ohesa’ỹijóvo umi mba’e ohasava’ekue umi ñande rapicha hekoha guive, ko’ã mba’e tekombo’e rehegua, ko’âga guive jaheróva: Mongakuaa, oikove gueteri. Hi’âite ko tembiapo rupi ohesa'ỹijo mba'éichapa ikatu oho ojuehe pe Guaraní ñemongakuaa reko ha chokokue rekove (des)colonialidad guive jajesarekóvo hese Santa María de Fe-pe, opytáva ñemby gotyo Paraguáipe. Ñamba’eporandúvo jaikuaa tape oisãmbyhýva ko tembiapo ohekáva mba’éicha rupípa umi kuaapy, oúva ñande reko ymágui ha ñande ypykue arandúgui, oguahêva ñandéve ñe’ê rupive oikove chokokue, ñande rapicha omba’apóva komunida-pe ha heta ogapýpe, omotendonde ipype (des)colonialidad rehegua ñemongakuaa. Ja’emi haguâ ko’â mba’e ñane moirû Pa’i Melià ((MELIÀ LLITERES, 1979), ñañemongeta pypukuve haguâ Guaraní ñemongakuaa reko rehe Graciela Chamorro (CHAMORRO, 1998) ndive, ha Anibal Quijano (QUIJANO, 2020). Karai Dussel (DUSSEL, 1994) ha Walter Mignolo (MIGNOLO, 2007) rupi katu ñañemongeta upe (des)colonialidad rehe. Upéicha avei metodologia cualitativa ojeheróva rupive ñambyaty umi ñe’êngatu eta, tekovekue jaikuua potávo mba’éichapa oñomongakua ñande ypykue. Ñemongeta rupive osê aipóramo tekoha Guaraní ha chokokue arandu mongakuaa rehegua Santa María de Fe-pe (Paraguay), avei oñehesa’ỹijo oñembokuatia va’ekue tekombo’e chokokue peguarâ oñembosako’i va’ekue yma ko’êtî escuelita campesínape 1973 guive ha folleto PREBIR Fe y Alegríape ojeporu va’ekue amo 1996pe. Ko tembiapo rupi iñapysê heta mba’e ohechaukáva ikyre’ỹ ha oikove añeteha umi Guarani oporomongakuaa háicha ymaite guive ko’agâite péve ojopy’ỹ há omovâ’ỹ rehe ichupe. Oguerúvo ko arandu ojehecha'ỹva académica-pe hi’âite oipytyvõ oapo haguã guaraní oñomi va’ekue colonia. Mon, 05 May 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13893 2025-05-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13891 Possibilidades de integração curricular no contexto de implementação do novo ensino médio no Rio Grande do Sul Garcia, Carolina Neugebauer The research presents an analysis of the possibilities and challenges of curricular integration in the context of the implementation of the New High School in the state education system of Rio Grande do Sul. It stems from the issue related to the tensions between the legal discourse of integration and school practices, questioning to what extent curricular integration is effectively implemented as a formative proposal in public schools in light of the guidelines of the High School reform. The objective is to understand how school subjects perceive, interpret, and operationalize curricular integration, considering the material, pedagogical, and political conditions in which they are inserted. A qualitative approach is adopted, with a case study conducted in a state school in the municipality of Sapucaia do Sul. The methodological procedures include document analysis, semi-structured interviews with administrators, teachers, and students, as well as observation of pedagogical planning processes. The research is based on theoretical frameworks from the field of critical curriculum, especially the contributions of James Beane, Jurjo Torres Santomé, Alice Casimiro Lopes, and Roberto Rafael Dias da Silva, articulated with the critique of neoliberal policies in education. The results show that, although there is a discourse that values integration, school practices remain strongly conditioned by the disciplinary logic, the lack of time for collective planning, the absence of continuing education, and the contradictions present in the normative documents themselves. It concludes that the implementation of curricular integration depends not only on the adherence of school subjects, but fundamentally on structural conditions, coherent public policies, and a collective movement capable of challenging the logic of flexibility imposed by the market, reaffirming the social role of the school in critical and emancipatory education. Mon, 23 Jun 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13891 2025-06-23T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13732 Entre heranças e rupturas: revisitando princípios e concepções de formação humana nas práticas curriculares Machado, Viviane de Oliveira This study deals with the theme of human formation in the curricular practices of teachers in the final years of school at a municipal public school in São Leopoldo. The aim of the research is to understand the principles and conceptions of human formation that guide teaching curricular practices. The research-formation methodology (Josso, 2007, 2010) was used to lead the teachers through processes of reconstructing themselves and their formative trajectory, through oral and written narratives. Through meetings inspired by the African worldview, organized based on Adinkra symbolism, the teachers were able to reflect, individually and collectively, on the principles and conceptions of human formation, recognizing the different influences that manifest themselves in their curricular practices. For contextualization purposes, the study analyzed the effects on curricular practices of two curricular policies that are divergent in relation to the human formation project: the BNCC (Brazil, 2018), which represents a standardization policy, aligned with the assumptions of educational neoliberalism, and the DOCT-SL (São Leopoldo, 2021), which declares itself to be a Freirean-based policy, assuming a role of resistance in the face of neoliberal impositions in education. Charlot (2020); Freire (1987, 1996) and Nóvoa (2022) were the main authors of the theoretical foundation, articulating their ideas through the theoretical categories of human formation, policies and curricular practices, and the writings of Apple (2001, 2017); Arroyo (1999); Ball; Maguirre and Braun (2016); Biesta (2012, 2018); Dalbosco (2021); Dal'Igna (2023); Fritsch (2017); Laval and Vergne (2021); Leite and Fernandes (2010); Morin (2000, 2005) among others. It was found that curricular practices are organized based on principles and conceptions of human formation that teachers have built up over the course of their training, with little critical reflection and collective discussion about policies and other elements that interfere with them. The study identified the presence of contradictory and incoherent discourses and practices, in which discourses related to critical and progressive theories, with a strong presence of Freirean ideas, were confronted by the predominance of conservative curricular practices aligned with the neoliberal project. Despite this, it was found that the teachers recognize these contradictions, as well as the need to change their practices, but this recognition in itself is not enough to mobilize the necessary transformations, since there are many factors involved, including issues internal to the teachers themselves and the whole process of building their personalities and professionalism (Nóvoa, 2009). The pressures of curricular policies of standardization, performativity and accountability, and the demands of society, added to the influences of a formative trajectory strongly marked by conservative and/or traditional practices, require teachers to constantly reflect and affirm what they believe, together with their colleagues, in the context of the school. This movement calls for the construction of a culture of collegiality and another institutionality in initial and continuing training (Nóvoa, 2009). Research and training proved to be a powerful methodological resource for provoking in-depth reflections on teaching and on the principles and conceptions that guide curricular practices. Such reflections and awareness-raising, in an individual and collective spiral movement, are essential for a debate on contemporary education as a public good and a common good (Nóvoa, 2022), leading to human formation based on the principles of solidarity and democracy. Fri, 21 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13732 2025-03-21T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13720 Gestão democrática e o provimento de cargos: a participação na escolha de gestores em escolas municipais de uma rede de ensino Gonçalves, Mellany Canabarro This work is the result of an academic research project submitted in partial fulfillment of the requirements for the Master’s Degree in Education at the Graduate Program in Education at Unisinos. It focuses on democratic management and the process of appointing school leadership positions in public schools, with an emphasis on community participation in this process. The theoretical framework is organized into four categories: Democracy, Democracy and Democratic Management in Education, Historical Materialism, and the Provision of the School Management Position and Democratic Management. The research was conducted in the municipal education system of São Leopoldo, in the state of Rio Grande do Sul, Brazil, seeking to understand how school leaders are selected and how democratic practices are manifested in everyday school life. A qualitative approach was adopted, combining the analysis of official documents regulating the selection of school leadership teams with interviews conducted with two school principals and two teachers. The results show that, although the municipality has regulations in place for the direct election of principals, there are still gaps between what is stated in the legislation and what occurs in practice. In some schools, the school community participates effectively in decision-making; in others, participation remains limited, particularly among families. Despite some progress — such as valuing open dialogue and the role of school councils — challenges persist, especially those related to time constraints, bureaucracy, and community engagement. The findings highlight the importance of strengthening practices that promote dialogue, shared responsibility, and the collective construction of school management, going beyond the electoral act and working toward the consolidation of a truly democratic culture in public education. Fri, 11 Jul 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13720 2025-07-11T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13718 Bebês na creche: brincar, investigar, relacionar e aprender na perspectiva das pedagogias participativas Focesi, Luciane Varisco A partir de las contribuciones del campo de estudios de las Pedagogías Participativas para la educación infantil, este estudio ha buscado comprender el modo que los bebés y los niños pequeños del grupo de edad de 1 año, de una escuela de educación infantil pública, de la ciudad de Novo Hamburgo, se relacionan, investigan y aprenden sobre sí mismos, sobre el otro y sobre el mundo en la vida cotidiana de las parvularios. La escuela en cuestión, es participante del Observatorio de la Cultura Infantil - OBECI, siendo una importante variable pedagógica para esta pesquisa. Teniendo en cuenta lo que fue expuesto, los objetivos de esta investigación han sido: a) identificar estudios y pesquisas existentes en el campo de la Educación, cuya temática se aproxima de la pesquisa destinada, o sea: bebés, relaciones y aprendizaje, a partir de la revisión integrativa; b) comprender el modo que los bebés y niños se relacionan, investigan y aprenden sobre sí, sobre el otro y sobre el mundo; c) asumir la pedagogía como cuadro referencial para pensar sobre los bebés en las parvularios; d) contribuir con el abordaje pedagógico participativo en construcción del OBECI en la especificidad de la parvulario; e) documentar pesadamente el cotidiano educativo del grupo de niños de la FE1, de una escuela infantil pública y participante del OBECI; f) revisitar los “observables” del cotidiano educativo en momentos de planificación con el grupo de profesores de la referida clase, a fin de apoyarlos a percibir los modos con que los bebés aprenden; g) contribuir para el campo de las Pedagogías Participativas, especificamente para pedagogía de la parvulario, a partir de las narrativas y reflexiones de las escenas analizadas. El cuadro teórico referencial utilizado está ancorado en el campo de las Pedagogías Participativas, especificamente en los siguientes abordajes: Emmi Pikler; Elinor Goldschmied; High Scope y Pedagogía-en participación, en diálogo con el abordaje pedagógico del OBECI. La pesquisa, de naturaleza cualitativa, ha sido desarrollada por medio de un estudio de caso único debido a su carácter holístico y la necesidad de basarse en “fuentes múltiplas de evidencias” (YIN, 2015). Asi, el caso de investigación ha sido un grupo de 15 bebés y niños y sus respectivos profesores, de la Escuela Municipal de Educación Infantil Joaninha, integrante del OBECI. La producción de datos ocurrió en el 2023, a través de observaciones in loco, registros, encuentros con los profesores del grupo de la FE1 y análisis de documentos oficiales de la escuela y de la Secretaría Municipal de Educación. El método de análisis ha sido estructurado con base en los principios de Creswell y Creswell (2021), considerando la triangulación de datos propuesta por Yin (2015). Así, surgieron cuatro categorías analíticas: i) jugar; ii) relatar; iii) investigar; iiii) aprender. Con los análisis, ha sido posible inferir la importancia de definirmos una pedagogía autoral e intencional que pueda sostener las acciones educativas desarrolladas en la práctica junto con los bebés y niños muy pequeños. En ese estudio, las pedagogías participativas ganan un lugar de suma importancia y visibilidad a partir de la observación atenta de las acciones de los bebés, para la construcción de una pedagogía brasileña para la educación infantil. Fri, 28 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13718 2025-03-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13712 Terceira cabaça de Exu: análise dos sentidos sobre gênero e sexualidade nos currículos dos cursos de Pedagogia das universidades brasileiras Ferreira, Isabella Rocha Azevedo What meanings about gender and sexuality are conveyed and constructed in the curricula of Pedagogy courses at Brazilian universities? In what ways do these meanings cross over and shape the training paths of future teachers? These questions guided this research. To answer them, we used and articulated the concepts of gender, sexuality, curriculum, teaching, power and truth, from the theoretical fields of Gender Studies, Sexuality Studies, Curriculum Studies, Teaching Studies and Foucauldian Studies. The methodological procedure chosen was documentary research, as we understand that documents are not just a record of the past, but a product of the society that produced them — voluntarily or involuntarily — crossed by power relations (Le Goff, Jacques, 2013). The documents were produced by the author by systematizing the subjects that mention gender and/or sexuality in their titles in Pedagogy courses at Brazilian public, community and private universities. We also used the research found in the literature review, which dialogues with the aforementioned empirical material. To select the universities, a search was carried out in the National Council for Scientific and Technological Development repository of research groups, using the descriptors “gender” OR “sexuality” and the filter by area of Education, in which 66 universities and 39 academic activities were mapped. After analyzing the documents based on the research questions, two processes of regulation of gender and sexuality in the curricula of Pedagogy courses were identified, and a third movement of deregulation. These three processes make up the thesis defended in this research on the three gourds of Exu. At the same time, gaps were analyzed that indicate the progress that universities have made in introducing and working on gender and sexuality in conjunction with curricula.This defends the thesis that these three processes can be understood as a tidal movement, in which we can see retreats, setbacks, as well as advances and directions that we can't measure or predict; the waves may occupy a small part of the sand, but they can also operate in a grandiose way. This process of deregulation through the gaps is called “the third gourd of Exu”, inspired by an itan (in this dissertation, told by Linn da Quebrada), that Exu received two gourds, one with good and one with evil, and mixed them to be poison and to heal. The research thesis is also anchored in the following theoretical foundations: “teaching humanity” (Dal’Igna, 2023); “teaching as an offering” (Dal’Igna, 2024d); “curriculum” (Silva, Tomaz da, 2007a); and, the power of the guardian people (Peixoto, Norberto, 2019). In this research, the analyses may also indicate that Exu forms the third gourd, breaking with the idea of good and evil. It is argued that we should not look at empirics in a negative way, as if there were no advances in curricular matrices, but that we should look for a third way, that we should look at these processes critically, which this dissertation calls the third gourd of Exu. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13712 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13708 Por uma outra cultura avaliativa: a avaliação escolar nos anos iniciais do ensino fundamental em um laboratório de docências Sebastiany, Eduarda This research aims to identify and analyze how the teacher-researchers of the early years of Elementary Education position themselves regarding school assessment and what meanings they attribute to it. The empirical material was produced through formative research in a Laboratory of Contemporary Teaching Practices (LABDOC), which is consolidated as a spacetime for (re)training teachers in Basic and Higher Education. The analytical exercise is based on the narratives produced in LABDOC, involving experiments and experiences among the teacher-researchers from schools and university researchers, articulated with official documents and the political-pedagogical projects of the schools in which they work. The theoretical framework, from a post-structuralist perspective, involves studies on teacher education, contemporary teaching practices, and specifically, assessment. In the field of assessment, authors such as Rejane Ramos Klein, Domingos Fernandes, Jorge Pinto, Maria Teresa Esteban, and Luiz Carlos de Freitas have contributed to the critical discussion of the topic. The formative research developed enables an understanding that pedagogical assessment practices are shaped by regimes of truth and the prevailing culture of assessment, which permeate public policies, regulations, teachers’ formative experiences, and consequently, their teaching practices. In this study, the imperative of assessment within a neoliberal rationality is identified as the dominant regime of truth that sustains and produces new ways of being a teacher and a student in contemporary times, impacting teaching work. This makes it possible to show that assessment, in the teaching practices of the participating teacher-researchers, is presented as continuous, permanent, and "focused on learning." As a result of this study, it was possible to create arguments that inspire everyday attitudes, which may act as fissures or breaches in the contemporary culture of assessment driven by neoliberal rationality. It is proposed that, through small acts of resistance to the prevailing logic expressed in assessment, it may be possible to develop a more ethical and fair evaluation within everyday teaching practices and the educational process. In summary, the study advocates for a different culture of assessment, in which school evaluation assumes its ethical dimension as a constitutive part of the educational process rather than merely serving the purpose of qualification. It calls for an assessment that is less individualizing and performative – an assessment that is truly educational. Mon, 14 Apr 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13708 2025-04-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13706 Programa Tarin como prática intercultural: cartografia social pedagógica com pessoas migrantes Torres, Ana Carolina La investigación busca, a través de la observación y la propuesta de intervenciones, elementos de interculturalidad presentes en las clases del curso de Português como Língua de Acolhimento (PLAc), que es una acción dentro de TARIN, el Programa de Atención Humanitaria a Migrantes y Refugiados, con participación en reuniones y producción de una cartografía social pedagógica (CSP), entendido como un recurso viable en el estudio de las cuestiones analizadas en el curso 2024/01, elaborado en una intervención sobre las visiones sostenidas en el imaginario de la persona migrante que busca Brasil y cómo es la vida cotidiana dentro de la nueva realidad que se inserta , buscando de modo del ecossistêmica populacional (Barragán y Amador, 2014), relaciones territoriales basadas en sus vínculos y rupturas con la naturaleza, además de delimitaciones políticas y administrativas. En un segundo ejercicio cartográfico, buscamos comprender qué conjuntos de conocimientos perciben las personas migrantes frente a las relaciones con los brasileños, constituyendo material de análisis fundamental para el presente estudio con el fin de establecer un diálogo con la interculturalidad en estos procesos, que cambia a través del escenario migratorio actual y de vez en cuando. El objetivo es investigar las prácticas interculturales presentes en las relaciones entre migrantes en el contexto de las clases de Portugués como Lengua Acogida, percibiendo sus impresiones y marcas durante sus desplazamientos geográficos, desplegándose en objetivos específicos como la elaboración de cartografías, el análisis y percepción de los migrantes sobre sus experiencias iniciales en el país, la comprensión de las prácticas interculturales presentes en el PLAc y el establecimiento de una relación entre las narrativas personales registradas y las vivencias en el contexto de Tarin. Proponer la alternativa de la interculturalidad requiere afirmar que es necesario defender a los estudiantes de todos los orígenes culturales y lingüísticos, que son fundamentalmente diferentes en muchos aspectos de la forma en que los profesores fueron socializados en su época (Santiago; Akkari e Marques, 2013, p. 93). Por lo tanto, a través del estudio buscamos analizar el conjunto de acciones en el PLAc y comprender las prácticas de interculturalidad, intencionalmente pedagógicas o en las relaciones que se establecen dentro del contexto. Wed, 26 Mar 2025 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13706 2025-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13523 A perspectiva inaciana da cidadania global e o desafio da cidadania digital no paradigma da educação OnLIFE Costa, Antônio Anderson Rabêlo This research addresses the intersection between the Ignatian perspective of global citizenship and the challenge of digital citizenship within the OnLIFE Education Paradigm, contextualizing the study within the realm of basic education. The research is part of the Digital Transformation in Education project, aiming to understand how digital citizenship challenges the Ignatian perspective of global citizenship. The general objective is to expand the Ignatian perspective of global citizenship through digital citizenship, promoting education in ecologically connected contexts. The objectives include investigating global and digital citizenship concepts, identifying fundamental elements for structuring an Ignatian perspective, and analyzing the Internal Simulation of the United Nations (SINU) as an educational device. The research employs the cartographic intervention research method, which seeks to understand and transform complex social realities. The dissertation is structured into five chapters, traversing the different territories that emerge and constitute the development of the research. The Systematic Literature Review (SLR) is the first territory inhabited in this journey, mapping the bibliographic production on global and digital citizenship. The second territory involves the theoretical intercessors' cartography underpinning the research, establishing a dialogue between the Ignatian perspective of global citizenship, digital citizenship, and the OnLIFE Education Paradigm. Additionally, it discusses the importance of an educational approach that recognizes the interconnection between humans and non-humans, promoting a more inclusive and connective education. As a synthesis of this journey, the analysis and results of the research are presented, revealing the interconnection between the Ignatian perspective of global citizenship and digital citizenship, arguing that digital citizenship can enrich the Ignatian perspective by proposing a reconfiguration of social and political relations. Finally, the dissertation concludes that by challenging traditional conceptions, digital citizenship offers a more inclusive and interactive vision, highlighting the importance of integrating new dynamics of participation and governance into the educational curriculum, thereby promoting an education that prepares students for contemporary challenges. Tue, 17 Dec 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13523 2024-12-17T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13395 Alunas migrantes venezuelanas: experiências de escolarização e convívio (Esteio/RS – 2023) Azambuja, Caroline Carlet This research emerges from the need to know how migrant teenagers feel at the municipal school in the city of Esteio and also connects the experiences of meaning of the group of students with everyday practices in the school environment. This study is inserted in two fields of knowledge, education and migration, and makes up a contemporary social phenomenon, which is the school insertion of second generations of migrants in Brazilian public schools. During the research, we analyzed national legislation involving arrival, legal and social guidelines, as well as the inclusion of children and adolescents from migrant families in schools. The study was constructed using the comprehensive interview methodology and was produced based on the speeches of three participants of Venezuelan origin, field observations and the use of the field notebook. The results found are related, above all, to two main axes, experience and everyday practices. From an education perspective for migrants, progress has already been made, however, there are still many sections and interfaces that must be researched and systematized. Another point worked on is the network of sociability, which is involved in key aspects involving culture and gender. Mon, 05 Aug 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13395 2024-08-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13367 A (re)educação das relações étnico-raciais de pessoas idosas no Pró-Maior Bianchi, Silvana This research sought to understand how elderly people can re-educate their ethnic-racial relations and revise their racist perceptions, based on the experience of a university program aimed at this public. The study took place at the Origem workshop, which is part of the Pró-Maior Program at the University of Vale do Rio dos Sinos. The main objective of the research was to understand how the Origem workshop contributed to the re-education of the ethnic-racial relations of the elderly participants. By articulating the theme of education for ethnic-racial relations, it became clear how education and culture can and should also be worked on with the elderly population, promoting racial equity. Methodologically, this study is qualitative in nature and its procedure was the systematization of experiences, with data collected from the participants' reports, observations recorded in field diaries and interactions during the workshop. The results showed that the activities of the Origem workshop were effective in re-educating ethnic-racial relations, promoting awareness of racism and fostering positive changes in attitudes and behavior. The Pro-Major Program benefited from raising awareness and transforming attitudes, strengthening the participants' sense of belonging, social inclusion, valuing diversity, professional training and empowerment. It is suggested that future research explore the experiences of older people in different contexts, test new educational methodologies in inclusion and racial equity programs, and monitor the implementation of the workshop in different regions of the country. It also highlights the need for public policies and educational programs that include older people and directly address ethnic-racial issues, contributing to the construction of a fairer and more inclusive society. Wed, 28 Aug 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13367 2024-08-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13365 Diversidade, divésite, diversidad : impulsionando a interculturalidade por meio de práticas de acolhimento com migrantes e refugiados em uma escola de Porto Alegre/RS Poltozi, Nicole Magalhães Esta tesis presenta un estudio de caso etnográfico realizado en una escuela municipal de Porto Alegre/RS sobre los movimientos de acogida con alumnos migrantes realizados en la institución. El objetivo del trabajo es identificar y comprender las prácticas que implican la acogida e inclusión de alumnos migrantes y refugiados en una escuela pública. El estudio busca comprender de qué manera la escuela impulsa el sentido de pertenencia de los alumnos migrantes y refugiados y la interculturalidad a través de las prácticas pedagógicas que desarrolla. Para ello, se llevó a cabo observación participante y entrevistas semiestructuradas con profesores y la gestión de la escuela, con el fin de conocer los movimientos de acogida realizados. La investigación fue subsidiada a la luz de los estudios de autores que apoyaron esta investigación, siendo los principales: Baptista (2002, 2005, 2016), Candau (2002a, 2022b, 2010, 2012, 2016), hooks (2017, 2020, 2021, 2022) y Walsh (2009a, 2009b, 2012). Los resultados mostraron que, aunque existen adversidades con la llegada de alumnos migrantes a la escuela, las construcciones realizadas a través de una pedagogía comprometida son capaces de promover la acogida y transformar culturalmente el ambiente escolar. Además, es posible percibir a través de la escucha de los profesores y la gestión, que se valora el trabajo de acogida realizado y se enumeran ejemplos de prácticas para promover la acogida de alumnos migrantes. Tue, 26 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13365 2024-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13363 Narrativas de professores do AEE sobre aprendizagem de estudantes com deficiência no pós-pandemia Fernandes, Deise Birk This dissertation aims to understand and analyze the reverberations perceived by Specialized Educational Assistance (SEA) teachers in relation to the learning of students with disabilities, assisted in the multifunctional resource room, after returning to school, in the context of the post-pandemic. A qualitative methodological approach was used, based on open narratives, carried out with nine SEA teachers, who work in municipal elementary schools in the city of São Leopoldo/RS. When examining the responses, their perceptions were analyzed in relation to the challenges faced in caring for students with disabilities and the changes observed in teaching practices after the pandemic. The results obtained reveal a number of significant concerns, including the challenges faced by these students during school distancing and the consequent impacts on learning. In addition, a notable emphasis on the individualization of teaching has emerged, as well as the prevalence of the language of learning, indicating a more market-oriented and segmented view of education, by overvaluing the acquisition of structured knowledge to the detriment of students' comprehensive education. In this context, the pandemic has served as a catalyst for the intensification of pre-existing problems, such as exclusion and individualism, instigating the school to re-evaluate and reformulate its inclusive and training practices. The in-depth analysis highlights the significant challenges in the educational scenario, reiterating the urgent need for a transformative and adaptive approach to educational practices in order to meet emerging demands and promote inclusive and enriching learning for all students. In this sense, the school plays a fundamental role in providing a welcoming environment for the all-round development of subjects, while encouraging critical reflection on its role in post-pandemic society, highlighting the importance of integration and adaptation to the new demands and challenges faced by students and teachers. Wed, 03 Jul 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13363 2024-07-03T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13199 Trajetórias de intelectuais na educação : o trabalho do pensamento e seus impactos nas ciências sociais (1964-2020) Barros, Tainá Martins de The present research has as its object of investigation the academic career of four professors, namely: Ivo Follmann, Clarissa Eckert, Lorena Holzmann and Ruben Oliven. The present study aims to answer the following problem: how did the education, teaching, research and work of these social scientist teachers take place between the years 1964-2020? In order to answer this question, this research has the general objective of this research is to produce, based on memory narratives, the trajectories of teachers in the field of Social Sciences, focusing on their intellectual paths between 1964-2020. The specific objectives are: to understand the path of these teachers, based on the elements that compose their education, performance and production itineraries; identify and reflect on the contributions of the four chosen teachers to the field of Social Sciences; establish possible connections or not between the teachers' itineraries, examining the differences, distinctive marks, similarities and sociability networks also produced. The theoretical methodological framework used in the research belongs to the History of Education and is anchored in Cultural History, based on a micro-historical approach. To understand the concept of Trajectory, the research mobilizes Bourdieu (2006) and, to discuss intellectuals, uses Jean-Fraçois Sirinelli (1994; 1996). The methodology used is Oral History, where memory is considered a document. For this methodology, I based myself on Alessandro Portelli (2016) and Ecléia Bosi (1987). To make considerations about memory, I turn to Paul Ricouer (2007; 2007b), Michel Pollak (1989) and some reflections by Luciane S. S. Grazziotin (2016). Reconstructing their trajectories, it was possible to see that Ivo Follmann actively contributed to the Sociology of Socio-Environmental Movements; Clarissa Eckert contributed to studies related to Higher Education in Brazil; Lorena Holzmann enriched the debate on the Sociology of Work; and Ruben Oliven was important for the transformations of Anthropology in Brazil. Fri, 05 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13199 2024-04-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13197 Covid-19 e ‘cuidado de si’: percepções de saúde dos docentes da educação básica Mossmann, Rodrigo This dissertation aims to investigate and portray the diversity of perceptions about health - with an emphasis on physical health - teaching and school routines of teachers at a state school in the city of Novo Hamburgo (RS); based on their experiences of the Covid-19 pandemic. The pandemic reverberated in the most different routines and demands of teachers, and the question asked was, how did basic education teachers practice ‘care of self' in relation to their health, especially physical health? This is an empirical study with a quantitative and qualitative approach. In order to investigate in greater depth the challenges teachers face in the context of the Covid-19 pandemic and Emergency Remote Education (ERE), a questionnaire on teachers' perceptions of their health was used as a research method. Twenty-seven teachers were invited and agreed to take part in the survey. The results were analyzed and grouped into six categories of analysis: identification of employees, perception of physical health, perception of mental health, lifestyle, ‘care of self' and teaching health, based on the Covid-19 pandemic and teaching challenges in ERE. The perception of teachers' health was positive in the three contexts analyzed (before/during the Covid-19 pandemic and currently). The ‘care of self' in relation to health, on the other hand, was awakened in teachers, based on the discourses and practices associated with taking care of physical exercise, eating well, carrying out preventive health tests, improving sleep and reducing stress. The results of this study contribute both to the body of knowledge related to the subject in question and to the creation of strategies to promote and prevent teachers' health/quality of life. Mon, 29 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13197 2024-04-29T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13193 Adultos e crianças partilhando jornadas de aprendizagem na educação infantil: o caso da professora Carolina e das crianças da faixa etária 3 da EMEI João de Barro, de Novo Hamburgo/RS Heming, Leisiane This study aimed to understand how a kindergarten teacher at a public school participating of the Observatório da Cultura Infantil - OBECI develops her pedagogical practice so that it encourages children to combine their knowledge and experiences with socio-historical knowledge. Based on the hypothesis that the syllabus is an action produced between children and adults and that to achieve a way of doing things that meets what it proposes, it is necessary to look at two dimensions: (1) recognize the child as the center of the educational process and the nature of their learning; (2) providing children with the external conditions from an adult who responds to their initiatives. The current curricular conception, supported by Brazilian legislation, was a starting point and guiding light of this study. Thus, the history of early childhood education was briefly outlined: from the Constitution of the Federative Republic of Brazil of 1988, until the passing of the National Common Core Curriculum for Early Childhood Education in 2017, based on Oliveira (2010; 2013); Guimarães (2011); Fochi (2013; 2015a; 2015b; 2016; 2019; 2020a; 2020b; 2021a; 2021b; 2022a; 2022b; 2023); Pecoits (2021); and Fochi and Heming (2023). A discussion about children’s learning ensued, based especially on the contributions of Dewey (1940; 1959; 1965; 1971; 2002; 2008); Dennison (1972); Bruner (1996; 1997; 2001; 2006; 2008; 2013); Rogoff (1993); Brougère (2013a; 2013b; 2013c); Morin (2021); Infantino (2022); and Ingold (2022), exploring concepts such as curiosity, experience, children’s agency, the construction of meanings, social practices and everyday life, and the construction of knowledge. The research, of a qualitative nature, ensued from a single instrumental case study (CRESWELL, 2014). Therefore, the case of this investigation regarded how the reference teacher Carolina supports and promotes the learning of children in the age group 3 at the Municipal School of Early Childhood Education João de Barro, a member of OBECI, based on the analysis of field notes and observational protocol, interviews, photographs, videos and documents such as the documentary process and communication produced by the teacher and the children, as well as the school's political pedagogical proposal. From the data analysis process of this research, based on Creswell and Creswell (2021), considering the data triangulation proposed by Yin (2015), two analytical categories emerged: the first refers to the provision of conditions. The first one invites us to reflect on the conditions provided by teacher Carolina to the children in the 3 year-old group, especially those related to the organization of the educational context, and which encompass the organizers of pedagogical action – space, materials, time, groups, and the adult-child relationship. The second category discusses the choices, invitations, and the attitude taken by the teacher in relation to everyday life and the investigations conducted with the children. Both seek to promote the articulation of the children’s knowledge and experience with socio-historical heritage. Mon, 25 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13193 2024-03-25T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13191 Manifesto-outro : educação escrileitófaga popular Vaicëulionis, Joja da Silva This paper presents a theoretical and analytical exploration of escrileitufagia workshops developed at the intersection between literature, arts, and philosophy. These workshops were conceived by the researcher and implemented with a ninth-grade classroom at a public school in São Leopoldo/RS. In this context, the research aims to explore new avenues for encouraging connections with writing within the school environment, with oneself and with the others through the creation of rexistance writes based on the concept of anthrophofagy and its method and considering the school as the inventor of people. The art objects and the texts produced by the students along different experimentations conducted between May and December 2023 are the primary materials for analysis. To support this analysis, this paper presents contemporary struggles, modes of existence, and artistic experimentations. It also analyzes the sequence of displacements resulting from engagement with the referenced materials. Both the organization and the artistic-literary creation process are closely linked to anthropophagic ritualism. Therefore, the research composes a structural analogy of a body to be anthropophagized, performing a manifesto-body to be substantially devoured by each reader who dares to relate to it, replacing the organization by chapters with moments of deglutition, narrating stories of devouring other bodies. It employs the anthropophagy and the stylistics of existence as methodologies, focusing on the potentials of subjectivation through writing and reading practices, approached from a non-utilitarian and nonmarket perspective. Throughout the analyses, it shows the emergence of themes that resonate deeply with students, outlining ways of existing that problematize their present experiences through the elaboration of resistance manifestos of their own experiences and their engagement with philosophical discussions, including racism, misogyny, fatphobia, and social inequality. Finally, it reveals the relationships that were woven during the research process transforming this manifesto-body into a tangible embodiment of diverse and insurgent marginal existences which, in their engagement with others, generate alterities and open up possibilities for alternative spaces, collectively "othering" themselves. These relationships embody fluid and divergent existences, asserting anthropophagy as a personal truth while simultaneously embracing it as a shared asset, belonging not only to oneself but also to the collective frankly and technologically assuming risks of the relationship and manifesting itself in the weaving of one's own body, of one's own life as a heterotopic space. Tropical truths of the inconsistency of existence. "Othering" with the relationship. "Othering" with art. "Othering" with philosophy. "Othering" with literature. Above all, "othering" with this plural manifesto-body embracing the proposition that each one relates to it uniquely, because the researcher courageously and virtuously surrenders herself so that each reader may anthropophagize her and "other" themselves with her lines. Engage with and devour it. Life is devouring. Tue, 26 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13191 2024-03-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13188 Educação Física e capoeira: quando a educação para as relações étnico-raciais entra na roda Leão, Ester Rodrigues This Dissertation has the general objective of investigating the relationships between Physical Education, ERER and Capoeira and sought to answer how ERER is configured through the work of Capoeira in schools where Physical Education teachers work. The investigation was carried out using as an empirical field the answers formulated during interviews with a teacher and three Physical Education teachers and capoeiristas who work in schools in Porto Alegre, under the methodological support of Oral History. The research allowed us to observe: Capoeira and training in Capoeira are understood in a broad way in the trajectories of the capoeiristas interviewed, marked by experiential elements beyond the university; academic training can dialogue with training in Capoeira; Capoeira is a cultural manifestation that should be part of the training of Physical Education teachers, as well as ERER; implementing ERER is an ethical and political choice and requires that all educators are committed; Capoeira should be in all public schools, in addition to private ones; the gender issue in Capoeira is still a challenge for women; the work of Physical Education must be based on the democratization of teaching, in addition to understanding and treating the body in relation to the sociocultural context; there is a desire for greater professional development for capoeirista teachers; and that the whitening process that occurred in Capoeira throughout its history was marked by factors that characterize it as it is today and contains at its core the contradictions that portray society. Mon, 18 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13188 2024-03-18T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13186 Aprender em companhia: a relação entre a documentação pedagógica, a coordenação pedagógica e os professores na educação infantil Fraga, Débora Suzana Berlitz The present dissertation aimed to investigate how a pedagogical coordinator sustains the professional development of teachers, in a public early childhood education school, in the city of Novo Hamburgo, South of Brazil, who structures it’s pedagogical action based on pedagogical documentation. The school in question is a participant in the Observatory of Children's Culture (OBECI), which was an important pedagogical variable for this research. The theoretical framework used is anchored in the field of Pedagogy, based on theories and authors that dialogue with the main concepts discussed: the field of early childhood education and its specificities, pedagogical coordination in early childhood education and pedagogical documentation as a training strategy in child education. The methodology used was the case study, through a qualitative approach. Data production took place between 2022 and 2023, through on-site observations, semi-structured interviews and analysis of official documents and school artifacts. The analysis method was structured based on the precepts of Creswell and Creswell (2021), and data triangulation (Formosinho, 2016; Yin, 2015) was the strategy used for validation and reliability of the study, through the triangulation of voices, data sources, times and theories. The components of the Coherence Structure (Fullan; Quinn, 2022) were used, throughout the analysis, as reading keys, with the aim of demonstrating the pedagogical coordinator's ways of doing dues, in a changing context, so that they can inspire other contexts. The results were presented through the metaphor “A day at school” based on three main categories: school pedagogy; pedagogical documentation as a central strategy to accompany pedagogical action; pedagogical leadership. It was possible to conclude that, as part of a community that supports professional development, OBECI, the school shares a pedagogy with a name and also a way of structuring pedagogical actions and training, based on the assumptions of the pedagogical documentation, showing the importance of learning that is built in company. Furthermore, I concluded that, to consolidate collaborative work, in a homologous way at school, it is necessary for the pedagogical coordinator to assume the position of pedagogical leadership, so that educational processes are built with coherence and legitimacy. Mon, 22 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13186 2024-04-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13184 (En)laços de infância(s): a curiosidade e a pergunta como potências das docências de professoras artesãs na educação infantil Kaizer, Daiane Machado This dissertation explores the relationship between childhood (chronological and aionic), questioning, curiosity, and teaching in Early Childhood Education. Grounded in poststructuralist perspective and philosophy of childhood, drawing upon authors from philosophy, sociology, and education, especially Early Childhood Education, the research centered on the following question: how do Early Childhood Education teachers in the municipality of IvotiRS develop their teaching practices in response to children's questions and curiosities? To investigate and problematize this question, teachers from the Early Childhood Education stage of the municipal public network in Ivoti-RS were invited to respond to an online questionnaire. Ninety online forms were made available to teachers, resulting in a total of 23 responses. Analysis and problematization of the responses identified statements and utterances that emerged as expressions of a will to truth and a will to knowledge-power, reflecting the complex relationships that constitute teaching, childhood, children, questions, and curiosity in this context. As a result of the research, theoretical-practical concepts emerged from the narratives, representing the beginning of constructing a toolbox for the formation of teaching practices that seek to establish bonds with childhood(s). In summary, this research did not aim to establish definitive standards or judge correct or incorrect ways of teaching. Instead, its purpose was to map and problematize the diversity of forces that constitute the different modes of teachingknowing of the participants. From the analysis of the material produced by this group of teachers, it can be concluded that the modes of being a teacher stood out for their artisanal, welcoming, respectful, stimulating, and sensitive approach to childhood(s) and their times in the context of Early Childhood Education. And from this conclusion, it is possible to argue that questioning and curiosity are powers for artisanal teaching in Early Childhood Education. Thu, 14 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13184 2024-03-14T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13183 Busca ativa escolar: uma política de enfrentamento ao abandono escolar na rede municipal de São Leopoldo/RS no contexto pandêmico da Covid-19 Doro, Daiane da Silva This work is the result of an academic research with the purpose of obtaining the title of Master in Education from the Postgraduate Program in Education at Universidade do Vale do Rio dos Sinos (UNISINOS). The theme of the investigation was a public policy that tackles school dropout in primary education in a municipal education system. The object of study was the Busca Ativa Escolar project, implemented in the municipality of São Leopoldo (Rio Grande do Sul) during the Covid-19 pandemic. The methodology consisted of exploratory research with a qualitative approach, using the case study as a method. For data collection, educational indicators from the census, documentary research and database from the SMED (the Municipal Secretary of Education) Active Search nucleus were used. The data were analyzed using document analysis (Cellard, 2008) and content analysis (Bardin, 2006). The theoretical foundation covered the concepts of Public Policies, Busca Ativa and Dropout and School Evasion. The analysis of educational indicators showed that despite there being a significant decrease in failure rates and age/year distortion in the last ten years, the school dropout rate showed less evident changes, indicating greater stability, caused by the intrinsic complexity of the various factors that are associated with the phenomenon of school evasion. Through data collection in the Busca Ativa database, information was obtained from student referral spreadsheets sent to the SMED Busca Ativa nucleus and interviews carried out with management teams from 2020 to 2022, in which the main reasons for dropping out were identified: lack of access to technology, frequent changes of residence, health issues and the need to work to support the family, revealing educational exclusion as a consequence of social vulnerability. When comparing rates at municipal, state and national levels, it was clear that there was a need to expand the capacity of municipal school institutions to deal mainly with challenges related to factors external to the school. It was evident that the main role played by Busca Ativa was as a mediator between families, and between internal and external sectors of the Department of Education, highlighting the need for other integrated intersectional policies. In this sense, one of the greatest effects of the Busca Ativa policy was to boost the articulation between policies, culminating in the implementation of the Paulo Freire Municipal Education Center (CEMEI), which occurred during the course of this research. Based on internal normative documents, decrees and laws guiding educational policies, six policies were identified that are linked to Busca Ativa when dealing with school evasion: the Mais Educa São Leo program, Acelera, Education for Ethnic-Racial Relations, Conviver, the Support Center to Research and Inclusion Process (NAPPI) and the City Sustainability Program (PESC). Mon, 15 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13183 2024-04-15T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13182 A equação da violência na escola: análise da produção acadêmica educacional sobre a formação de estudantes LGBTQIA+ (2009 a 2019) Soares, Cassius Elias de Souza The present dissertation aims to map, describe and problematize the meanings produced about the relationship between school and violence in the training of LGBTQIA+ students in the context of educational academic production, from 2009 to 2019. The investigation is based on four fields of study: Studies in Teaching, Gender Studies and Cultural Studies, in conjunction with the post-structuralist perspective. By carrying out a meta-research, a set of 16 studies were analyzed and it was identified that, in the context of these completed research, notions contribute to a certain naturalization of violence when addressing the training of LGBTQIA+ students at school. From the description of this certain naturalization produced in the context of research, school violence is problematized in two dimensions. (I) The studies studied discuss that school teachers are not prepared for the issues of confronting violence, ending up reinforcing it. (II) In a second dimension, the works analyzed produce a sense of teacher training equated to an element capable of unequivocally preventing such violence. In this way, when mapping violence at school, the production of knowledge examined seems precisely to reinforce the relationship between school and gender violence that it aims to problematize, which here in the dissertation is called the “equation of violence at school”, in approximation with the language of an arithmetical thought. It is concluded that scientific production questions the violence directed at LGBTQIA+ students, mentioning teacher training to oppose the very idea of violence and, in the way it does so, ends up giving teacher training a salvationist sense in the face of gender violence.; Esta disertación tiene como objetivo mapear, describir y problematizar los sentidos producidos acerca de la relación entre escuela y violencia en la formación de estudiantes LGBTQIA+ en el contexto de la producción académica educacional, en el período de 2009 a 2019. La investigación está sostenida en cuatro campos de estudios: Estudios en Docencia, Estudios de Género y Estudios Culturales, en articulación con la perspectiva postestructuralista. Mediante la realización de una metapesquisa, se analizó un conjunto de 16 estudios y se identificó que, en el contexto de estas investigaciones realizadas, las nociones contribuyen a una cierta naturalización de la violencia al abordar la formación de estudiantes LGBTQIA+ en la escuela. A partir de la descripción de esta cierta naturalización producida en el contexto de la investigación, se problematiza la violencia escolar en dos dimensiones. (I) Los trabajos estudiados argumentan que los profesores y las profesoras de las escuelas no se preparan para las temáticas de enfrentamiento a las violencias, acabando por reforzarlas. (II) En una segunda dimensión, los trabajos analizados producen un sentido de formación docente igualada a un elemento capaz de evitar indiscutiblemente tales violencias. De esa forma, al mapear la violencia en la escuela, la producción de conocimiento examinada parece justamente reforzar la relación entre escuela y violencia de género que objetiva problematizar, lo que aquí en la dissertación se llama de “equación de la violencia en la escuela”, en la aproximación con el lenguaje de un pensamiento aritmético. Se concluye que la produción científica cuestiona las violencias direccionadas a los estudiantes LGBTQIA+, mencionando la formación docente para se oponer a la propia idea de violencia y, del modo como lo hace, acaba por imprimir a la formación docente un sentido salvacionista frente a las violencias de género. Thu, 04 Apr 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13182 2024-04-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13181 Cartografias do feminino: ocupações de si e do mundo a partir da escrita na EJA Barreto, Carine Menna Tell an experience through your own experience. This is the intention that is shown in the exercise of writing this work, which aimed to study in what ways women students of EJA deal with themselves from their writings and the writings of other women. It was based on the perspective of the philosophy of difference and feminist studies to analyze discursive practices regarding the conceptions of the feminine, highlighting historical, cultural and social issues in the realization of a study on women and writing, considering how the relations of knowledge-power and their effects of subjectivation are articulated. The methodology was inspired by cartography, through experiments in literary reading and writing workshops, with a class of Elementary School of Youth and Adult Education (EJA), from a public school in the city of São Leopoldo/RS. We sought to establish a relationship between gender, writing and school, articulating these concepts from Michel Foucault's theorizations about selfcare, self-writing and self-occupation. Despite the impossibility of narrating an experience, this text is an attempt to articulate authors and fragments arising from the meetings provided in the research trajectory. In this research-office, philosophical experiments were carried out from literary works of female authorship. Some of the elements that make up this writing are gender relations, intersectionalities, school and philosophical thought, with which I seek to dialogue inspired by the narratives and writings of the students and students who accompanied me on this path. These writings marked by anger and suffering and as a possibility to do-another. Writings crossed by female narratives throughout the stories of EJA students. Writings that open a time and a space in the education of Young People and Adults, so marked by pragmatism and acceleration, to occupy themselves with themselves and the others. A time that allowed to feel once again, think once again and take the discussion about the feminine for study in the collective space of the classroom through writing. Throughout this research- experience-office, the developments demarcate the power of the relationship between education, philosophy and female literature, which causes ruptures, discontinuities, transformations, occupations and opens gaps to the constitution of other modes of existence. Wed, 27 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13181 2024-03-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/13180 Práticas docentes para enfrentamento de desigualdades educacionais em uma escola estadual de ensino médio do município de São Leopoldo/RS no contexto pandêmico Grohe, Carina Aparecida The COVID-19 pandemic and social isolation have served as magnifying glasses and have accentuated social inequalities, so that those who found school to be a public space with opportunities for all have found themselves practically isolated from any kind of access to education. The contemporary scenario of education in Brazil was already shaped by numerous crises and demands in the context prior to the pandemic. In view of this, this research deals with teaching practices in the post-pandemic period to address the educational inequalities of students. The overall aim of the research is to understand teaching practices in post-pandemic times and their relationship with tackling educational inequalities among students at a state secondary school in São Leopoldo/RS. The specific objectives are: to identify teaching practices before, during the pandemic period (2020/2021) and post-pandemic, specifically in the year 2022; to map teachers perceptions of the relationship between their practices and the influences on students school trajectories; and to analyze teaching practices and their perceptions in the light of the literature. The theoretical framework includes the concepts of "teaching practice" and "school success and failure" from the point of view of various classic and contemporary authors. The dissertation sought to answer the following research question: what are the relationships between teaching practices and tackling the educational inequalities of high school students in the post-pandemic period (2022) in a state high school in the municipality of São Leopoldo? To answer this question and its objectives, a qualitative study was carried out, more specifically a Case Study, with the production of a State of Knowledge, the application of a questionnaire and interviews with teachers. The methodology used in this research begins with the Literature Review inspired by the State of Knowledge; the choice of the Case Study method through a questionnaire with teachers and reflective interviews with the same teachers. The analysis of the results obtained by the research instruments was based on Content Analysis, which found that the teachers surveyed did not change their teaching practices after the return to face-to-face classes in the post-pandemic period. Teachers had to worry about various factors such as implementing applications for remote classes and student connectivity, leaving the development of qualified teaching practices in the background. When teachers returned to face-toface classes, they had to deal with students with emotional problems and "addictions" to the misuse of digital technologies. The training offered by managers was insufficient and training based on the experience of the pandemic did not take place in any substantial way. Teaching practices, along with socio-economic factors, among others, are related to educational inequalities, but there is a need for good initial and continuing training for teachers and for education to be valued by the public authorities, which need to take responsibility for the tools so that teachers can carry out their practices with quality, without professional overload. Wed, 27 Mar 2024 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/13180 2024-03-27T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12889 Corpo docente e corpo bebê: um olhar para a produção acadêmica Santos, Patrícia dos The present Dissertation aims to map and analyze the discourses being produced in academic publications, between the years 2010 and 2022, regarding the relationship between the bodies of infants and the bodies of the teaching staff working in Early Childhood Education. In this sense, this research traces the conception of the body from antiquity to the contemporary, observing the ruptures and continuities that reveal significant transformations in the ways of thinking about the body in the Western context. Likewise, it also discusses the historical constitution of Early Childhood Education and its relationship with the construction of teaching subjectivities, taking into consideration the relationship between the bodies of infants and the bodies of professionals as a fundamental axis of the discussion. Therefore, this Master's Dissertation proposes a methodology inspired by Foucauldian discourse analysis as a way of looking at such discourses. From this investigation, two dimensions of analysis emerge. The first concerns the intricate concept of the body present in the selected works and the indications of a persistent dichotomy between body and mind, still marking the exhausted bodies of the teachers. In the second dimension of analysis, the concept of care and self-care is problematized in order to think about the body, bringing forth the modes of subjectivation and practices of freedom to consider the possibility of alternative ways of life in relation to teaching with infants. It is understood, therefore, that self-care, based on Foucauldian studies, can radically break with any form of dichotomy, as it will consider that one of the important dimensions of this practice of relating to oneself is precisely the creation of a body, understood as a way of life. Mon, 06 Nov 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12889 2023-11-06T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12887 O livro informativo e a popularização da ciência no ensino fundamental: experimentação pedagógica em uma escola pública no Mato Grosso Gomes, Mariley Ferreira This work is the result of a pedagogical experiment with informative books, carried out during the months of October and December 2022, with a class of twentyfour elementary school children from Escola Municipal de Educação Básica Professora Tereza Lobo, located in the municipality of Cuiabá/MT. The research aimed to understand the characteristics that make up the informative book and reflect on how it can be present in everyday elementary school life for the development of reading and scientific literacy. The theoretical contributions that supported this work are based on several authors such as: Carreras (1989); Campos (2016); and, in particular, Garralón (2015) for characterizing and innovating the singularities of this category of books. The research is qualitative, of the case study type, with an emphasis on research with children. They served as instruments for data production, participant observation, conversation circles, field diaries, photographic records, voice recording, drawing and interviews. At the end of the research, it was observed that multimodality favored the children's relationship with the contents of the informative book, encouraging participation and reading by children who have not yet completely mastered spelling decoding. Furthermore, through this experimentation, children build enriching interactions between themselves, showing that orality has an important role in understanding, perceiving and experiencing the world around them. Finally, the provocations arising from the experimentation with informative books stimulated the practice of writing, contributing to the structuring, narration and expression of their thoughts in a more articulated way. Mon, 13 Nov 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12887 2023-11-13T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12886 O que o rio me ensinou?: narrativas das crianças ribeirinhas da Vila de Ponta Negra - Marajó/PA Fazzi, Alciléa de Souza This research aims to understand the relationship between the Marajoara riverbank children of Vila de Ponta Negra - Marajó/PA and their surroundings, based on their perceptions, narratives and voices and the knowledge that comes from this relationship. For my research, I immersed myself in the experiences of the riverside children, through their experiences with the river, their ancestral knowledge, their vocabulary, their games, their imagery, their legends and myths, because, within the context of research with children, I understand that they are important sources of dialog with this universe. I therefore raised the following problem question: how do the riverside children of Vila de Ponta Negra - Marajó/PA perceive and relate to the place where they live? To answer this question, I analyzed the narratives of the riverside children about the knowledge that emerges from their relationship with the river and the forest; and I identified the senses and meanings of cultural experiences for them. This study adopted a qualitative approach, with an emphasis on research with children. The research participants were ten children, aged between four and five, who, through their voices, drawings and photographs, gave visibility to the riverine communities of Vila de Ponta Negra - Marajó/PA. To interpret the data, I used the triangulation method which, through the narratives of the riverside children, identified different types of knowledge that emerge from the intrinsic experience with the river and the forest, which are experienced and shared collectively. Tue, 07 Nov 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12886 2023-11-07T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12763 A linguagem oral no sistema socioeducativo mato-grossense: narrativas de professoras de Língua Portuguesa diante da oralidade dos jovens em espaços de internação e vigilância Santana, Nadir Jardim The present research develops a study about the theme of language use in the context of socio-educational environments, with the general objective of analyzing and problematizing the narratives of Portuguese language teachers regarding the oral language of young people undergoing socio-educational internment measures in the State of Mato Grosso. By adopting a post-structuralist perspective in the field of Education, it is understood that oral language not only names but primarily constitutes what it speaks of. Thus, this investigation is based on authors such as Foucault (1997), Skliar (2012), Veiga-Neto (2019), and Larrosa (2014). Authors like Masschelein and Simons (2021), Gert Biesta (2020), Rizzini, Irene (2008), and Rizzini, Irma (2011) have contributed to thinking about the relationship between schooling, deprivation of liberty, and teaching. In relation to Linguistics and Sociolinguistics, the studies of Pretti (2000), Neves (2003), and Mollica (2009) are highlighted. Throughout this journey, the significant process of contextualizing Brazilian legislation regarding young offenders is emphasized, starting from the 1927 Children's Code, passing through "sequestration institutions" such as reform schools and preservation schools, up to the socio-educational measures implemented in Brazil since 1990. In terms of theoretical and methodological approaches, this is a qualitative research, drawing on authors like Andrade (2012), Zago (2011), Meyer and Paraíso (2012), and Jovechelovitch Bauer (2008). Narrative interviews were conducted with four Portuguese language teachers working in Socio-Educational Assistance Centers - CASEs, located in four municipalities in the state of Mato Grosso. The analysis of empirical material points to the following research findings: a) The socio-educational environment is initially characterized as a place of fear and apprehension for the teachers, but over time, the focus on surveillance and control practices tends to restrict and shape pedagogical practice; b) Narratives regarding oral language involve acknowledging orality as a form of resistance, yet they also present a delicate balance between valuing linguistic variations (slang) and suppressing them; c) Approaches to oral language by the teachers indicate two perspectives: normative teaching of traditional grammar and sociolinguistics, with a constant dichotomy between oral language/written language; formal language/informal language; d) Finally, in the pedagogical work narrated by the teachers, there is a subordination of oral language to written language, resulting in a depreciation of practices involving oral language. In conclusion, the study leads us to recognize that there is still much to explore in the realm of oral language, particularly in the socio-educational environment, where teachers, through their narratives, acknowledge the oral language of young people as a manifestation of resistance. Tue, 05 Sep 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12763 2023-09-05T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12762 Por uma outra aerodinâmica das ciências da natureza e suas tecnologias: uma análise discursiva da ciência nos livros didáticos do novo ensino médio Saul, Murilo Leandro Mon, 26 Jun 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12762 2023-06-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12761 A Educação em direitos humanos nos ambientes escolares e a parceria de Defensores Públicos para seu fomento em tempos de intolerância Johann, Cristiaine Angelita This dissertation focuses on human rights education in public basic education schools in the Vale dos Sinos/RS region. It arises from concern about the growth of the discourse of authoritarianism and intolerance from 2018 onwards within Brazilian society, as well as the perception of its democratic fragility. It addresses the challenges for this education and the possibilities for Public Defenders to contribute, through activities developed from a social project. Theoretical references were used that deal with the theme, involving authors from the field of Education, such as Aida da Silva (2010; 2011; 2013); Cláudio Dalbosco (2011; 2021); Gert Biesta (2021); and, Vera Candau (2008; 2012); of Philosophy, Paulo Carbonari (2015; 2019; 2020; 2021); and, from Sociology, Eduardo Bittar (2007; 2008; 2014; 2021) and Theodor Adorno (2020). The research was developed using the participatory research method, of a qualitative and quantitative nature, with analysis of data collected from March to December 2022, based on activities carried out with students from the region and teachers participating in the Laboratory's research and training group in Racial Equality Teaching, from Unisinos. The results indicate the persistence of deep-rooted prejudices and mistaken views regarding the expression human rights and what it represents, the insufficiency of continuing training courses for teachers, highlighting the need for greater government incentives for Education. They also indicate the teachers' fear of this Human Rights Education due to reactions from family members, pointing to the benefit of these activities carried out by Public Defenders in the dimension of awareness, clarification, support and strength. In relation to the students, they indicated a benefit to respecting differences and combating violence, revealing a mistaken view of minors regarding their responsibility for committing illegal acts and a great interest in legal knowledge (from the most diverse areas) that can contribute to the exercise of citizenship. The data justify the need for a paradigmatic change in the work of Public Defenders, which can contribute more directly to human rights education. Fri, 04 Aug 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12761 2023-08-04T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12760 Aprendizagem inventiva em ato conectivo: as práticas pedagógicas no contexto da Educação OnLIFE Schuster, Bruna Elisa The present master's research is related to the development of pedagogical practices, from the perspective of inventive learning in a transorganic connective act in the context of OnLIFE Education. In the problematization of the present time, the research question emerges: “How does inventive learning in a connective act enhance the development of pedagogical practices in the context of OnLIFE Education?”. It aims to develop pedagogical practices based on the theory of inventive learning, articulated to the concept of transorganic connective act, in order to understand how they can enhance OnLIFE Education. The dissertation articulates, from a theoretical-methodological perspective, inventive cognition (KASTRUP), the transorganic connective act (DI FELICE), gamification (SCHLEMMER) and OnLIFE Education (SCHLEMMER, MOREIRA), in addition to the results of research carried out by GPe-dU UNISINOS/CNPq. The research appropriates the Cartographic Method of Research-Intervention, proposed by Passos, Kastrup, Escóssia and Tedesco (2015), for the production and analysis of data. The data produced in the research devices were recorded in texts, photos, audios and videos, which were transcribed and, together with the records made in the course diary, analyzed during the course based on the contributions of the theoretical intercessors and, considering the problem and research objectives. From the analysis movement, which constitutes an intervention-research, clues emerged that helped us to answer the research problem and reach the proposed objectives, among which stand out: problematization experiences; new ways of living; rupture of geographic borders; understanding of complexity; collaborative and cooperative processes; and citizenship and sustainable education. With regard to the research objective, different pedagogical practices were developed in the action “COnectaKaTching: A world of connections”, which, based on the theory of inventive learning in a transorganic connective act (SCHLEMMER, 2022, 2023) provided the elements: protagonism ecological-connective, authoring, DT co-engendering and gamification, to enhance OnLIFE Education. Finally, it is understood that the dissertation contributes to the advancement of knowledge in the area, as it evidenced clues that help in the construction process of this new learning theory, consistent with the hybrid and hyperconnected reality in which children and adolescents live. develop and produced new pedagogical practices that, in addition to enhancing OnLIFE Education, contribute to problematize practices long institutionalized in schools. With the discussion about the possibilities of development, in co-creation of inventive pedagogical practices, that allow the extrapolation of the physical geographic spaces of the institutions, starting from the understanding that learning emerges in the problematization of the present time/world, with the creation of new dwellings of teaching and learning, where invention is potentiated by the transorganic connective act, therefore, that occurs between human and non-human entities, in a network, in an ecosystemic perspective. Mon, 26 Jun 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12760 2023-06-26T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12616 Tornar-se professor(a): análise das práticas formativas do Programa Residência Pedagógica no curso de pedagogia Saueressig, Gabriela In this work, a study on the Pedagogy Residency Program (Programa Residência Pedagógica), under the Pedagogy-Unisinos subproject, is considered. The main objective of this study is to understand and analyze the process of becoming a teacher from the students’ narratives of the Pedagogy course and through their experiences as a resident in this program. It was problematized how the Pedagogy Residency Program contributes to the process of becoming a teacher, thus helping in the training process of students of the Pedagogy-UNISINOS subproject. Based on 39 reports from resident students that recorded their performance in the inserted subproject, referring to the years 2020 and 2021 and encompassing the period of the Covid-19 Pandemic until the partial resumption of presential activities in schools, a survey was carried out on the concepts of academic formation, formation practices, subjectivization, and experience. Specifically, theories about the concept of experience and becoming a teacher were used to understand and analyze the narratives of resident students who had experience with teaching. From the analysis of these reports, it was possible to show that the Pedagogy Residency Program can significantly contribute to the preparation of these future teachers, as it develops practices relevant to the academic formation of these individuals, provided that some care is taken in its execution. The results point to training practices crossed by the pandemic and its mishaps, in which both teachers and students did not master technologies or access conditions that would allow remote teaching. Residents did not act by developing teaching in the desired sense of the pedagogical relationship between student and teacher where the teacher is a reference for teaching and training. The ways of being a teacher were still from a school model already criticized before the pandemic, i.e., activity sheets and ready-made drawings, activities based on “models” rooted in the traditional school-based pedagogical methods. Fri, 24 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12616 2023-03-24T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12603 Formação continuada de professoras/es e educação para as relações étnico-raciais: análise das políticas municipais para a efetivação das leis nº 10.639/2003 e nº 11.645/2008 (Canoas-RS 2012 a 2022) Luz, Mariáh Oyarzabal da The study investigated municipal public policies within the scope of continuing teacher training at the Secretaria Municipal de Educação of Canoas, Rio Grande do Sul, with a temporal delimitation from 2012 to 2022. It aimed to characterize the actions of the SME in the context of the continuing education of teachers, aiming at the implementation of Laws nº 10.639/2003 and nº 11.645/2008, in order to contextualize the policy(s) of these formations, identifying and analyzing their pedagogical proposals, and the educational perspectives of ethnic-racial relations that guided them. Were resumed the history of the Movimento Negro and the indigenous protagonism in Brazil and Rio Grande do Sul and their movements for the creation of the two laws. Was considered the concept of continuing teacher education based on António Nóvoa and Vera Maria Candau. Regarding ethniccultural diversity, we base ourselves on the reflections of Nilma Lino Gomes and Petronilha Beatriz Gonçalves e Silva. With the considerations of Stephen Ball and Richard Bowe in their approach to the policy cycle, a critical analysis of the practice and effects of municipal public policies was possible. As methodology, the notions of document and its forms of analysis were used with the warnings of Jacques Le Goff, and the five interrelated dimensions of the process of document analysis by André Cellard. Thus, it was possible to perceive the contribution of the Municipal Department of Education in some periods and the creation of multipliers of education proposals for ethnic-racial relations among teachers. According to the study, it was exposed that continuing education collaborated for the training of teachers who work and continue to work on the ethnic-racial theme and that there is an interest of teachers in continuing to use education for ethnic-racial relations in their practices. However, the absence of racial quotas in competitions for admission and contracts of new teachers, more effective participation of management teams and investment of public money in education for ethnic-racial relations were observed as limiting factors. Fri, 28 Apr 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12603 2023-04-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12498 Os saberes ancestrais que circulam na escola do Quilombo Mata Cavalo/MT na perspectiva dos jovens do ensino médio Carvalho, Reginaldo Eugênio de This research addresses ancestral knowledge in quilombola education and analyzes the meanings that high school students attribute to ancestral knowledge approached by the quilombola school, showing how they understand their context and how they build their identity as quilombola subjects. Based on references from the decolonial perspective, with the concepts of interculturality and decolonial pedagogy, it is understood that ancestral quilombola knowledge is passed on from the oldest to the youngest. The quilombola school needs to have a different look at young people in relation to their knowledge, as the knowledge developed is constituted by the relationship between traditional populations and the environment in which they live. The research has a qualitative approach with an exploratory, descriptive and analytical methodology. The research subjects are young quilombolas who attend the Quilombola State School Teacher Tereza Conceição de Arruda, in Quilombo Mata Cavalo, in the city of Nossa Senhora do Livramento, in the state of Mato Grosso, in the central-west region of Brazil. A questionnaire was applied and two conversation circles were held. The results showed that students are aware of the challenges faced outside the quilombo and the strength that the community offers to face them. As for the perspectives of young quilombolas in relation to themselves, their context and their life project, they aim to attend college and to come back to collaborate with their community. Ancestral knowledge are passed on to young people by the community and heavily approached by the school, in dialogue with their perspectives for the future. Past values about their afrodescendant culture have contributed to the construction of decoloniality. Fri, 28 Apr 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12498 2023-04-28T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12497 O olhar e o cinema: filosofia com crianças na escola e exercícios de subjetivação Vier, Marcelo Felipe Philosophy as well as the philosophical exercise at school are constantly linked to a tradition that traces back the search for concepts that establish knowledges and truths. This conception is mainly linked to modernity, a time when thinking and knowledge produced from this thinking tend to rationalization and universalization. In this context, philosophize started being identified as a rational exercise, disconnected, somewhat from other possibilities of the construction of subjectivation, like look and image. Besides, despite the last century being strongly linked to images, as the ones produced by cinema, philosophy and school yet tended to think and experience them as entertainment. An arche-genealogy of the look was carried out in order to problematize such issues, as well as an entire question upon the contemporary school and the relation with image and the construction of look. From that, we aimed at experience the possibility of exercising philosophy with children in the composition with cinema. Therefore, this research aims at thinking the implication of the look formation in a Philosophy classroom, when it comes to the formation of the subjectivation manners. This main goal unfolds in the following specific ones: to problematize the meanings of selfcare in the construction of subjectivation, to think about the emergency of image as a strength in the contemporary education and recognize the contributions of philosophy programs and projects with children in the education for their selfcare. The methodology proposed was inspired by the genealogy of subjectivation from the writing records of Nietzsche and Foucault, by means of workshops experimentations which proposed the conversation between philosophy and cinema with students from the 9th year of the Elementary School of a private school in the metropolitan region of Porto Alegre. From the experimentation carried out, the research points out the importance of the look formation in the constitution of thinking and subjectivation in the perspective of selfcare. Besides that, the image in the contemporaneity can be thought as an important possibility fo education in the comprehension and problematization in the practices in which emerge the constitution of subjectivation. They also point at the significant contribution of philosophize with children at school as a trigger to the their selfcare within this context. We conclude that the exercise of the look in the philosophy with children at school in conversation with other possibilities of reading and writing, such as cinema, highly contribute to the opening of the critical thinking exercise and to the opportunity of each one thinking about himself in different ways. Wed, 22 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12497 2023-03-22T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12495 Inclusão escolar: reverberações das políticas de inclusão nas práticas pedagógicas com alunos com deficiência Oliveira, Luciana Alves de El objetivo central de esta disertación es conocer y analizar las repercusiones de las políticas de inclusión de personas con discapacidad en las prácticas pedagógicas narradas por profesores de escuelas primarias públicas del Municipio de Araputanga – MT. La pregunta orientadora fue: ¿cómo repercutieron las políticas de inclusión escolar en las prácticas pedagógicas de los docentes de Araputanga/MT? Y el presente trabajo tuvo los siguientes objetivos específicos: a) analizar y problematizar cómo los docentes se refieren a la inclusión de las personas con discapacidad en sus narrativas; b) entender cómo las personas traducen las políticas de inclusión; y c) reflexionar sobre lo que se repite y se distingue en las prácticas de los docentes de Araputanga, considerando las otras narrativas de la investigación del GEPI – Grupo de Estudio e Investigación sobre Inclusión. Por lo tanto, esta investigación es parte de la investigación más grande de GEPI, financiada por CNPq – Consejo Nacional de Desarrollo Científico y Tecnológico. El material analítico estuvo compuesto por diez relatos, que fueron entregados a través de entrevistas a docentes de tres escuelas públicas, una estatal y dos municipales. Fue una entrevista abierta. Al principio no se menciona la palabra inclusión, después sí, se menciona la palabra inclusión; Toda la narración fue grabada y luego transcrita. El foco analítico estuvo dirigido a las repercusiones de las políticas de inclusión en las prácticas pedagógicas. Como sujetos sumergidos en una racionalidad neoliberal con presencia de un Estado gestor, una de las señas de identidad son las políticas de inclusión, por tanto, los docentes entrevistados llevan en sus prácticas pedagógicas lo que se espera de ellos en el aula. En los análisis se percibió el sentido de igualdad, con la idea de que todos los estudiantes son iguales. Apenas mencionaron la inclusión de personas con discapacidad como un problema, ya que había un fuerte deseo de que todos los estudiantes participaran en las actividades escolares, enfocándose en su aprendizaje. Sin embargo, aún existen formas de nominar a los alumnos con presencia de diagnósticos, trayendo marcas como: discapacitados, baja visión, alumnos con dificultades, y así por el estilo. También se verifica la socialización, no sólo como una forma de estar ahí, junto a los compañeros, sino también como una forma de verificar el aprendizaje. Así, esta investigación miró a la escuela y los estudios futuros como una posibilidad de investigación de las políticas y estadísticas nacionales, con el fin de percibir las desigualdades silenciosas que se perciben en la escuela.; The central goal of this dissertation is to know and analyze the reverberations of the policies that include the differently abled people in pedagogical practices narrated by teachers of public elementary schools in the Municipality of Araputanga – MT. The leading question was: how did school inclusion policies reverberate in the pedagogical practices of teachers in Araputanga/MT? And the present work have the following specific goals: a) to analyze and problematize how teachers refer, in their narratives, to inclusion and the differently abled; b) to perceive how people comprehend inclusion policies; and c) reflect on what is repeated and distinguished in the practices of the teachers in Araputanga, considering the other narratives of the research by the Study and Research Group on Inclusion (GEPI). Therefore, this research is part of the larger one from GEPI – funded by CNPq (Brazilian National Council of Scientific and Technological Development). The analytical material consisted of ten narratives, which were given through open interviews with teachers from three public schools: a state school and two municipal schools. At first, the word inclusion was not mentioned, but, afterwards, it was. The entire narrative was recorded and then transcribed. The analytical focus was directed to the reverberations on inclusion policies in pedagogical practices. As subjects submerged in a neoliberal rationality with the presence of a managing State, the inclusion policies are one of the hallmarks. Therefore, the interviewed teachers carry in their pedagogical practices what is expected of them in the classroom. In the analyses, the sense of equality was noticed, with the idea that all students are equal. They hardly mentioned the inclusion of the differently abled people as a problem, as it was seen a strong desire to have all students participating in school activities, focusing on their learning. However, there are still ways of nominating diagnosed students, bringing markings such as: differently abled, low vision, students with difficulties, etc. Socialization is also verified, not only as a means of being there, with classmates, but also as a way of checking what is learned. Thus, this research looked at the school and future studies as a possibility to research national policies and statistics, in order to notice the silent inequalities that are seen at school. Thu, 30 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12495 2023-03-30T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12494 Educação bilíngue de inglês/português no estado de Mato Grosso: perspectivas no cenário atual Santos, Jaqueline Gisele dos In the multilingual context of contemporary society, bilingual education has come to occupy a prominent place in applied linguistic studies and in the regulations aimed at offering quality education to students. Given this perspective, understanding how the changes have occurred, considering this pluriversity, led to the main objective of this research, which is to analyze the perspectives of English/Portuguese bilingual education in the state of Mato Grosso in the current scenario. This goal aims to answer the following questions: what are the perspectives of English/Portuguese bilingual education in the state of Mato Grosso today? How do these perspectives appear in official documents and websites, as well as in the reports of teachers and managers? To this end, we carried out a qualitative study, using a literature review, document analysis of state and national official documents, and the application of questionnaires to teachers and managers of public and private schools in the cities of Cuiabá and Várzea Grande, Mato Grosso. From this process, five perspectives of analysis were defined: conceptual, linguistic and historical-social, normative, theoretical and global to understand how the process of bilingual education is in the state. And to understand the main concepts addressed, we sought support from theorists such as Baker (2001), Pennycook (2007), Megale (2018; 2019), Cummins (2019), among others, who helped in the analysis of the main conceptions about bilingual education, multilingualism, plurilingualism, interculturality, global citizenship, and internationalization. Therefore, the results pointed out that, regarding the existence of specific regulations for the promotion of bilingual education in the state of Mato Grosso, despite the current regulations, the official control institutions, the monitoring and dissemination of information are in disharmony, since the reality found points to the invisibility of the state, due to the fact that it does not appear on the map of places with significant numbers of public and private bilingual schools. As for the conceptions and perceptions of the managers and teachers of these institutions, it was possible to verify that they need more access to the information network and to the updating on the educational scenario, in the sense of getting more knowledge about this teaching modality and the rules that already exist for its implementation and regularization. This is because, based on the statements of these subjects, it was possible to verify the lack of knowledge about how to effectively insert the bilingual practice in the educational context in which they work. Thus, it was concluded that the theme was extremely relevant, indicating that, for the effective bilingual education in the schools of the state of Mato Grosso, it is necessary to define educational policies for the modality, subsidizing and inserting the state effectively (in practice and in the official records) in the context of English/Portuguese bilingual education. . Fri, 31 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12494 2023-03-31T00:00:00Z http://repositorio.jesuita.org.br/handle/UNISINOS/12491 Projetos na sociedade da aprendizagem na interface com o projeto de vida: o modelo da Escola da Escolha e suas implicações para a área educacional Motta, Gabriela Gomes This study aimed to understand the extent to which life project is constituted as the materiality of the shifts operated in the conception of the methodology of Escola Nova's projects, which advocate learning to learn. To this end, we sought to know the educational assumptions put into circulation by the conception of a life project based on the methodology used by School of Choice, which consists of an “innovative [so-called] educational model” idealized by the Institute of Co-Responsibility for Education (ICE), whose focus of educational action lies on the youth and the construction of their Life Project. According to ICE ([2021?]), “Life Project is the central solution [...] to assign meaning to the school project in students’ life and lead them to project a vision of themselves in the future, supported by all the ones who combine efforts, talents and skills”. The objectives of the study were: to discuss educational concepts about teaching and learning projects (project methodology, work projects, methods for teaching skills, project-based learning and learning projects); to analyze the discourses on life projects, observing the extent to which they are inscribed in neoliberal rationality; and to relate a life project and the process of reframing educational conceptions. The theoretical methodological procedure adopted consisted of document analysis and a study of genealogical inspiration, through which research already carried out by other authors on projects in the area of education and on life projects were framed in the theoretical framework, in the sense attributed by Paul Veyne. The continuity of these procedures took place at the crossing of the theoretical framework on a life project with the analysis of the discourses expressed by twelve School of Choice Notebooks for Early Years of Elementary Education (Complete Collection of the 2nd Edition – 2019). From this, the study shows that the educational assumptions mobilized by the School of Choice circulate through discussions about the Post-Industrial Society and Knowledge as Human Capital; Development of Competences and Skills; Learning Opportunities and Lifelong Learning; the Self-Designing Subject; the Training of the Young Protagonist; and Emphasis on Socio-Emotional Education. As main results, we highlight the capillarization of neoliberalism in society, giving a new meaning to central concepts and authors in Education; the notion of the Life Project as a way of mobilizing business principles and entrepreneurism in the educational area, which seeks support in the prerogative of “subjects' ability to dream”; and the constant presentation of the future, which reinscribes the importance of Education, encourages the appreciation of selfresponsibility for one's own destiny and continually repositions Life Projects. Fri, 31 Mar 2023 00:00:00 GMT http://repositorio.jesuita.org.br/handle/UNISINOS/12491 2023-03-31T00:00:00Z