This research discusses the role of the humanities in the initial training of primary school teachers in Mozambique, problematizing the undervaluation of the humanities in this process. The teacher's role is crucial for the transmission of values, but current teacher training is impacted by neoliberalism, which imposes a technical, instrumental, and immediate rationality on educational systems. In Mozambique, the initial training model ("12th grade + 3 years") focuses on technical-didactic training, predominantly oriented towards the development of technical skills, resulting in the neglect of a broader education. Given this scenario, the central question of this research is: what is the role of the humanities in the initial training of primary school teachers in Mozambique? The study proposes situating teacher training at the higher education level, conceiving it as a privileged space for a broader education that articulates the technical and human dimensions. Anchored in the theoretical framework of Martha Nussbaum, the research argues that the humanities are vital for the development of critical thinking, democratic citizenship, and narrative imagination. Methodologically, the research is based on hermeneutics, using interviews with managers from MINEDH and questionnaires with university professors. The results indicate that participants recognize the humanities as an essential foundation for the development of critical thinking, argumentative skills, and a broadened worldview, being crucial for the training of teachers capable of dealing with cultural diversity. The research concludes that valuing the humanities is a consistent alternative for the professional and social development of teaching and for the promotion of democratic education.

This research analyzed the curricular proposals for the initial teaching and learning of reading and writing, adopted by the AlfaMais-GO and Alfaletrando-DF Programs, for the first two years of Elementary School, as well as the teachers' appropriations of the knowledge derived from continuing education within these Programs and the teaching materials they recommend. Its specific objectives were: to examine the theoretical and methodological propositions that integrate the initial teaching and learning of reading and writing in the two continuing education Programs, aimed at teachers working in the 1st and 2nd years of Elementary School; to verify the approaches that permeate the teaching materials recommended by the Programs for the initial teaching and learning of reading and writing with six and seven-year-old children attending the first two years of Elementary School; to understand how literacy teachers are appropriating the knowledge derived from the respective Programs during continuing education meetings and the uses of the recommended teaching materials. The AlfaMais-GO Program, created in 2021, became part of the National Commitment to Literate Children Policy of the Ministry of Education, created in 2023. Similarly, the Alfaletrando-DF Program, established in 2024, is guided by this Policy. Both were implemented focusing on student learning and improving reading and writing scores in external exams. The theoretical framework integrates reflections from the Theories of Didactic Transposition (Chevallard, 2013; 2005), the power of the school to produce specific cultures (Chervel, 1990), and the Practice of Everyday Life (Certeau, 2014; 1985), designating what guides the knowledge of practice or the knowledge produced in action (Chartier, 1998). In the field of literacy and reading comprehension, the theoretical scope includes: Soares (2020a; 2020b; 2016; 2008; 2004; 2003; 2000), Solé (2012), Morais (2019; 2012; 2009; 2007; 2005; 2002), Lerner (2008; 2007), Koch and Elias (2015; 2014), Kleiman (2016; 2005), Ferreiro (2012; 2010; 1990), Ferreiro and Teberosky (1999), Chartier (2016a; 2016b; 2010; 2008; 2007; 2005; 2000; 1998), among others. It is also anchored in documents that provide information about the respective Programs. This is a qualitative research study (Rodrigues, 2016; André, 2015; Minayo, 2011; Lüdke and André, 2003) and, as research techniques, in addition to document analysis (Gil, 2010; Cellard, 2008; Lüdke and André, 2003), semi-structured interviews were conducted (Gerhardt et al., 2009; Manzini, 2004; Lüdke and André, 2003) in 2025 with four teachers from the Goiás State Department of Education (SEDUC) and four from the Federal District State Department of Education (SEEDF) who were working in the first two years of Elementary School in 2024 with the respective Programs. For the treatment of the information, thematic content analysis, as described by Bardin (2016), among others, was used. The results indicated that the AlfaMais-GO and Alfaletrando-DF Programs, in 2024, adopted a continuing education approach that prepares multipliers; includes the development and delivery of structured teaching materials; has its own evaluation systems; and include awards for schools with the best results. In both Programs children to be considered literate must be able to use reading and writing in communicative situations of social life, without the obligation of mastering the spelling rules; there is no guarantee of teacher participation in relation to the guidelines for continuing education and the development of materials intended for children. In the AlfaMaisGO Program, literacy instruction is based on an enunciative-discursive conception, in which work with language is not detached from the text, a perspective adopted by the Expanded Curriculum Document for Goiás (Goiás, 2020). However, analyses indicated nuances of the perspective of teaching literacy through reading and writing comprehension. Continuing education focused on planning, curriculum, and assessment; and the supplementary materials used focus on the study of textual genres, with less emphasis on the practice of linguistic analysis which, in a reflective way, helps the child to unravel, that is, to appropriate the alphabetic writing system and, at the same time, understand what the texts say and how they are organized. In the Alfaletrando-DF Program, the concept of literacy follows the perspective of literacy through reading and writing comprehension, adopted by the Curriculum in Motion (Distrito Federal, 2018). Teacher training aimed to focus on Portuguese language practices through various literacies; the supplementary materials used place greater emphasis on the study of cross-curricular themes; there was a focus on the linguistic and cognitive processes of initial written language learning, but not explored in depth; the facets that encompass the study of textual genres were not sufficiently addressed. However, both programs target external evaluations, which deviate from what local curricula envision with the curriculum in action, the knowledge of action. Therefore, it becomes essential to invest in continuing education actions that ensure listening and empowering the autonomy of those who are part of the daily school routine, articulated with working conditions, providing the necessary knowledge for teaching and learning processes of reading and writing, and for teacher professional development.

This work aims to investigate the subjective dimension of space-time in early childhood education, especially in a municipality with specific cultural and social influences. Based on the Theory of Subjectivity in the cultural-historical perspective of González Rey and the assumptions of Qualitative Epistemology, we intend to reflect on the processes that occur in the context of early childhood education involving the space and time experienced in the daily routine, as well as the relationships that are established throughout this process and the subjective dimensions of the individuals involved in the research. The research will be carried out with children aged 4 to 5 years and 11 months. The research will be developed using dialogical methodological instruments that encourage the expression of young children. In this work, the literature review addresses fragmented conceptions of space and time and reflects on the importance of considering the interconnection of these elements for a more holistic and enriching approach in childhood schools. The relevance of studying space-time in early childhood education and developments in the subjective dimension and subjective processes is based on the understanding that children's experiences in this environment are influenced by their historicity, perceptions, emotions, thoughts, interactions and social relationships

This work aims to delve into the feelings of young adult teachers who have recently entered the classroom at the Secretaria de Educação do Distrito Federal, reclaiming a space for reflecting on practices and, as a consequence, seeking to follow, through the theoretical principles of the Theory of Subjectivity from a Cultural-Historical Standpoint by Fernando González Rey (2004, 2011, 2013, 2017), the emergence of subjective movements, such as rekindling their enthusiasm for teaching. Drawing from Qualitative Epistemology and the ConstructiveInterpretative Method, I seek to understand and reflect on how these young teachers, newly arrived in the Public Education System, subjectify their experiences and professional experiences. As an initial reflection in the dissertation construction process, I am deeply connected to the idea that it is not possible to think about the constitution of teaching without considering the dialectical, subjective, and affective-emotional aspects that are present in it. The study brought important reflections on the processes of constitution of the teaching identity and the process of finding oneself in the educational field.

This research aimed to understand the experiences of Pedagogy interns who work in Government Schools (GS) from the triad “Pedagogy Course - Internship - Government Schools”. To this end, it was based on historicaldialectical materialism (Marx, 2008, 2020a, 2020b; Kosik, 1969; Cury, 1987; Gadotti, 1988; Frigotto, 1989; Netto, 2011, 2020) and conducted interviews with six trainees. The experiences were analyzed using the nuclei of meaning (Vygotsky, 2018, 2020; Aguiar & Ozella, 2006, 2013; Aguiar, Soares & Machado, 2015). The main theoretical framework used was based on the final documents of the National Association for the Training of Education Professionals (Anfope) (1983, 1986, 1988, 1989, 1990, 1992, 1994, 1996, 1998, 2000, 2002, 2004, 2006, 2008, 2010, 2012, 2014, 2016, 2018, 2021, 2023). The nuclei of meaning systematized were: i) The encounter with the Schools of Government; ii) Recognizing oneself as a pedagogue in training in the daily routine of an internship at the Schools of Government; iii) The constitution of being a pedagogue. The final results show that the formative nature of the internship is not being provided, as well as elements that indicate the devaluation of the teaching profession and the precariousness of the interns' work.

This work arises from reflections and questions about studies of gender, sexuality and childhood diversity in their educational spaces. By observing that these themes are generally treated as areas of secondary knowledge and by analyzing the difficulties and symbolic and physical violence faced by gender-dissident children in the school space, we propose a dialogue with contemporary studies of gender and sexuality and how these themes have been presented in society. Thus, based on Lev Semionovitch Vygotski's Historical-Cultural Theory, the objective of this work is to understand the school experiences of gender-dissident children. To this end, we carried out an instrumental case study, in a private school in the D.F. education network, with a gender-dissident child who attends the initial grades of elementary school. Gender-dissident children are understood to be those who, in their gender performances, do not correspond to the expectations of the cisheteronorm. In this context, we problematize the concept of “universal child”, stating that there are childhoods, in the plural, and we present a section of the Western history of gender-dissident childhoods. We also discuss the social function of the school and the impacts of gender ideology on the relationship between education and society. The methodological proposal for the research is based on Historical-Cultural Theory, with experiences being our analytical unit. Studying gender-dissident children opens up possibilities in the educational field, moving from a perspective of avoiding violence to promoting the full potential of childhood.

This work addresses subjective productions related to gender and sexuality dissent in the university context. Recent surveys converge in affirming a serious context of violence against the sex-gender diverse population. This context has culminated in numerous problematic developments for the quality of the educational processes of the sex-gender-diverse population at different levels of education, in addition to resulting in the loss of several lives. Given this panorama, it is urgent to develop research that understands in a complex way the processes of suffering that emerge in the experience of this population, so that it is possible to think about educational practices oriented towards subjective development. In this sense, in addition to the importance of thinking about access to universities through inclusion policies for historically violated and excluded populations, it is necessary to develop studies that focus on the processes that relate to the quality of stay of students who experience dissent. sexual and gender issues in the university context. Given this context, based on the Theory of Subjectivity from a cultural historical, this research has the general objective of understanding individual and social subjective configurations of sexual and gender dissent at the University of Brasília, focusing on the construction of principles and educational strategies that promote subjective development in this context. The research is based on criticism of the processes of normalization, pathologization and fragmentation of human processes, seeking to advance the understanding of the conflicts and possibilities experienced by the sex-gender-diverse population at the university, emphasizing both the institutionalization of cisheteronormative practices that are linked to different forms of suffering, as well as possible individual and social subjective resources generated from the experience of sexual and gender dissent in the university space. To this end, the ConstructiveInterpretative Methodology will be used, supported by the principles of Qualitative Epistemology, which conceives the production of knowledge as a dialogical and constructive-interpretative process, as well as singularity as a legitimate source for the construction of scientific knowledge. The research participants will be University of Brasilia students who experience sexual or gender dissent. During the course of the research, a case study will be carried out on the social subjective configuration of gender and sexuality dissent at the University of Brasília, and two individual student case studies will be constructed indepth. To do this, I will use conversational dynamics from different moments of institutional daily life. Thus, the research seeks to generate new zones of intelligibility regarding sexual and gender disssent, subjectivity and education in the university context.

The research analyzes the results of literacy assessments in Brazil between 2014 and 2022, considering the objectives of the National Pact for Literacy at the Right Age (PNAIC) and the National Literacy Policy (PNA). The study investigates the relationship between the guidelines of these policies and the performance observed in the Basic Education Assessment System (SAEB), examining the evolution of literacy rates during the analyzed period. To this end, institutional regulations and reports that guided the formulation and implementation of the assessments were examined, in addition to the statistical analysis of SAEB quantitative data. The research adopted a qualitative and quantitative approach, combining documentary analysis and descriptive statistics, supported by the content analysis technique and the Iramuteq software for textual data processing. The findings reveal that, although advances in literacy have occurred in certain regions and periods, significant inequalities persist in the results, influenced by structural factors and the discontinuity of public policies. The comparison between PNAIC and PNA highlighted differences in the conception and implementation of these policies, demonstrating distinct impacts on evaluation and pedagogical processes. The analysis of documents and statistical data reinforces the need for continuity and improvement in literacy policies, with greater emphasis on teacher training and the reduction of regional disparities

This study investigates childhood, its spatialities, and geographies within the school context, based on the experiences of children from Vila Telebrasília, in the Federal District of Brazil. Through photographs taken by students aged 9 to 11 from Escola Classe 316 Sul, we seek to understand how they experience and relate to the school environment, and whether the school has been a space where their rights are respected. The research is grounded in the Geography of Childhood and in multidisciplinary studies on childhood. Using a qualitative approach, we employed Participatory Photography, which allows children to record their perspectives and experiences through photographs, valuing their peer culture and spatial experiences at school. Finally, we found that the school has been a place for ensuring rights for these children

Mobilized by the place of female protagonism in different social spheres, this dissertation is crossed by issues relating to feminism, cinema and education. The objective is to identify feminist singularities in the elements of cinematographic language used in the productions of women directors and, to this end, for this proposed to: a) Map the trajectories of the selected Brazilian directors and their works; b) Track how their subjectivities are transcribed in the female characters of their films; c) Analyze how these productions can help reflection about aesthetics, poetics and policies of resistance in women's cinema; and d) Understand the strength and power of cinema for education, seeking to value national cinema, especially that produced by women. Due to the sociocultural context in which they are inserted, cinemas by/with women are inseparable from aesthetic, poetic and political dimensions. They are minority powers that insert themselves into the dominant cinematic discourse through the cracks to produce dissent. The cartographic map, based on the Philosophy of Difference, is woven in the search for clues of subjectivity left by filmmakers in their films and in fabulation to imagine possible worlds and feminist aesthetics of images. These representations through their gazes remake the feminine in cinema and subvert the logics of a hegemonic, standardizing and exclusionary system that operates as a face machine, which oppresses and annihilates multiplicities of existences. As a result, cinemas produced by women reveal themselves as deviant micropolitics and give way to plural feminine epistemologies.

The core of this research seeks to understand teaching work based on the units of analysis referenced in the dissertations and theses of the respective PPGEPostgraduate program in education (academic) and PPGE/MP-Professional master's postgraduate program. The research is based on dialectical historical materialism. Teaching work is investigated from ontological, epistemological, gnosiological perspectives as well as from the theory/practice unit as it involves the relationship between teaching, research and extension, aiming both at understanding reality and transforming it. This objective will have as its axis of reflection the following question: Which units of analysis are referenced in the field of teaching work in the academic production of the PPGE-FE master's degree and academic doctorate and PPGE-MPprofessional master's degree? The theoretical framework of the research is supported by the theoretical framework of Saviani (2000), Marx (1983) and Gramsci (1999). The synthesis of the units of analysis in the field of teaching work implies, not only the identification of the marks that constitute the scenario in which public education, which has been the object of diffuse interests of capital, but can also help us, not only in understanding teaching as a category related to work as an educational principle from an ontological perspective, as well as contributing to the constitution and strengthening of the research field. In the methodological aspect, the aim is to carry out qualitative research, with the aim of understanding objectivity/subjectivity and contradictions underlying the field of research, as well as the categories totality, mediation and contradiction that enable the understanding of the object of study. In the epistemological aspect of the research, the basis of data analysis is based on historicaldialectical materialism. For the theoretical corpus, bibliographical research of the state of knowledge type of theses and dissertations will be used using the time frame (2018 to 2023) linked to the PPGE-FE-Academic Master's degree and PPGE-MP-Professional Master's degree.

This dissertation aimed to understand how adolescents experience the dimension of affect in school, based on the Historical-Cultural perspective. Grounded in Vygotsky’s contributions on the role of emotions in human development, the research employed focus groups as an investigative tool, creating a space for listening and reflection among participants. The lived experiences were considered the unit of analysis and examined through the analytical tool Palavra, which enabled the understanding of the meanings and senses attributed to these experiences within the educational environment. The findings highlight the importance of recognizing affect as a constitutive part of human development and integrating it into educational practice, especially during adolescence.

Since the 19th century, with the birth of cinema, education and audiovisuals have been elements that go hand in hand in school and non-school environments in our education. Today, this junction occurs in the education of children, young people, adults and the elderly through their cultural representations that can and should be reflected in a common praxis through smartphones and social networks in cyberspace. I investigate how historical education through audiovisual production impacts on the memory, culture and identity of these historical subjects and communities through a problematizing, empowering and emancipatory pedagogical practice - for sensitivity and utopia. To this end, i analyze the films “A Revolta dos Estudantes” (CEF 4, 2019) and “O Monstro do Mercado Sul” (MSV, 2020) in their production contexts, followed by questionnaires with the student filmmakers, seeking to answer whether every subject with social practices is a producer of memory, culture, identity, citizenship and History itself as creative agents of time and space in Cinema. This work aims to research the contexts of audiovisual production as a didactic resource and social practice through educational experiences as a historian and Cultural Agent. In these contexts, cinema as a significant and creative social practice of art, culture, politics, ethics, aesthetics, memory, identity and history. Is produced by student filmmakers who are historical subjects and agents, as well as by the community to which they belong. 

This dissertation examines the different ways in which Generative Artificial Intelligence (GenAI) has been used by visually impaired students at the university, with the aim of critically understanding whether AI for writing has been used by these individuals in conjunction with other technologies. Furthermore, the research examines what visually impaired students say about the benefits, barriers, and potential risks in the context of using GenAI for academic writing. This dissertation works from the perspective of the Social Model of Disability. Semi structured interviews were conducted with eight visually impaired students from the University of Brasília (UnB), five undergraduates and three graduates. Two of these were blind, five had low vision, and one had monocular vision. Among the results obtained, I highlight "Time Optimization," "Information Comprehension," and "Text Revision" as the subcategories with the most context units identified as "Benefits." Regarding "Risks," the most common were "Plagiarism," "Inaccurate Information," and "Weakness in Training." The main subcategories related to "Barriers" were "Inaccessible Texts," "More Time for PwD," and "Cognitive Process." It can be concluded that visually impaired students at universities benefit from the use of AIgen for academic writing. However, the use of this technology is also fraught with risks and barriers, as these tools are not yet fully accessible to meet the specific needs of these users.

This dissertation focuses on the Rio Bonito Settlement, an agrarian reform area, and aims to understand, through the life stories and narratives of the research participants, the knowledge and practices present in the community, encompassing individual and collective experiences, struggles, and challenges in the pursuit of access to land and sustainable agriculture in a context of resistance. The work is based on a qualitative research approach, associated with the method of life stories and dialogue of knowledge of the settlers who have experienced and continue to experience the transformations present in the settlement, identifying the importance of agrarian reform for the local people and its role in social transformation and the development of awareness in each settler. This approach allowed for the production of descriptive data from the researcher's direct contact with the social phenomena and the context of the subjects in the reality of the Rio Bonito Settlement. It broadly understands the different situations and realities interconnected with the struggle for access to land and resistance in maintaining sustainability. Thus, the stories and narratives of the community members highlight experiences, understanding to what extent the life stories of individuals belonging to the Rio Bonito Settlement demonstrate individual and collective experiences in the struggle for land and agroecology. Agrarian reform is characterized as a complex policy that should not be understood only as the distribution of land, but as a complete program that benefits rural workers and provides, in addition to land ownership, conditions for survival.

This dissertation, titled Weavings in Inclusion: Freirean Epistemology as a Basis for Inclusive Teaching Practices with Students with Autism Spectrum Disorder, aims to investigate how Paulo Freire’s epistemology—particularly the concepts of praxis, limit-situation, and the viable unheard-of—can support teachers in developing inclusive pedagogical practices for students with Autism Spectrum Disorder (ASD) in Basic Education. The study is grounded in the premise that school inclusion is a complex and multidimensional process that requires the integration of pedagogical, social, cultural, and historical perspectives. Drawing on a qualitative approach inspired by the dialectics of Historical-Cultural Psychology, the research seeks to weave a dialogue between theory and practice, analyzing how Freirean pedagogy can contribute to overcoming the barriers faced by students with ASD in school contexts. The methodology includes semi-structured interviews with teachers, participant observation in classrooms, and document analysis conducted in six public schools in the Federal District, encompassing different educational levels and socioeconomic contexts. Data analysis will be carried out through a dialectical perspective in order to understand the social, cultural, and historical interactions that shape the process of school inclusion. This study aims to contribute to the development of more inclusive and equitable pedagogical practices aligned with the principles of Freire’s liberating and transformative education. Expected outcomes include the identification of teaching strategies that foster active participation and meaningful learning for students with ASD, as well as reflections on the challenges and possibilities of school inclusion from a Freirean perspective. The dissertation is organized into five sections, which cover the theoretical foundations of Freirean pedagogy, the historical and contextual dimensions of inclusion, and the analysis of teaching practices, culminating in reflections on the future of inclusive education. The study concludes that Freirean epistemology offers a powerful theoretical and methodological framework for the construction of a genuinely inclusive education—one that recognizes and values the singularities of each learner, fostering social transformation and human emancipation.

This doctoral dissertation is part of the research line Comparative Studies in Education (ECOE) of the Graduate Program in Education (PPGE) at the Faculty of Education (FE) of the University of Brasília (UnB). It was developed within the scope of the Research Group on Generations and Youth (GERAJU). The study investigates zines created by young students from a public high school in the Federal District. The covers of these publications were analyzed to understand the images produced by these students, who use zines as tools for social transformation and identity expression. The theoretical-methodological framework of this investigation is grounded in the Documentary Method of image interpretation, developed by Ralf Bohnsack. The first chapter of the research focuses on understanding the historical function of zine production and its youthful, countercultural role in challenging dominant culture. The second chapter presents the theoretical-methodological foundation of the Documentary Method, a research methodology for interpretative image analysis and understanding the role of image producers in reconstructing the visual field. The third chapter introduces the Infozine project and describes how this initiative was implemented at the Federal District High School Center between 2015 and 2019. The fourth and fifth chapters reconstruct the covers using the Documentary Method, adapted to the context of this research, addressing the challenge of analyzing drawings and words within the same visual composition of the illustrations. The final considerations of this qualitative research, highlighting the challenges encountered in image analysis, with an emphasis on the understanding derived through and within the images themselves, particularly in how the image is expressed through gesture and pose

This study aimed to analyze how the extension activities of the Federal Institute of Education, Science and Technology of Brasilia (IFB) constitute spaces for the dialogue of knowledge and to what extent they promote the recognition, visibility and positive valorization of local knowledge. I start from the assumption that extension is a potential frontier space of meeting and dialogue between academic and local knowledge, something that takes on central importance in the very political and pedagogical conception of the Federal Institutes. The proposal was based on a decolonial perspective, using both authors who consider themselves decolonial and those whose position I perceive as decolonial - even if they do not understand themselves as such. In this sense, the understanding of border territories and the intercultural perspective are interpretative keys to which I resort initially. The study was carried out on two IFB campuses located in administrative regions of greater vulnerability and with a history of resistance: Campus Estrutural and Campus São Sebastião. In these locations, three longer-lasting extension initiatives were identified, whose characteristics pointed to a greater propensity to constitute spaces for the recognition and positive visibility of non-academic knowledge. The research then focused on conversations with extension teachers, extension students, partner organizations and participants in the activities. Methodologically, the following strategies were used: document analysis, interviews, conversation circles, audiovisual recordings, field diaries and participant observation. This was a collaborative research project, since it sought to ensure the active participation of the various extension subjects in the course of the study. In this way, knowledge, connections and disconnections were perceived between subjects and between the institution and the local population which pointed to challenges, opportunities and advances in the dialogue of knowledge in the extension space as a frontier where local communities and IFB campuses meet.

The research aimed to understand the contributions of the formative process of the Bachelor's Degree in Rural Education (LEdoC) at the Federal University of Pará (UFPA) Abaetetuba Campus, to the promotion of selforganization of young riverside graduates of this course in their territories, considering the analysis of social praxis in different socio-professional and community spaces. The research is anchored in dialectical historical materialism and worked with the categories of historicity, contradiction and totality, essential for the construction of analyses guided by content analysis (Bardin, 2011), as a systematic and objective technique for understanding and inferences from a set of data. Exploring and understanding the meaning of what was collected, going beyond the mere description of the facts, in the search for the essence of the object scrutinized. The proposal was essential to listen to and give visibility to the story of young riverside women who live on the banks of rivers in Northern Brazil, located north of the state of Pará, in the Lower Tocantins region - an Amazonian territory, defined as a political space par excellence, a field of action and power, where certain social relations are carried out, effectively seen in their complexity as pointed out by Molina et. al. (2004), thus considering the category of territory. The importance of these dialogues is understood to highlight the voices of women who teach us about feminism as a field of study and power relations in accordance with Flávia Biroli (2014, 2018, 2020); Saffioti (1987, 2013) and Gerda Lerner (2019) for Rural Education and educator training Molina (2012, 2017), Caldart (2002, 2010), Freitas (2002). Research on the formation and selforganization of young riverside dwellers, class struggle, territory and praxis, enabled reflections on a reality that today involves a portion of the working class made up of young riverside dwellers, who are part of social movements and nurture youth, as a result of the social and political organization of the interests and desires of rural people.

TThis Thesis investigates how the Formative Itineraries (FI) are addressed in the high school curricular proposals within the public education networks of Acre, Ceará, and the Federal District. The general objective was to analyze the proposals for the Formative Itineraries of the New High School (NHS) in these educational networks. The specific objectives encompassed: analysis of state curricular prescriptions for FI; understanding the secretariats' guidance and evaluation of the offering; identification of FI selection criteria and their impacts on curricular restructuring; discussion of the meanings attributed by managers to the FI and their implications for school work; and understanding the FI offering considering regional specificities. The Thesis argues that the implementation of the Base and the FI presented complex and contradictory challenges, highlighting tensions in their foundations, objectives, and feasibility, while revealing a gap between educational theory and practice in the studied contexts. Methodologically, qualitative research was adopted, utilizing a multiple case study approach grounded in Historical-Dialectical Materialism. Data collection involved documentary analysis, questionnaires, and interviews with education secretariat managers from Rio Branco, Fortaleza, and the Federal District. The data were organized according to the Meaning Nuclei procedure. The results indicate that the Formative Itineraries (FI), introduced as a curricular innovation, reflect a strong influence of external determinations on teaching work, compromising teachers' autonomy and the quality of education.

The research deals with the formulation of the new secondary education policy adopted by Brazil in 2016 through a provisional measure and later transformed into Law. The assumptions that defined the decision to implement the reform and the conditions for its implementation by the federal government are analyzed.

The general objective of this research is to analyze to what extent feedback is present in the teaching and assessment processes in mathematics in a 3rd year high school class in a public school in the Federal District, analyzing the feedback in relation to the time so that students, upon receiving it, are aware of the learning goal and are able to act on it; analyzing the amount of feedback offered so that students obtain a significant content in order for them to understand what to do (differing from case to case), providing them with the opportunity to develop a "learning moment"; analyzing the way in which feedback is given to students; analyzing the responses to listening in the communicative space of the classroom whose purposes are to adequately reach students with specific feedback; analyzing the teacher's perceptions about teaching, learning and assessment in mathematics; and analyzing the students' perceptions about learning assessments and the feedback related to them. Feedback as a “didactic strategy for assessing learning in Mathematics” (EDAAM) can be understood as a movement of change and avant-garde, not only for the actors involved in the teaching-learning process, but especially for the school, in an opportunity to reflect on the nature of knowledge from a shared perspective in the production of meanings in communication, in which dialogue becomes fluid between metacognitive and self-regulatory processes and learning is supported by the democratic development of citizenship, accompanied by investigative cooperation of the reality exposed in the educational context of the classroom and school. This research is part of the fundamentals of qualitative research and participant observation in nature, and descriptive research in terms of objectives. This investigative work prioritizes the sampling of behaviors, which requires participant observation to look at the broader context, in which the occurrences of certain behaviors in a given period must be recorded with observations about the individuals. The temporal sampling method is also adopted, in which observations are recorded periodically, based on the random selection of sampling moments, reducing the researcher's workload, since there are occurrences of a diversity of data collection resources such as notes, individual interviews, reflective diaries, audio recordings and questionnaires. The importance of feedback in the context of Mathematics Education is emphasized, highlighting it as a fundamental aspect for the advancement of research and for innovation in the way mathematical knowledge is transmitted. Feedback is a topic lacking in current research in Mathematics Education, indicating that there is a growing interest in understanding how feedback can impact the learning process and the development of mathematical knowledge. Relating the specific objectives with the supporting objectives called here in the thesis and supported by the list of aspects interconnected to them, and supplemented by the aspects outlined together with the general objective, it can be inferred that we have verified the full achievement of the objectives outlined in this investigation in vogue. Nevertheless, all the success mentioned here is due to a successful partnership between the researcher, the teacher and the students, which demystified the possibility of using participant observation in this research to create the presence of a being outside the established routine, in order to minimize the impacts and disturbances in the environment. To achieve this, it was necessary to respect the places and dynamics that constitute the relationship between the teacher and her classroom. The extraordinary welcome given by the researcher, even taking countless field notes on the behavior and activities of the individuals at the research site to record his observations, was in itself a successful exercise in feedback, in its purest essence, by the teacher and the students in the research environment over approximately five months of a school year, that is, practically half of the class's course period.

This research aimed to understand, based on the memories and stories of adult women in Youth and Adult Education, the meanings attributed to the return to school life, identifying to what extent schooling contributes to overcoming gender inequalities and problems social. The investigation is qualitative in nature, through narrative interviews. This method makes it possible to listen to subjects who have lived a certain experience, through the reconstruction of social events from the perspective of the interviewee. The treatment of the data obtained was analyzed according to Schutze's proposal. The main theoretical assumptions are found in Paulo Freire, SueliCarneiro, HeleiethSaffioti, Lélia Gonzales, Angela Davis, Mary Del Priore and Maria Helena Bastos and Nita Freire. The research reveals that the historicity of Brazil's educational process explains the rates of illiterate women in the current era, added to Brazilian social characteristics such as inequality, racism, machismo and sexism, which appear in the life stories of these subjects, justifying their absence from education. school in childhood and adolescence. However, the fight to rescue their humanizations justifies their presence at school through Youth and Adult Education.

This qualitative research investigated, in light of the psychoanalytic theoretical framework particularly Freudian ideas regarding free psychoanalytic treatment and the historical development of the Brazilian Unified Health System (Sistema Único de Saúde –SUS), the principles that uphold health and education as fundamental public right and guarantee access to humanized care. Thus, this study explored the convergences and divergences between these perspectives, with emphasis on their implications for access to education in pediatric units in the Federal District, examining how Freud’s conceptions relate to contemporary public policies aimed at promoting the population’s wellbeing and developing more inclusive and accessible health and education systems. The investigation focused on health professionals’ perceptions regarding the educational act and its (im)possible contributions within the hospital context. The methodological procedures employed included semistructured interviews, document analysis, and participant observations, with records kept in a field diary. Data analysis integrated empirical findings with the adopted theoretical framework, leading to the identification of three thematic axes: Hospital Education as a Public Right; The Hospitalized School Subject; and The Biomedical Model in Health. These axes made it possible to elucidate the potential repercussions and meanings of the educational act within the hospital environment. The analysis, guided by psychoanalytic theory, articulated theory and data to understand how the presence of the Hospital Class Program reshapes the experience of childhood illness by reaffirming the child’s identity as a student and subverting the passive logic attributed to the signifier “patient.” It is concluded that this program not only guarantees the right to education within the hospital but also preserves essential subjective dimensions, impacting the practices of healthcare teams and promoting a more integral and humanized pediatric approach, sensitive to the needs of the hospitalized child.

This work aims to discuss the changes in teacher training for performance in early childhood education and primary years in Portugal, problematizing the place of humanities in the curricula of the investigated courses. Through a hermeneutic study, we analyzed the curriculum organization and interviewed six directors of four training courses for kindergarten teachers and teachers of the 1st cycle of basic education in Portugal. The research was conducted in public universities in light of norms, guidelines and country guidelines that deal with teacher education in dialogue with authors who address humanities and teacher training, such as Flickinger, Leite, Biesta and Nóvoa. In addition, Martha Nussbaum’s reflections on the global trend of university humanities drying up helped us to reflect on the topic. Despite the recognition of advances in teacher training established by the legislation in force in Portugal, some factors brought certain dissatisfaction to the directors of the courses investigated, such as the crystallization of curricula. Governments of different countries and political-ideological approaches have promoted the logic of developing profitable skills in different stages of education. As a result of this movement, humanities, and arts have been eliminated from the curricula. This movement appears very strongly in Europe and therefore in Portugal, given the educational recommendations of the Council of the European Union.

This thesis aimed to analyze the perceptions of master’s and doctoral students, as well as supervisors in Graduate Programs in Education, regarding the appropriation of generative artificial intelligence in both the process and the product of hybrid texts in dissertations and theses, considering prospective scenarios and academic integrity. It is an exploratory and descriptive research, with a qualitative approach, grounded in Content Analysis (Bardin, 2011) and data triangulation (Triviños, 1987), carried out through semi-structured interviews with 24 participants, equally distributed between graduate students and faculty members from two Brazilian public universities. The perceptions were organized into three axes: (1) appropriations of generative AI from the research proposal to the qualification stage; (2) the hybrid text in research and the tasks that can be delegated in different stages of academic writing; and (3) the artisanal text and the hybrid text and their differentiated prestige in the production of knowledge in Education. The results indicated that the admissibility of using AI is situated, varying according to the writing stage, methodological conception, and mastery of the tool. A silencing regarding its use was identified, associated with a symbolic surveillance environment, and it was found that acceptance is more frequent in technical and mechanical tasks, while the conclusion is seen as an intransferable space of authorship. The study advocates the creation of clear institutional policies, the inclusion of critical training, and the promotion of ethical pedagogical practices to ensure academic and scientific integrity in graduate education, strengthening institutional frameworks and broadening the ethical debate in the educational field.using AI is situated, varying according to the writing stage, methodological conception, and mastery of the tool. A silencing regarding its use was identified, associated with a symbolic surveillance environment, and it was found that acceptance is more frequent in technical and mechanical tasks, while the conclusion is seen as an intransferable space of authorship. The study advocates the creation of clear institutional policies, the inclusion of critical training, and the promotion of ethical pedagogical practices to ensure academic and scientific integrity in graduate education, strengthening institutional frameworks and broadening the ethical debate in the educational field.

This thesis under construction has chosen as its object of investigation the process of militarization in national public Basic Education policy and school management through the National Civic-Military Schools Program (PECIM), implemented by partnership between the Ministry of Education (MEC) and the Ministry of Defense (MD) from 2019 to 2023. The question is: how and why did Jair Bolsonaro's federal government carry out a concomitant process of militarization in national public basic education policy and school management through PECIM? The main objective was to analyze the process of militarization in the national public basic education policy and in school management through PECIM, considering the repressive-disciplinary dimension of education and the dimension of democratic management, between 2019 and 2023. Based on this general objective, the following specific objectives were proposed: a) to understand the functions, connections and characteristics of the capitalist state in social reproduction, with a focus on the relationship between repression and Basic Education; b) to examine the socio-political context of Jair Bolsonaro's militarized government, his government project and his ministerial composition, with an emphasis on the interfaces with Basic Education; c) to understand the elements that make up the Basic Education project underlying the management of the Ministry of Education during Jair Bolsonaro's government; d) to analyze the process of building, executing and revoking PECIM in the Ministry of Education, in conjunction with the Ministry of Defense; e) to analyze the changes in school management induced by the main legislation, regulations and official documents of PECIM and its strategic planning. To this end, historical and dialectical materialism was adopted as a philosophical basis, from which theoretical premises were developed that understand the capitalist mode of production through contradictory relations of production and reproduction, in which the capitalist state has a fundamental position, either in its function of repression, through the Armed Forces, police and legal power, or in its function of consent and subjection, through the modern educational system, significantly. In order to scientifically understand the processes of militarization induced by PECIM in the historical movement, the research used theoretical and empirical categories as fundamental analytical tools and drew on the state of knowledge of national academic production on the contemporary phenomenon of the militarization of education. The historical-documentary research focused on a corpus of 36 documents in various formats and a set of questions. It is argued that, in Brazil, since the 2010s, there have been concrete expressions of the repressive-disciplinary dimension of education and educational proposals from neoconservative political alliances that influenced militarization in educational policy and school management during the MEC administration between 2019 and 2022. This process of militarization was articulated and implemented by the political and institutional network of PECIM and disrupted public schools through militarized management. PECIM was part of a Basic Education project, underlying the actions and discourses of Jair Bolsonaro's federal government, which was reproductive in nature and linked to an authoritarian and repressive political perspective. A democratic discipline is advocated, related to a counter-hegemonic political-pedagogical project of the working classes, as a constitutive element of the struggle for the demilitarization of public Basic Education in the country.

The thesis examines the financing provided by municipalities for higher education, with a focus on the five municipal universities, grounded in the theoretical framework of historical neo-institutionalism. The central argument is that the five municipalities that maintain universities which charge tuition fees may only offer higher education if—and only if—they have fully met the needs within their constitutionally mandated areas of responsibility and possess the necessary and sufficient resources to ensure the minimum quality standards defined by the CAQi parameters.The investigation is guided by two core questions: whether the five municipal universities meet the requirements to be classified as universities, and whether the five municipalities that maintain these institutions ensure full and priority provision of early childhood education and primary education, with resources allocated above the constitutionally mandated minimum percentages.Regarding both questions, the analysis shows that all five institutions exhibit a vocation for teaching; however, among them, only FURB and UNITAU demonstrate the characteristics required for full classification as universities. From a financial perspective, it was observed that UniRV was the only institution to present a budget surplus. Regarding faculty employment status, only three universities fully complied with the required workload regime. With respect to the municipalities’ obligation to provide early childhood education and primary education, only São Caetano do Sul fulfilled all the verified criteria, while Rio Verde met them only partially.The analysis showed that the provision of early childhood education, primary education, and higher education places significant pressure on municipal budgets, given that municipal universities rely on their own revenues. The findings further revealed a dilemma arising from the fact that these universities are public institutions yet charge tuition fees, as well as the existence of a field of tension within the municipal sphere between the need to ensure full, high-quality provision of early childhood and primary education and the maintenance of municipal higher education offerings.

This dissertation investigates the field of student assistance during the pandemic. The research aimed to conduct a study focusing on students' perceptions and evaluating the impact of educational support policies. The research is organized into stages. The theoretical foundation stage of the research involves bibliographic and documentary analysis, focusing on official documents from IFNMG, management reports, and budgetary values related to student assistance. This phase was essential to underpin the research and define data collection instruments aligned with the study's objectives, involving the application of quantitative and qualitative methods to collect data on students benefiting from student assistance policy, as well as exploring students' subjectivity to understand their experiences and perceptions. The research results revealed a complex and challenging scenario and highlighted difficulties such as limited internet access, stress, lack of motivation in studies, and impacts on emotional well-being. Furthermore, emergency financial assistance played a fundamental role in students' lives, allowing them to focus on their studies.

The present research aims to understand if the black identity of the teacher influences the "curricular modeling" (SACRISTÁN, 2017). As an initial assumption, it appears that black identities are a factor that may or may not be preponderant in the phase of "curricular modeling" (SACRISTÁN, 2017) so that the pedagogical practice of the teacher follows an anti-racist perspective and contributes to the work with contents of Afro-Brazilian History and Culture, above all, as recommended by Law No. 10,639/2003. We will carry out a qualitative research, having as a method the single case study (YIN, 2015) in a school of Final Years of the city of Samambaia – DF, with teachers who declare themselves black. Our intention is to answer the following question: Does the black identity of the teacher influence the "curricular modeling" (SACRISTÁN, 2017)? To assist in the claim of our research object, the following theoretical axes will be articulated: I. Education for Black Ethnic-Racial Relations, supported by Cavalleiro (2001, 2021), Gomes (2017), Gonçalves e Silva (2009), Munanga (2009), Nascimento (2018), Carneiro (2019); II. Curriculum and Teaching for Black Race Relations, in the light of Apple (2006), Goodson (2018), Moreira e Silva (2013), Sacristán (2017), Silva T. (2000), Silva F. (2021), Young (2007); and III. Identidades Negras Docentes, landed in Carneiro (2015), Cavalleiro (2021), Gomes (2001), Munanga (2009) and Nóvoa (2017). As research procedures we will adopt: exploratory documentary analysis, questionnaire for all teachers of the school institution to identify which teachers recognize themselves as black and what are their perceptions about black ERER; semi-structured interview with teachers who recognize themselves as black and observations of these teachers to understand how their curricular planning is developed during press conferences and/or meetings. In this way, our research will seek to understand if the black identity of the teacher influences the selection of the cultural contents of the curriculum and analyze whether their practices in the "modeling of the curriculum" (SACRISTÁN, 2017) are focused on an antiracist education

Entitled, “Between sketch and painting: the creative activity in the didactic organization of the visual arts class”, this research aims to analyze the didactic organization of the Visual Arts class and its repercussions on the development of the creative process and artistic making of students. students in the final years of elementary school at a public school, located in the administrative region of Samambaia. The methodology, of a qualitative nature, embodied in the discussions and approaches developed by Dialectical Historical Materialism (MHD), is based on the writings of Marx (1982), Netto (2011), Húngaro (2008) and Cury (1989). The following will be used for data production: documentary analysis of the Federal District's Curriculum in Movement (2018), and the Common National Curricular Base (2017); observation of art classes; semi-structured interviews with teachers; and discussion group with students. The data will be organized through the analytical process called Meaning Cores by Aguiar and Ozella (2014). In theoretical constructions about work and pedagogical work, we use: Saviani (2007), Fuentes and Ferreira (2017); in Libâneo (2013), Silva (2014), Veiga (2008) and Saviani (2021b) to discuss the didactic organization of the class and in the texts and productions of Barbosa (2019), Vigotsky (2018) and Saccomani (2016) regarding the art class and creative activity. It is understood, from the results, the influence that the didactic organization of the class has on the creative activities of students in visual arts classes.

This research proposed to analyze the presence of neo-productivist pedagogical conceptions linked to "Learning to Learn" in the curriculum of the early years of SEEDF, after its revisitation in 2018, in the search to align it with the National Common Curricular Base (BNCC). The question-problem to be answered is: How do the pedagogical conceptions linked to neoproductivism/learning to learn, manifest themselves in the SEEDF Curriculum in Motion, early years, at their prescribed and modeled levels, after its revisitation in 2018, in the search to align it with the BNCC? In view of this, the general objective of this study was to understand how the pedagogical conceptions linked to neoproductivism/learning to learn are manifested in the SEEDF Curriculum in Motion, early years, at their prescribed and modeled levels. For the construction of the methodological path, a qualitative approach was chosen, using the case study method (Yin, 2001), in a movement of approximation with Historical-Dialectical Materialism (Marx, 1999). Methodological procedures for the collection of information were document analysis, observation, application of a questionnaire and semi-structured interviews. For the analysis of the information collected, we opted for documentary analysis (Lüdke, André, 1986) and content analysis (Bardin, 2004), seeking to triangulate information from the different methodological instruments used (Triviños, 1987). It is emphasized as part of the methodology of this research the realization of the state of knowledge with the intention of finding gaps and, thus, advancing in studies related to the theme. All theoretical axes are permeated by Historical-Critical Pedagogy and Critical Curriculum Theory, given the position taken on the social function of the school and the nature of the objects of this research.

The object of this study is based on the assessment of learning, as a central category of pedagogical work. This project's general objective is to analyze how teachers in the initial years of elementary school in a class school articulate the propositions of the DF's public education system regulations and educational assessment guidelines in their classroom assessment practices. The specific objectives are: a) Discuss the guidelines for assessment in the initial years included in the Regulations of the DF public education network (2019) and in the Educational Assessment Guidelines (2014). b) Discuss the meanings formed by teachers from the initial years of elementary school regarding the evaluation proposals included in the Regulations of the DF public education network (2019) and in the Educational Assessment Guidelines (2014). c) Understand how teachers in the initial years of primary education in the public education network articulate different assessment guidelines in their pedagogical work. In theoreticalmethodological terms, qualitative research (Lüdke; André, 2018; Bogdan; Biklen, 1994; Creswell, 2007) assumes a critical-dialectic perspective based on assumptions of Historical-Dialectical Materialism discussed by Cury (1989), Hungarian (2014), Kosik (1969), Netto (2011), Triviños (1987), Sousa (2014), among others. To produce the data, we will use: documentary analysis, class observation and semistructured interviews with teachers who teach in the Initial Literacy Block for the Early Years of Elementary Education, in the public education network of the Federal District. Data reading and organization will be carried out using the Meaning Cores procedure (Aguiar; Ozella, 2006).

This dissertation falls within the field of subjectivity, with a psychoanalytic reading on the constitution of the subjective dimension, beyond memory, it is seen that this is constituted throughout life and impacts the people trajectory. With an educational focus, this project analyzes the memory mark inscribed in elementary school teachers, more precisely, in the sixth and seventh years, and concomitantly analyzes how these educational memories imply the style of teaching. Furthermore, it reflects on the influence and possible repercussions of the Covid-19 pandemic on education, such as: difficulty accessing remote education and also school dropout. In this perspective, this qualitative research uses the theoretical framework of psychoanalysis to understand the significance of subjectivity, especially in Freudian concepts, which allow for an analysis of memory from the conception of the psychic apparatus. Thus, the research strategy employed was the educational memory device, conducted through the writing of memories and semi-structured interviews for further exploration of the written material. To carry out the project, the research subjects were teachers from the State Department of Education of the Federal District, with training in Portuguese and mathematics and working in the sixth and seventh years, during the period in which this project was developed. The choice of Portuguese and mathematics teachers was motivated by the greater number of classes in these subjects, and the choice of years is justified because they are the first two grades after early childhood education, that is, a period of transition and significant changes for teachers and students, due to the possible marks printed in this passage, therefore, it is essential for the teacher to reflect on the pedagogical implications so that he or she can reflect as a subject who affects and is also affected.

The use of Artificial Intelligence (AI) technology can help teachers personalize teaching and, consequently, help students in the learning process. AI-based technologies are supporting education and research has been carried out with a view to improving them and obtaining greater assertiveness from the developed predictive model. One of the AI technologies applied to education is the Intelligent Tutoring Systems (ITS). In this sense, this research aims to: Analyze the teaching strategies used and the feedback given for teaching customization in an ITS that uses AI. To meet the general objective, the following specific objectives were worked on: (1) identify the characteristics of interactivity and how it impacts the learning process; (2) identify and analyze the state of the art of AI application in STIs regarding the techniques used, objectives, difficulties encountered and assessment of effectiveness in learning; (3) evaluate the coherence and consistency of the teaching strategies used and the feedback generated by AI to personalize teaching; and, (4) identify the interactivity characteristics present in an ITS that uses AI. To build this dissertation, a series of articles were prepared and submitted for publication in journals evaluated in the upper strata of Qualis to reach each of the specific objectives. In this sense, the multipaper writing format was used to replace the traditional monographic style

As society transforms, new realities are configured in the most diverse fields. When it comes to the educational scenario, a globalized world permeated by the use of technology demands an equally connected school. However, this has not been the reality experienced in the current educational context, as schools continue to perpetuate anachronistic teaching standards in total noncompliance with the demands of the information and knowledge society. Because of this, the school environment has been unattractive for students of the current generation, since outside the school limits this same group is faced with a dynamic, disruptive society permeated by infinite possibilities. In view of this, it is essential that the school follows contemporary advances and is open to new didactic possibilities that awaken the protagonism of students and place them at the center of educational action, such as teaching mediated by the use of Digital Information and Communication Technologies. and Expression, considered tools capable of involving students through active methodologies, streamlining the teaching-learning process. From this perspective, we seek to investigate how teachers have dealt with this topic in the current post-pandemic context, since during the Covid-19 pandemic, it was necessary for these professionals to use digital technologies compulsorily to continue classes. In view of this, the study aims to identify the factors that lead to the approach or separation of teachers in relation to the use of TICE in the educational context. To build the theoretical framework of this study, bibliographical research was used as a reference, basing it on authors such as Lévy (1999), Kenski (2008), Santaella (2013), Valente (2018) and Lacerda Santos (2021). The methodological design of the research was outlined through a case study carried out in a public elementary school in the Federal District.

Belonging [PertenSer] proposes a reflection on corporeality, understanding the body as an instance of manifestation of subjectivities in constant transformation, shaped by the relationships between the subject and other beings, including the morethan-human world around them. From this perspective, the body is not only a manifestation of identity in construction, but also a link between human beings and nature, a fundamental element in this formative process. This mixed-method, exploratory, and descriptive study was developed in three stages, with the objective of investigating how corporeality can foster children's connection to nature through ecopedagogical workshops within an experiential environmental education practice. The first stage consisted of a diagnostic survey with 4thgrade elementary school students from a public school in the peripheral region of Sol Nascente/DF (N=62). The sample was composed of 40.3% female participants, 38.1% male, and 1.6% did not respond to the gender question. The average age was 9.71 years, with a standard deviation of 0.61. It was found that, initially, the children already perceived themselves as connected to nature. The survey included a sociodemographic questionnaire and two scales: the Inclusion of Nature in Self (INS) scale and the Connection to Nature Index for Children (CNC) scale. After this stage, experiential ecopedagogical workshops were held with one of the classes (N=21), where the children participated in bodily practices in a green space at the school, including conscious breathing, mindfulness, yoga postures, games, and the creation of a sensory garden. In addition, a field trip was conducted, providing an immersive experience in an ecological park in the region. After the workshops, the survey was reapplied, and the results indicated that the children still perceived themselves as connected to nature. This theme, especially when focused on children, is still underexplored. Considering this, combined with the complex socio-environmental issues of the territory where the students live, the study highlights the importance of formative processes that promote ecological awareness, particularly in peripheral contexts. Moreover, it is essential that public policies support schools in becoming promoters of a culture of care—mental, social, and environmental—with the creation, expansion, and maintenance of green school spaces being fundamental for children's biopsychosocial development. In a scenario of environmental and civilizational crisis, it becomes urgent for human beings to reclaim, within their own nature, the bond that connects us to the great systemic and relational web of life. The body, in this context, emerges as the sensitive and concrete instance of transformation, being fundamental in formative processes of environmental education

This work has the general objective of this research, we carried out a study on the practice and continued training of literacy teachers from the public school system in the Federal District in teaching Mathematics to students from different groups. The specific objectives are to reflect on the inclusion of students from different groups in the context of mathematical literacy, to verify how SEEDF's continued training policies for literacy teachers have been established in the field of mathematics to serve diverse groups and investigate the continued training of SEEDF literacy teachers in the context of mathematics and diversity in collective coordination school spaces. This is a qualitative research of exploratory nature with theoretical essay, document analysis and application of a questionnaire prepared in the Google Forms application, being sent to employees via the WhatsApp application and/or email. The data collected will be analyzed through content analysis observing Bardin's assumptions. The textual organization technique chosen was the multipaper format, in which the text is structured in a collection of independent but interconnected articles that, in this study, will be added to an introductory chapter and final reflections. Preliminary results showed that public policies for continuing teacher training are not sufficient for the number of teachers and that most of these training courses superficially addresses inclusion and diversity. Continuing training needs to be dynamic and contextualized, offering teachers support to work with diverse groups.

This work emerges from concerns about the significant growth in the subjective suffering of adolescents in Brazil, as well as the individualistic, pathologizing and medicalizing tendency in the care given to this public. It also takes into account the recent nature of public policies dedicated to adolescent mental health care based on the paradigm of the Brazilian Psychiatric Reform, as well as the limitations and weaknesses that this network is currently experiencing. In this context, the aim is to understand the social and individual subjective configurations of the subjective suffering processes of adolescents who take part in the activities of a nongovernmental community organization located in the Federal District, in order to build alternative educational paths aimed at subjective development. The Theory of Subjectivity from a cultural-historical perspective, by González Rey, will be used to support the theoretical explanation of these processes. Based on the links between subjectivity, mental health and the community, we problematize the possibilities of actions at a community level, in spaces outside the public mental health apparatus, as possibly powerful resources for fostering the development of adolescents. To this end, links are made with the theoretical contribution of Latin American Community Social Psychology. Finally, using Constructive-Interpretive Methodology, based on Qualitative Epistemology, an in-depth case study of an adolescent between the ages of 12 and 18 will be carried out, with the aim of building a theoretical model that will enable the research objectives to be met.

Mental health processes in the school context have been discussed in various studies and are a cause for concern in educational practices. In addressing this issue, this paper recognizes the school as a space that can potentially promote the mental health of adolescents, as it can offer affective and social tools that encourage the inclusion of singularities. To this end, it is important to look at the relationship between education, mental health and human development, with the aim of advancing paths of intelligibility on the processes of subjective suffering of adolescents for a complex understanding of the diversities and singularities of adolescents in the post-pandemic school space. This research allows us to discuss the reception of adolescents in subjective distress in educational institutions, as well as to reflect on possible subjective resources generated by the school institution itself in the face of emerging mental health problems today. In the light of Fernando González Rey's Theory of Subjectivity in a historical-cultural approach, this research aimed to understand how adolescents' subjective suffering is subjectively configured in a public school in the Federal District of Brazil in the post-pandemic context, focusing on the elaboration of educational principles and strategies that favor subjective development in this context, beyond pathologization. Using Constructive-Interpretive Methodology, based on Qualitative Epistemology, I approached the social subjective configuration of adolescent suffering in a public school in the Federal District and the individual subjective configuration of a student's suffering through a case study. The research involved 8 months of fieldwork in an elementary school in the Federal District of Brazil. During this process, the researcher took part in various activities in the school's daily life, which made it possible to create a bond with the pedagogical team, managers, families and students who gradually became participants in the research. Different research tools were used, such as: conversational dynamics, dialog about songs, dialog about drawings, dialog about comic books, body mapping and sentence complementation techniques; so that all these resources were aimed at favoring dialogic moments that would allow important themes to be addressed for the study; thus allowing for engaged, critical and reflective participation by the participant. The results of the research are presented in two thematic axes; in the first thematic axis we address the social subjective configuration of adolescent suffering and possible educational practices. In this axis we consider that social subjectivity favors suffering through the instrumentalism of the logic of the symptom, the silencing of mental health problems, which makes it difficult to face the mental health/school challenge. In the second thematic axis, we address the individual subjective configuration of an adolescent's suffering and possible resources for subjective development. Here we emphasize the subjective protagonism of an individual facing a life situation of suffering, within a fluid, creative, dynamic process that allows possible alternatives to suffering to be built. In this context, it is important to create spaces for dialogue and dignity in the recognition of students' rights and duties in diversity and difference; as an alternative to pathologizing and medicalizing practices.

Starting in the 1990s, within the context of the reconfiguration of the Brazilian state, public-private partnerships (PPPs) emerged as strategies to fulfill the interests of dominant groups, introducing a corporate logic into the management of public basic education. In this context, the present study analyzed the dissemination of socio-emotional skills through the Acelera DF (2007- 2010) and SuperAção Jovem (2009-2010) programs, resulting from a partnership between the Secretariat of Education of the Federal District (SEEDF) and the Ayrton Senna Institute. Grounded in the historical-dialectical method, the research reveals that the involvement of social organizations in public education, particularly in times of capital crisis, reflects the use of education as an investment niche, as well as a space for shaping subjectivities aligned with the neoliberal project. In this context, socioemotional skills serve as mediators for capital interests, shaping individuals based on a corporate rationality that prioritizes individual success and adaptation to the labor market. Public basic education in the Federal District has thus been instrumentalized to legitimize the hegemonic discourse of multilateral organizations, implementing policies that reinforce new forms of subjectivity aligned with neoliberal logic. This process materializes through networks of articulation, the mobility of organic intellectuals, and communication strategies within the scope of PPPs, promoting a conception of education focused on emotional management and coexistence with differences as key elements for productivity and efficiency in the market

The research investigates a child's aesthetic experiences concerning his father's cinema, between 1994 and 1995. To achieve this, Vygotsky's Historical-Cultural Theory is used as a method, and the unity of experience is used as a methodological path. Since this is also an investigative work about the past, the methodological tools are memories, constructed through photographs, VHS footage, and the accounts of people who participated in these moments in one way or another. This material will help us access Bento's experiences with Seu Francisco's cinema. Thus, we investigate the democratic and emancipatory potential of cinema, as a destabilizer of the traditional hierarchical teaching model, providing an environment where children have the freedom to create and express themselves, developing their intellectual-affective unity. As an educational strategy for children to appropriate cinematographic art, we propose transmediation. Through research, we want to understand how the art of cinema can enable access to emotions and be a catalyst for education and the development of affection.

Games and play, as a teaching resource, can play a significant role in the pedagogical work of mathematical literacy. Mathematical literacy involves the understanding and construction of numerical concepts, as well as the mastery of elementary mathematical operations, such as addition and subtraction, to solve problem situations, that is, the progression of students' understanding of the concepts and relationships of addition, developing the additive conceptual field. In view of the above, this research has the general objective of analyzing possible contributions of the use of games and play in pedagogical work for the development of skills of the additive conceptual field for the mathematical literacy process of students in the 3rd year of Elementary School. To achieve this goal, the specific objectives are to identify Brazilian research that addressed the use of games and play in the mathematical literacy process of students in the 3rd year of Elementary School, from 2010 to 2019; to analyze the use of games and play for the development of skills of the additive conceptual field in the literacy process in the initial years; describe the potential of games and play for the development of mathematical literacy. The methodological aspects explain a qualitative approach research, with descriptive and exploratory objectives. Regarding the data collection procedures, bibliographic research and collaborative research will be used. The data analysis techniques will be document analysis and content analysis. Vergnaud (1996), Vygotsky (2008), Kishimoto (2012), Danyluk (2015) are the theoretical references supporting the research. As preliminary results, it is clear that the number of research that deal with the subject in question is still incipient. Therefore, it is considered the need for research that go deeper into the subject in question.

Thinking about the teaching and learning process of people with Intellectual Disabilities, today, is bringing to light a change in terminologies and conceptions. Both walked together throughout the history of humanity, from a perspective of the limitations and incapacity of these people who were called weak, mongoloid, retarded, incapable, exceptional and others, which, even without intention, already made these people inferior. This process of transformation in society is the result of a new vision that the school must cultivate, carrying out inclusive practices that aim at the development of these people in all dimensions, considering the potential of these individuals and not their limitations, in addition to a process that aims to learning not only from a cognitive perspective, but also from a social, political and historical perspective. Considering this, the present work seeks to understand the teaching of Mathematics in Generalist Resource Rooms in Federal District in serving students with Intellectual Disabilities. To this end, this research aims to uncover a little of the universe of these individuals, weaving the trajectory of historical milestones in the world and in Brazil during the 20^th and 21^st centuries, with events and laws that guaranteed the inclusion of people with disabilities in regular schools, reaching a more specific assistance with Specialized Educational Assistance (AEE) through the General Resource Rooms (SRG) in Federal District. Furthermore, this research characterizes Intellectual Disability, according to the Diagnostic and Statistical Manual of Mental Disorders - V (DSM-V), published by the American Psychiatric Association; International Classification of Diseases (ICD), organized by the Organization World Health Organization (WHO) and through the theory of Vygotskian defectology. To conclude, it talks about the potential of inclusive practices in Mathematics Education carried out in the General Resource Rooms in Federal District. This discussion will be based on Vygotsky's theory, within defectology, which describes the development of people with disabilities following the same law of development as typical people but using alternative paths and auxiliary means to develop compensatory processes, which aim at the development of these subjects. In relation to methodological aspects, the research will have a descriptive qualitative approach, based on historical-cultural theory, which understands that the higher psychological functions, typical of the human species, become complex based on social relations, as well as semiotic mediations experienced, through cultural construction instruments and bibliographic and documentary review procedures.

This research investigated the implications of the National Pact for Literacy at the Right Age (PNAIC) and Time to Learn (Tempo de Aprender) programs for teaching reading and writing, based on the conceptions of two teachers working in the first year of elementary school at the Federal District State Department of Education. It set out to answer the following question: What are the implications of the continuing education experienced in the literacy training programs PNAIC and Tempo de Aprender for the didactic-pedagogical practices in the teaching of reading and writing of teachers working in the Initial Literacy Block? The study is based on two fundamental pillars: teacher training and literacy. To support the research, it relies on authors such as Chartier (2000; 2007) to discuss teacher know-how; Tardif (2002) and Saviani (2002,2009) to refer to the history and conceptions of teacher training, among others. With a focus on literacy, it was based on Mortatti (2004; 2010, 2012; 2021) to address the history of literacy methods and Soares (2008; 2010; 2017; 2021), Leal (2012,2019), Morais (2012; 2019) who debate literacy and literacy, as well as other authors. This is a qualitative study (André, 2005), given its interpretative nature. The research instrument used was a semi-structured interview with two teachers from the Federal District State Department of Education, in 2024, working in the first year of elementary school. To analyze the data, the study used the Thematic Content Analysis of Bardin (2020) and Franco (2021). The results of the analysis showed that, even with different epistemological conceptions, the teachers use the assumptions of the two programs in a pragmatic coherence. Textual genres, pleasure reading and planning models (sequences and didactic projects) were identified as relevant contributions from PNAIC. As for Tempo de Aprender, the video lessons were considered important for guiding some teaching situations. With regard to the axes of language teaching, the greatest investment was in the axis of linguistic analysis and reading texts, considering the need for appropriation of the alphabetic writing system by the end of the first year. The Time to Learn methodology was considered by the teachers surveyed to be more suitable for the initial literacy process. With regard to assessment practices, we observed an approximation with the formative perspective, coming closer to the assumptions defended by PNAIC. In terms of heterogeneity, they pointed to different didactic and pedagogical arrangements in order to meet the writing hypotheses. As for the resources and materials made available, the teachers showed that they had used the Tempo de Aprender resources, but during the research period, they reported frequent use of the PNAIC games. In summary, the assumptions of both programs were present in the teachers' practice, with the argument of reaching the singularities of the students' learning.

The research aims to critically analyze the perceptions and perspectives of 8th and 9th grade elementary school teachers in a municipal public school system regarding the reality of the use of hybrid written texts by students and AI. The study addresses the assumptions of education and communication from a critical perspective (Freire, 1987, 1996, 2013, 2018), the concepts of prospective thinking (António Junior; Oliveira; Kilimnik, 2010; Moritz; Pereira, 2005) and hybrid text (Lopes; Forgas; Cerdà-Navarro, 2024). This is an exploratory and descriptive research with a qualitative approach, whose methodological procedures used were Bardin's content analysis (1977) and Triviños' data triangulation (1987). Ten semi-structured interviews were conducted with teachers from three schools in the city of Novo Gama, Goiás. Among the research results, the category “negative implications of the use of AI in hybrid written texts” stands out, which is associated with the following subcategories and respective reiteration in the content of the ten interviews: ethical and moral maturity [9], plagiarism [04], laziness [04], technological dependence [03], lack of critical analysis [02], distancing from one's own capabilities [2] and distrust [1]. In the category “positive implications of the use of AI in hybrid written texts”, the subcategories research [06], vocabulary enrichment [02], correct writing form [02], content retention [1], time [01], work with what you like [01], speed [1] and question-and-answer session [1] emerge. In turn, the “conditional acceptance” category is associated with the subcategories authorship [05], participation [3], research [02], debates [02], vocabulary appropriation [1], knowledge reinforcement [1] and studying [1]. There was an alignment in the ten responses of the teachers regarding the use of generative AI, through admissibility conditioned on some factor. Of the ten teachers interviewed, two demonstrated disagreement in the use of AI tools in situations of writing hybrid texts. In the “measures” category, in order to reduce the negative effects of the risks of misuse of AI, the subcategories guidance [07], classroom production [02], rules [02], ethics and citizenship class [01] and active methodologies [1] are presented, and with this, the subcategory “guidance” [7] predominates. There are some limitations in the teachers’ knowledge about the use of ChatGPT in the context of hybrid written texts for educational purposes, but they are open to using the tool in classroom activities. The research concludes that it is important to build ways for the development of writing free from inequality biases, taking into account the transformations that generative AI tends to offer in terms of benefits to teaching. Writing texts allows for a range of possibilities in which the individual has the opportunity to use their creativity for a profitable purpose in the authorship of texts. Creativity is inherent to human beings and no AI technology will surpass writing contextualized with the experiences of human reality.

The present work aims, in general, to understand how the school management model, personified by the principal, can translate different understandings of transformational leadership, in the formative context of Mentoria de Diretores Escolares no DF, and specifically: 1) collect understandings about the concept and the application of leadership in the school imagination; 2) understand the process of training formal leaders, at school, based on the democratic management law; 3) analyze how formal leaders, Directors, can influence the school community. The formal authority of the leaders studied has repercussions on individual and collective political creation, as a silencing or transformative mechanism, capable of repressing or revealing important conflicts for the development of humanity in the world and imparting a power of decision-making influence under the dialogics and dialectics of socialization, the creation of symbolism and the worldview encompassed. The qualitative methodology explores, here, the break with classical paradigms, the construction of collective intellectuality based on a critical and reflective scientificity and the study of formative and operational signifiers and meanings of leadership in the school environment, using literature review, complete observation and the application of semi-structured interviews to collect and systematize data and information. The research followed ethical principles and was validated by the program's executive team and the Secretaria de Educação do DF and is justified by the institutional, democratizing, universalizing and emancipating role of the school, from the perspective of the director as a decision-making figure, influential directly and indirectly, in environmental culture, in student performance, in the political-pedagogical vision adopted and in the consolidation of a society project.

Companies like Google and Microsoft are present in our daily lives, bringing countless facilities for communication between people and access to information. This aspect comes from a new configuration of the economic system, which is being understood as surveillance capitalism, in which such companies have their business models based on data collection and monitoring. Since the beginning of the 2000s, these large technological corporations have expanded their sphere of activity to other sectors, such as education. In Brazil, we noticed the presence of these Big Techs in education when analyzing that almost 80% of public higher education institutions have agreements with some of these companies to offer applications aimed at teaching actions. Given this scenario, we ask ourselves: what are the implications of the entry of large technological corporations into the training project of Brazilian public universities? This investigation will be anchored mainly in the studies developed by Jose Van Dijck, who proposes an analysis of society based on the concepts of platformization and dataism. This is research of a hermeneutic nature with a reconstructive approach since, through dialogue with others, it is possible to resolve mistaken interpretations about the world. In order to contextualize the scenario experienced by institutions that have subscribed to the services of large technology companies, an analysis will be carried out of the following university documents: Institutional Development Plan, IT management plan of the institution and terms of agreement made between the institution and such as Google or Microsoft companies to offer applications. An open questionnaire will also be administered to managers in the information technology or distance education areas of the institutions. In search of clarification on the problem to be understood from this study, five Brazilian federal universities that joined Google or Microsoft services were selected, namely: University of Brasília (UnB), Federal University of Amazonas (UFAM), Federal University of Pernambuco (UFPE), Federal University of São Paulo (Unifesp) and Federal University of Paraná (UFPR).

This research is part of the field of studies on childhood(s), in the line of research of Comparative Studies in Education, of the Postgraduate Program of the Faculty of Education of the University of Brasília (UnB). The investigation aims to describe and analyze what a group of children living in Ceilândia - Federal District, say about their childhood experience(s), highlighting their interests and desires and the relationships they establish with the space where they live. For this purpose, this thesis is based on the theoretical-methodological contributions of the field of childhood studies, dialoguing with the Sociology of Childhood and, interdisciplinary , with the Geography of Childhood. It isa research with children that highlights the relevance of listening to what these social actors have to say about their childhood experiences in the researched context. The investigation was carried out in the residential space of the participating children with the purpose of dialoguing and listening to them in an environment different from the school environment and as a way of detaching them from the role of student. To facilitate and expand understanding of what they had to say, drawings, photographs and conversations with the children about their productions were used as methodological strategies for establishing a respectful dialogue that valued their different languages. Thus, the option for methodological triangulation aimed to combine these different methodological tools, in order to generate data and promote an analysis that honored the expression of the knowledge and perspectives of the research participants. The children demonstrated interest and desire to increase the length of stay and access to institutional and/or public spaces that allow interaction and play with their peers. The participants recognized and considered some factors that limit and restrict their free access to public spaces in the sector where they live. Furthermore, they provide clear and objective assessments of the conditions and organization of public spaces in the place where they live, highlighting the existence of few spaces that children can visit safely and freely. The research makes clear the potential of children’s speeches, which reveal their readings of the world.

This research, developed in the line Environmental Education and Peasant Education, of the Postgraduate Program in Education at Universidad de Brasília from 2022 to 2024. The main goal was to analyze how collective subjects organized in the web of relationships that involve the Rural School, the peasant community and the public university materialize the Agroecological Educational Praxis. The research was based on the relationships established between the school named Escola de Ensino Médio do Campo Florestan Fernandes (EEMFF) and the settlement community of Assentamento Santana, both located in the municipality of Monsenhor Tabosa - Ceará - Brazil. The approaches to the State University of Ceará (UECE) were also the object of analysis, especially through the agroecological praxis developed since 2018. The epistemological basis of this work is the Dialectic Historical Materialism. The main instruments used for immersion in reality were: observations of the educational process at EEMFF and in the community of Assentamento Santana/CE; semi-structured interviews with educators from EEMFF and UECE, with EEMFF students and members of the MST Production and Education Sector in the Settlement and in the state; discussion groups with individuals who work in different areas in Santana community; field diary records. From the production and analysis of the data, it was found that the collective subjects of this community, strengthened by the organization in the MST and occupying the knowledge production spaces at the public universities, began to promote transformative praxis in the school and in the community, as well as bringing about approaches in the university with struggles, history and peasant culture, breaking with commonly hierarchical and standardized ways of producing knowledge.

The present study addresses the implementation of the Base Nacional Comum Curricular (National Learning Standards) in public schools in the Federal District (Brazil) – based on the policy cycle approach proposed by Stephen Ball and colleagues – and is structured in two parts: one theoretical and normative-legal and the other empirical. In the first part, the theoretical framework that underpins the construction of the thesis is presented, introducing concepts, definitions, and conceptual discussions about the role of teachers and school leadership in the context of implementing educational changes, especially regarding the perception of the proposed change, sense-making, and decision-making by teachers. Following this, the historical and current context of curriculum policy in Brazil is presented, encompassing the process of constructing the National Common Curricular Base until the moment the curricular document is approved by the Ministry of Education of Brazil. In the second part, the results are presented. For this research, we interviewed 37 teachers from the 1st and 2nd grades of elementary school and 13 managers with a leadership role (principals, coordinators, and pedagogical supervisors) from the public school system of the Federal District. In addition to semi-structured interviews, we administered survey to both managers and teachers. The main conclusions were as follows: (i) interviewees have a positive perception of BNCC and believe that it will bring improvements to Brazilian public education. However, some interviewees suggest that the BNCC is more relevant in states that did not have a previous curriculum and demonstrate a preference for the Currículo em Movimento of the Federal District; (ii) group meetings offer teachers an opportunity for collective sense-making of educational reforms; (iii) regarding decision-making, the main components of teachers' decision-making process are the public curriculum and discussions with colleagues; (iv) although interviewees pointed out that BNCC has led to changes in textbooks, the use of orality in literacy, and socio-emotional skills, none specified a concrete change resulted from the Base in their teaching practice or in the dynamics of the schools; (v) managers and teachers believe that professional development, community participation, and the availability of adapted teaching material are key factors influencing the implementation of the BNCC in schools in the Federal District. The results indicate that the implementation of the Base in the Federal District occurred partially and did not succeed in generating significant changes in the school reality

The thesis chose as its object of investigation the technocratic andbusinessmanagement in the State Schools of Professional Education (EEEP) inCearábetween the period 2008 and 2023. Part of the problem: entrepreneurs,foundations, private institutes, All for Education and the governorshaveworked through articulations to direct the elaboration, executionandmanagement of policies for basic education in Ceará. Its main objectiveistoanalyze technocratic and business management in public professional highschools in Ceará and to understand how the mechanisms of technocracyhave governed the processes of management, organization andcurriculararchitecture of these schools to consolidate a technocratic reproductionpattern. -business. Historical-dialectical materialismis assumedasatheoretical-methodological option to analyze the historical anddialecticaltotality of the technocratic and business management employed inEEEPandhighlight the mechanisms of technocracy that operate and governsecondaryschools in Ceará. By assuming a qualitative nature, usingempirical,documentary and statistical data, it adopts bibliographic researchwiththeexploration of the field of investigation to understand the object andits multiple determinations. As a result of the investigation, it states: thegovernment of Ceará and businesspeople act and operate the professionaleducation policy in the state, with ICE, from the company Odebrecht, andInstituto Unibanco as their arms; there is a pattern of reproductionoftechnocratic and business management in professional educationschoolsinCeará, which is expressed from three perspectives: ideological-curricularreproduction, ideological-entrepreneurial reproduction and ideological-business reproduction.

This thesis reflects on the pedagogical potential of the performing arts in confronting gender and sexual orientation violence directed at the LGBTQIAPN+ community in school environments. I start from the assumption that the performing arts can constitute aesthetic-political territories of existences, resistances and r-existences (PORTO-GONÇALVES, 2002; 2008) that positively make transgressive bodies, cultures and knowledge visible, spreading an anti-LGBTQIAPN+phobic education that affects and transforms schooling spaces that are hostile to this community. The research is self-referential and has as its main empirical contribution the excerpt of experience in teaching, orientation and theatrical direction of creative scenic processes conducted by me with students of the bachelor's and licentiate courses of the Faculdade de Artes Dulcina de Moraes (FADM), located in Brasília (DF), in the period from August 2015 to July 2019. The analyses focus, more specifically, on the process of assembling and presenting the theatrical show O causo de Maria e Etevaldo (Ricardo CRUCCIOLI, 2017). In addition, as part of the methodological procedures, for a reflection on how LGBTQIAPN+phobic violence can be identified and combated in school environments, questionnaires were applied to teacher trainers and course teachers , responsible for and participants, respectively, in training courses that deal with gender diversity and sexual orientation, offered by the Undersecretary for Continuing Education Professionals (EAPE/SEEDF). In summary, I carried out in this methodological path, here named Portraits of me, a triangular analysis that aggregates: a) the auto(hetero)ethnography of my teaching practice and creative processes in performing arts; b) my memories as a homosexual person, artist and teacher; c) the answers to a questionnaire from professional colleagues in SEEDF. The theoretical contribution that I mobilized involves works and thinkers from the field of education, gender studies and queer studies, in a decolonial key.

The objective of this research was to investigate and understand the role of women rooters and faith healers from the Cerrado in preserving and sharing cultural and environmental knowledge within their communities. We sought to analyze the possible convergences between theoretical perspectives based on ethnoscience, environmental education, ecology of knowledge and the practices present in these women's narratives, as a way of verifying whether the traditional and collective knowledge of women rooters and healers can contribute to the formulation of ecopedagogical practices in the field of environmental education. We also seek to understand the importance of ancestries and emotional ties in blessing practices and in sharing traditional knowledge about medicinal plants. To this end, qualitative research was carried out consisting of a bibliographical review, participatory research and semi-structured interviews with seven women, two of whom were masters of the Cerrado and five of them from the Escola de Almas Benzedeiras in Brasília (DF). The women rooters and healers of the Cerrado bring together a diversity of knowledge whose learning processes take place through the oral transmission of knowledge in the daily lives of their communities. For these women and the people who seek them, healing occurs through words, plants, elements of nature and the sacred, actions that manifest themselves in the act of blessing and manipulating the medicinal plants of the Cerrado. Thus, possible convergences were identified between the perspectives present in the narratives of these women together with the practices of blessing and the use of medicinal plants, which continue to be transmitted today, taking into account the changes promoted by time, and which still remain in contemporary societies. the recognition of importance in healing and care practices. Despite being practices that come from rural areas, they find support in urban centers, thanks to their practitioners and those who receive blessings and attest to the power of this traditional craft. It is evident that the ancestry and emotional ties of the rooters and benzedeiras with their bodies-territories contribute to keeping the original knowledge alive, as well as to the preservation of the Cerrado

The (re)insertion of people into the World of Work is a global challenge, including Brazil, due to several factors such as: technological changes and automation that are transforming the nature of work, eliminating some jobs and requiring new skills for others , which could leave many workers unemployed or struggling to adapt to the new demands of the World of Work. For all these reasons and more, (re)inserting people into the World of Work is a complex challenge that requires coordinated efforts at global, national and local levels to guarantee equitable opportunities for all. Furthermore, in order to improve the efficiency of the worker (re)insertion process, it is necessary to consider the profiles of vacancies available in the World of Work, as well as the competencies (knowledge, skills and attitudes) of each person. Given the above, this doctoral research developed a method of Recognition, Validation and Certification of Prior Skills - RVCC, aligned with the new format of the World of Work. This method was applied to workers with low education and/or professional qualifications, who attended the SINE employment agency in Goiânia. Thus, initially, we carried out bibliographical and documentary research of a mixed nature and then applied the method to 219 workers. Of these, 185 passed the assessment and obtained recognition, validation and certification of their skills acquired throughout their lives, the remaining 34 workers who did not obtain the RVCC were directed to undertake professional training in the professional occupations that required certification. In this sense, the developed method appears as a possibility for the implementation of Skills Recognition and Skills Certification in the Brazilian context, providing opportunities for (re)insertion and progression in the World of Work, as it appears as a proposal for formalizing skills and/or knowledge acquired by workers throughout their lives, since despite being provided for 30 years ago in the LDB, this possibility is not guaranteed for thousands of workers who suffer from this recognition.

The profile of public universities has more honestly reflected the plurality of Brazilian society, and is mostly made up of black people. Much of this change is due to policies such as the ethnic-racial and social quotas discussed in this study. However, access for these people prevails in less “prestigious” courses, with a greater concentration in undergraduate courses, among which the Pedagogy course stands out, both in the public and private sector, whose student profile is made up of women, black people and working class people. Thus, taking the pedagogy course as the source of this thesis and considering the characteristics inherent to this degree, the following question arises: How do the intersections of the social markers of gender, race and class determine the entry of students to pedagogy courses in public or private institutions in the Federal District? To this end, in an attempt to find possible elucidations to the research problem, we carried out an intersectional study, using the reconstructive hermeneutics approach, considering social justice as an interpretative horizon. This is a survey of students on face-toface pedagogy courses at four HEIs in the Federal District, two public and two private, in which we used documentary analysis and questionnaires. We intend to understand, from the perspective of social justice, the different reasons given in order to discursively construct a work that can serve as a source of reflection for all the institutions and subjects involved, and promote new and constant interpretations for a critical development of training in pedagogy.

Dengue is an arboviral infection found in tropical and subtropical regions transmitted by hematophagous mosquitoes from the genus Aedes spp. and responsible for millions of cases every year. Public campaigns and educational curriculum are designed to educate people, including children. However, what has been reported is that many decide not to follow these guidelines, even though they allegedly know what has to be done. To understand this phenomenon, this study aims to identify psychological barriers behind the adoption of pro-environmental behaviors that seek to reduce Aedes aegypti’s population. For that, middle school students participated on two studies responsible for (1) adapting the Dragons of Inaction Psychological Barrier (DIPB) scale to the target group (n = 150) and then (2) testing it on a larger group (n = 449). In the Exploratory Factor Analysis, Bartlett correlation (p-value < 0.001), Cronbach’s alpha (0.83, and KMO analysis (overall MSA = 0.84) showed that data was suited for factor analysis. Five factors were retained by Kaiser Criterion and scree test (i.e., Conflicting goals and unnecessary changes – α 0.76, Interpersonal relations – α 0.72, Conflicting goals and lacking knowledge – α 0.58, Tokenism – α 0.73, and Tokenism towards the government – α 0.66). After that, the scale was tested across eleven different schools, where students also answered a questionnaire about the mosquito. Results suggested that the factors Conflicting goals and lacking knowledge and Tokenism towards the government presented a higher level of agreement for all students (means: 2.6 and 2.12 out of five, respectively). Those who scored higher in the mosquito’s questionnaire had factors Conflicting goals and unnecessary change and Interpersonal relations inhibited when compared to others (p-value < 0.05). These results suggests that future educational campaigns should build different actions that focuses on addressing both internal and external factors, creating a mosaic of projects, with different goals, each aiming different environmental challenges.

In this investigation, the general objective is to develop an investigation tool to help teachers in the process of identifying students with high abilities/giftedness in mathematics. Because it is a study on mathematical giftedness, an eminently interdisciplinary area, we understand that for the development of this research proposal it will be necessary to seek theoretical support in the literature of the areas of Psychology, Education and Mathematics Education. The study is being developed in a multimethodological approach whose textual presentation adopted is the multipaper format. The initial proposal foresees the elaboration of six articles, namely articles I, II, III, IV, V and VI. Articles I and II will be literature review studies while Article III will consist of documentary research. Article IV, in turn, will be a systematic review of the literature, thus completing Part I – Theoretical investigation. Finally, Part II – Empirical investigation, will consist of article V that will deal with the perceptions of teachers who teach mathematics in relation to mathematical giftedness, therefore, a survey and article VI that will be elaborated through an ex-post-facto type study in which the construction and validation process of the Mathematical Giftedness Investigation Scale (EISMAT) will be presented. The importance of this research proposal is justified due to the complexity involved in the process of identifying students with signs of high abilities/giftedness and the scarcity of research instruments in the area of Mathematics Education for this purpose. This research is expected to contribute to the process of identifying mathematically gifted students.

This research is linked to the Teaching Profession, Curriculum and Assessment Research Line, its object of study is Continuing Education with Centros de Vivências Lúdicas – Oficinas Pedagógicas (CVLOPs) da Secretaria de Estado de Educação do Distrito Federal (SEEDF). The central problem of the study was: What conceptions and practices of playfulness guide the continued Education offered by the Centros de Vivências Lúdicas – Oficinas Pedagógicas (CVLOPs) da Secretaria de Estado de Educação do Distrito Federal (SEEDF)? The thesis has as its central objective: to analyze the perspectives, conceptions and epistemological basis of the continuing education process offered by SEEDF CVLOPs. To get closer to understanding playfulness in the context of teacher Education, we list the following as specific objectives: analyzing the State of Knowledge, mapping the work produced on continued training with playfulness in the period from 2011 to 2021 in Qualis A and B Periodicals, Google Scholar, in theses and dissertations in the CAPES and IBICT Databases and also at ANPEd annual meetings; identify the epistemological bases for continuing education present in the historical context of training in CVLOPs; Categorize the concepts of playfulness in continuing education present in the historical process of establishing Playful Experience Centers – Pedagogical Workshops; identify the guiding principles for the continuing training offered by CVLOPs. We conceive Dialectic Historical Materialism as a theoretical methodological reference, according to the assumptions of Curado Silva (2008), Marx (1980), Menezes (2022), among others. Thus, we began the methodological journey with documentary analysis and the creation of the State of Knowledge on Continuing Education with playfulness in the period from 2011 to 2021 based on bibliographical research. At this stage, three categories emerged that led us to the conception of playfulness as three playful manifestations assumed in the continuing education of teachers: 1. Playing in early childhood education, 2. Playing as a pedagogical intervention in specific areas and 3. Playing in continuing education of teachers. In the second stage of the research, data was collected through a questionnaire answered by 30 teacher trainers, a questionnaire answered by 61 teachers in training, and semi-structured interviews carried out with 13 teacher trainers and 4 teacher managers. Therefore, data analysis was carried out based on the theoretical framework based on discussions about playfulness from a Pedagogized (Instrumental: Muniz, 2011; Wajskop, 2001, Lopes, 2014 and Didatized: Wajskop, 2001), Attractive (Chateau, 1987) and Humanizing (Lopes, 2004, 2014; Luckesi 2000) and about epistemology in teacher training (Contreras, 2012; Curado Silva, 2012, 2018. 2019, 2021). In this way, driven by Dialectical Historical Materialism, it made it possible to outline four categories: i) The work and training community of the CVLOPs: characterization of the participants (teachers, teachers in training and teacher managers); ii) The teaching identity of the teachers training CVLOPs; iii) The concepts of Playfulness in teacher training; and iv) Playfulness as a formative principle: advances and contradictions in teaching work. In the dialectical movement, we affirm the thesis that the Centros de Vivências Lúdicas – Oficinas Pedagógicas present a teacher Education project that opens up the possibility for teachers themselves to carry out training that has playfulness as its principle. We understand that this movement is central to continued education, based on the unity of achievement-experience-work that is outlined through social practice elaborated as intentional abstract thought and that takes place in everyday life through a transformative process with playfulness, constituting itself, therefore, in praxis.

This research is linked to the line of Public Policies and Education Management (Poge) of the Graduate Program in Education (PPGE) at the University of Brasília and investigated the impact of the external evaluations of the Saeb on school management and the educational quality of Elementary Education II (EFII) in public schools in the Federal District. The study analyzed how the results of the Saeb influence pedagogical practices in the researched schools, highlighting that the lack of a strategic plan for using these results reinforces a limited view of educational quality and hinders their contributions to the school routine. Grounded in the method of historical-dialectical materialism, the study employed the categories of totality, hegemony, mediation, and contradiction, conducting document analyses and interviews with managers (local, intermediate, and central) from the SEEDF. With a qualitative approach, the content analysis, according to Bardin (2011), revealed a hegemony in the adoption of the principles of the Saeb in the researched field, generating contradictions between the objectives of the national evaluation policy and the concrete conditions of education in the DF. The findings indicate that the Saeb generates interest and reflection in schools, but the lack of systematization and support for school management in utilizing the results limits its contributions to improving pedagogical practices while simultaneously generating pressure on school performance. This situation underscores the need for strategic actions that enhance the contribution of the evaluation policy to schools.

This research is linked to the Public Policies and Education Management (Poge) research line of the Graduate Program in Education (PPGE) of the University of Brasília. It focuses on the materialization of extension activities in light of the policy of the National System for the Assessment of Higher Education (Sinaes), established by Law No. 10,861, of April 14, 2004 (Brazil, 2004). The objective of the research was to investigate the shaping influences of extension practices by the academic organization of private higher education institutions in the Federal District and by the Sinaes policy. The thesis of this research is that the materialization of extension, in its conception, development and assessment, is shaped by the academic organization of these institutions and by the Sinaes policy. This study used the method of historical-dialectical materialism, which allowed the understanding of reality through the analytical categories of totality, contradiction, mediation and praxis. In addition, the empirical categories adopted were: (i) assessment/regulation relationship; (ii) curricular integration; (iii) extension evaluation; and (iv) community interaction and social impacts. Data collection involved documentary analysis and semi-structured interviews with leaders of three private institutions in the Federal District, each with a distinct academic organization: a university, a university center, and a college. The research found that the Sinaes policy and the academic organization of private higher education institutions in the Federal District play a shaping role in the implementation of extension activities. However, it is necessary for these institutions to advance and invest in genuinely integrated extension.

This research is linked to the Graduate Program in Education at the University of Brasília, within the Research Line on Teaching Profession, Curriculum, and Evaluation. Its objective is to analyze the conceptions of professional development in the State Centers for Continuing Education of Teachers in Brazil. Guided by the Historical- Dialectical Materialism method, the study employed document analysis, technical visits, and semi-structured interviews as instruments for data collection and generation. The research locus included State Centers for Continuing Education, representing four regions of Brazil, and the participants were managers and teacher trainers working in these institutions. The results indicate that, although the centers play a strategic role in teacher professional development, they tend to align with reformist and neoliberal interests that shape educational policies in Brazil. These centers often consolidate as spaces for ideological reproduction and maintenance of capitalist production relations, as their training activities are institutionally designed to implement and reinforce state curricula. These curricula were updated to meet the guidelines of the New High School Reform and the National Common Core Curriculum (BNCC), resulting in the devaluation, expropriation, and alienation of teachers' work. The research highlights the urgent need for the State to reassume central responsibility for managing national education policy and continuing education, prioritizing training practices that value teachers and address the social, economic, and political needs of Brazilian education. To support the discussions, this study is based on the works of Araújo, Brzezinski, and Sá (2020) and Freitas (2014, 2018) regarding Continuing Education and Educational Policies. For discussions on Continuing Education and Praxis, it relies on the research of Curado Silva (2015, 2019, 2024), Saviani (2008, 2011), and Contreras (2002)

This research, linked to the Teaching Profession, Curriculum, and Evaluation (PDCA) Line of the Graduate Program in Education at the University of Brasília, aims to understand the process of professionalization of teachers in the Early Years of Elementary Education by analyzing the mechanisms of privatization of Private Hegemony Apparatuses (PHA). Based on Gramsci's work, the concept of "hegemonic apparatus" is related to state articulation, aimed at reproducing a class. The study identifies the role of PHAs in the state network of Goiás, particularly in the AlfaMais Goiás Literacy Program. With a qualitative approach and documentary research, the methodology includes a literature review on teacher professionalization and its transformations over time (Shiroma; Evangelista, 2010). The authors that underpin the analysis include Shiroma, Evangelista, Freidson, and Laval, addressing the dialectical pair of professionalization/desprofessionalization and the processes of privatization in education. The research contextualizes teacher training policies from 2010 to 2023, analyzing the State Program AlfaMais Goiás in collaboration with PHAs. The results indicate that the Associação Bem Comum (ABC) exerts a hegemonic influence on literacy policies, justifying its presence in state public networks by seeking improvements in education quality. However, privatization is advancing in basic education, affecting teachers' professional trajectories. Business principles influence training processes, promoting short-term training and meritocracy, resulting in desprofessionalization and a decrease in teachers' autonomy in Literacy Classes

This research was based on the need to understand how Anísio Teixeira's ideas echo in the text of Complementary Bill 235/2019, which proposes the implementation of the National Education System in Brazil. To this end, its main objective is to identify and analyze the repercussions of Anísio Teixeira's thinking on the structuring of the SNE, exploring the different projects in dispute and the crises of intentions throughout the historical development that led to the aforementioned Bill. The research methodology employed was predominantly qualitative, encompassing descriptive, exploratory, bibliographical, documentary, and content and discourse analysis aspects. From a theoretical point of view, the Policy Cycle framework was adopted, from which we observed the contexts of influence and text production of PLP 235/2019. The results were presented in five chapters, which analyzed the trajectory and challenges of the idea of a National Education System in Brazil, covering everything from its origins to the complex federative dynamics that influence its implementation. The development of the concept of the National Education System within the legal framework and the political and ideological disputes that shaped Complementary Bill (PLP) 235/2019, proposing a regulated SNE, were examined. Finally, the analysis highlighted Anísio Teixeira's ideas, their impact on Brazilian education, and how and which of these ideas materialized in the text of PLP 235/2019. We noticed that the following ideas from Anisio Teixeira's thinking are concentrated especially in the second chapter of the Bill, echoing in the articles defining the attributions of the federated entities in structuring the proposed National Education System: federative articulation, education as a social right; equality and equity; democratic management of education; appreciation of education professionals; planning and articulation of educational policies; articulation between education, work and social practices; national quality standards in education; inclusive educational policies; evaluation and monitoring.

This thesis addresses the Brazilian socioeducational system based on the framework established by the Constitution (1988), reinforced by the Statute of the Child and Adolescent (ECA) and the National System for Socio-Educational Assistance (SINASE). Using the empirical case of the Federal District, we aim to construct a local institutional analysis aligned with the historical understanding of child and youth institutionalization. Our approach starts with the inescapable evidence of socio-education as a public policy targeting Black youth. Structurally shaped by racial variables, we observe institutional adaptations throughout the 20th century that perpetuate control through parallels to the adult prison system. Thus, despite notable advancements under the paradigm of comprehensive protection, we conclude that the contemporary socio- educational proposal continues to uphold the exclusionary and punitive purposes aimed at the Black population, echoing its colonial origins. Grounded in critical readings, we argue that inequality and class struggle are also reproduced in the racial dynamic, embedded in social mechanisms of control, exclusion, and extermination. In this context, the study identifies the instrumentalization of violence against Black youth, linking race, poverty, and the periphery to the discourse of the "War on Drugs." Through discussions on "punitive chaining," we examine the interaction and alternation of institutional roles within punitive trajectories. Regarding the decline in the number of adolescents deprived of liberty over the past decade, such policies remain loyal to the described profile, markedly distant from middle- and upper-class white youth. Furthermore, the research found that the socioeducational measure of incarceration lacks purpose and educational intent, highlighting its neutralizing and disciplinary nature. This reinforces the need to analyze these policies through alternative epistemologies, recognizing the colonial residue that frames and sustains the racialization of Brazilian incarceration. While socio-education is entrenched in the guarantee of rights, the debate must confront the contradictions of these policies, which, in practice, exonerate whiteness and reinforce control over Black bodies. Therefore, beyond mere survival in the prison system, resistance must challenge the white pact.

The Thesis investigates the transformations in the functions of universities, with the aim of understanding their role in the context of the National Innovation System (SNI). To this end, it explores the interfaces that exist between public policies and the academic environment, revealing the tensions and possibilities in the dynamics of federal universities as a means of addressing the paradox in the role of the university in innovation. The study recognizes that the new economic paradigm of the “knowledge society”, driven by globalization, the deepening of social and economic inequality, climate change and digital transformation, has contributed to reshaping the missions and role of universities in society. This perspective challenges the traditional role of universities, creating tensions and opportunities. The research focuses on the interface between educational, science, technology and innovation policies, industrial policy and the country's economic and social development. This interface presupposes the strengthening of the traditional missions of universities (teaching, research and extension) while incorporating a new dimension: innovation, expressed through the Third Mission. From this perspective, the contribution of universities to the economic and social development of countries constitutes the essence of the Third Mission. The varied reconstructions and interpretations reveal disputes over the role and priorities of universities, establishing a paradox. The research adopts a qualitative theoretical-methodological approach, using case studies as a research strategy to analyze the 69 Brazilian federal universities and their integration into the National Innovation System. The thesis identifies a change in direction of the country's public policies, aimed at mission-oriented policies, which seek more integrated, strategic and long-term action, as a result, highlights the initiatives: Nova Indústria Brasil (NIB), the 10 programs of the FNDCT, the Ecological Transformation Plan and the Brazilian Artificial Intelligence Plan (PBIA). The research results indicate advances, such as the creation of Technological Innovation Centers (NITs) and the institutionalization of Innovation Policies in universities. The research contributes to reflection on the strategic role of universities by proposing a conceptual framework for understanding their role in the National Innovation System.

“Scientific Literacy from the perspective of PISA (2006 and 2015): Brazil's position in this ranking” is the subject of this study. Its general objective is to analyze the Scientific Literacy expressed in PISA data (2006 and 2015) from countries in Latin America, Europe, Asia, Africa and North America, as well as in the states of Rio Grande do Norte (RN) and the Federal District ( DF) from Brazil. The theoretical foundation is based on authors such as Dantas (2019), Muri (2017), Luckesi (2011, 2020), Freitas et al (2009), Fini (2009), Sacristán (2011), Sousa and Ferreira (2019), Saviani (2020), Libâneo (2020), Rosa (2005) among others. In terms of methodology, bibliographical and documental research is carried out based on analyzes in articles on the different PISA Platforms and reports (2006 and 2015). The results express the practices aligned with the orientation studied, in order to use them as subsidy for carrying out future research in public schools in the state of RN and DF. Studies show few findings, both worldwide and locally, regarding scientific literacy from the perspective of PISA. The conclusions indicate the need for further investigation of this topic to seek consolidated studies on the subject. A finding that drew attention was the low rate of learning related to “collaborative problem solving” and “Financial education”. The latter is valued only in one country on the Asian continent and in another in North America, which we assume is due to the high level of development in these countries.

This research is linked to the Graduate Program in Education at the University of Brasilia (PPGE/FE/UnB) at the Academic Master's level, part of the research line Teaching Profession, Curriculum and Assessment (PDCA) and linked to the research of the Group of Research on the Training and Practice of Teachers/Pedagogues (GEPFAPe), constituting one of the projects that integrate line 3 “Initial and Continuing Training: Study of Conceptions, Graduates and Modalities”. Its title is Continuing Teacher Training for School Inclusion with ASD Students in the Early Years of Elementary School in the Federal District. It is a study that seeks to unveil and has, as an object of investigation, continuing teacher education from the perspective of school inclusion with autistic students in the early years of elementary school in the Federal District (DF). The methodology is both quantitative and qualitative in nature, based on a bibliographical survey, documental research, and also the application of a questionnaire and a semi-structured interview, based on the assumptions of the HistoricalDialectical Materialism method. Data were analyzed through statistical analysis using Excel 2013 and R version 3.3.2 software. This framework has the general objective of analyzing the continuing education process of effective teachers and effective teachers who work at SEEDF in inclusive common classes, in the early years, with autistic students, seeking to raise the elements that define this process as well as the possibilities. And the specific objectives were: i) To know and categorize the productions carried out in their potentialities and limitations for the strengthening of the research object. ii) Identify the concepts of continued teacher training from the perspective of school inclusion with ASD students; iii) Investigate how effective teachers experience continuing education in teaching work, in relation to the perspective of school inclusion with autistic students offered by the public teaching network of the DF. As an epistemological support, we base our studies on the authors Vásquez (1968); Curado Silva (2014 to 2020); Mantoan (2015); Kassar (2011); Kassaki (2020); Mazotta (2010); Gaiato (2019); Silva, Gaiato and Reveles (2012) among others. Based on the analyzes carried out, based on the participation and speeches of the research participants, through categorical analysis, the textbooks that revealed three dialectical axes, namely: i) being a teacher from the perspective of school inclusion with ASD students ; ii) Marks of inclusive teaching work in assisting autistic students: teaching and learning; iii) Continuing training for teaching with autistic students: possibilities and challenges. The conclusions point out that the continuing education of teachers from the perspective of school inclusion in assisting autistic people in the educational scope of the DF that professionals seek continuing education from an individual perspective, assist students, at times, without specific training, there is a training offered by EAPE, but which needs to be expanded.

The deaf population in Brazil inserted in the schooling process has increased in recent years and with that, Basic Education in the form of Professional and Technological Education has provided the professionalization of these students for the world of work. However, it is observed that their professional insertion is still a challenge, in which the teacher, the school and the State have a fundamental role, mainly with the perspective brought by the implementation and use of Assistive Technology (AT) support. As an objective, we sought to understand the use of AT as a support for the education of the deaf in professional nursing education. The research, with a qualitative approach, was constituted as a Case Study with direct observation, conversation wheel, semi-structured interview. Data were collected over 4 months and analyzed from the perspective of content analysis by Bardin (2016) adapted by Franco (2018) using the NVIVO software. The results showed that professors use AT to support the teaching-learning process with deaf students during professional training, favoring inclusive participation, and that the Libras interpreter plays a preponderant role for effective communication during the teaching-learning process observed. It can be said that technological resources, when applied with the perspective of Universal Design, (SILVA, 2017) considering its fundamental principle that it is diversity that constitutes us as people and that because of it we are diverse in the way of being, surpassing the limitation individual student, favoring a world more accessible to all.

Technologies have increasingly been used at school environments, their use has contributed to the learning and development through various technological resources. In this research, educational software, due to its dynamic, attractive and intuitive configurations, it was considered as support resources for learning to read by students with an intellectual disabilities. Due to the relevance and visibility of the use of technological resources, this research aims to answer: The use of educational software can contribute to the learning process of reading for students with an intellectual disabilities in the literacy stage? For this purpose, a case study with participant observation was done, followed by an application and a feedback under the qualitative approach. The research participants were: a student with an intellectual disabilities enrolled in the Initial Literacy Stage who attended the 3rd year of elementary school, student's guardian, the class teacher and the Specialized Educational Service (AEE) teacher. The research was carried out in the Generalist Resource Room of a public school in Distrito Federal through the use of educational software EduEdu and GraphoGame to support learning to read. The instruments used for data collection were: documentary research, questionnaires, semistructured interview scripts, logbook, initial and final evaluation. The data used were analyzed from the perspective of Bardin (2016), adapted from Franco (2018). The results revealed that the educational software favored the student's reading process.

This research brought a discussion about the potential of pedagogical material adapted for blind children in the mathematics literacy phase. The work developed with students with SEN, highlighting the visual impairment, cannot be exempted from the use of adapted teaching materials as a strong ally in the understanding of the contents taught in the classroom, especially when we talk about the teaching of Mathematics. Therefore, the research sought to answer the following concern: What are the potentialities of the adapted pedagogical material used by blind children in Mathematics literacy? Seeking to answer this question, we broadly delimit, analyze the potential of adapted pedagogical material in the Mathematical literacy of blind children attended in a Visually Impaired resource room and, in a more restricted way, characterize the historical paths of Special Education and visual impairment in the Brazil and in the world; identify didactic resources as theoretical-methodological tools of the teaching-learning process, mapping the tactile and auditory skills necessary for Mathematical literacy in the Braille System and characterize Inclusive Mathematics Education and Mathematics Literacy from the perspective of visual impairment. The research context was inserted in the visually impaired resource room, located in an Administrative Region of the Federal District (DF). The research subjects were two blind students assisted by the Resource Room as well as the teacher who assists these students in complementary care. The Dissertation was structured in the Multipaper format and brought, by its characteristic, three articles with different research methods, they were: documentary and bibliographic research, the Case Study, and the participatory research. Each article had its own characteristic, with objectives, research methods, results, discussions, and conclusions, independently of the other articles. We start from the theoretical discussions about Special Education and Visual Impairment, advancing to the importance that adapted teaching materials have for blind children; we approach the construction, use and objectives of these adapted teaching materials, involving tactile and auditory skills, literacy in the mother tongue and Mathematics literacy in the Braille System. We conclude by analyzing the materials adapted to work specifically with the first mathematical concepts. The results indicated that there was an advance in the legislation that guarantees the attendance to students with Specific Educational Needs, including students with visual impairments; that the use of adapted pedagogical materials arouses the interest and motivation of the blind child during classes and that the formation of concepts is directly linked to the use of adapted pedagogical materials during Mathematics classes, making it possible to abstract concepts. The research contributed to the process of Mathematical literacy of blind children, developing and experimenting with significant materials that favored the appropriation of mathematical concepts in the first grades of schooling.

Artificial Intelligence represents a group of digital Technologies in a significant expansion of several social and economic segments. Characterized by a high amount of data, processing and algorithms that work in statistical processes of identification and learning of patterns, prediction and support for decision-making. It is prevalent in the operations of large technology companies that offering of services on the electronic devices for many people. We have applications of AI in educational sector, offering solutions. The unthinking use of technologies can represent unexpected consequences for society if ethical conduct processes are not associated. Teachers represent an important social segment, because they educate students and society. This research, as a case study, investigated how teachers from public education see AI and its potential reflexes in the educational sector. It was identified questions about teachers opportunities and concerns about the topic. The data collected used questionnaires and interviews with teachers who are participants in public education of Federal District. Thematic analysis was used to examine the data. In the end, teachers had a good knowledge AI; however, there is a lack of training in the subject and a lack of debates of issues that promote the construction of digital citizenship, the analysis of the use of technologies critically, responsibly, and above all with inclusion, balance and ethical principles. The adoption of strategies such as online collaborative learning and open educational resources is recommended.

The general objective of this work is to understand the senses and meanings of the teaching work of literacy teachers in the public school system in the Federal District. In order to achieve this objective, we outline the following specific objectives: i) identify what Brazilian research presents about the work of teachers in/with literacy in the period from 2010 to 2021; ii) Identify the senses and meanings constituted by literacy teachers about the work they perform; iii) To analyze the mediations that constitute the senses and meanings about the teaching work produced by the literacy teachers of the public teaching network of the Federal District. This is a qualitative research based on the perspective of Dialectical Historical Materialism and the cultural historical perspective. As a methodological procedure, we used a semi-structured interview and analyzed the data collected according to the principles of the Meaning Nuclei, from which five meaning nuclei were constituted that help us to understand the meanings and meanings of the work of literacy teachers: i) social meaning of literacy work ; ii) sense of a unique work of the literacy teacher; iii) supervised/controlled sense of work; iv) meaning of literacy as objectified work and v) meaning of a pragmatic work. The results demonstrate that the literacy teachers, from the cultural, social, political and economic determinants that involve the work with literacy, constitute senses and meanings that are configured as social marks subjectivated by the subjects and objectified in the materiality of the work they carry out.

This Dissertation aims to:to smooth out the implementation of the policy of militarization in Public Schools, the civic-military school project, in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education. We will analyze whether the policy of militarization of schools, through the Civic-Military School Project, succumbs to the school segments of students the right to education,as well as to intercultural and social relations. So that the investigation does not distance itself from the proposal we outline the following objectives, the general being – to analyze the implementation of the public policy of militarization in the Schools of Basic Education in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education and specifically. Bto use answers so that the specific objectives can be clarified being: A) To know the socioeconomic and educational context of militarized schools in the municipality of Águas Lindas de Goiás; B) to identify changes in the pedagogical and behavioral process of students of a militarized public school; C) to investigate the process of implementation of militarization in public schools of basic education in Águas Lindas de Goiás and the relationship of Human Rights Education. In order to shed light on the possible violence present in the process of militarization of schools as well as the retrogression of the thought of public education. The research was based on a progressive, secular and plural perspective, we carried out this investigation approaching the method of Historical-Dialectical Materialism and a research instrument that could be spoken to subjects who are never heard and seen, in this case, the students of public schools who joined the civic-military project. Listening to the students of the Civic-Military School of Águas Lindas de Goiás was not an easy task, first because of the health issues imposed by the COVID 19 pandemic, according to the little collaboration of the school's management team. The lack of empathy shown with our research, the non-facilitation of access to school and the documents that standardize the civic-military project in the school unit under study, materializes the violation of the basic rights of citizens, the right to information, lack of interest in science and continuing education.

This research starts from theoretical-epistemological assumptions that understand that the Psychology-Pedagogy dialogue in the school environment and the pathologizing of the learning disability are aspects that contribute to a greater demand of students with school complaints to support services such as that provided by pedagogues of the Specialized Learning Support Team – EEAA, at SEEDF. This high demand is often linked to hegemonic paradigms that consider only the cognitive aspects of learning and that disregard the heterogeneity of the educational space. In school, the expansion of the understanding of the subjective aspects that participate in learning based on the studies of the Theory of Subjectivity in a cultural-historical perspective elaborated by González Rey represents another possibility for the performance of the pedagogue. As its central objective is the understanding of how the social subjectivity of a public school in the Federal District is expressed in the actions performed by the pedagogues of the Specialized Learning Support Team – EEAA. To this end, the study based on Qualitative Epistemology and the Constructive-Interpretative Methodology formulated by González Rey, managed to explain the configuration of the Social Subjectivity of the school studied and its impact on the work of the pedagogues of the EEAA. The understanding of this configurational logic gave visibility to the subjective meanings generated/produced in daily school life from those that emerged from institutionalized moments as well as those subjectified from the relations with others and with practice. For the pedagogues, the knowledge of the Social Subjectivity of the school was presented as a new alternative of action, evidencing the need for its protagonism for the organization of the pedagogical work.

This study analyzes and reports the experience of Playful Art in Health Promotion in the Pandemic Context, and its contribution to popular health education. Based on Paulo Freire's legacy, we clearly understand the need to combat the various forms of domination, economic and cultural. We question colonizing practices and values, which established their continent as the center, and other territories and peoples as peripheral. They developed the hierarchization of peoples and classes. During fieldwork, we shared ancestral knowledge of Arte Brincante through dialogue and its practices, through the culture circle methodology in order to contribute to scientific knowledge about practices in art, culture, health and education in the territories, demonstrating possibilities for discussion, updating of art-education activities with the community. Our approach was to treat art and play as a SULeador axis in the exchange of knowledge, highlighting them as basic for raising awareness of educational practices as they are fundamental as languages of interaction with the world. When we get to know Paulo Freire's work, we observe that it is possible to deal with the theme of traditional knowledge, playing, art, health and orally transmitted learning, related to structuring contents of our society, such as racism, capitalism, imperialism, patriarchy. Bell hooks, African-American feminist, also promoted the approximation of Freire's thought in feminist movements. From this perspective, we use Freire and hooks as references, as they are fundamental to our considerations.

Premature Education offered by the State Department of Education of the DF is a service in which babies and children from 0 to 3 years old with different physical and cognitive conditions participate, based on medical referral. At about 4 years old, many children conclude their stay in Premature Education and go to pre-school at public schools. The insertion of this student in the educational-school world happened practically from his birth, since Premature Education is not a therapy, but an educational intervention. This familiarity with the school context is seen by the program as a facilitator of this transition process for children. The main objective of this work is to understand the subjective productions of a group of teachers directly involved in the transition process between Premature Education and the initial phase of preschool, which are expressed in the way these professionals receive children coming from Premature Education. The Theory of Subjectivity, through Qualitative Epistemology, was the basis for the study that indicated, as a development of the construction-interpretative, for the insufficiency of a process based only on the standard documentation sent via SEEDF to the Kindergartens that does not allow teachers to understand the child and his learning singularities. As it currently happens, there is a dependence on the private initiative of teachers to seek such information and details about the family or other contexts without an effective institutionalized way. It reflects on institutionally adopted practices that enable, both for children and for professionals, a transition with greater quality

The present study has the general objective of analyzing the effects of the COVID-19 pandemic on the work of teachers of basic education in the public network of the Federal District. It is known that the context generated by the pandemic brought to light the social abyss in which we live in Brazil and, even more, revealed the losses accumulated by the lack of adequate investments in education in the country. In order to verify the reality of the work of the professors of the State Department of Education of the DF, we outlined the following specific objectives: i) To describe how the teaching-learning process took place in the DF during the period of the Covid-19 pandemic during the years 2020 and 2021; ii) Investigate how the DF legislation contemplated the telework model of Public Network teachers; iii) analyze the experience of remote work of Public School teachers who worked in the academic years of 2020 and/or 2021; iv) analyze the working conditions of teachers during the pandemic. To this end, we adopted a qualitative research methodology, whose data collection took place through the writing of a personal letter by teachers reporting their work experiences during the years 2020 and/or 2021. After analysis of thematic content according to Bardin's assumptions ( 2016) of the letters, it was possible to find 5 categories that show the work overload to which the teachers were submitted, generating the intensification of the work of these professionals in the period of remote work. However, it was also possible to identify 1 category that covers the feeling of positivity and motivation of teachers when facing the challenges imposed by the COVID-19 pandemic. Also as a result of this research, a questionnaire was designed to collect quantitative data on the work of teachers during the pandemic, which will subsequently be validated and applied in future studies.

The education model in force in Brazil in the last times has not contemplated rural workers as it should. With the aim of overcoming this excluding model of education, rural social movements articulated great battles for the benefit of offering an education connected with the knowledge and actions of these workers. The aforementioned battles resulted in the public politics which bring in their structure important legislation for the implementation of Rural Education that prioritizes the aspirations of the communities. Only laws would not be enough for this type of education to be effective. Articulations between academic environment, rural communities and social movements were necessary to subvert the current logic that imposes the production and reproduction of capitalist work on the educational model, with the type of dialogue promotes the articulation of the contents between theory and practice in the promotion of understanding and transformation of the peasant reality. Therefore, in this research, through interviews, it is intended to investigate and understand the way of thinking of teachers, members of school management and students of the Centro Educacional do Programa de Assentamento Dirigido do Distrito Federal- CED PAD-DF, with objective of to analize the way they perceive the organization of the pedagogical work of the school.

The Federal District established the Plan for Overcoming Extreme Poverty in the Federal District - "DF without Misery" in 2011, with the aim of combating poverty and reducing social inequalities. The Plan provided families in extreme poverty with access to basic social rights such as health, education, and social assistance. The central problem of the research was to identify the impacts that the Plan had on access to education and the overcoming of poverty in the Sol Nascente/Pôr do Sol territory during the ten years of its implementation. This is a study of comparative education, with a temporal dimension for comparison, considering the beginning and end of the DF without Misery Plan (2011-2021) as reference points. The research was conducted based on a bibliographical review of the topic, as well as an evaluation of collected data regarding education, social assistance, child labor, basic sanitation, and vaccination coverage in the specified region. It was observed that the Plan contributed to keeping children/adolescents in school, but it did not show effectiveness in terms of repetition and age-grade distortion rates. Additionally, the Plan was not efficient in overcoming poverty among the studied population. It can be concluded that the integration between public policies and data collection by public agencies is essential for assessing future social programs and ensuring that the population's needs are fully addressed.

The main objective of this dissertation is to analyze the financing of the Federal District’s policy of agréments with Civil Society Organizations (CSOs) for the provision of early childhood education in Early Childhood Education Centers (ECECs). Currently, the FD provides part of its kindergarten and preschool supply through agreements with CSOs through its own buildings or through the cession of management of the ECECs, which are institutions built through the federal public policy Proinfância (National Program of Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education). It proposes as specific objectives: a) to examine the national educational legislation referring to the financing of the early childhood education stage; b) to analyze the relations established between the public power and the private sector in the financing of early childhood education; c) how the district public funding for the private instituitions that managed the ECECs in the FD between 2017 and february of 2023. This is a quali-quantitative research, whose methodological procedures were documental and bibliographical analysis, in additions to the analysis of data on the financing of ECECs between 2017 and 2022. As results, it was observed irregularities were identified in the execution of the partnership, in compliance with the terms of collaboration and with regard to the control of vacancies. As for financing, the option for agreements proved to be an educational offer at reduced costs, since the amounts per child are outdated and there is professional devaluation through reduced wages and the absence of career plants, characterized by outsourcing of core activity.

The work aims to contribute to the field of studies on the teaching of Afro-Brazilian history and culture by investigating a central theme in African cultures: the baobab tree. Specifically, it undertakes an interpretative analysis of the children's book "Obax," written and illustrated by André Neves (2010), in juxtaposition with the autobiographical memories of the author of this dissertation, who grew up and was educated in schools in Guinea-Bissau. The work thus employs methodologies of comparative education, considering, on one hand, the representation, also imagery, of the baobab tree in Neves' work, and on the other hand, the ancestral knowledge acquired orally in the shadows of baobab trees in Guinea. Prominent among the results is the significance of the baobab tree and the traditional knowledge associated with it in Guinea, as well as the value of this knowledge for education in Brazil, recognizing the centrality of knowledge derived from African history and traditions. The research is linked to the Comparative Studies in Education (Ecoe) research line of the Postgraduate Program in Education (PPGE), within the Faculty of Education (FE) at the University of Brasília (UnB).

This dissertation investigates the decentralized management of educational school maintenance programs from the National Education Development Fund (FNDE/MEC) based on the collaboration regime established between this authority and the Collaborating Centers for Support for Monitoring and Management of Educational Programs ( CECAMPEs), founded in partnership with Federal Universities, with the function of promoting improvement of the educational programs in question. The research aims to analyze the performance of CECAMPEs in monitoring the decentralized management of FNDE's school maintenance programs. For this purpose, the CECAMPEs referring to the Central-West and Northern Regions of Brazil were comparatively analyzed during the period from 2020 to 2022. We sought to understand how the collaboration proposed by the FNDE developed, and the role of the CECAMPEs in order to support the execution and performance of program management, namely: the Basic Direct Money at School Program (PDDE) and its Integrated Actions, the Caminho da Escola Program and the National School Transport Support Program (PNATE). In this way, the objective was to signal the results produced by this collaboration. For this study, the process of configuring policies and financing of Brazilian education is considered in its advances and obstacles in the targeting and decentralization of resources for basic education. The work is structured from a comparative perspective in education, with a critical-dialectic approach, and included bibliographical research through the survey of titles and literature review, followed by documentary research related to the theme.

THE PRESENT STUDY AIMS AT ANALYZING THE PEDAGOGICAL PRACTICES OF KALUNGA QUILOMBOLA EDUCATORS, GRADUATE FROM THE UNDERGRADUATE COURSE OF EDUCATION FOR RURAL AREAS (LEDOC) AT UNB. THE ANALYSIS IS BASED ON THEIR UNDERSTANDING ON HOW THE COURSE IMPACTED THEIR TEACHING TO HIGH SCHOOL STUDENTS AT THE QUILOMBO VÃO DAS ALMAS COMUNITY IN CAVALCANTE – GO. THE FOCUS WAS THE SELFORGANIZATION OF THE YOUTH IN DEFENSE OF THEIR CULTURE AND TERRITORY. THE RESEARCH WAS BASED ON THE EPISTEMOLOGY OF PRAXIS, PROPOSED BY CURADO (2018); MOLINA (2017,2018,2021); BITENCOURT BRITTO (2017), XAVIER (2022). THE RESULTS POINTED THAT THE RESEARCHED EDUCATORS RECOGNIZE THEIR TRAINING AT LEDOC ESSENCIAL TO THEIR PROFESSIONAL PRACTICES OF CONTINUOUS ARTICULATION BETWEEN THERORY AND PRACTICE, ENABLING CRITICAL READINGS OF THEIR REALITIES, ALLOWING THEM TO ACT WITHIN SCHOOL AND COMMUNITY IN THE SEARCH FOR SOLUTIONS. THE ANALYSIS OF THEIR STATEMENTS DEMONSTRATED THAT THEY ADOPT SUCH PRAXIS IN THE WORK WITH HIGH SCHOOL STUDENTS, THAT THE TEACHING ACTION IS DAILY FOCUSED ON THE DEVELOPMENT AND STRENGTHENING OF CRITICAL AWARENESS AMONG STUDENTS AND THE FORMATION OF INDIVIDUALS COMMITTED TO THE PROTECTION AND PRESERVATION OF LOCAL CULTURE AND TERRITORY. EVEN AFTER COMPLETING THEIR COURSES, EDUCATORS SEEK AND RELY ON LEDOC’S SUPPORT TO DEVELOP COLLECTIVE ACTIONS WITHIN THE QUILOMBO. IN CONCLUSION, WE CAN AFFIRM THAT DISPITE THE DIFFICULTIES INHERENT TO RURAL AND QUILOMBOLA EDUCATION, LEDOC/UNB GRADUATE TEACHERS HAVE TAKEN UP THE CHALLENGE OF PROVIDING AN EMANCIPATORY EDUCATION MODEL AND ENCOURAGED THE YOUTH TO ORGANIZE THEMSELVES TO RESIST AND CONFRONT HEGEMONY IN DEFENSE OF THEIR CULTURE.

This master's thesis studies the production of videos by young people in order to find the territorialities expressed in them. We analyzed videos produced collaboratively during the Covid-19 pandemic by students from the Administrative Region of São Sebastião, DF, as part of the festival promoted by the school, Chica de Ouro. We found that the videos produced by the young people show their relationship both with their territories and with other territories, as well as a clear understanding of the circumstances that affect them and transform their realities. We also noticed traces of a territoriality specific to these young people, expressing the way they understand the relationships in their territories and pointing out ways of tackling issues that affect their lives and the future of other young people on the planet. The work seeks to collaborate with the studies that have been developed on the use of audiovisuals in education, as a tool with an aesthetic dimension that contributes to the formation of critical subjects, an approach to art, as well as the development of various types of intelligence, sensitivity and other skills. The research points to the relevance of using practices that welcome cultural productions within the school. The results of the work point to the importance of video production by young people in the formative process within the school space and in the expression of the protagonism of young people showing their perspectives on the world and their claims, as well as their hope for a more supportive and collaborative world for transformation in the society in which we live.

This thesis is linked to the research line Teaching Profession, Curriculum and Assessment - PDCA of the Graduate Program in Education at the University of Brasilia and affiliated to the research group "Curriculum: theoretical concepts and educational practices". In it, we analyzed factors that according to the literature may play a negative role in the process of university engagement (TINTO, 1975; KUH, 2008; BEAN and EATON, 2000; SWAIL, 2003; among others), such as institutional actions and the undergraduate curriculum. After the realization of the State of Knowledge (MOROSINI and FERNANDES, 2014), such factors were identified as gaps (ROMANOWSKI and ENS, 2006) in the field of research about institutional issues. This observation led us to a concern that is described in the assumption that guided the research scenario and materialized its originality, which is “If the student does not participate in institutional actions of transition to higher education as well as persistence and the undergraduate curriculum not centered on the subject who learns can play a negative role in the process of university engagement”. The research problem was based on the following question: “What is the role of the institutional actions of transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and the institutional actions of persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement?”. The main objective of the research was “Analyze the role of institutional actions for the transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and institutional actions for persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement”. The research had a qualitative approach and as a time frame the period between the second semester of 2013, the semester in which the first public notice for the University of Brasília entrance exam was launched, which presented the option of admission to the university by social quotas (public notice nº 1 – 2nd entrance exam 2013, April 3, 2013), until the second half of 2019. Two institutions were analyzed, the University of Brasília - UnB for being the first federal public university in the country to adopt the quota system since 2004 and for presenting a track record of a policy of inclusion of public high school graduates through affirmative action of social quotas (PL 73/99) based on its entrance exam public notice (public notice nº 1 – 2nd entrance exam 2013, of April 3, 2013) and the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” for forming the largest number of admissions to undergraduate courses at UnB. The research public was formed by the staffs of the two institutions involved in the research and by the students who entered through the social quota system at the University of Brasilia. As a research method, we used the Case Study. As the techniques for data construction procedures, we used the document analysis of the Political Pedagogical Projects of the High Schools, the Pedagogical Projects and the curriculum of the undergraduate courses which were involved in the research, and of the SEEDF and UnB websites (courses, academic and administrative units), the semi-structured interview with the staffs of SEEDF and UnB and the questionnaire with the students. For data analysis, we used content analysis (BARDIN, 2016). After the analyses, we bring some notes such as the importance of the institution to reflect on its institutional culture and its role in the academic community; the development of a project of transition and persistence actions to higher education and an institutionalized pedagogical support for all students since the first year at university (TINTO, 1975, 1986, 1987) and the construction of an undergraduate curriculum organization that goes beyond classroom, which considers the student's voice (BERNSTEIN, 1996; ASTIN, 1993; RODRÍGUEZ, 2013; BORGES, 2012; SACRISTÁN, 2017; SWAIL, 2003; GRIGSBY, 2009; TINTO, 2015; ZEPKE, 2015; KUH, 2008; TESSEMA et al., 2012) and that has the student as the center of the teaching and learning process (COULON, 2008).

The repercussions of the Covid 19 pandemic are, from the beginning of 2020, devastating for world societies and will be felt for a long time to come. This phenomenon is already written in history as one of those that produced the most deaths, indistinctly, in all populations of all continents. Furthermore, it seriously affected the world economy, leaving an uncountable number of families decimated and people physically and psychologically damaged. From the beginning of the health crisis and while there were no vaccines or medicines, the public authorities imposed social isolation. Professional, commercial and educational activities were compulsorily interrupted in their face-to-face form. Only emergency services worked. This situation seriously affected education systems around the world, sowing and producing incalculable educational deficits. Even with all the efforts to mitigate the lack of face-to-face classes, those that suffered the most were the systems that had historically submitted to various challenges, such as Brazil. The research in question shows, through official data on evaluation, some of the consequences produced by the compulsory removal of students from the school environment at the time of the pandemic from the point of view of pedagogical mediation in higher education. It is a temporal cut having as object of study the Licentiate in Pedagogy course, with emphasis on the distance modality. It is hoped that the results found in this work can contribute so that education systems have the possibility to review and improve policies to reduce learning damage left by this terrible historical moment. Implicit in this work is the great importance of the permanent performance of educational evaluation policies, such as the National System of Higher Education Evaluation (SINAES), which are not absolute to deal with educational challenges, but which represent one of the beacons that corroborate education. of quality

The thesis investigates the use of Enade results, from the evaluation cycles of 2014, 2017 and 2020, by the academic management of IFG's degree courses. To this end, a qualitative approach was supported in an exploratory research, using document analysis and semi-structured interviews with the following participants: the dean, the dean of teaching, the representative of the Institutional Educational Attorney (PEI) , the representative of the department head of academic areas, the coordinators of the History, Mathematics, Music and Chemistry courses and a member of each Structuring Teaching Nucleus (NDE) of these courses. From the historical-dialectical materialism as a method, it was possible to reveal that there are still no systematic actions adopted by the academic management of teacher training courses at the IFG, as a result of the results of Enade. There was a denial by the academic community regarding the test results as a tool for planning and management actions. It was also concluded that the research participants have little knowledge about the instruments that make up the exam, which can reveal the reality of the course and in solving problems and promoting the improvement of processes.

This thesis analyzes the educational processes in the Degree in Rural Education at the Federal University of Goiás – UFG. In particular, it seeks to investigate the inflections, challenges and socio-institutional and political-pedagogical potentialities of the exchange of knowledge of peasant subjects and the pedagogical praxis of educators. Notably, the general objective of the study was to identify the genesis and development of educational processes established within the scope of LEdoC/UFG and to understand how these processes contribute to qualifying and/or transforming the sociocultural spaces of the communities of origin of student workers and the dynamics of transformation of the university, based on the exchange of knowledge. To understand the proposed research object, Dialectical Historical Materialism was defined as an epistemological basis. Our central question was: how the educational experiences of training rural educators change the knowledge of the university and the subjects, social relations and territories of the target audience. The investigation relied on a variety of methodological procedures, consisting of bibliographical and documentary research and field research, using semi-structured interviews and participant observations with students and professors of the course as an instrument for data generation. As results achieved, the present investigation identified that the experience of the Degree in Rural Education at UFG reveals that the life history and political and social militancy of students working in the field alter the university's formative dynamics, as well as alter teaching practices of the higher education educators who work there.

The educational processes in the Oral Tradition of African Matrix promote the constitution of ‘Being-Knowledge’ from movements of (re)existence based on the consciousness of Ancestrality, from the understanding of the human-nature unit as inseparable. In this way, the educational processes of oral transmission of traditional knowledge have ancestry as their guiding thread and are configured as processes that educate for freedom, since they constitute human beings who are not fragmented by modernity/coloniality in their self-awareness as historical and ancestral beings, and who therefore position themselves in the world as resistance-rexistent, from Nature. The understanding of Orality is developed as a system of thought, a civilizing, epistemic foundation, a place of production and sustenance of the Diaspora territory, through the body-territories that make the Tradition alive. Thus, the Oral Tradition of African Matrix, as an educational process of constitution of existences, intentionally provides educational processes aimed at ethical commitment from the fundamentals experienced by communities of African Matrix in Cultural Expressions, Traditional Peoples and Communities.

The object of the study was the analysis of the pedagogical praxis of graduates of the Degree in Rural Education, at UFPA-Cametá. The reflections focused on the premise of understanding whether the LEdoC has contributed to the intellectual elevation of the course subjects as an emancipating element of class for itself. The work was carried out in the field of Historical-Dialectic Materialism as it is contained in an analysis of reality investigating the praxis of subjects organized in collectives, in view of facing the eminent progressive process in an area of the Amazon with the works of the Araguaia-Tocantins Waterway. Methodologically, interviews were conducted using semi-structured questionnaires with content analysis, as it was defined as a specific case study. Data analysis indicated that the subjects who graduated from LEdoC were constituted with actions that generate pedagogical praxis in their actions and with an intellectual elevation of understanding of class, their formative processes were based on the formations in the times communities and in the dimension of process management community groups present at the LEdoC PPC. In this circumstance, it is stated that the Campuses-Cametá LEdoC, despite the contradictions, manages to account for the intellectual elevation of the subjects that are forged in it and produces elements to face progressivism in the Tocantina Amazon

The object of study of this thesis is the curricular inclusion of the Life Project in Basic Education, focusing on the Secondary School stage. This investigation values the curricular field as an adequate territory to guide, give autonomy and provide integral human formation to students, prompting them to discuss life projects. With the enactment of Law nº. 13,415/2017, high school curricula began to introduce work aimed at building students' life projects. Furthermore, with the institution of the National Common Curricular Base, one of the general skills to be trained by students is directly related to the theme. In the light of the critical-dialectic approach and the critical curriculum theory, this study is guided by the question: How has the curricularization of the Life Project in Secondary Education developed in Brazil, especially in the Federal District? The objective of this investigation is to analyze the format in which the Life Project pedagogical strategy has been inserted in the high school curricula of the Education Departments in the country, especially in the Federal District. The methodology employed combines bibliographic research and documentary research, in regulations, pedagogical documents and curricula. This thesis indicates that, although the main option of the States and the Federal District has been the curricularization of the Life Project in the format of a curricular unit, configuring it as an integrative structuring axis is the curricular option most adequate to the curricular critical perspective, as it enables that all curricular components, cross-cutting themes and other curricular devices revolve around this element.

This work is about the institutional evaluation held in the National Higher Education Evaluation System (Sinaes) and it aimed to analyse in which way the external institutional evaluation has considered the institutional diversity in Higher Education sphere, from regulatory processes of accreditation and re-accreditation of private and public entities selected to the survey. It was adopted the qualitative approach in an exploratory research. For data collection, document analysis and semi-structured interviews were used, the latter with deans and academic directors from 11 (eleven) Higher Education institutions and 4 (four) members of State bodies. The Dialectical materialism was chosen as the research method and it has enabled the comprehension of the reality from the analytical categories of totality, contradiction and mediation. It was observed that the external institutional evaluation has acted in a way to uniform the HEIs, adopting evaluative tools and practices which restrict the perception of institutional diversity, and, consequently, disregarding the institutional characteristics and identities. On the other hand, the regulation distinguishes the HEIs, loosening rules and granting benefits in accordance with the performance demonstrated in the evaluations. Regardless of the critics to the bureaucratic and regulatory aspect of the external institutional evaluation, it was noticed its contribution to the quality improvement and institutional development, specially when combined with the internal evaluation. The contradiction is noticeable when it’s considered that the Sinaes was created as a formative and emancipating evaluation, but it has been devolving into a tool of control and regulation

The research proposes to understand the meanings and meanings of teaching work for high school teachers in public schools in the Federal District, against the background of the reconfiguration and reform agenda for this stage of Basic Education. We assume the following specific objectives: (1) Identify studies on Secondary Education and Teaching Work; (2) Contextualize Secondary Education in Brazil, seeking to understand the social, historical, political and economic foundational elements in the constitution of the senses and meanings of this stage of Basic Education; (3) Analyze the meanings and meanings of teaching work for public school teachers in the Federal District. The methodological proposal of this study is based on historical and dialectical materialism. In the first moment of the research, we carried out the construction of the State of Knowledge from the bibliographical review with centrality in three axes of analysis: teaching work, secondary education and meanings. It is evident that the reform of secondary education does not have a concern with integral human formation, which allows young people to appropriate historically constructed knowledge, which leads them to an understanding and transformation of reality. On the contrary, there is an overvaluation of technical-tacit knowledge that enables these young people to carry out some activity in the productive system with competence and skill. These assumptions are loaded with meanings, senses and intentions, and will reverberate significantly on the teaching work. Emphasis is placed on the teaching work elaborated meanings that express dialectic pairs between recognition/denial; valuation/devaluation; resistance/withdrawal; estrangement/emptying of the teaching function and the function of secondary education itself.

The production of knowledge on sexuality education for adolescents with intellectual disabilities is still scarce in Brazil. What is perceived is the understanding that the sexuality of these individuals is atypical: sometimes expressionless, sometimes uncivilized. Expressions of affection and sexuality in this population are marked by social discredit and represented by allegories that portray them as either asexual or hypersexual subjects. In contemporary Brazil, there are barriers (pedagogical and political) when it comes to issues involving sexuality education in schools, ranging from marginalization to complete absence. This issue is further exacerbated when it comes to structured sexuality education programs for students with disabilities. While such initiatives are rare and timid in regular education, they are completely neglected in special or inclusive education in all aspects. The lives of people with disabilities are characterized by limited access to dynamics that can broaden their experiences (with themselves and the world) and enrich their experiences (emotional, sexual, physical, etc.). Therefore, by denying sexuality education, we forfeit the realization of necessary knowledge for life. Based on this issue, we present as a thesis the defense that the assumptions of L.S. Vygotsky's Cultural-Historical Theory enable the proposition of sexuality education that encompasses the psychological specificities of adolescents with intellectual disabilities and facilitates their autonomous, free, and conscious expression of emotions and desires. Through a theoretical discussion supported by the scientific production of the CulturalHistorical Theory and Marxism, we demonstrate that limited access to sexuality education impoverishes the development of adolescents with intellectual disabilities and exacerbates vulnerabilities. We also highlight that the majority of available sexuality education formats for this population are based on reformist principles that contribute little to an emancipated and liberated experience of sexuality. The theoretical construction pursued in this thesis allows us to assert that Vygotsky's scientific heritage enables the composition of sexuality education for adolescents with intellectual disabilities that leads towards emancipation and conscious control of behavior. This can only be achieved through an educational format that considers compensatory mechanisms and aims to cultivate thinking through concepts linked to a new form of sociability based on collective and collaborative experiences.

Seeks to elucidate that the said and unsaid desires of children, through listening and the guarantee of voice, can provoke movements in the didactic bond, enabling education for reality. Epistemologically situated in Psychoanalysis in interface wit h Education and contributions of the Sociology of Childhood, it is committed to the production of subjective kno wledge through the design of a Subjective Blanket of Desires to Learn, by the stitching of the experiences marked in the listening of the da ily life of Early Childhood Education. Objectives: to analyze how children's said and unsaid desires, through listen ing and voice assurance, can move the didactic bond, enabling an education for reality; reflect on how the said and unsaid desires favor the movement in the didactic bond; to verify the place of speech of the subject-child in the pedagogical path thought by the subjectteacher; and identify the place of children's said and unspoken desires on the school floor. A qualitative investigation, sup ported by the multi-method approach: participant observation, conversation circles, narrative interview and education al memory. Analysis revealed intertwining of the axes: place of children's speech established by the (dis)satisfaction of pedagogical mo dels; conception of organization of the pedagogical space of early childhood education; a place designed for children crossing the temporality of the dimension of the teaching act; place based on the family/pedagogical scenes. The path signaled that desire crosses the place of children's speech and the temporality of the dimension of the teaching act, revealing the importan ce of ensuring the voice of children as subjects of desire, protagonists and participants

Abstract

The explosion of information and communication technologies has intensified and exposed the problems related to plagiarism, cyberplagiarism and undue copying of content in intellectual works, but the knowledge of the genesis of intellectual dishonesty still perseveres. This study investigates how high school textbooks, used by teachers and students in public schools throughout Brazil, deal with plagiarism; the approach to the theme of plagiarism in the normative edict to produce textbooks and in the political pedagogical projects of high schools; and the understanding of students of this educational stage in the Federal District about plagiarism. The theoretical framework on plagiarism and cyberplagiarism is engendered in Krokocz (2012); Diniz and Terra (2014); Ebardo (2018); Comas Forgas and Sureda Negre (2007); Díaz Arce (2017); Gallent Torres and Tello Fons (2021). The methodology is anchored in thematic-categorical Content Analysis, according to Bardin's (2011) guidelines. The state of knowledge on the topic indicates that the problem persists nationally and internationally. The silence of the National Program of the Book and the Didactic Material, the normative edict of production of didactics, the pedagogical political projects and the teachers about plagiarism results in permissiveness of the culture of copy and, consequently, plagiarism, creating a kind of morphic resonance that, in more advanced stages of the academic process and with the scientific-technological advances, results in cyberplagiarism. This isolated treatment, more emphatic from graduation on, disregards the history, the cause and the procedural predecessors in research and writing, and this may be among the permissive elements of the reproduction of intellectual dishonesty. Therefore, students lack pluricultural, multi-literate and multi-semiotic education in plagiarism and in the appropriation of the information made available on the infovia. If two of the most important mediators responsible for teaching (textbooks and schools) relegate plagiarism to a secondary level, then the boundaries of righteousness and ethics are blurred and students may experience cognitive impairment when they appropriate knowledge from the internet, running the risk of being relegated to an uncritical mass. Even though they are aware of what plagiarism is, students are unable to identify specific situations that configure it. The teacher plays a fundamentally important role in the ethical and moral training process of students, and non-compliance with plagiarism results in damage to authorial construction, as the silencing of books and schools can disguise copying and pasting on the internet as banal and harmless and is socio-educational imperative to strengthen the ties between appropriation of knowledge and ethics.

Keywords: Plagiarism. Search on the Internet. Textbook. Public education.

In this study, we initially made a historical rescue of the concept of truth in different times, demonstrating that its ethical order (mythologies, God and reason) and social value change over time. It is noteworthy that psychoanalytic theory, which is a field of knowledge inaugurated by Freud in Modernity, wove harsh criticisms of scientism, that is, the standardization of natural science methods for all systematizations, ignoring the diversity of objects of study. From the second half of the twentieth century, the credibility of science began to be questioned by postmodern thinkers. In contemporary times, we have seen the emergence of what is called the social phenomenon of post-truth, that is: a rejection of the notion of truth. Fake news and misinformation on social networks are the result of this phenomenon, with implications for politics, science, the media and also school education. The thesis that we present in this work underlines the importance of changes in the classroom to face such questions: that teachers move from a hierarchical and scientistic position, opening space for a qualified listening of the students and mediating the teaching of sciences as a production culture, also using digital literacy in their practices. Considering the topicality of the research topic, to present this thesis, a bibliographical research and theoretical studies were carried out for a proper understanding of this social phenomenon; A field survey was also carried out with high school teachers on the Taguatinga campus of the Federal Institute of Brasília, to verify the effects of post-truth in the classroom. It was highlighted in the discussion that listening can be an effective device for the teacher to access students' doubts and misconceptions about scientific knowledge and the veracity of content produced on social networks.

This research aims at investigating the processes involved in the resolution of mathematical tasks of a group of high school freshmen of a private school in Brasilia, rooted in continuous assessment through intentional and structured feedback, in the field of plane geometry learning following the flipped classroom methodology. The qualitative and exploratory case study was developed with forty-six learners ranging from 14 to 16 years of age. These students were assigned a set of plane geometry tasks along a period of 10 weeks of lessons with clearly defined goals to be achieved as well as the assessment criteria adopted. Their production was analysed and categorized as follows: unanswered task, task incorrectly answered, partially correct answered, correctly answered. Feedback was offered to students to help them overcome possible learning difficulties involved in the resolution of the tasks assigned. Learner’s production was analysed via content analysis: pre- analysis, exploration of the documents produced, data analysis and discussion. Initial observations showed that the learners were not used to studying with a view to building knowledge and sought teachers’ explanation to clarify their queries. Insecurity as to the procedures adopted in task resolution made the lacunae which called for intervention to foster learning. Geometrical knowledge with incorrect generalizations and algebraic obstacles constituted sources of analysis and debate during the development of the tasks. Using the flipped classroom methodology, students were motivated to do the tasks, individually at first. Gradually though, a collaborative network emerged converting the regular teacher-centered lessons into moments of dialogical learning, favoring the protagonism of learners in class. The diversity of pedagogical spaces and resources allowed for the existence of collaborative and democratic learning, in which continuous assessment made the resource to knowledge with a view to shedding light on the role played by mistakes in learning processes, the structured feedback to learning provided the learner the opportunity to effectively participate in all stages of learning and the teacher/researcher the possibility of reviewing his planning for every lesson, familiarizing himself with the strategies adopted by learners in the resolution of tasks and formulating intentional to every learner or group of learners in the name of learning mathematics. These observations revealed that the learning of mathematics is favoured when the continuous assessment methodology rooted in structured and intentional feedback is adopted in the flipped classroom.

The objective of this thesis was to analyze the activities developed in a discipline that deals with the teaching of geometry in an initial training course for mathematics teachers, verifying its potential for the development of creativity of future teachers in this area, both in the personal aspect and for the performance. teacher. The central question in this study is “What are the perceptions of undergraduate students in Mathematics about Creativity in Mathematics related to Geometry and the relevance of including this content in their training process?”. The investigation was developed based on a qualitative research approach, based on an epistemological basis in the phenomenological method, with a case study. The results found were organized in the Multipaper production format, consisting of publishable articles. The investigation took place with a class of the degree course in Mathematics of a public university in the Federal District/DF, composed of 14 students. Data collection was carried out by monitoring/observing classes, applying questionnaires (answered by eight of them), carrying out and applying workshops (by the regent teacher and the 14 students) and at the end of the process, interviews were carried out with six of these students. The results point to contributions to the initial and continuing education of Mathematics teachers, aimed at the inclusion of topics in Creativity in Mathematics in the field of Geometry, related to student learning, as it was apprehended that in the development of the Critical Thinking and Creative in Mathematics that they managed to recognize the potential of each phase of the workshop for Creativity in the field of Geometry, since different ideas were explored, different from routine ones. All stages fostered curiosity, new ideas, motivation and the use of methodological strategies used by the participants. The students and the conducting teacher brought a different approach to each of the workshops, with extensive involvement with the activities proposed to explore the contents of Geometry, providing opportunities for the manifestation of Creativity. The students identified, after analyzing problems in the High School Mathematics textbook, that in the vast majority of cases they were closed problems, which had only one way of solving them, indicating the need to develop teaching skills to transform such problems into situations open, which could be so abstract that they allow many ways to arrive at the answer or even there are no solutions, allowing the raising of hypotheses that would be reasonable to arrive at the solutions. It was also observed that the pedagogical discipline of the degree in Mathematics was of great relevance in the training process of these students. Based on the literature and on the analysis of the information collected in the investigation, the thesis is that the introduction of Creativity topics in this process of Mathematics teacher training, contributed significantly to the redefinition of the teaching of Geometry, since the activities developed in the discipline which dealt with the teaching of Geometry, involving the workshops, stimulated the Critical and Creative Thinking of the students in training, fostering in them the desire to perpetuate this new class designer in the future teaching practice.

This research presents experiences of five social movements that work in the city of Sobradinho/DF. The way they carry out their collective activities on a daily basis shows the transformative potential of critical and participatory environmental education in the community life of this city. The methodological approach was based on action research, whose subjects build interactions and human formation that are evident in actions that are developed by themselves. The theoretical reflection starts from the discussion of the forms of land appropriation in the Sobradinho region, whose model was reproduced with the urban expansion and determined environmental impacts on the river basin. Faced with the existing socio-environmental problems in the basin, an attempt was made to identify the contribution of the environmentalist movement to the revitalization of this basin from the perspective of environmental education. The perception of environmental degradation characterized by the organized movement was fundamental for the constitution of the collective researcher. The objective of the thesis was to research the role of environmental movements in the city of Sobradinho for the revitalization of the watershed of the Sobradinho stream from the perspective of environmental education. The group understood that citizenship is built with struggles. Thus, for the desired environmental recovery of the basin, the environmentalists dialogued with the community, mobilized all the possibilities of social networks on the internet, articulated means of communication such as radio and television. In addition, they mobilized public hearings and filed complaints with the CLDF, the GDF Ombudsman and the Public Ministry. The political work carried out by the movement resulted in including the river basin in the public budget of the DF. Thus, a technical and diagnostic study was contracted by IBRAM, which proposed the creation of new conservation units such as the Area of Relevant Ecological Interest, the Natural Monument of Serrinha do Ribeirão Sobradinho, the Refúgio da Vida Silvestre Canela de Ema, the expansion of polygons of the Itapuã and Jequitibás Ecological Parks in Sobradinho. There were investments in works that recovered broken sidewalks, bus stops, playgrounds, sports courts, public squares; Two erosions were also recovered in the riparian forest of the stream, the road was built on the way up to the Parque dos Jequitibás, the piped water channel for the farm owners, in addition to the construction of three rubbish collectors in the combination that resulted in the end of four dumps in the region , including the Morro do Samsão landfill. The collective researcher, moved by a denouncement process, expanded its field of action from the perspective of transdisciplinarity. Thus, it helped bring about transformations in the community, incorporating knowledge, attitudes, values, skills and experiences in the search for solutions to the socio-environmental problems of the river basin of the Sobradinho stream from the perspective of environmental education.

This thesis aimed to critically analyze teachers' perceptions of the interplay between the PNLD/2019 textbooks for the Elementary School (Ensino Fundamental) and Digital Educational Resources in rural schools in the Federal District (Distrito Federal). To do so, we sought to understand how the textbooks influence teachers' perceptions of rural schools, to identify educators' conceptions of Digital Educational Resources, and to comprehend how these resources are presented in the textbooks. Theoretically, we drew upon Arroyo, Caldart, and Molina (2011) regarding rural issues; Bueno and Carniel (2015) on digital resources; Freitag, Mota, and Costa (1987), Silva and Chelotti (2018) regarding textbooks; Williams (1979) on selective tradition, among others. The data analysis method used was Bardin's (2011) Content Analysis with a categorical approach. We examined 11 teacher's manuals from the PNLD/2019 for the 3rd, 4th, and 5th grades of Elementary Education, and conducted 29 interviews with teachers from 10 rural schools in the Regional Education Coordination of Planaltina-DF and Sobradinho-DF. We found that textbooks, as cultural artifacts, influence teachers' perspectives, with teachers believing that the content presented in the books is impartial. We identified that the research participants perceive Digital Educational Resources as important, but there are difficulties in their use, primarily due to limited internet access in schools, even though they are recommended as a means to expand the content covered in the textbooks. In conclusion, we found that the perceptions of the participants in this study, teachers in rural schools in the Federal District, regarding their pedagogical practices, are constructed through the interplay of textbooks and digital resources, shaping how teachers perceive their classroom realities in a certain way, even though this reality differs from what is portrayed in the books.

The investigation works to expand the cultural capital inserted in digital culture and in the school experiences of peripheral young people. To do this, we critically analyzed the conditions of speech production in a reading and re-reading of the media by 13 young people from public schools in the Federal District, taking into account the appropriation of media capital between the years 2020 and 2022. The family provides the moratorium of youth, so that young women can study, as well as highlighting values such as hard work. When they say that their mothers are hard-working, they have to say how they should behave in the world of work. By having the teacher as a reference, the young women emphasize the importance of a professional who understands their social responsibility. When they use the media for academic purposes, young women have the teacher as their foundation. Understanding social inequality, some young women appropriate media capital as a tactic and use it in the symbolic struggle. The method reveals that ideology governs social practices by analyzing the colonization of subjectivities and noting that the denial of quotas, especially racial ones, and social inequalities themselves, align with hegemonic readings. The importance of the university experience, as well as the character of the educational institution and the choice of courses help to shape the media readings. We emphasize that the two-year follow-up highlighted changes both in the reading of meritocratic media and in the relationship with the appropriation of media capital.

The main objective of the research was to verify how financialization takes place in basic education at the company level through the analysis of movements and strategies of publicly traded educational companies towards this level of education with a focus on the Vasta group. To this end, three specific objectives were identified: to verify the origins of the researched phenomenon and provide the theoretical-methodological subsidies used in the proposed analysis; analyze the recent scenario of basic education (2017-2021); and to analyze how Vasta fits into the observed phenomenon, as well as the impacts of its performance on Brazilian basic education. This is a quali-quantitative research that included bibliographic and documentary research and the use of descriptive statistics, having as main data sources the Basic Education Census, the Hoper Educational Consulting and the quarterly reports published by Vasta, as well as the material facts published on the stock exchanges (B3 and Nasdaq). The study concluded that the trajectory taken by the Vasta is part of the phenomenon of financialization, since the strategies performed by it have as a fundamental premise the maximization of gains and investors' remuneration, to the detriment of educational principles. Among the impacts for basic education are the greater participation in this level of education, reaching 20% of students enrolled in private institutions. There are also consequences for the educational process, since the company's priority in institutional investors disregards the trajectory, mission and culture of the institutions considered "partners", negatively affecting the subjective public right of Brazilian students.

Quilombola School Education is a modality of Basic Education that is under construction. The principles of this modality demand the pedagogical work developed by the teacher respecting the traditional knowledge and practices of this social group, the identity, culture, traditions and socio-ethnocultural practices. Therefore, teaching Mathematics starting from the socio-ethnocultural reality, using community instruments and including students, who on many occasions, their social experiences were at the door of the school, is the proposal that underlies this dissertation. Therefore, the objective of this research is to identify how a quilombola school can appropriate socio-ethnocultural practices and use them from the perspective of Ethnomathematics in the teaching and learning process of Mathematics. This is an exploratory qualitative research, whose thesis organization was based on the multipaper, format in which Chapters II, III and IV are organized in the article structure (abstract, introduction, reference, methodology, considerations and references). The participants of this investigation were six teachers who teach Mathematics and 32 students from the initial and final years of Elementary School. The results showed that Quilombola School Education has recently figured on Brazilian government agendas; there is a discrepancy between what is guaranteed by law and what is practiced, in addition, we found that research in the field of Ethnomathematics and Quilombola School Education in Chapada dos Veadeiros is incipient, making further academic research in this educational field essential. It was also found that teachers are aware of teaching Mathematics based on the reality of students, however, they have methodological, conceptual and structural difficulties to teach Mathematics while maintaining the quilombola culture as well as adapting textbooks to the life process of quilombola students. We conclude that, after the activities, Ethnomathematics is shown as a living practice in quilombola communities and contributes to stimulating the teaching of Mathematics in the classroom from a socio-ethnocultural perspective, however, it is necessary to invest in more experiences like these to add to the field. of education in quilombola communities.

Cette recherche a l’intention d’analyser, à travers des études comparées en éducation, les systèmes éducatifs publics brésilien et français afin d'évaluer les défis pour la promotion de la garantie du droit à l'éducation pour les enfants réfugiés. Ainsi, le texte à contextualiser les bases de la construction historique et juridique de l'institut international du refuge, à comprendre la mise en place de l'Organisation des Nations Unies (ONU); le développement d'une agence des Nations Unies pour la protection des réfugiés, l’Agence des Nations Unies pour les réfugiés; éligibilité et instruments de droit international applicables aux personnes en situation de réfugiés; comment tels instruments résonnent au Brésil et en France; et comment ces dispositifs atteignent les enfants réfugiés. Cependant, nous cherchons à comprendre comment la garantie du droit à l'éducation des enfants réfugiés s'est développée dans le cadre de l'ONU à travers de ses agences dédiées au thème, en cherchant à comprendre l'influence des préceptes internationaux sur les orientations éducatives brésiliennes et françaises et les normes visant ce groupe et comment ces pays ont développé ou développent des mécanismes pour l'insertion, l'intégration et l'inclusion du groupe des réfugiés dans leurs systèmes d'éducation publique, en identifiant les similitudes, les divergences et les défis connexes. En ce sens là, pour répondre à ces questions, implications et mises en œuvre particulières, la recherche qualitative dans une perspective critique convenable adéquate pour les propositions de cette enquête. Nous concluons que l'organisation internationale mise en avant pour la protection des personnes réfugiés, par rapport à l'éducation des enfants réfugiés, cherche à développer des mécanismes catalyseurs dans une perspective de développement par les systèmes éducatifs publics, ainsi qu'à obtenir des données de tous les élèves, y compris ceux qui migrent à l'intérieur de leurs territoires.

This work seeks to understand, from the knowledge constituted in the teaching action, the challenges faced by educators in the education of young people and adults, and the overcoming strategies developed from their pedagogical action in the context of the Covid-19 pandemic. Theoretical support is given by André (2013); Wachowicz (2001); Kopnin (1879); Gamboa (2008); Arroyo (2017); Bauer and Gaskell (2008); Bourdieu (2008, 2015); Fontana (2010); Freire (1996, 2018); Galvão (2019); Haddad and Di Pierro (1994); Machado (1998, 2000, 2016) Nicodemos and Serra (2020); Nóvoa (2002); Schutze (1983); Saviani (2009); Tardif, Lessard and Lahaye (1991); Pineau (1985). Qualitative research makes use of dialectical hermeneutics as a strategy for investigation and understanding, through the application of a questionnaire and narrative interviews. Study participants are teachers who worked during the context of the pandemic in EJA classes, during the years 2020 and 2021, in a public school located in a peripheral neighborhood of the Federal District. The return rate of the questionnaires was 93.3%. The data obtained through the questionnaires show that EJA teachers faced some kind of challenge when teaching during the pandemic. The main challenges pointed out were: 1) the lack of preparation of EJA students for the virtual environment; 2) the students' difficulty in accessing the internet and computers; 3) the low adherence of students to remote classes; 4) teachers' difficulty in adapting to the virtual learning environment; 5) lack of structural conditions to teach remote classes; 6) the use of educational technologies. The data reveal that the pandemic greatly influenced the teaching practice in EJA, leading teachers to reinvent their practices to respond to the challenges of the teaching and learning process in the researched school. The overcoming strategies used are concentrated in four categories: 1) approaching students through active search; 2) diversification of pedagogical practice; 3) coping with the situation on their own; and 4) collective work. The study showed that the pedagogical activity during the pandemic was mainly faced by the search for knowledge through selftraining, with the learning acquired during this period being the most relevant fact in the appointment of the interviewed teachers.

Dissertation developed in the Graduate Program in Education of the Faculty of Education – UnB, in the line of research Public Policies and Management of Education, integrates the studies of the research group ÁGUIA, on International Organizations, Policy and Management of Basic Education. The reformulation process of the Curriculum in Movement of Distrito Federal based on the Common National Curriculum Base, between 2010 and 2018, is the object of analysis. The theoretical and methodological foundation of the historical-dialectical method was chosen. It was questioned: how was the reformulation process of the Curriculum in Movement of the Initial Years in Elementary Education in public schools of Distrito Federal based on the BNCC? As a general objective, it was chosen to analyze how occurred the reformulation process of the Curriculum in Movement of the Initial Years in Elementary Education in public schools of Distrito Federal based on the BNCC. The bibliographic review was made to constitute the theoretical framework and the articulation of the analyses and semi-structured interviews. The analyses results have shown that the influence, performance, and actions of international organizations, such as OCDE, the World Bank, and the Unesco originated ideas, principles, and conceptions about education and curricular policies in Brazil. Also, they are orienting the direction and the definition of the national curriculum based on a determined conception of education quality. It was observed divergences in the conception of the Curriculum in Movement (2018) and guidelines proposed by the BNCC of Elementary Education. It was identified that the debates, disputes, and negotiations related to the elaboration of Elementary Education BNCC occurred with the acquiescence of the political system including the Federal Government, disguised entities in Todos Pela Educação Movement, supported by public and private agents, entrepreneurs that believe in education standards and are willing to provide slightly more access to knowledge without losing political and ideological control in schools. It was noted that the curricular policies in Distrito Federal, which were implemented according to the reformulation of the Curriculum in Movement based on the BNCC, were materialized in experience, elaboration, participation, and forms of popular resistance.

This study is linked to the line of research Teaching Profession, Curriculum and Assessment - PDCA, of the Graduate Program in Education of the Faculty of Education of the University of Brasília (FE/UnB) and to the Study and Research Group on Training and Role of Teachers/Pedagogues (GEPFAPE). Teaching work in special education has historically been a field of disputes in the capitalist mode of production, which legitimizes social inequalities and precarious/intensifies working conditions. Educational policies ratify these proposals, especially after the National Policy on Special Education from the Perspective of Inclusive Education, reconfiguring the special education teacher. Based on these contradictions, we ask: what are the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public school system in the Federal District? Thus, we aim to understand the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public education network of the Federal District. This research was anchored in the theoretical-methodological assumptions of Historical and Dialectical Materialism, which allows us to detach ourselves from the immediate/fetishized reality and through the multiple determinations we apprehend the concrete reality of being a teacher in different moments of professional life. In addition, the contributions of the socio-historicalcultural theory, which participates in principles in human development, under the lens of a historical and social subject. We sought the possibility of transforming the appearance through methodological instruments: the State of Knowledge of the object under study, document analysis, survey of teachers' personal and professional data and semi-structured interviews with seven teachers. The dialogues were analyzed, interpreted and systematized by the meaning nuclei, resulting in the striking elements in the professional career of teachers in special education: the experiences that constitute being a teacher in special education, the senses and meanings experienced by teachers throughout their professional life in special education, the formative experiences of teachers at different moments of the profession, the contradictions of being a teacher in special education: satisfaction and suffering and the multiple determinations of teaching work in the professional life cycle. In the totality of this investigation, we conclude that in the trajectory of the teachers in Special Education/Specialized Educational Services, three movements surround the teaching work and it is done in the relationship between the personal and professional life history, in a time that is continuous, the experiences characteristics throughout the teaching professional life, teacher training and the marks in the concreteness of teaching work and in being a special education teacher. We conclude that research into the teaching professional life cycle in special education is an innovative contribution to the reflection on teachers' praxis, as it reveals the movement of singular constitution, denoting a relationship of experiences and milestones that are not necessarily linear, but that design ways of being and being in the profession. Although the construction of being a teacher in special education takes place through conditions imposed by contemporary forms of capital, there are still alternatives to confront the historical and dialectical totality, through confrontations, intending a counterhegemonic, emancipatory and humanized education.

The general objective of this research was to analyze the limits and possibilities of the ETRCs of the Federal District, in the development of continuing teacher training actions for the use of ICTs, from the point of view of the training teachers. Specifically, it was intended to identify the conditions under which work takes place in the Centers; to find out how trainers analyze their professional practice; to verify the main difficulties in the execution of its actions and analyze the bias of the training, through the courses offered before and after the period of the Covid-19 pandemic. For that, we opted for research with a qualitative approach, developed through the multiple case study. For the construction of empirical information, observation techniques of ETRCs, document analysis and online questionnaire were used. The interpretation was made by content analysis. The results suggest that the ETRCs are important spaces for continuing teacher education and can contribute to making the ICTs effective in the educational environment, through their training actions (courses, workshops, project support, among others). All for the sake of meaningful student learning in the digital and technological era currently experienced. The possibilities are numerous, but some limits interfere in the development of actions. For example, ETRCs lack management at the central level, their own resources for the acquisition or maintenance of materials and investments in physical spaces, the publication of a new ordinance and consistent public policies for the sector.

The main objective of this study was to analyze the implementation of the New Secondary School in public pilot schools in the Federal District. For that, data were collected on the initial experience of the pilot schools, from a qualitative approach, the data collection instrument used was a semi-structured interview script. For the development of the research, three pilot schools were selected, in which ten interviews were conducted with administrators and teachers. This amount corresponds to six teachers and four managers interviewed, including two coordinators, a director and a pedagogical supervisor. In addition, the general coordinator of secondary education at MEC was interviewed, who previously also served as director of the SEEDF's Secondary Education Board (DIEM) (2015-2020). The results found contributed to the understanding of the implementation process of the New Secondary School in the Federal District, noting the facilities and challenges faced by professionals from the pilot schools for the implementation of the policy in its initial course. In view of the results found, it can be concluded that the policy proposal proved to be imposing and incomprehensible, which makes it difficult to carry out the implementation of the New High School.

The research aimed to analyze “The work of the pedagogue expressed in official documents: between initial training and pedagogical action”. Under the guidance of Historical-Dialectic Materialism, documentary and bibliographical research was used as a methodology. The historical process of Pedagogy and the formation of pedagogues was investigated in order to understand how sociopolitical influences led to the formation of pedagogues according to the currently observed curriculum architecture. The configuration and performance of the pedagogue in the School Rules of the Public Teaching Network of the Federal District were analyzed as a reflection of initial training, especially that found in the letter of national and state legislation that regulate initial training in Pedagogy. In the bibliographical and documentary research, the main regulations that regulate these actions in the Federal District were considered. The theoretical foundation was based on authors such as: Dantas (2007); Frank (2008); Libânio (2008), Marx (2008) and Saviani (2007) among others. The results and conclusions point out that initial training is insufficient to properly conduct the development and performance of the Pedagogue's work, requiring, for this reason, to consider the multiple demands arising from the school environment that contribute to continued training combined with other experiences. of these professionals and that come to be the delineators of the projects of the Pedagogy courses. It is essential to help the pedagogue in this constant dynamism of the pedagogical work. As for the documents governing the Secretariat's pedagogues, it was found that there is no unit of information regarding the work of the Pedagogue at SEEDF.

The aim of this thesis is to analyze the individual, family, and school characteristics of students under Pedagogical Home Care in the Federal District. The specific aims were: (i) to find out who and how many students are under Pedagogical Home Care in the Federal District and in which schools they are enrolled; (ii) to characterize the families of students in Pedagogical Home Care in the Federal District regarding organizational dynamics; (iii) to characterize the school support given to students under Pedagogical Home Care in the Federal District; (iv) to identify teachers´ and family members´ perceptions concerning the characteristics of students under Pedagogical Home Care in the Federal District; (v) to analyze the strategies implemented by Education workers in the public school system of the Federal District and, (vi) to discuss public policies for Pedagogical Home Care, specifically in the Federal District. This qualitative study is exploratory research. As for methodological procedures for data collection, including both Documentary Research and/or Field Research, depending on the focus and context. For the first, data collection instruments: data request letter, available documents on the website of the State Department of Education of the Federal District and of the education secretariats of the Brazilian states; from the State Councils of Education and Legislative Chambers. Already, for the realization of the second, interviews were scripted, semi-structured interview script, electronic memory game, use da Google Meet platform, which makes available recording facility and field diary. Data were analyzed using the content analysis, supported by the analysis tool the software Maxqda. The thesis is structured in the Multipaper format with seven sections. The articles are structurally separated but interconnected to meet to the general aim of the study. The research findings are as follows: (i) 18 students under Pedagogical Home Care in the Federal District, according to the regional coordination of Education, and two applications in progress, but according to the schools there are only nine; (ii) among families´ characteristics, we observed that they are mostly constituted in affection, show strong social-affectivity and seek for the guarantee of rights; (iii) we observed that the conception of human development by the teachers of the Pedagogical Home Care in the Federal District is important in the actions developed in the organization of the pedagogical work; (iv) we found data on the characteristics of students under Home Pedagogical Care in the Federal District that corroborate the understanding of the subject as proposed by Vygotsky: the existence of a subject that has aspects of phylogenesis, of sociogenesis and of ontogenesis, which constitute its uniqueness; (v) the support networks for students under Home Pedagogical Care in the Federal District and the strategies implemented have elements related to the recognition of the relevance of the teaching approach, the struggle of families for schooling bedridden children, and the inaction of the Department of Education of the Federal District to carry out Pedagogical Home Care; and (vi) we conclude, therefore, that laws alone do not guarantee the provision of Pedagogical Home Care in the Federal District, in our view, laws must be supported by collective actions and permanent discussions with different segments of society.

This thesis is related to Teaching Profession Research, Curriculum, and Evaluation of the Postgraduate Studies in Education in the Faculty of Education, at the University of Brasília (FE/UnB). The paper was articulated in the production of the Study and Research Group on Training and Performance of Teachers/Pedagogues (GEPFAPe). From an ontological perspective, work and education are correlated: work – a social relationship that defines the way of existence of people, whether in the objective, subjective, social, political, cultural, artistic, and productive dimensions; and education – a historical and social phenomenon through which subjects produce and acquire specifically human culture. Thus, starting from the research problem - What experiences constitute the professional life cycle of the literacy teacher in the public school system in the Federal District? - We aim to understand the professional life cycle of the literacy teacher in the public school system in the Federal District. Seeking to reach the main objective of the research, we unfolded our study with specific objectives, as follows: 1) Categorize the studies on the teaching professional life cycle; 2) Characterize the specificity of being a literacy teacher in the public school system in the Federal District; 3) Identify which elements and factors are fundamental in the composition of the literacy teacher's professional life cycle; 4) To analyze the constitutive experiences of the professional life cycle of the literacy teacher in the public school system in the Federal District. Starting from the understanding that we have multiple determinations that emerge from the object, the present research was conducted in three stages, the first being the bibliographic research and the State of Knowledge of the object under study, which allowed extracting substantial information about the professional life cycle of the literacy teacher, organizing them, interpreting them according to the objectives of the proposed investigation, and categorizing studies on the teaching professional life cycle through descriptors. The second stage was developed through the analysis of a questionnaire applied to literacy teachers from the public school system in the Federal District, enabling the identification of elements and factors that are fundamental in the composition of the professional life cycle, later relating the constitutive experiences throughout the professional development process for teachers. The third stage was conducted by conducting a narrative interview with the literacy teachers, allowing them to relate the elements and factors that are fundamental in the composition of the professional life cycle of the literacy teacher inserted in the public education network of the Federal District to the unique experiences portrayed in the materiality of the narratives. At this stage, we take historical and dialectical materialism as a methodological approach, which allows us to understand the historical context and its determinants; conceiving reality from the apprehension of its contradictions in its totality and analyzing, in a dialectical and historical movement, the categories that make it possible to understand the professional life cycle of the literacy teacher as a dialectical whole in constant movement: Feminization, Insertion in the teaching profession, Professionalization process, Marks of the professional life cycle and Unique experiences of the professional life cycle. Thus, we argue that the professional life cycle of the literacy teacher in the public school system in the Federal District is made up of unique marks and experiences that are understood from the perspective of totality; presenting common elements, but it has a historical singularity allied to the subject's profile, and specifically to the encounter of this subject with the children's literacy process. 

The research analyzes the coexistence of
management perspectives in the public
education network of the DF. The central
question was outlined as follows: what are the
implications for guaranteeing the right to
education arising from the dispute over
democratic and managerial management
concepts in the Federal District Education
System and in public schools that implement the
New Middle School Support Program -
PRONEM - ? It was investigated in five schools
the struggles between the management
perspectives and their reflexes in the offer of
integral and utilitarian education conception in
high school. Data production took place through
bibliographic research, document analysis and
interviews with subjects who work in schools
and extracurricular spaces. The implementation
of the secondary education reform demonstrated
that institutionalized democratic management
was not effective as an instrument of power
sharing. Due to the low participation and the
absence of a democratic culture, authoritarian
relationships prevail in the SEDF and in the
school units. The managerial hegemony allied to
the precariousness of the teachers&#39; working
conditions, the lack of public investments, the
utilitarian conception of education inherent to
PRONEM, the increasing privatization of
educational services points to the instrumental
formation of youth.

In this thesis, linked to the research line "Teaching Profession, Curriculum and Evaluation" of the Post-graduate Program in Education of the University of Brasilia, inserted in the Research Group "Curriculum: theoretical conceptions and educational practices", we discuss the contributions of the professional performance of pedagogues in different non-school contexts for the curriculum of the Pedagogy course. We started from the assumption, which was corroborated after the studies, that there are particularities in the performance and in the professional experience of non-schooling pedagogues, resulting from the nature of these educative environments, forgotten in the approach of the non-schooling dimension in the Pedagogy course. We structured the methodological - qualitative route, based on the dialectic epistemological conception (SEVERINO, 2001), in two axes: Pedagogy (science/course) and non-schooling spaces (theoretical) and Acting and professional experience of non-schooling pedagogues (empirical). To do so, we used the following investigative instruments bibliographic research (academic works in research banks and national scientific events that consolidated the state of the knowledge; and research in referential works, mainly, about the epistemology of Pedagogy and about the formation of the pedagogue, besides contributions about the professional performance of pedagogues in extra-school environments and about the curricular theories); documental research (National Curriculum Guidelines of Pedagogy – Resolution CNE/CP nº 1/2006 e other laws); and semistructured interviews (with pedagogues actuantes in public institutions do Distrito Federal not tied to the teaching profession), whose data were examined in the light of the method of "content analysis" (BARDIN, 2016). With the study, we verified the variety of performance spaces in which pedagogues are inserted – revealing the work with diversified themes: social assistance, socio-educational system, domestic violence, adoption, guardianship, drug addiction, labor education, traffic education, heritage education, social security education, electoral education, museum education, civil aviation, with different subjects involved – in which they return multiple pedagogical activities that are not directly related to teaching. We can see that the initial formation set forth in the curricular guidelines, on the other hand, does not present consistent elements for the integration of discussions about professional activities in non-schooling spaces. Thus, it is necessary to keep the debate active so that the legitimacy of educational practices beyond the school is recognized in the curricular path of the Pedagogy course, which will be tangible when the epistemological base of Pedagogy is assumed as a basic premise of the formation of pedagogues, in opposition to the pragmatist epistemology that has permeated the curricular prescriptions.

Taking into consideration that the teaching and learning processes have become more significant if the elements present in the students’ daily lives are explored to address the objects of knowledge present in the school curriculum. Among these elements, are highlighted those that constitute the students’ cultural identity, which, in addition to understanding and transforming the reality in which they are immersed, it enables the construction of feelings of belonging to the school and social integration. A theoretical approach in the field of mathematics education that favors this perspective is Ethnomathematics, which seeks to value and use the knowledge of the cultural group to which the student belongs, without disconnecting him from the broader social and scientific context. It is considered that the training program of teachers who teach mathematics should include such a theoretical perspective to facilitate more significant teaching and learning processes. Taking this as a guiding principle for training courses, this thesis was developed with the objective of investigating the possibilities and challenges in the training of pedagogue teachers from the Ethnomathematics perspective in the State of Roraima. The place chosen for this research is characterized as a multicultural reality, with the presence of indigenous peoples, native population of the state and other federation units and immigrants from neighboring countries, especially Venezuela. The reality has implications for the process of teaching and learning mathematics, which requires a holistic approach that values the cultures of all involved. To conduct the research, a qualitative approach was undertaken, with some ethnographic characteristics, from a descriptive perspective. The production of the analyzed information, entailed the observation of the training session of pedagogues from a private college in the state of Roraima, taking as a discipline of the Pedagogy course destined to work with mathematics as the focus. Interviews were carried out with the teacher who administered this discipline and with a student who was undergoing the mandatory curricular internship. A questionnaire was also used with all students enrolled in that discipline. The results show that most undergraduates were unaware of the term ethnomathematics and its applications within the educational context of Roraima. In conclusion, the state of Roraima is suitable for the development of trends in mathematical education, primarily ethnomathematical. Its application in the process of training pedagogue teachers helps in the development of a cohesive, collaborative pedagogical practice that values the different cultures existing in the classroom. However, addressing these tendencies in a satisfactory manner are still not present within the process of pedagogy training in Roraima.

The doctoral dissertation defended in this research is: given that the development of the musicality of the deaf person is constituted by their educational experiences in culture, IT IS POSSIBLE TO ORGANIZE EDUCATIONAL PROCESSES ORIENTED TO THE DEVELOPMENT OF MUSICALITY OF THE DEAF CHILD. The theoretical assumption that guides this research is the cultural-historical theory. The work is structured in the following chapters: I – Human development; II – The education; III – Methodological pathway; IV – Analyses; V – Conclusion; VI - Final considerations. Whether and when we stem from the principle that we are all beings of possibilities and musical beings, there is no right and wrong in the educational process in music, in the existing practices about educational musical activity, there is no dichotomy of good or bad. There are narratives of this doing, and for each one of them, a certain pedagogical intentionality is made possible.

This investigation is linked to the Research Line Teaching Profession, Curriculum and Assessment - PDCA and is an integral part of an institutional research of the Grupo de Estudos e Pesquisa sobre Formação e Atuação de Professores/Pedagogos – GEPFAPe. As a development of this research, we investigated the professional life cycle of Pedagogy professors at the Universidade Estadual de Goiás, based on the studies of Huberman (2000) and other authors who discuss the professional life cycle of professors such as Marcelo Garcia (1999), Gonçalves (2000), Isaia and Bolzan (2008), Cavaco (1995), among others that systematize teachers' teaching years into phases, stages or years experienced during their professional career. Thus, we start from the following guiding question: which elements and marks constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás considering their career experiences; time, and working conditions?; and specific questions: which studies on the teaching professional life cycle approach Higher Education in Brazil and where are they advancing?; how the experiences of the professional life of the teachers of Pedagogy at UEG helped them to be a professor at the university?; How do UEG Pedagogy teachers experience the professional, institutional and personal dimensions of teaching work? After raising these questions and seeking to answer them, the general objective is understanding the elements and marks that constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás was listed, considering their career experiences; time, and working conditions; and the specific objectives: 1) to know the state of knowledge of research on the teaching professional life cycle in Higher Education in Brazil and understand its advances; 2) to analyze the professional life experiences of Pedagogy professors at UEG and the constitution of being a professor at the university; and 3) understand, from the teachers' perspective, the relationship between the professional, institutional and personal dimensions for teaching work at UEG. In order to achieve the research objectives, the method that guides the investigation is Historical-dialectical Materialism with a qualitative approach, documental study, application of a mixed questionnaire and semi-structured interview. The empirical research was initially carried out with the sending of questionnaires, through Google Forms, to the 117 effective teachers who teach in Pedagogy courses and are located in campuses/university units spread across the state of Goiás. We received responses from 53 professors, however only 52 responses were validated because one of them was from a professor on a temporary contract basis. From the analysis of these questionnaires, categories were raised that helped to delimit the subjects who, due to the Covid-19 pandemic, were interviewed using the Meet platform. For that, 12 professors were selected, according to their availability for the interview indicated in the questionnaire, who had the following career time at UEG: 1 to 5 years; 5 to 10 years; 10 to 15 years; 15 to 20 years; 20 to 25 years; and over 25 years. As a result, there were at least two professors for each interval, but only 8 were willing to be interviewed. The analyzes showed us that teachers are committed to a social and transformative formation and that they pose such questions as fundamental elements of teaching. They do not show, both in the questionnaires and in the narrative interviews, stages of a career, but they present a life, a cycle in which they dedicate themselves in a personal effort and in the opportunities to carry out the training of other subjects. The thesis reaffirms elements of a professional life cycle that is related to teaching work, to the objective and subjective conditions of this work, to professionalism, to initial and continuing education, and to the constitution of being a professor at the Universidade Estadual de Goiás. This is because in basing university teaching in the inseparable work between teaching, research and extension - these as pillars of the construction of scientific, technical, ethical and human knowledge, the professor is built as a university professor with specificities related to teaching in higher education, passing through three fundamental axes: work teacher, the experience in the career and the marks of otherness, and, in this way, it consolidates the professional life cycle that has common elements in the teaching category and particular elements in the subjectivity of each teacher.

Human can be defined as the only animal that knows, fears and practices rituals in the face of death, producing, from this phenomenon, a culture; different from other animals that act instinctively in the face of imminent risk. It is not uncommon to see death as the main attraction in sensationalist newspapers and at the same time witness the concealment of death, especially from children. These are spared or given metaphorical explanations, such as “go to heaven” or “become a little star”. However, if we analyze it well, death can be present in all classrooms, the topic could be addressed in practically all school subjects, for example, death is involved when we study the disappearance of civilizations, evolution and natural selection, food chain, carbon cycle, life cycle, environmental catastrophes, among others. More than a matter of age and cognitive development, children's conceptions of death are formed from the cultural context and social relationships in which they are inserted. In view of this fact, the general objective of this research is to identify/recognise which are the social representations of death of children in Elementary School I and, from there, present a proposal for a Central Core of these representations. We consider that the Theory of Social Representations proposed by Moscovici is adequate to direct the investigation and discussions presented here, as it makes it possible to understand how this theme has been socially constructed and how children appropriate it. To make these representations emerge, we used children's storytelling and drawing as an activity of expression, considering that it is an attractive activity for children, which stimulates their creativity and brings up symbolic elements about death. Twenty children from a school on the outskirts of Aparecida de Goiânia participated in the investigation and the data generated allowed us to propose the Central Nucleus thesis of these representations based on religious values that present an antagonistic vision between good and evil.

This research is linked to the research line Comparative Studies in Education (Ecoe), of the Graduate Program in Education (PPGE), of the Faculty of Education (FE), of the University of Brasília (UnB), and was developed within the scope of the Research Group Generations and Youth (Geraju). The purpose is to understand how the discourses in the legislation of the latest Chilean and Brazilian high school (EM) reform are presented regarding their organization and implementation. Based on the analysis of documents, this research is organized around two axes: 1) Analysis of the context that triggered the reform, and 2) Analysis of normative documents that define the structural and curricular reforms of Chilean and Brazilian high schools. The theoretical framework is situated in the field of Comparative Education, based on the assumption of the right to education and that the last stage of compulsory education is an important tool for the education of young people as subjects of rights. The textual data was interpreted based on hermeneutic content analysis, a combination of methods anchored in qualitative content analysis and hermeneutics. The results show that high school reinforces the importance of the right to education when it is configured as a stage for the education of young people as subjects of rights. The discourses presented in the norms reflect the intentionality of the legislator regarding its goals and purposes. The context that permeates the conjuncture, thus fulfills the social, cultural, political, and economic functions of high school education.

In this investigation, we argue that it was necessary for educators to experience different ways of carrying out education, in a transformative perspective, so that, through a reeducational process, something new emerges in their practices and a transformation occurs in the educational environment. For that, we investigated the experiences of seven educators from Educandário Humberto de Campos (EHC) for a little over four years. The educators went through a Transforming Exchange where they visited socalled transforming schools in different parts of Brazil and participated in an effervescent reeducation process at the EHC. We used their speeches in several recorded and transcribed interviews and school circles, as well as the reports written by the educators, including a book from these Exchange experiences (COSTA et al., 2020). Our investigation used Vigotski's Historical-Cultural Theory, where we conceptualized, among other aspects, what is experience, education, the act of educating and transforming education. The research theoretically expanded what we call reeducation in this teaching context. Finally, we synthesize, among other discoveries with EHC students, the intense presence of these teachers' work with values, in the cultivation of autonomy, in the care of their emotions, in the consideration of their individualities, among other aspects. In the end, we were able to observe that the process towards a transforming education took place vigorously in the EHC from different perspectives.