Banca de QUALIFICAÇÃO: QUEREM BARBOSA DE OLIVEIRA SANTOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : QUEREM BARBOSA DE OLIVEIRA SANTOS
DATE: 04/12/2025
TIME: 10:00
LOCAL: Sala de Atos FE1
TITLE:

The Ontological and Epistemological Unity in the Initial Training of Teachers in Brazil.

KEY WORDS:

 initial teacher education; licensure programs; epistemology of praxis; ontology of social being

PAGES: 160
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation project is driven by the central research question: How do epistemological– ontological conceptions influence the initial training of teachers in Brazil between 2015 and 2025? Based on this problematization, we aim to investigate the ontological–epistemological conception embedded in the curricular and pedagogical organization of licensure programs, emphasizing the processes involved in teacher education as a historically situated and critical praxis. Accordingly, we outline the following specific objectives: 1) To identify epistemological–ontological conceptions present in research on teacher education in Brazil; 2) To analyze the epistemological–ontological foundations found in the Pedagogical Course Projects (Projetos Pedagógicos de Curso) from 2015 to 2025; 3) To examine how the unity between ontology and epistemology is expressed in formative practices; and 4) To propose formative guidelines that integrate ontological and epistemological unity, thereby strengthening pedagogical praxis and the social function of public schooling.The dissertation project is grounded in historical–dialectical materialism, with the epistemology of praxis (Gramsci, 2001; Marx, 1989; Marx & Engels, 2013) and the ontology of social being (Lukács, 2013; 2018) as its central analytical categories. The theoretical– methodological procedures were structured according to each specific objective: the state-ofthe-question approach (Menezes, NóbregaTherrien & Luz, 2004); documentary analysis of Pedagogical Course Projects from higher education institutions (Shiroma & Evangelista, 2019); and narrative interviews to apprehend the epistemological–ontological unity of formative practices (Ravagnoli, 2018; Weller & Otte, 2014; Lukács, 1965). In light of these elements, we formulate thesis premises grounded in the ontology of social being and the epistemology of praxis.

COMMITTEE MEMBERS:
Externa à Instituição - PATRICIA LAURA TORRIGLIA - UFSC
Presidente - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Externa à Instituição - MAGALI APARECIDA SILVESTRE - UNIFESP
Interna - 1350812 - MARIA ABADIA DA SILVA
Externa à Instituição - ROSIRIS PEREIRA DE SOUZA - UFG