PPGE https://repositorio.ufpb.br/jspui/handle/tede/4454 2026-08-04T17:22:18Z 2026-08-04T17:22:18Z Moita, Filomena Maria Gonçalves da Silva Cordeiro https://repositorio.ufpb.br/jspui/handle/123456789/38617 2026-08-04T17:01:29Z 1999-07-01T00:00:00Z

Título: Educação e Violência Doméstica: a construção da "Pedagogia do e no Medo" olhar de gênero no contexto familiar Autor(es): Moita, Filomena Maria Gonçalves da Silva Cordeiro Orientador: Vásquez, Celinda Lilian Letelier Abstract: This research it based on a theoretical framework that develops the concepts of violence, gender and education and their relationships as its conceptual nucleus. On the basis of this framework we opted for a study of domestic violence in the family system, understood as the prime place of human socialization. Taking three generations of women (daughter, mother and grandmother) as the subjects of study, we sought though an analysis of their perceptions firstly to identify and then to analyse those elements which struture the "Pedagogy of Fear/ Pedagogy in Fear and facilitate the acceptance or rejection of violence by those women who call at the Woman's Police Station in João Pessoa in order to denounce violence. In addition we sought to distinguish the crucial moments, compare the relevant figures and describe the key elements cited by the women as the tolerable limits of violence. We took the Police Station in Defense of the Woman in João Pessoa as the field for our research and the domestic space as the 'locus' of violence. The research was conducted using the identification record of the attacked person, a fieldwork diary and in-depth interviews using the basic thematic question:" Would you like to talk about the experience of violence in your life history?". The absence of a formal structure allowed the interviewees to talk openly about their lives. Seven women were interviewed in the 21 to 57 age range which permitted us to know, feel and hear twenty-one feminine life histories as well as two masculine life histories marked by domestic violence. Their testimonies lead us to conclude that power, force and authority between men and women are constituent elements of Pedagogy of Fear or Pedagogy in Fear which are presented ambiguously at times as positive and at times negative, in the latter case in a coercive fashion. In addition to this, the Pedagogy of Fear or in Fear which is initially constructed in the family system, the primary context oh human socialization, is later reproduced in the school by means of elements such as prejudices, stereotypes, and written and oral cultural values. Editor: Universidade Federal da Paraíba Tipo: Dissertação

1999-07-01T00:00:00Z Santos, Thatyanne Krause Lima Brito dos https://repositorio.ufpb.br/jspui/handle/123456789/38565 2026-07-31T06:36:04Z 2025-12-09T00:00:00Z

Título: A prática discursiva política evangélica progressista como uma pedagogia cultural net-ativista Autor(es): Santos, Thatyanne Krause Lima Brito dos Orientador: Carlos, Erenildo João Abstract: This thesis, linked to the research line Cultural Studies in Education of the PPGE/CE/UFPB, investigated the progressive evangelical political discursive practice on social networks as a kind of net-activist cultural pedagogy. Based on Michel Foucault’s Archaeological Analysis of Discourse (AAD, 2008) and on contributions from the Research Group on Discourse and Visual Image in Education (GEPDIVE) regarding the AAD, the research aimed to analyze and describe its modes of enunciation, rules of formation, and discursive functions. The empirical corpus of the investigation consisted of posts, images, captions, comments, engagements, and digital campaigns published between 2021 and 2024, which were selected based on collectives, leaders, and progressive evangelical influencers on Instagram, the space with the greatest discursive incidence in this field. The theoretical-methodological approach of the AAD was carried out, basically, through four procedural actions: (1) mapping, identification, and selection of sources that provided information correlated to the research object; (2) excavation of the sources, aiming initially to identify regular series of written and visual signs in the dispersion of the sources; (3) identification and archaeological analysis of regular enunciative functions of the findings discovered in the excavation of the sources; (4) analysis and description of the discursive series that form the discursive order of the progressive evangelical political discursive practice as a net-activist pedagogy. This investigation resulted in the identification of several series of signs, namely: social justice, integral ecology, human rights, gender, diversity, democracy, and critique of fundamentalism, elucidating regularities that structure the progressive discursive practice. These findings, in turn, provided the understanding that such discursive practice is based on three regular discursive orders: the political, which articulates faith and democracy; the theological, which reinscribes evangelical practice as inclusive and liberating; and the pedagogical, which transforms the digital environment into an educational space that fosters critical awareness. In the light of Foucauldian archaeology, it was verified, therefore, that such enunciations configured discursive practices that established ruptures within the hegemonic formations of the evangelical field, opening space for new alternative discursive and cultural practices of a net-activist nature. Thus, the progressive evangelical political discursive practice shifts the power of enunciation from temples to digital space, bringing forth new discursive subjects, such as peripheral theologians, Black female pastors, and grassroots collectives. In this way, it constitutes itself as a net-activist evangelical cultural pedagogy that promotes engagement, symbolic resistance, and discursive reorganization of the religious field within Brazilian social networks.; RESUMEN. Esta tesis, vinculada a la línea de investigación Estudios Culturales de la Educación del PPGE/CE/UFPB, investigó la práctica discursiva político-evangélica progresista en las redes sociales, como una especie de pedagogía cultural net-activista. Basándose en el enfoque de la Análisis Arqueológica del Discurso (AAD) de Michel Foucault (2008) y en las contribuciones del Grupo de Estudios e Investigaciones Discurso e Imagen Visual en Educación (GEPDIVE) sobre la AAD, la investigación tuvo como objetivo analizar y describir sus modos de enunciación, reglas de formación y funciones discursivas. El corpus empírico de la investigación estuvo compuesto por publicaciones, imágenes, leyendas, comentarios, interacciones y campañas digitales publicadas entre 2021 y 2024, las cuales fueron seleccionadas tomando como base colectivos, liderazgos e influenciadores evangélicos progresistas en Instagram, espacio de mayor incidencia discursiva en el campo.El enfoque teórico-metodológico de la AAD se realizó, básicamente, mediante cuatro acciones procedimentales: (1) mapeo, identificación y selección de fuentes que proporcionaran informaciones correlacionadas con el objeto de investigación; (2) excavación de las fuentes con el propósito de identificar, inicialmente, series regulares de signos escritos y visuales en la dispersión de las fuentes; (3) identificación y análisis arqueológico de funciones enunciativas regulares de los hallazgos encontrados en la excavación de las fuentes; (4) análisis y descripción de las series discursivas que forman el orden discursivo de la práctica discursiva político-progresista evangélica, como pedagogía net-activista. De esta investigación resultó la identificación de varias series de signos, a saber: justicia social, ecología integral, derechos humanos, género, diversidad, democracia y crítica al fundamentalismo, que esclarecen las regularidades que estructuran la práctica discursiva progresista. Estos hallazgos, a su vez, permitieron comprender que dicha práctica discursiva se asienta en tres órdenes discursivas regulares: la política, que articula fe y democracia; la teológica, que reinscribe la práctica evangélica como inclusiva y liberadora; y la pedagógica, que transforma lo digital en un espacio educativo y formador de criticidad. A la luz de la arqueología foucaultiana, se verificó, por lo tanto, que tales enunciaciones configuraron prácticas discursivas que instauraron rupturas en las formaciones hegemónicas del campo evangélico, abriendo espacio para nuevas prácticas discursivas y culturales alternativas, de carácter net-activista. Así, la práctica discursiva político-progresista evangélica desplaza el poder de enunciación de los templos al espacio digital, haciendo emerger nuevos sujetos discursivos, como teólogos periféricos, pastoras negras y colectivos de base. De este modo, se constituye como una pedagogía cultural evangélica net-activista promotora del compromiso, de la resistencia simbólica y de la reorganización discursiva del campo religioso en el ámbito de las redes sociales brasileñas. Editor: Universidade Federal da Paraíba Tipo: Tese

2025-12-09T00:00:00Z Bem, Geralda Maria de https://repositorio.ufpb.br/jspui/handle/123456789/38559 2026-07-30T06:11:42Z 2025-08-29T00:00:00Z

Título: Ações pedagógicas de mães campesinas nas atividades escolares dos filhos durante a pandemia da Covid-19 Autor(es): Bem, Geralda Maria de Orientador: Silva, Eduardo Jorge Lopes da Abstract: Rural Education is a modality of national basic education and a right guaranteed by the 1988 Federal Constitution. The LDB 9394/96 reinforces the right to respect and to the cultural and regional particularities of rural peoples. Considering the specificities of this modality, discussed in the relevant academic literature, it was found that, during the COVID-19 pandemic, this population segment faced challenges that demanded greater effort to deal with remote teaching—particularly from mothers responsible for monitoring their children’s teaching and learning process. In this thesis, the central research question is: how did rural mothers contribute to monitoring their children’s school activities in the face of the challenges imposed by remote education during the COVID-19 pandemic period? The general objective was to analyze the contributions of rural mothers’ participation in monitoring their children’s schooling process during the remote learning period (2020–2021), as a consequence of the social distancing imposed by the COVID-19 pandemic, in the municipality of Pau dos Ferros-RN. The specific objectives were: to identify, in the discourse of rural mothers, how the monitoring of their children’s teaching process took place; to describe the challenges faced by rural mothers in following their children’s school activities during the pandemic period; and to analyze the strategies, knowledge, and resources mobilized by these mothers to promote the continuity of their children’s schooling during remote education. For this purpose, a qualitative, descriptive research was conducted, based on the dialectical method, which emphasizes the relationships between individuals and society. The locus of investigation comprised three rural communities in the municipality of Pau dos Ferros-RN: “Comunidade Girassol”, “Comunidade Mandacaru” and “Comunidade de Juazeiro”. Information was collected through semi-structured interviews with ten mothers whose children were enrolled during the years 2020 and 2021, within the pandemic context. The data were analyzed based on Bardin’s (2020) content analysis method. The results revealed several difficulties faced by the mothers in monitoring their children’s school activities, among them: the challenge of adapting to remote teaching and the distrust toward this teaching modality, due to its perceived inefficiency in promoting learning. However, the participants recognized that remote teaching was necessary to prevent their children from becoming disconnected from the schooling process and to avoid dropout. It follows, therefore, that this thesis addresses the strategies adopted and the implications of the involvement of rural mothers from the territory of Pau dos Ferros, in the Alto Oeste Potiguar region, during the COVID-19 pandemic, in the school monitoring of their children through remote learning. Such involvement stands out as a significant contribution and a source of motivation in fostering collaboration and commitment to the teaching-learning process, to the educational trajectory of their children, and to the teachers’ didactic-pedagogical practice. It is expected that the accounts of these mothers will encourage investments in public policies that ensure higher-quality education for people living in rural communities.; RESUMEN La Educación del Campo es una modalidad de la educación básica nacional y un derecho garantizado en la Constitución Federal de 1988. La LDB 9394/96 refuerza el derecho al respeto y a las particularidades culturales y regionales de los pueblos campesinos. Considerando las especificidades de esta modalidad, tratadas en la literatura académica pertinente, se constata que, durante la pandemia de la COVID-19, este contingente poblacional enfrentó desafíos que exigieron un mayor esfuerzo para lidiar con la enseñanza remota, especialmente por parte de las madres responsables del acompañamiento del proceso de enseñanza y aprendizaje de sus hijos. En esta tesis, la cuestión central de investigación es: ¿cómo se dio la contribución de las madres campesinas en el acompañamiento de las actividades escolares de sus hijos ante los desafíos impuestos por la enseñanza remota durante el período pandémico de la COVID-19? El objetivo general fue analizar las contribuciones de la participación de las madres campesinas en el acompañamiento del proceso de escolarización de sus hijos durante el período de clases remotas (2020–2021), en virtud del distanciamiento social provocado por la pandemia de la COVID-19, en el municipio de Pau dos Ferros-RN. Los objetivos específicos fueron: identificar, en el discurso de las madres campesinas, cómo ocurrió el acompañamiento del proceso de enseñanza de sus hijos; describir los desafíos enfrentados por las madres campesinas en el seguimiento de las actividades escolares de sus hijos durante el período pandémico; y analizar las estrategias, los saberes y los recursos movilizados por estas madres para promover la continuidad de las actividades de enseñanza escolar de sus hijos durante el período de enseñanza remota. Para ello, se realizó una investigación de enfoque cualitativo, de carácter descriptivo, fundamentada en el método dialéctico, que enfatiza las relaciones entre los sujetos y la sociedad. El locus de la investigación fueron tres comunidades rurales del municipio de Pau dos Ferros-RN: “Comunidade Girassol”, “Comunidade Mandacaru” y “Comunidade de Juazeiro”. La información fue recolectada mediante entrevistas semiestructuradas con diez madres cuyos hijos estuvieron matriculados en los años 2020 y 2021, en el contexto de la pandemia. Los datos fueron analizados con base en el análisis de contenido de Bardin (2020). Los resultados revelaron diversas dificultades enfrentadas por las madres en el acompañamiento de las actividades escolares de sus hijos, entre ellas: el desafío de adaptación a la enseñanza remota y la falta de credibilidad hacia esta modalidad de enseñanza, por no producir el efecto esperado en el aprendizaje. No obstante, las participantes de esta investigación reconocieron que la enseñanza remota fue necesaria para evitar que sus hijos se distanciaran del proceso educativo y para prevenir la deserción escolar. Se desprende, por tanto, que esta tesis aborda las estrategias adoptadas y las implicaciones del involucramiento de las madres campesinas del territorio de Pau dos Ferros, en la región del Alto Oeste Potiguar, durante el período de la pandemia de la COVID-19, en el acompañamiento escolar de sus hijos a través de la enseñanza remota. Dicho involucramiento se constituye en una contribución significativa y en una fuente de motivación para la colaboración y el compromiso con el proceso de enseñanza-aprendizaje, con la trayectoria educativa de los hijos y con la acción didáctico-pedagógica de los docentes. Se espera que los relatos de estas madres estimulen la inversión en políticas públicas que garanticen una educación de mayor calidad para los pueblos residentes en comunidades rurales. Editor: Universidade Federal da Paraíba Tipo: Tese

2025-08-29T00:00:00Z Silva, Ana Caline Alexandre da https://repositorio.ufpb.br/jspui/handle/123456789/38552 2026-07-29T06:11:15Z 2024-08-28T00:00:00Z

Título: Olhares sobre a extensão universitária no curso de pedagogia com aprofundamento em Educação do Campo Autor(es): Silva, Ana Caline Alexandre da Orientador: Silva, Nilvania dos Santos Abstract: It was decided to study university extension based on reports from extension workers from the Federal University of Paraíba. It was investigated what is the conception of those involved in university extension projects, in particular, about the importance of extension in the training process? Thus, the general objective was to analyze the conception of extension teachers and students regarding the contribution to those involved in an extension action. To this end, the aim was to achieve the following specific objectives: 1) To carry out a bibliographic survey in order to identify, select some studies already carried out in the area of extension as a fundamental contribution to the teacher training process 2) To identify possible strategies adopted by the coordinating teacher, in order to strengthen the training process of the students involved in the action; 3) To verify the perception of students and teachers regarding the possible contributions related to their training as extension workers; 4) To analyze whether / or how the extension actions developed by UFPB aimed at the peasant community would be interconnected with the fundamentals of rural education. As a theoretical contribution, we resort to authors such as Brasil (1988); Caldart (2012); Freire (1998); FORPROEX (2006, 2012); Grossi (2004); Libâneo (2002); Nogueira (2000); National Policy for University Extension (2012); Ponte (2009); Santana (2018); Santos (2016); Silveres (2010), among others, which deal with extension and its interface in the teacher training process. It is an applied, descriptive research, of a qualitative nature and in relation to the strategies of location and data collection, it is field. As research subjects we had a convenience sampling, being (04) professors and (03) students of the Pedagogy and Agroecology Courses of Campi I and III of the Federal University of Paraíba, who participated in extension projects carried out in the last five years, developed in schools located in rural areas. For data collection, we used documentary research, as well as semi-structured interviews, with a previous script, which were carried out in the field, via the Google Meet platform. We use, in part, content analysis for data analysis. The importance of themes such as the interaction with the reality experienced within schools, communities, the relationship between theory and practice and the exchange of knowledge was verified, subsidized through these extension projects that proved to be fundamental elements to the teacher training process. The results also point to the relevance of participating in actions such as these for the construction and strengthening of their personal and professional identity, not only of the scholarship student and/or volunteer, but also of the project coordinators and the external participant. Editor: Universidade Federal da Paraíba Tipo: Dissertação

2024-08-28T00:00:00Z