https://repositorio.ufpb.br/jspui/handle/tede/4454 PPGE 2026-10-27T00:00:54Z https://repositorio.ufpb.br/jspui/handle/123456789/39591 Título: Literatura e a prática da leitura literária na Educação de Jovens e Adultos: entre palavras e mundos Autor(es): Paz, Tamyris Nunes da Orientador: Miranda, Joseval dos Reis Abstract: Literary reading in Youth and Adult Education (EJA), as a pedagogical practice, constitutes an essential element for the integral formation of subjects, enabling the development of critical thinking, ethical experience, and the strengthening of autonomy. Furthermore, the reading of literary texts, by promoting an aesthetic experience, stimulates affective and cognitive engagement, ensuring that text reception goes beyond simple decoding to become a process of meaning-making and recognition of self and others. However, promoting this practice within the EJA context remains a recurring challenge, especially given the multiple demands permeating the lives of students and teaching work. In this sense, this research aims to understand how literary reading is conceived, planned, and experienced in the pedagogical practice of a Literature teacher working in cycles V and VI of EJA. As a result, the following specific objectives were defined: to analyze the teacher's conception of literary reading; to identify the main pedagogical strategies adopted in planning; and to analyze the challenges and possibilities encountered in experiencing literary reading within this educational context. The bibliographic review is anchored, on one hand, in the foundations of education as a political and liberating act (Freire, Gadotti, Gramsci) and, on the other, in studies of literature as a right and formative practice (Candido, Colomer, Cosson, Lajolo, among others). The fieldwork was characterized as a qualitative research approach, specifically a case study, utilizing participant observation, narrative interviews, and documentary analysis. Data were analyzed through the perspective of Meaning Nuclei (Aguiar; Ozella). The research results indicate that literary reading in EJA is conceived by the teacher as an experience of identity reconstruction and humanization. The teacher's pedagogical planning is based on adaptation and cultural anchoring through music, films, and memes. Among the challenges, the lack of time and socioeconomic barriers stand out; however, the practice demonstrates that affective mediation and teacher autonomy enable the formation of critical readers. In short, the study suggests that literature in EJA may function as an existential support, contributing to the fight against marginalization and to personal enrichment. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2026-02-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39590 Título: A prática de Ensino de Geografia : investigando os pressupostos teóricos e metodológicos educacionais em duas escolas estaduais de Ensino Médio em Campina Grande - PB Autor(es): Sousa, Clemilda Barreto de Orientador: Palhano, Tânia Rodrigues Abstract: This research addresses the understanding of Geography teachers regarding the conceptions and methodologies that guide their teaching practice. The study's general objective is to analyze teachers' perceptions of the theoretical and methodological assumptions of geography educational practices in the school context in which they are involved. In this sense, it seeks to answer the following central question: what are these teachers' perceptions regarding educational theoretical and methodological assumptions in their teaching practices in two state high schools in Campina Grande-PB? To this end, we sought to identify the educational theoretical assumptions that underpin the teaching practices and methodologies used by teachers in the classroom. With the results obtained, we analyzed the data found and sought to identify the implications for student training, based on the perceptions of the interviewees. The study methodology adopts a qualitative approach, based on Edmund Husserl's phenomenology. Data collection was carried out through semi-structured interviews, and the method adopted for data processing and analysis was Bardin's (2011) Content Analysis. The subjects involved in the research were five Geography teachers working in regular secondary education in two state schools in Paraíba. The results reveal that the interviewees have clarity regarding the conceptions they adopt in their pedagogical practices, with the critical approach to Geography predominating, even though traditional approaches are present at times. A diverse repertoire of methodologies was also evident, in which dialogue is a central element, as well as the flipped classroom, the analysis and interpretation of images, song lyrics, and cordel literature. The articulation between conceptions and adopted methodologies points to a Geography education focused on the formation of critical, reflective, participatory, autonomous students capable of acting as agents of social transformation. At the same time, the research revealed problems that indicate the need for further in-depth studies, especially regarding the initial and continuing training of Geography teachers and their working conditions. In this sense, this study contributes to future debates on teacher training and reinforces the importance of teaching Geography as an instrument for critically analyzing space and for social transformation. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2026-02-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39494 Título: População em situação de rua no Rio Grande do Norte (RN): dimensões político-educativas do Projeto Rualogia Autor(es): Lima, Nathália Potiguara de Moraes Orientador: Leite, Ivonaldo Neres Abstract: The heterogeneity of the homeless population, marked by diverse trajectories and characterised by inequality, as well as by different forms of access to public policies, poses significant challenges to conducting research and developing training initiatives focused on that population. Therefore, treating it in a simplistic manner can contribute to the generation of stigma and prejudice, giving rise to discourses that deny the citizenship of people who make up the PSR as subjects of rights, consequently reproducing perceptions that relegate them to the sphere of invisibility. With this in mind, this work recognises the particularities and specific phenomena relating to the homeless population. However, it seeks to advance the debate by also taking into account the underlying potential of this population, highlighting considerations regarding its strategy for collective organisation and mobilisation based on political education. The overall objective of the study is to analyse the political and educational dimensions of the Streetlogy Project: from marquees to struggle, knowing in order to fight”, in Rio Grande do Norte. This is an initiative promoted by the National Movement for the Homeless Population (MNPR/RN) in partnership with the Marcos Dionísio Center for Human Rights Reference Centre (CRDHMD/UFRN). From a theoreticalanalytical standpoint, the work is anchored, for example, in approaches from Popular Education, in contributions from the legacy of the historical-dialectical interpretation of reality, and in the concept of stigma. Methodologically, the research is qualitative in nature, with its empirical basis consisting of data obtained from focus groups and narrative interviews with the social educators (workshop coordinators) of the Streetlogy Project, and with the participants of the training activities, in addition to the consultation/analysis of documents originating from the Project's archives.The empirical material was treated according to the Thematic Analysis technique, by Braun and Clarke (2006), enabling the definition of four thematic categories of analysis, namely: 1) Themes and methodologies of the Streetology Project: Popular Education in practice; 2) The expression of care practices in the collective: dialogue and active listening; 3) The recognition and legitimation of leadership; 4) Processes of internal organization: the spatio-temporal dimension of political incidence. One of the main findings of the research concerns the observation that the Streetlogy Project has established itself as a dynamic educational space, using procedures tailored to the specific needs of homeless people and seeking to develop their critical awareness, in line with the perspectives of Popular Education. This finding, however, does not ignore the ambivalences surrounding the Project and the homeless population, as is usually typical of social phenomena. In this regard, on can mention, for example, in the case of collective organisations, aspects of the relationship between representatives and those they represent, as well as the mediation between intended purposes and achieved goals.; RESUMEN. La heterogeneidad de la población sin hogar, marcada por diversas trayectorias y desigualdades, así como por diferentes formas de acceso a las políticas públicas, plantea importantes desafíos para la investigación y el desarrollo de programas de capacitación dirigidos a esta población. Por lo tanto, un tratamiento simplista puede contribuir a la generación de estigmas y prejuicios, dando lugar a discursos que niegan la ciudadanía de las personas sin hogar como sujetos de derechos, reproduciendo percepciones que las relegan a la esfera de la invisibilidad. Desde esta perspectiva, los enfoques adoptados en este trabajo reconocen las particularidades y fenómenos relacionados con la población sin hogar; sin embargo, buscan avanzar en el debate considerando también el potencial subyacente de estos sujetos, integrando reflexiones sobre sus estrategias de organización y movilización colectiva, basadas en la educación política. El objetivo general de este estudio es analizar las dimensiones político-educativas del proyecto "Rualogia: de los toldos a la lucha, saber luchar", en Rio Grande do Norte. Esta es una iniciativa desarrollada por el Movimiento Nacional de Población Callejera (MNPR/RN) en colaboración con el Centro Marcos Dionísio para los Derechos Humanos (CRDHMD/UFRN). Desde una perspectiva teórico-analítica, el trabajo se fundamenta, por ejemplo, en enfoques de la Educación Popular, en aportaciones del legado de la interpretación histórico-dialéctica de la realidad y en el concepto de estigma. Metodológicamente, la investigación es de naturaleza cualitativa, con su corpus empírico constituido por grupos focales y entrevistas narrativas con los educadores sociales (facilitadores de talleres) del Proyecto Rualogia, y con los participantes de las actividades de capacitación, además de la consulta/análisis de documentos provenientes de los archivos del Proyecto. El material empírico fue tratado según la técnica de Análisis Temático de Braun y Clarke (2006), lo que permitió definir cuatro categorías temáticas de análisis, a saber: 1) Temas y metodologías de Rualogia: Educación Popular en la práctica; 2) La expresión de prácticas de cuidado en el colectivo: diálogo y escucha activa; 3) El reconocimiento y legitimación del liderazgo; 4) Procesos de organización interna: la dimensión espacio-temporal de la incidencia política. Uno de los principales hallazgos de la investigación se refiere a la observación de que el Proyecto Rualogia se configuró como un espacio formativo dinámico, utilizando procedimientos acordes con las especificidades de la Población Sin Hogar y buscando desarrollar su conciencia crítica, en línea con las perspectivas de la Educación Popular. Esta observación, sin embargo, no ignora las ambivalencias que rodean al Proyecto y a la población sin hogar, como suele ser habitual en los fenómenos sociales. En este sentido, en el caso de las organizaciones colectivas, conviene mencionar aspectos de la relación entre representantes y representados, así como la mediación entre los objetivos previstos y los fines alcanzados. Editor: Universidade Federal da Paraíba Tipo: Tese 2026-02-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/39473 Título: Educação enquanto experiência comunitária no Vale do Gramame : um estudo a partir do pensamento decolonial latino-americano Autor(es): Almeida, Aline Rodrigues de Orientador: Silva, Severino Bezerra da Abstract: This doctoral thesis, linked to the Popular Education Line of the Postgraduate Program in Education at UFPB, studied a community education experience in the territory of Vale do Gramame, in João Pessoa-PB. In this sense, the guiding thread of the investigations was the thesis argument that the Escola Viva Olho do Tempo (EVOT), in João Pessoa, constitutes an incubator of popular science, insofar as decolonial educational practices, rooted in ancestral memory and popular culture, enable the redefinition of lives, resist the coloniality of knowledge and of power and project alternatives for good living. We emphasize the formation of decolonial thought by observing the paradigms of good living, the struggles of peoples and communities, and the construction of their own epistemes. As a general objective, we analyze how Latin American decoloniality manifests itself in community education experiences, based on the educational praxis of individuals from Vale do Gramame, Paraíba, in its interface with the community's ancestral memories and traditions. The study was based on the perspectives of Decoloniality (Walsh, 2017) (Fals Borda and Mora-Osejo, 2004) (Mota Neto, 2015) (Quijano, 1997) (Lander, 2005) (Dussel, 2018); Popular Education (Streck and Esteban, 2013) (Streck, 2010) (Lovisolo, 1990) (Jara Holliday, 2005) (Calado, 2021) (Brandão, 2021); and Community Education (Almeida, 2020) (Brandão, 1982, 2002) (Calado, 2018) (Carneiro, 1987, 1988) (Gadotti, 2009), with an emphasis on educational experiences contrary to the colonial perspective. The research site was the Vale do Gramame territory, with the subjects being the teachers of oral tradition, as well as the school community of Escola Viva Olho do Tempo (EVOT), composed of managers and educators. The approach with the teachers of the territory in question and the subjects of EVOT made it possible to carry out participatory research with observation and interviews, in which we appropriated decolonial theories and observed connections between the local and the global, which revealed to us the path to be followed. The materials collected and produced were subjected to an analysis based on Freirean Critical Thinking from a decolonial perspective (Freire, 2005; 2009) (Walsh, 2012; 2017), using the categories: Awareness; Dialogue; Popular Culture and Knowledge; Praxis; Hope and Utopia; Denunciation and Announcement; Viable Unpublished Works. The research reveals the emergence of a way of thinking specific to the subjects of the Vale do Gramame territory, linked to decolonial precepts.; RESUMEN Esta tesis doctoral, vinculada a la Línea de Educación Popular del Programa de Posgrado en Educación de la UFPB, estudió una experiencia de educación comunitaria en el territorio del Vale do Gramame, en de João Pessoa-PB. En este sentido, el hilo conductor de las investigaciones fue la tesis argumental de que la Escola Viva Olho do Tempo (EVOT), en João Pessoa, constituye una incubadora de la ciencia popular, en la medida en que prácticas educativas decoloniales, arraigadas en la memoria ancestral y en la cultura popular, posibilitan la redefinición de vidas, resisten a la colonialidad del conocimiento y del poder y proyectan alternativas para el buen vivir. Enfatizamos la formación del pensamiento decolonial mediante la observación de los paradigmas del buen vivir, las luchas de los pueblos y comunidades, y la construcción de sus propias epistemes. Como objetivo general, analizamos cómo la decolonialidad latinoamericana se presenta en las experiencias de educación comunitaria basadas en la praxis educativa de los sujetos del Vale do Gramame, en Paraíba, en su interfaz con las memorias y tradiciones ancestrales de la comunidad. El estudio se basó en las perspectivas de la decolonialidad (Walsh, 2017) (Fals Borda y Mora-Osejo, 2004) (Mota Neto, 2015) (Quijano, 1997) (Lander, 2005) (Dussel, 2018); la educación popular (Streck y Esteban, 2013) (Streck, 2010) (Lovisolo, 1990) (Jara Holliday, 2005) (Calado, 2021) (Brandão, 2021); y Educación Comunitaria (Almeida, 2020) (Brandão, 1982, 2002) (Calado, 2018) (Carneiro, 1987, 1988) (Gadotti, 2009), con énfasis en experiencias educativas contrarias a la perspectiva colonial. El sitio de investigación fue el territorio del Vale do Gramame, y los sujetos de estudio son las maestras y maestros de tradición oral, así como la comunidad escolar de la Escola Viva Olho do Tempo (EVOT), compuesta por directivos y educadores. La estrecha relación con las maestras y maestros del territorio en cuestión y los participantes de EVOT permitió una investigación participativa con observación y entrevistas, en la que nos apropiamos de las teorías decoloniales y observamos conexiones entre lo local y lo global, que nos reveló el camino a seguir. Los materiales recopilados y producidos se someten a un análisis basado en el pensamiento crítico freiriano desde una perspectiva decolonial (Freire, 2005; 2009) (Walsh, 2012; 2017), utilizando las categorías: Conciencia; Diálogo; Cultura y conocimiento popular; Praxis; Esperanza y utopía; Denuncia y anuncio; Viabilidad inédita. La investigación reveló el surgimiento de una forma de pensar propia de los sujetos del territorio del Vale do Gramame, vinculada a preceptos decoloniales. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-11-19T00:00:00Z