https://repositorio.ufpb.br/jspui/handle/tede/4454 PPGE 2026-04-20T08:00:42Z https://repositorio.ufpb.br/jspui/handle/123456789/37835 Título: A federalização da Universidade da Paraíba e a consolidação do ensino superior no estado (1960-1964) Autor(es): Porpino, Piêtra Germana Carvalho de Andrade Orientador: Machado, Charliton José dos Santos Abstract: Amidst the heterogeneous landscape of Brazilian higher education, federal public universities play a central role in training qualified professionals and advancing science in the country (Saviani, 2010; Vasconcelos, 2007). The creation of university institutions occurred quite late in the Brazilian context. From the 1940s onward, the expansion of higher education was remarkable, with federalization standing out as the main means of creating public universities in the State. This mechanism significantly contributed to the effective free nature of Brazilian public higher education and was fundamental for the expansion and integration of higher education during the period corresponding to the Third Republic (Cunha, 1983). In the context of Paraíba, federalization was vital for the "salvation, survival, and development" of local higher education. This study aimed to analyze the meanings and implications of the federalization of UFPB between 1960 and 1964, using the press, interviews collected between 1979 and 1980 under the project "History of UFPB/NDHIR," and university statutes as the main historical sources of research. The sources were collected in three collections: Central Archive (UFPB); Nucleus of Regional Historical Documentation and Information (NDIHR/UFPB); and the Historical Archive of the State of Paraíba at the Cultural Space Foundation of Paraíba (FUNESC). The methodological approach incorporated contributions from the Bakhtin Circle, with an emphasis on the concepts of dialogism and ideology. The analyzed results pointed to the centrality of the student movement in the period between 1960 and 1964. The role of university students was essential in mobilizing public and political agents and implementing concrete transformations in the institution. The realization of the federalization process and the greater allocation of resources compared to the period of isolated institutions and the state university were fundamental for the continuity and consolidation of higher education in the state. The analysis of social, discursive, and institutional movements provided a unique reflection on the consolidation of higher education in Paraíba and deepened the understanding of the trajectory of UFPB, an institution that maintains its presence in the current scenario and plays an extremely relevant role for the state of Paraíba. Additionally, the research allowed evaluating common characteristics in the formation of higher education in Brazil during the Third Republic (1945-1964), providing a reflection on the practice of federalization as a fundamental element in the development of Brazilian higher education. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2024-02-15T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37829 Título: Atuação da Confederação Nacional dos Trabalhadores em Educação e a valorização docente na educação básica Autor(es): Assis, Valdegil Daniel de Orientador: Aragão, Wilson Honorato Abstract: This study analyzes the role of the National Confederation of Education Workers (CNTE) in the pursuit of teacher appreciation in Brazil. It seeks to understand how CNTE acted in demanding the implementation of policies for the professional appreciation of basic education teachers, especially regarding the enforcement of the National Professional Minimum Wage for Teachers and the salary evolution of public school teachers across Brazilian states. It also aims to identify the transformations in educational policies related to teacher appreciation, such as the approval of the new Fundeb.The research adopts the framework of historical-dialectical materialism as the basis for analyzing and understanding the sources and reality, considering economic, political, social, and historical factors. The central category of analysis is contradiction, approached from multiple perspectives, since contradictions, while destructive, can also be creative — as exemplified by CNTE itself, which emerged from the contradictions within Brazilian society that affect teachers as a professional category.The study is situated within a qualitative research approach, of bibliographic and documentary nature. Various theoretical works addressing public education policies implemented in Brazil were analyzed, along with official documents, including educational legislation and other sources that enabled the reconstruction of CNTE’s trajectory of action.The analysis revealed that CNTE played a contributory role in promoting teacher appreciation in Brazil, particularly in organizing teachers as a class that, through its representative entities, has undertaken actions to ensure compliance with the Minimum Wage Law. The analysis also showed policy changes operationalized within the scope of educational policies as a result of CNTE’s actions, such as the approval of the new Fundeb, which ensured the continuity of a fund dedicated to teacher appreciation.; RESUMEN. Este estudio analiza la actuación de la Confederación Nacional de los Trabajadores en Educación (CNTE) en la búsqueda por la valorización del trabajo docente en Brasil. Se pretende comprender cómo la CNTE actuó en la exigencia de la implementación de la política de valorización profesional de los docentes de la educación básica, especialmente en lo que respecta a la aplicación del Piso Salarial Profesional Nacional del Magisterio y a la evolución salarial de los profesores de la red pública en los estados brasileños. Asimismo, se busca percibir las transformaciones de las políticas educativas orientadas a la valorización docente, como es el caso de la aprobación del nuevo Fundeb.En la investigación se adopta el campo del materialismo histórico-dialéctico como base para el análisis y la comprensión de las fuentes y de la realidad, a partir de factores económicos, políticos, sociales e históricos, eligiendo como categoría central de análisis la contradicción. Esta es considerada desde múltiples enfoques, dado que, al mismo tiempo que puede ser destructiva, también puede ser creadora, como se observa en la propia CNTE, que surge de las contradicciones existentes en el seno de la sociedad brasileña y que afectan a los docentes como categoría profesional.El estudio se inscribe en el marco de una investigación de carácter cualitativo, de naturaleza bibliográfica y documental. Se analizaron diversas producciones teóricas relacionadas con las políticas públicas educativas implementadas en Brasil, así como documentos oficiales, incluida la legislación educativa y otras fuentes que permitieron reconstruir la trayectoria de actuación de la CNTE.El análisis reveló que la CNTE desempeñó un papel relevante en la valorización del trabajo docente en Brasil, especialmente en la organización de los docentes como clase que, a través de sus entidades representativas, ha impulsado acciones para garantizar el cumplimiento del Piso Salarial. Asimismo, el análisis mostró transformaciones en el ámbito de las políticas educativas derivadas de las acciones de la CNTE, como la aprobación del nuevo Fundeb, que representó la continuidad de un fondo destinado a la valorización docente. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-11-13T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37805 Título: Educação popular nas práticas de ensino e aprendizagem da capoeira angola: a práxis educativa do Grupo Capoeira Angola Palmares-PB Autor(es): Lima, Maria de Lourdes Farias Orientador: Cruz, Pedro José Santos Carneiro Abstract: This work presents a study on popular education in the teaching and learning practices of capoeira angola through the educational praxis of the Capoeira Angola Palmares Group, in Roger neighborhood, in João Pessoa, Paraíba (PB). The group was started in 1998 by Dário Pereira João, Master Dário and I, Maria de Lourdes Farias Lima, Contramestra Malu. This research aimed to analyze how popular education in the practice of capoeira angola contributed to the learning of children, adolescents, and young people who are in a situation of social vulnerability. For this purpose, we seek to identify the principles of popular education in the foundations, tradition, and ritual of capoeira Angola; describe the educational practices and cultural knowledge present in capoeira that dialogue with popular education; and to perceive in children, adolescents, and young people the construction of the cultural identity of these subjects with capoeira and their feeling of belonging to the world of Afro-Brazilian culture. The research methodology approach was qualitative, developed in three stages: bibliographic, documentary, and participatory research. The procedures used were participant observation, the researcher's experience as a capoeira foreman and semi-structured interviews with Mestre Nô, founder of the Capoeira Angola Palmares Group (Salvador / BA), and with four capoeiristas from the Roger Group (João Pessoa-PB). We made a theoretical framework that enabled us to point out the possible dimensions of Capoeira Angola Palmares Group teaching and learning: ancestry/tradition, popular culture, Afro-Brazilian culture, culture of resistance, cultural identity, protagonism, empowerment, collectivity, social network, belongings, the master, education for freedom and popular education. It was also possible to point out with the evidence found in this study that the experience in the Group contributed to the role of capoeirista children and adolescents, as it favored the strengthening of the subjects' community bonds with the group, the family, the neighborhood, and a relationship of ethnic-racial identification with Afro-Brazilian culture. Even with the limits, the practice of capoeira angola in that space-time assumed a praxis of education for freedom, of a culture of resistance which provoked and provokes us to think, to speak, and to swing to overcome the situations of oppression of the periphery and in the construction of another possible world, in which human subjects are respected in their rights, in their diversities in the circle of capoeira and life. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2020-02-11T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/37763 Título: Processos de modificação humana e literatura: práticas de leitura e escrita do cotidiano no ensino médio potiguar Autor(es): Dantas, Flávia Mayara Felix Orientador: Palhano, Tânia Rodrigues Abstract: This study sought to understand the human changes experienced through literature in high schools in Rio Grande do Norte, focusing on students participating in the elective course Chronography: student chronicles of everyday life. The thesis that guided this study is based on the following statement: Teaching literature in a way that puts students in an active role, encouraging reading, literary production, and collective exchanges of ideas and reflections, enables human changes to be achieved. Such changes are highlighted both in literary theory, citing, for example, the expansion of critical thinking and the ability to reflect on humanity and facts, as well as in the National Common Core Curriculum (BNCC), when discussing literature in Portuguese language teaching, citing reading education and the ability to create literary texts. We propose the following specific objectives: to observe the literary discussion and production sessions, making descriptive records of everything that is perceptible, such as student participation, statements, reactions, and other expressions that are explicit to the researcher; to select from the descriptive records the units of meaning that signal human change in students brought about by literary discussions and productions; to present students with a mixed questionnaire, with objective and subjective questions, about the changes they have experienced. Guided by this approach, we rely on phenomenology as a method to understand the phenomenon based on the perception of the subject who experienced human changes. The research was conducted with a 10th-grade class of 26 students from a state school located in the interior of Rio Grande do Norte. The data collection instruments selected were non-participant observation (Richardson, 2012) and a questionnaire with open and closed questions (Richardson, 2012). To analyze the collected data, we chose to use Bardin's (2011) content analysis technique in order to thoroughly explore what was recorded in the observations as well as the answers given in the questionnaire. At the end of the investigative process, we concluded that the thesis was ratified when human changes were perceived and declared by the subjects who lived the literary experience in the discipline mentioned initially. Changes such as the evolution of critical and reflective thinking; increased comprehension skills when reading; open-mindedness; development of the ability to write chronicles and other literary texts; talking about oneself; a new perspective on reality; critical thinking in writing; a change in the way of thinking; a clearer understanding of one's own feelings; increased use of imagination when writing; broadening of worldview in a critical, reflective, and analytical sense were evidenced by the students, thus corroborating literary theory and the BNCC (National Common Core Curriculum) with regard to the effects of literature on humans both within the teaching-learning process and in life outside of school.; RESUMEN. Este estudio buscó comprender los cambios humanos experimentados a partir de la literatura en la enseñanza secundaria de Rio Grande do Norte, centrándose en los alumnos que participaron en la asignatura optativa Cronografía: crónicas estudiantiles de la vida cotidiana. La tesis que orientó el presente estudio parte de la siguiente afirmación: la enseñanza de la literatura que coloca al estudiante en una posición activa, fomentando prácticas de lectura, producción literaria e intercambios colectivos de ideas y reflexiones, hace posible el logro de cambios humanos. Dichos cambios se destacan tanto en la teoría de la literatura, al citar, por ejemplo, la ampliación del sentido crítico y la capacidad de reflexionar sobre el hombre y los hechos, como en la Base Curricular Nacional Común (BNCC), al tratar sobre la literatura en la enseñanza del portugués, citando la formación lectora y la capacidad de crear textos literarios. Proponemos como objetivos específicos: observar los encuentros de debates y producciones literarias realizando registros descriptivos de todo lo que sea perceptible, como la participación de los alumnos, las intervenciones, las reacciones, entre otras expresiones que sean explícitas a los ojos del investigador; seleccionar en los registros descriptivos las unidades de significado que señalen la modificación humana en el alumno provocada a partir de las discusiones y producciones literarias; presentar a los alumnos un cuestionario mixto, con preguntas objetivas y subjetivas, sobre las modificaciones que han experimentado. Guiados por este planteamiento, nos basamos en la fenomenología como método para comprender el fenómeno a partir de la percepción del sujeto que ha vivido los cambios humanos en la experiencia. La investigación se llevó a cabo con una clase de 1.º de secundaria, compuesta por 26 alumnos, de una escuela pública situada en el interior de Rio Grande do Norte. Los instrumentos de recopilación de datos seleccionados fueron la observación no participante (Richardson, 2012) y un cuestionario elaborado con preguntas abiertas y cerradas (Richardson, 2012). Para analizar los datos recopilados, optamos por utilizar la técnica de análisis de contenido de Bardin (2011) con el fin de explorar minuciosamente lo registrado en las observaciones, así como las respuestas proporcionadas en el cuestionario aplicado. Al finalizar la investigación, concluimos que la tesis se ratificó cuando los sujetos que vivieron la experiencia literaria en la disciplina mencionada inicialmente percibieron y declararon los cambios humanos. Modificaciones como la evolución del pensamiento crítico y reflexivo; ampliación de la capacidad de comprensión en el acto de leer; apertura de la mente; desarrollo de la habilidad de escribir crónicas y otros textos literarios; hablar sobre uno mismo; nueva visión de la realidad; contenido crítico en la escritura; cambio en la forma de pensar; comprensión más clara de los propios sentimientos; aumento del uso de la imaginación en el acto de escribir; ampliación de la visión del mundo en el sentido crítico, reflexivo y analítico fueron evidenciadas por los alumnos, corroborando así la teoría literaria y la BNCC, en lo que se refiere a los efectos de la literatura en el ser humano, tanto dentro del proceso de enseñanza-aprendizaje como en la vida fuera de la escuela. Editor: Universidade Federal da Paraíba Tipo: Tese 2025-08-28T00:00:00Z