https://repositorio.ufpb.br/jspui/handle/tede/4454 PPGE Tue, 15 Sep 2026 14:16:54 GMT 2026-09-15T14:16:54Z http://repositorio.ufpb.br:443/jspui/retrieve/23332/ https://repositorio.ufpb.br/jspui/handle/tede/4454 https://repositorio.ufpb.br/jspui/handle/123456789/38955 Título: Inspetoria, fiscalização e controle da instrução pública em Pernambuco (1889 – 1911) Autor(es): Tristão, Isabela Nathália Nunes Orientador: Sena, Fabiana Abstract: Based on our observation of a set of positions arranged hierarchically to complement and effectively control and supervise education in Pernambuco, we note a significant concern among public authorities regarding teacher inspections at the turn of the 20th century. This study aims to analyze the composition and dynamics of Pernambuco's education control and inspection system between 1889 and 1911. We suggest doing three things. First, we should identify and analyze the dynamics of the creation and functioning of government positions and bodies for the inspection of education. Second, we should identify and analyze the main demands of the agents responsible for the control and supervision of education. Third, we should identify and analyze the discourses and conceptions about public teaching in the reports of the General Inspectors of Public Instruction. Finally, we should articulate these discourses with the relationships, conflicts, and disputes established between supervisory agents and teachers. The research will be conducted using a set of documentary sources currently held by the Jordão Emereciano Public Archives. These sources include the Municipal Council Codices, the Codices of Public Instruction, and the Codices of the Capital's Police Stations, the Various Courts Collection, the Public Prosecutors Collection, the Municipal Intendancy Fund, and a set of regulations, internal rules, and reports. Our analysis will focus on the period from 1889 to 1911. In addition to this defined collection, we will explore digitized newspapers from the Digital Newspaper Library on the National Library website, as well as a collection of 19th-century newspapers from Recife. We will analyze the sources based on the evidence found in these documents using Foucaultian theory and making correlations with investigations into historiographical practice from the perspective of the historiographical operation. We argue that government agents in Pernambuco were organized around a disciplinary apparatus during the aforementioned period. This apparatus was composed of different subjects and devices arranged in a complementary and hierarchical manner to effectively supervise and control public education. Our analysis will contribute significantly to the history of education by revealing the mechanisms of power, control, and mediation between the state and the various individuals who comprised the public teaching profession. Editor: Universidade Federal da Paraíba Tipo: Tese Thu, 27 Nov 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38955 2025-11-27T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38944 Título: Formação docente continuada e empreendedorismo na rede estadual de ensino da Paraíba: uma análise do Programa Gira Mundo 2015-2024 Autor(es): Silva, Genilson José da Orientador: Baptista, Maria das Graças de Almeida Abstract: This doctoral thesis investigates continuing teacher education and the hegemonic ideology that guides entrepreneurship in the public school system of Paraíba, focusing on the Gira Mundo Program (2015–2024). The general objective was to understand the pedagogical conception underpinning continuing teacher education in the program, based on the perspective of historical-dialectical materialism. The analytical categories defined were ideology, reproduction, and contradiction; and the empirical categories were continuing teacher education, entrepreneurship, teacher professionalization, and educational work. The methodological path followed a qualitative research design, with semi-structured interviews conducted with 12 state school teachers who participated in the program during the defined period, in exchanges in Finland and Mondragón (Basque Country). The analysis, grounded in dialectical materialism, showed that, although teachers recognize the training as a meaningful experience, there is an ongoing tension between pedagogical practices (active methodologies, cooperative education, and school-community integration) and the imposition of neoliberal logic (entrepreneurship aligned with market interests). The interviews revealed that, on the one hand, the program contributed to pedagogical practice through the use of diversified methodologies, greater awareness of cooperation and interculturality, and the partial socialization of projects in Paraíba schools. On the other hand, they highlighted the structural and political fragility of the program: limited replication of projects, insufficient institutional support, difficulties in adapting to the reality of public schools, and the ideological appropriation of entrepreneurship by business logic, which empties the critical nature of the training. The findings confirm that the continuing teacher education promoted by the Gira Mundo Program reproduces a neoliberal conception of education, centered on disseminating the discourse of entrepreneurship and adaptive “learning to learn” competencies. This orientation undermines the articulation between content, form, and recipient, displacing the social purpose of teacher education toward market-oriented objectives, out of step with the concrete needs of Paraíba’s public schools. Nevertheless, the interviews also highlighted contradictions: while ideological impositions are evident, experiences of resistance and the production of critical pedagogical alternatives also emerge. Teachers reinterpret concepts such as “social entrepreneurship” or develop active methodologies in favor of emancipatory educational practices, as resistance to this ideological imposition. Thus, the research demonstrates that the Gira Mundo Program constitutes a neoliberal educational trend, but one that, situated within a contradictory superstructure, may open fissures that reveal the ongoing dispute between competing projects in continuing teacher education within Paraíba’s state school network. The results point to the need to consolidate continuing teacher education linked to public universities, in organic articulation with state school systems, ensuring a training process grounded in scientific research, the historicity of knowledge, and human emancipation. In this sense, teacher education must overcome the immediacy of adaptive practices and assert itself as a critical mediation between historically systematized knowledge and educational work, guaranteeing the centrality of knowledge and the construction of teachers’ historical-critical consciousness. Editor: Universidade Federal da Paraíba Tipo: Tese Tue, 30 Sep 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38944 2025-09-30T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38942 Título: Práticas pedagógicas na Educação de Jovens e Adultos: ressignificação de saberes discentes em sala de aula Autor(es): Oliveira, Djanice Marinho de Orientador: Silva, Eduardo Jorge Lopes da Abstract: Youth and Adult Education (EJA) is a type of education that expresses unique pedagogical approaches in its teaching-learning process, involving knowledge of rights, values, and learning. Therefore, we understand that student learning in YAE should be the result of collective actions for rights and pedagogical practices resulting from the school's organization. In this sense, the objective of this study is to analyze the meanings of pedagogical practice based on student knowledge. The field of study was a public school in the municipality of João Pessoa-PB, where EJA students were interviewed and reported on pedagogical practices in the classroom through identified discursive elements. The main question we sought to answer was: How do EJA students, through their knowledge, reframe pedagogical practices in the classroom? To answer this question, we listed the following specific objectives: to identify the needs and demands of EJA students, based on their knowledge, in order to discuss more appropriate pedagogical practices provided by teachers; analyze how EJA students at the research school articulate and integrate pedagogical knowledge during the teaching-learning process; identify the difficulties and advances reported by EJA students regarding the theory-practice principles in the constitution of student knowledge in the classroom. The data collection instruments were observation, questionnaires, and semi-structured interviews, conducted in 2023 with thirty EJA students from a municipal school in João Pessoa that offers night classes. We used a qualitative approach based on Lüdke and André (2013), and the data were analyzed using Fairclough's Critical Discourse Analysis (ACD) (2001), situating the phenomena investigated in their broader social contexts, seeking to determine relationships of power, hegemony, ideologies, discourses, and systems of domination, with a view to strengthening socially disadvantaged groups. In this context, the thesis of this research is that student knowledge reframes pedagogical practices in YAE, articulating its various meanings such as identity, experience, culture, and diversity. The students' discourses revealed a constant effort to be in school, as a place belonging to their identities, considering their life stories and experiences, also revealed in the cultural environment with discussions about religion, food, and diseases. Knowledge is also reinterpreted by the diversity of students, whose discourses reveal the need for teachers to have more dialogue, time, and organized planning with their paths, and that time at school should be valued through intentional, contextualized, and dialogical planning. It can therefore be concluded that valuing student knowledge is not just a methodological strategy, but an ethical, political, pedagogical, and emancipatory stance towards Youth and Adult Education.; RESUMEN. La Educación de Jóvenes y Adultos (EJA) es una modalidad de enseñanza que expresa caminos pedagógicos peculiares en su proceso de enseñanza-aprendizaje, lo que implica el conocimiento de derechos, valores y saberes. Por eso, entendemos que los saberes de los alumnos en la EJA deben ser fruto de los procesos de acciones colectivas de derechos y de prácticas pedagógicas resultantes de la organización de la escuela. En este sentido, el objetivo de este estudio es analizar los significados de la práctica pedagógica a partir de los conocimientos de los alumnos. El campo de estudio fue una escuela pública en el municipio de João Pessoa-PB, donde se entrevistó a los alumnos de la EJA, quienes relataron, a través de elementos discursivos identificados, las prácticas pedagógicas en el aula. La principal problemática a la que buscamos responder fue: ¿Cómo los alumnos de la EJA, a través de sus conocimientos, reinterpretan las prácticas pedagógicas en el aula? Para responder a esta pregunta, enumeramos los siguientes objetivos específicos: identificar las necesidades y demandas de los alumnos de la EJA, a partir de sus conocimientos, con el fin de discutir sobre las prácticas pedagógicas más adecuadas proporcionadas por los docentes; analizar cómo los alumnos de EJA de la escuela campo de investigación articulan e integran los conocimientos pedagógicos durante el proceso de enseñanza-aprendizaje; identificar las dificultades y los avances señalados por los alumnos de EJA en cuanto a los principios teórico-prácticos en la constitución de los conocimientos de los alumnos en el aula. Los instrumentos de recopilación de datos fueron la observación, el cuestionario y la entrevista semiestructurada, realizados en el año 2023, con treinta alumnos de la EJA de una escuela de la red municipal de João Pessoa que ofrece esta modalidad en el turno nocturno. Tomamos como aporte teórico-metodológico el enfoque cualitativo basado en Lüdke y André (2013) y los datos se analizaron a partir del Análisis Crítico del Discurso (ACD) de Fairclough (2001), situando los fenómenos investigados en sus contextos sociales más amplios, buscando determinar las relaciones de poder, hegemonía, ideologías, discursos y sistemas de dominación, con el objetivo de fortalecer a los grupos en desventaja social. En este contexto, la tesis de esta investigación es que los conocimientos de los alumnos reinterpretan las prácticas pedagógicas en la EJA, articulando sus diversos significados como identidad, experiencia, cultura y diversidad. Los discursos de los alumnos revelaron un esfuerzo constante por estar en la escuela, como lugar que pertenece a sus identidades, considerando las historias de vida con sus experiencias, reveladas también en el medio cultural con las discusiones sobre religión, alimentación y enfermedades. Los conocimientos también se reinterpretan por la diversidad de los alumnos, cuyos discursos revelan la necesidad de que los docentes tengan más diálogo, tiempo y planificación organizados con sus trayectorias, y que el tiempo en la escuela debe valorarse mediante una planificación intencional, contextualizada y dialógica. Por lo tanto, se concluye que la valorización de los conocimientos de los alumnos no es solo una estrategia metodológica, sino una postura ética, política, pedagógica y emancipadora frente a la educación de jóvenes y adultos. Editor: Universidade Federal da Paraíba Tipo: Tese Fri, 12 Dec 2025 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38942 2025-12-12T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38852 Título: Quadrienal CAPES (2017-2020): perspectivas e desafios da avaliação do Programa de Pós-Graduação em Educação da Universidade Federal da Paraíba Autor(es): Araújo, Kathy Souza Xavier de Orientador: Guerra, Maria das Graças Gonçalves Vieira Abstract: This research aims to analyze the perspectives and challenges of the Postgraduate Program in Education at the Federal University of Paraíba (PPGE/UFPB) in fulfilling the requirements of the Coordination for the Improvement of Higher Education Personnel (CAPES) in the 2017–2020 Quadrennial Evaluation. It begins with the identification of a gap in the national literature, characterized by a scarcity of critical empirical studies that systematically analyze the impacts of the CAPES evaluation model on the institutional organization and formative processes of Postgraduate Programs in Education. This is a case study, with a qualitative approach, and exploratory and descriptive nature. The data were produced through bibliographic and documentary research, using sources available on the CAPES website and in the SciELO, Scopus, and ERIC databases, as well as dissertations and theses related to the object of study. The data analysis was performed using the SWOT matrix, in light of the epistemological perspective of Critical Theory of Education. The results show that the PPGE/UFPB presents high epistemological coherence, qualified intellectual production and significant social insertion; however, weaknesses persist related to information governance, the systematization of evaluative evidence, and the institutionalization of continuous self-evaluation processes, which compromises the full convergence between the program's formative practices and the formal indicators recognized by the evaluation system. Furthermore, the analysis reveals structural tensions between the formative logic of postgraduate studies in Education and the productivist rationality that guides the current evaluation model. This research contributes to the field of postgraduate evaluation by offering a critical empirical analysis of the effects of the CAPES evaluation model in the context of an Education Program, highlighting the need for more balanced models capable of integrating qualitative criteria, social relevance, and robust institutional indicators, without reducing the complexity of formative processes to exclusively quantitative metrics. As an applied result, a Structured Self-Assessment Instrument for Postgraduate Programs in Education was developed, aligned with CAPES' Quadrennial Evaluation, with the purpose of supporting systematic processes of institutional planning, monitoring, and governance. As a future research agenda, the application and validation of the instrument in different Postgraduate Programs is proposed, as well as the carrying out of comparative studies and meta-evaluations of CAPES' institutional evaluation models.; RESUMEN Esta investigación tiene como objetivo analizar las perspectivas y los desafíos del Programa de Posgrado en Educación de la Universidad Federal de Paraíba (PPGE/UFPB) en el cumplimiento de los requisitos establecidos por la Coordinación de Perfeccionamiento del Personal de Nivel Superior (CAPES) en la Evaluación Cuadrienal 2017–2020. Parte de la identificación de una brecha en la literatura nacional, caracterizada por la escasez de estudios empíricos críticos que analicen de forma sistemática los impactos del modelo de evaluación de la CAPES sobre la organización institucional y los procesos formativos de los Programas de Posgrado en Educación. Se trata de un estudio de caso, con enfoque cualitativo y de carácter exploratorio y descriptivo. Los datos fueron producidos mediante investigación bibliográfica y documental, a partir de fuentes disponibles en el sitio web de la CAPES y en las bases de datos SciELO, Scopus y ERIC, así como de disertaciones y tesis relacionadas con el objeto de estudio. El análisis de los datos se realizó mediante la matriz SWOT, a la luz de la perspectiva epistemológica de la Teoría Crítica de la Educación. Los resultados evidencian que el PPGE/UFPB presenta alta coherencia epistemológica, producción intelectual cualificada y una inserción social significativa; no obstante, persisten debilidades vinculadas a la gobernanza de la información, la sistematización de evidencias evaluativas y la institucionalización de procesos continuos de autoevaluación, lo que compromete la plena convergencia entre las prácticas formativas del programa y los indicadores formales reconocidos por el sistema de evaluación. Asimismo, el análisis revela tensiones estructurales entre la lógica formativa del posgrado en Educación y la racionalidad productivista que orienta el modelo evaluativo vigente. Esta investigación contribuye al campo de la evaluación del posgrado al ofrecer un análisis empírico crítico de los efectos del modelo de evaluación de la CAPES en el contexto de un Programa de Educación, destacando la necesidad de modelos más equilibrados, capaces de integrar criterios cualitativos, relevancia social e indicadores institucionales robustos, sin reducir la complejidad de los procesos formativos a métricas exclusivamente cuantitativas. Como resultado aplicado, se desarrolló un Instrumento Estructurado de Autoevaluación Institucional para Programas de Posgrado en Educación, alineado con la Evaluación Cuadrienal de la CAPES, con el propósito de apoyar procesos sistemáticos de planificación, seguimiento y gobernanza institucional. Como agenda futura de investigación, se propone la aplicación y validación del instrumento en distintos Programas de Posgrado, así como la realización de estudios comparativos y meta-evaluaciones de los modelos institucionales de evaluación de la CAPES. Editor: Universidade Federal da Paraíba Tipo: Tese Fri, 27 Feb 2026 00:00:00 GMT https://repositorio.ufpb.br/jspui/handle/123456789/38852 2026-02-27T00:00:00Z