https://repositorio.ufba.br/handle/ri/6620 2026-04-17T05:06:20Z 2026-04-17T05:06:20Z Ribeiro, Lorena Silva Pimentel https://repositorio.ufba.br/handle/ri/44382 2026-04-15T11:34:13Z 2026-03-20T00:00:00Z

Título: Aprendizagem da avaliação e avaliação para aprendizagem: narrativas de egressos/as-professores/as licenciados/as em Biologia Autor(es): Ribeiro, Lorena Silva Pimentel Primeiro Orientador: Vilar, Edna Telma Fonseca e Silva Abstract: This study aims to understand, through the narratives of graduate teachers from a Biology teacher education program, which learnings they re-signify in order to assess. Thus, it articulates teacher education and professional practice in order to understand how knowledge about Assessment, constructed during training processes, is reaffirmed by teachers as contributing to their assessment practices. For the research context, the Biology Teacher Education Program at the Federal University of Recôncavo da Bahia (UFRB) was considered, whose curriculum includes the mandatory course “Assessment and Education”. To produce the research data, Narrative Research was employed, with narrative interviews conducted with graduate teachers from the Biology teacher education program. As an analytical procedure, the study used the MeaningCores(NúcleosdeSignificação) approach, based on theworkof Wanda Aguiar and Sérgio Ozella (2006, 2013), in order to apprehend and interpret the meanings of assessment learnings that were re-signified. The theoretical framework draws on Maurice Tardif (2010) and Britt-Mari Barth (1993), who characterize teacher knowledge as originating from multiple sources but validated through experiential knowledge. Based on Wagner Valente and Rita Hofstetter (2017), we situate “knowing how to assess” as a form of “knowledge for teaching,” highlighting its pedagogical dimension in teacher education, particularly in teacher training programs. This perspective is related to the possibility of learning assessment, as proposed by Cipriano Luckesi. The results of the research indicate that graduate teachers re signified learning experiences from their training in order to assess for learning. In doing so, they re-signified both the learnings they considered positive—particularly the diversification of assessment instruments—and those they criticized, such as relying exclusively on tests and not enabling student participation in the assessment process. We conclude that these re-signified learnings are related to an epistemology of practice. For this reason, participants emphasized that they learned to assess with teachers who enabled experiences of assessment focused on the construction of learning. The meanings produced from the narratives of the graduate teachers reaffirm learning of and for assessment as necessary knowledge in teacher education. However, the central meaning that emerges is that assessment learning is [re]constructed within assessment practices according to the contexts of professional practice. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2026-03-20T00:00:00Z Santana, Élen Mary Jesus https://repositorio.ufba.br/handle/ri/44381 2026-04-15T11:22:23Z 2026-02-05T00:00:00Z

Título: Os guias do PNLD de História dos anos iniciais: o olhar dos avaliadores para conteúdos históricos relacionados à História da África e da cultura afro-brasileira Autor(es): Santana, Élen Mary Jesus Primeiro Orientador: Lima, Carollina Carvalho Ramos de Abstract: Esta investigación tiene como objetivo analizar el tratamiento y el enfoque de los contenidos relacionados con la Historia Africana y la cultura afrobrasileña en los libros de texto de historia para los primeros años de la educación primaria, con base en las revisiones de evaluación encontradas en las Guías del Programa Nacional do Livro e do Material Didático (PNLD) para la Historia en los primeros años de la educación primaria, referentes a las convocatorias de propuestas de 2013, 2016, 2019 y 2023. Se trata de una investigación básica, con un enfoque cualitativo y exploratorio, desarrollada mediante investigación documental. Para el procesamiento de los datos, se utilizó el método de Análisis Textual Discursivo (ADT), así como la Escala de Likert como herramienta de apoyo al análisis. Desde el punto de vista teórico, el estudio aborda la literatura sobre el PNLD y los libros de texto, a partir de las contribuciones de Cassiano (2007), Alvim (2010), Filgueiras (2011), Garrido (2017), Soares (2017) y Rocha (2017), articulándose con la perspectiva afrocéntrica, defendida por Asante (2009), Mazama (2009) y Benedicto (2022). Esta investigación analiza las Guías del PNLD, sus respectivas convocatorias y el contexto histórico del Programa, así como las iniciativas que lo precedieron, buscando responder a la siguiente pregunta de investigación: ¿cómo abordan las Guías de Historia del PNLD de 2013, 2016, 2019 y 2023 los contenidos relacionados con la historia africana y la cultura afrobrasileña, y qué avances, continuidades u omisiones se pueden identificar en relación con estos contenidos al evaluar los libros de texto de historia para los primeros años de escolarización? Como procedimiento complementario, se aplicó un cuestionario a los evaluadores que trabajaron en los procesos de selección del PNLD durante el período analizado, con el objetivo de comprender sus percepciones sobre el proceso de evaluación. Los resultados destacan lagunas y omisiones en el tratamiento de las cuestiones étnico-raciales dentro del Programa, lo que indica la necesidad de reformular los criterios y directrices en futuras convocatorias, a fin de superar los enfoques superficiales y garantizar la aplicación efectiva de la Ley 10.639/03, que establece la enseñanza obligatoria de la historia africana y la cultura afrobrasileña. Como resultado de esta investigación, se desarrollaron criterios que pueden orientar futuras ediciones y ayudar a los participantes, desde evaluadores hasta docentes, tanto en la selección como en la evaluación del material. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2026-02-05T00:00:00Z Toledo, Flaviana Alves https://repositorio.ufba.br/handle/ri/44352 2026-04-10T11:40:40Z 2024-02-23T00:00:00Z

Título: As atividades circenses na educação física escolar: crítica às concepções hegemônicas expressas na produção do conhecimento Autor(es): Toledo, Flaviana Alves Primeiro Orientador: Santos Junior, Claudio de Lira Abstract: This dissertation investigates the production of scientific knowledge concerning the teaching of circus activities in School Physical Education. The study is justified by the growing interest of Physical Education teachers in incorporating this content into the school context and by the expansion of academic production in the field, which calls for a critical analysis of the theoretical and philosophical assumptions that guide such production. Grounded in Historical-Dialectical Materialism, Historical-Critical Pedagogy, Historical-Cultural Psychology, and the Critical-Overcoming Approach to Physical Education, the research is based on the hypothesis that the teaching of circus activities in School Physical Education is hegemonically oriented by pedagogical conceptions aligned with the “learning to learn” motto, which subordinate elaborated knowledge to immediate experience and to the adaptation of subjects to the demands of the capitalist mode of production. This is a qualitative study of a bibliographic and documentary nature, developed through a systematic literature review. The research corpus consists of theses, dissertations, and scientific articles retrieved from the Brazilian Digital Library of Theses and Dissertations, the CAPES Journals Portal, and publications from research groups in the field. The analysis, guided by categories such as conception of the human being, historical project, school, pedagogical theory, Physical Education approach, and treatment of knowledge, revealed that although the analyzed production represents an advance in challenging the fitness paradigm, questioning the centrality of sport as exclusive content, and recognizing circus activities as artistic knowledge within body culture, pedagogical conceptions that empty teaching of its role as a conscious and systematic mediation, fragment content, and limit the formative potential of this knowledge within the school context still prevail. Counter-hegemonic productions were also identified, pointing to possibilities for a pedagogical approach committed to the transmission of historically elaborated knowledge and to the development of theoretical thinking, although these remain minority perspectives within the analyzed corpus. It is concluded that the theoretical and methodological deepening of the teaching of circus activities in School Physical Education requires the strengthening of critical frameworks committed to comprehensive human formation and to the social function of the school in the socialization of systematized knowledge. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese

2024-02-23T00:00:00Z Sousa, Maria Elvira Miranda Laporte https://repositorio.ufba.br/handle/ri/44351 2026-04-10T11:25:27Z 2025-11-14T00:00:00Z

Título: Pontos, contrapontos e paradoxos: formação permanente dos educadores na perspectiva inclusiva na Rede Municipal de Camaçari-Bahia Autor(es): Sousa, Maria Elvira Miranda Laporte Primeiro Orientador: Barros, Alessandra Santana Soares Abstract: This dissertation aimed to understand how the continuing education of teachers takes place in the schools of the Municipal Education Network of Camaçari and how it supports the educational inclusion of students with disabilities. The study is justified by the need to understand and strengthen the permanent formative processes of educators, recognizing them as essential elements for the consolidation of inclusive pedagogical practices. In the context of the Municipal Education Network of Camaçari, it is observed that, despite legal advances and public policies on teacher education, challenges still persist regarding the effective implementation of inclusion-oriented policies. The motivation for this research emerged from the author’s professional experience as a pedagogical coordinator in the public education system of Camaçari, Bahia. The investigation adopted a qualitative, exploratory approach. Data collection instruments included semi-structured interviews with twelve teachers from regular schools and one educator from the Inclusion Center of the Municipal Department of Education, as well as observations and analysis of institutional documents. Data processing was supported by the free software Iramuteq, and content analysis resulted in six thematic categories: (a) understanding of continuing education in the inclusive perspective; (b) challenges to inclusion; (c) relationship between families and educators; (d) understanding of inclusion within the school context; (e) inclusive pedagogical practices; and (f) the role of each participant in promoting inclusion. The results showed that continuing education from an inclusive perspective is not yet consolidated in the investigated schools and that existing training initiatives are poorly articulated with the concrete demands of pedagogical practices. It was also found that there is a lack of collective reflection spaces with pedagogical coordinators and a need for more systematic formative policies. The study concludes that strengthening continuing education requires a collaborative and ongoing approach that considers local specificities and contributes to improving educational practices and advancing research on teacher education from an inclusive perspective. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação

2025-11-14T00:00:00Z