https://repositorio.ufba.br/handle/ri/6625 2026-04-17T07:12:56Z 2026-04-17T07:12:56Z 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 Silva, Francisco Pereira Pereira, Francisco https://repositorio.ufba.br/handle/ri/44328 2026-04-01T11:22:28Z 2025-11-14T00:00:00Z

Título: Karl Marx e o método a partir dos estudos de Marcello Musto - implicações para a teoria do conhecimento Autor(es): Silva, Francisco Pereira; Pereira, Francisco Primeiro Orientador: Peixoto, Elza Margarida de Mendonça Abstract: This doctoral thesis presents the results of an investigation whose object of research is the analysis of the character and theoretical-methodological implications of Marx's method for understanding reality, based on the most recent studies and contributions of the Italian thinker Marcello Musto. The guiding question for the development of the investigation was: What is the character and theoretical-methodological implications of Marx's method, considering Musto's contributions? To answer this research question, the following specific questions were established: a) To investigate the main contributions of Marcello Musto to the understanding of the character and theoretical-methodological implications of Marx's method; b) To present the theoretical references and studies in the analysis of what became known as Marx's theory, the so-called materialist conception of history and the method linked to it, elaborated by the Italian author, taking into account the debates held in the field of Marxism; c) Identify the author's main contributions to Marx's transition to materialism, the characteristics of his conception of history and his method of analyzing reality, its theoretical and methodological implications, and the relationship between theory and social practice, according to Marx's conception of method; d) Analyze how the author decisively contributes to the updating of the method and its importance for understanding reality in transformation. As part of the dialectical materialist theoretical-methodological conception employed in this research, we initially sought to appropriate existing sources on the research object, from materials available in books, documents, newspapers, periodicals, and pages on the World Wide Web, particularly referring to the most recent contributions of Musto (2014; 2018; 2022; 2023a; 2023b; 2024a; 2024b; 2024c), complemented by approaches, contributions, observations, and critiques from other authors such as Netto (2020; 2011; 2006), Yamamoto (1994), Carvalho (2008), Novack (2015; 2005), Rosdolsky (2001), Rubin (1987), and Heinrich (2018; 2008), regarding Marx's method. This research is bibliographic in nature, as it seeks to unveil the investigated reality from a dialectical theoretical-methodological perspective, within which Musto generally seeks to situate himself, through methodological procedures such as a bibliographic survey of the researched author and his perspective on Marx's legacy (2017a; 2002; 2017c; 2013; 2011a; 2009a; 1982b; 2009; 1998). Thus, the thesis is structured as follows: 1) the first section contains the introduction; 2) the second section presents the elements that made possible Marx's transition from philosophical idealism to what he called historical materialism; 3) In the third section, the essence and character of the new materialist and dialectical theory, synthetically formulated in an unfinished manner by Marx and Engels in *The German Ideology* (1845-1846), are analyzed; 4) In the fourth section, an investigation is undertaken into the very process of expansion and development of the founders' theory and the method linked to it, in the post-1846 period; 5) In the fifth section, an analysis of the most fundamental elements of Marx's method is presented, based on the contributions of Marcello Musto, complemented by a set of references from the Marxist field; 6) In the sixth section, a reflection is presented on the theoretical and methodological implications of Marx's materialist and dialectical conception, and its consequences for the relationship between theory and social practice. In the final considerations, we point out perspectives opened by Musto's interpretation for research, but also what we consider to be limitations. The research results support the following thesis: Musto's contributions can open new possibilities for a deeper understanding of the method and, therefore, for the development of interpretations, debates, and advances in knowledge of the question of theory and method in Marx. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese

2025-11-14T00:00:00Z Flávio, Augusto https://repositorio.ufba.br/handle/ri/44293 2026-03-27T11:05:04Z 2025-09-12T00:00:00Z

Título: Um anti-épico: heroísmo e economia em ambiências de currículo Autor(es): Flávio, Augusto Primeiro Orientador: Carvalho, Maria Inez da Silva de Souza Abstract: In the curriculating ambiances within everyday life contexts of formation and embodiment of pedagogical discourse, between undergraduate and graduate studies, strong enunciative inclinations remain that attribute to the economy a pathological and tragic somatization, from which emerges the sustainability of at least one question: can a pedagogical formation curriculum be immunized against the economy? This dilemma intensifies when elementary traces immanent to the technical, moral, and ethical plot of the economy are located in ancient societies and ancestral cosmologies – beyond our obvious more prosaic involvements in the presente – noises that complexify the connections of these curricula with life, while simultaneously displacing these enunciative strategies of immunization toward an epic-heroic entanglement. With these nuances at stake, the author-pedagogue draws upon his formation memories and symptoms exposed in his body to produce research within a post-structural and post-colonial gradiente – allied with post-qualitative rigor and consistency – in a folding movement over the performance of the very writing of the curriculating pedagogical discourse, a witty cosmography, where common economic gestures intersect contemporary artistic concepts and procedures, composing a curation of certain styles of narrating the economy in a salutary ambiance.; En las ambiencias curriculantes en cotidianos de formación y encorporamiento del discurso pedagógico, entre el grado y el posgrado, permanecen fuertes inclinaciones de enunciación que atribuyen a la economía una somatización patológica y trágica, de donde emerge la sustentabilidad de al menos una cuestión: ¿puede un currículo de formación pedagógica ser inmunizado contra la economía? Este dilema se intensifica cuando son localizados rastros elementales inmanentes a la trama técnica, moral y ética de la economía en sociedades antiguas y cosmologías ancestrales – además de nuestros obvios involucramentos más prosaicos en la actualidad – ruidos que complejizan las conexiones de esos currículos con la vida, al tiempo que desplazan esas estrategias enunciativas de inmunización hacia un enredamiento épico-heroico. Con esos matices en juego, el autor pedagogo se vale de sus memorias de formación y síntomas expuestos en su cuerpo, para producir una investigación en gradiente postestructural y pós-colonial – aliada al rigor y consistencia poscualitativa – en un movimiento de pliegue sobre la performance de la propia escritura del discurso pedagógico curriculante, una cosmografia ingeniosa, donde gestos económicos comunes intersectan conceptos y procedimientos artísticos contemporáneos, para componer curaduría a algunos estilos de narrar la economía en ambiencia saludable. Editora / Evento / Instituição: UNIVERSIDADE FEDERAL DA BAHIA Tipo: Tese

2025-09-12T00:00:00Z Santana, Paulo Henrique Gomes https://repositorio.ufba.br/handle/ri/44195 2026-03-05T13:52:59Z 0002-02-13T00:00:00Z

Título: Temas que provocam, contextos que inspiram, éticas que desestabilizam: um exercício de abordagem cultural no currículo da educação matemática a partir da produção acadêmica nacional Autor(es): Santana, Paulo Henrique Gomes Primeiro Orientador: Maknamara, Marlécio Abstract: This thesis examines how contemporary themes have been incorporated into secondary-level Mathematics Education and how they operate curricularly in the production of world projects, cultural tensions, and processes of subjectivation. Grounded in post-critical curriculum theories, the study conceives the curriculum as a cultural practice and a symbolic field of dispute, engaging with authors such as Silva, Macedo, Paraíso, and Maknamara. Adopting a multipaper format, the thesis is organized into four analytically interconnected articles. The first article establishes a post-critical theoretical framework for analyzing contemporary themes in the Mathematics curriculum, drawing on contributions from Foucault, Williams, Hall, and Goodson, as well as Brazilian scholarship in curriculum studies. The second article presents an interpretive mapping of Brazilian academic production on Computational Thinking in the Mathematics curriculum between 2012 and 2025, based on the SPIDER protocol and lexical analysis procedures conducted using the IRaMuTeQ software, examining its curricular effects on educational objectives, legitimized knowledge, pedagogical practices, values, and attitudes. The third article analyzes studies that articulate school Mathematics, curriculum, and Rural Education, treating this context as a privileged analytical lens for examining disputes over the legitimacy of knowledge, territory, and forms of belonging produced by the Mathematics curriculum. The fourth article investigates homosexuality as a contemporary theme shaped by selective regimes of visibility within the Mathematics curriculum, examining discursive displacements, silences, and their formative effects in secondary education. The analyses demonstrate that contemporary themes function as curricular devices that provoke meanings, inspire reorganizations of knowledge, and destabilize naturalized formative ethics. The findings indicate that the Mathematics curriculum operates as a political, ethical, and cultural text through which knowledge is selected and legitimized, pedagogical practices are organized, and subjectivities are produced. The thesis concludes that Mathematics Education can be understood as a public and formative language capable of articulating science and experience, technique and sensitivity, reaffirming the school as a territory of creation, dispute, and epistemic justice. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Tese

0002-02-13T00:00:00Z