https://repositorio.ufba.br/handle/ufba/505 Sun, 03 May 2026 05:38:47 GMT 2026-05-03T05:38:47Z http://repositorio.ufba.br:80/retrieve/deffc714-332b-45fc-b3c3-57050560770b/logo faculdade de educação.PNG https://repositorio.ufba.br/handle/ufba/505 https://repositorio.ufba.br/handle/ri/44421 Título: As voltas na árvore sagrada não fizeram esquecer o caminho, a escrevivência na formação do pedagogo (memorial afro-diaspórico) Autor(es): Almeida, Gleidson Miranda Primeiro Orientador: Souza, Fatima Aparecida de Abstract: This memorial records the author's trajectory through escrevivência (life-writing), analyzing how an Afrocentric perspective can be understood in light of Candomblé epistemologies and Afro-diasporic knowledge. The narrative explores the formation of a Black pedagogue, guided by the principles of Kwanzaa and the foundations of the Orishas. The structure of the work is based on escrevivência as orô (sacred-word), guided by rituals of memory, orality, and ancestry. Written in the first person, the text revisits affective memories and bibliographic references, mobilizing a collection of personal images and social media records that house a vast memorial archive of the author's journey. The study seeks to advance the debate on escrevivência as a tool for historical affirmation and knowledge production, while proposing developments for fields of knowledge linked to the teacher-training process. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Trabalho de Conclusão de Curso Tue, 13 Jan 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44421 2026-01-13T00:00:00Z https://repositorio.ufba.br/handle/ri/44382 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 Fri, 20 Mar 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44382 2026-03-20T00:00:00Z https://repositorio.ufba.br/handle/ri/44328 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 Fri, 14 Nov 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44328 2025-11-14T00:00:00Z https://repositorio.ufba.br/handle/ri/44327 Título: Mediações pedagógicas na intercomunicação surdo-interpréte de libra : estratégias e práticas para facilitar à comunicação Autor(es): Lepaus, Alessandra Marcia dos Santos Morandi Primeiro Orientador: Uzêda, Sheila de Quadros Abstract: The lack of term signs for translating technical concepts is one of the main challenges faced by Libras and Portuguese Language Translators and Interpreters (TILSP) in the context of Professional and Technological Education. In this scenario, the present study aimed to understand how Libras interpreters create term signs in technical courses offered by the Federal Institute of Espírito Santo (Ifes). This is an exploratory study with a qualitative approach, conducted through a semi-structured questionnaire targeted at Libras interpreters working at the institution. The collected data were organized and analyzed using content analysis, categorized into various categories and subcategories. Ten Libras interpreters participated, all holding higher education degrees (three specialists, six with master’s degrees, and one with a doctorate). Most participants had over ten years of experience in education, with a primary age group between 24 and 50 years. From the questionnaire analysis, three main categories emerged: (a) Institutional challenges; (b) Pedagogical barriers; and (c) Language challenges. The institutional challenges extend beyond education, involving public policies and management issues. Notably, the lack of specific regulations governing TILSP performance at Ifes, absence of hiring policies, and infrequency of competitions contribute to professionals’ overload. Regarding pedagogical barriers, issues such as poor communication between teachers and interpreters, lack of content preparation before classes, and educational disparities between deaf and hearing students were observed. Additionally, many interpreters believe their initial training does not sufficiently prepare them for translating technical content effectively, highlighting the need for continued education tailored to different technical fields. Lastly, linguistic challenges include the absence of established terminologies in Libras for technical subjects and the consequent need to create term signs. To address this, interpreters employ strategies like classifiers and contextual adaptations to facilitate communication and provide deaf students access to technical content. It is concluded that there is no standardization in the development and use of term signs within this context, as each TILSP relies on personal experience, practice, and prior knowledge. The findings emphasize the importance of ongoing, collaborative efforts involving interpreters and the deaf community to develop, validate, and disseminate term signs that reflect the specific needs of technical fields. Editora / Evento / Instituição: Universidade Federal da Bahia Tipo: Dissertação Wed, 12 Nov 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44327 2025-11-12T00:00:00Z