This dissertation investigates the confluences between the agroecological knowledge of the quilombola Black peasantry and the formal educational processes experienced in Youth and Adult Education (YAE) within the quilombola community of Lagoa da Pedra, located in the municipality of Bom Conselho, Pernambuco, Brazil. The study is grounded in the understanding that the body carries memory and that this memory, rooted in Afrikan heritage, manifests itself in relationships with the land, food production practices, orality, and community organization, constituting a lived form of agroecology that predates its institutionalization as a scientific field. Anchored in Black-centered and decolonial epistemologies, the research adopts a qualitative approach and is guided by the Ukumelana Methodology (MUká), understood as an ethical, political, and epistemological stance that recognizes territory, body-memory, and orality as legitimate sites of knowledge production. The investigation is developed through community coexistence, aquilombada observation, and attentive listening to oral narratives, which are understood as technologies for preserving collective memory and enabling the intergenerational transmission of knowledge. The findings reveal that agricultural practices in Lagoa da Pedra are organized according to agroecological principles based on biointeraction, care for the land, natural time cycles, and collectivity, expressing a rationality specific to the quilombola Black peasantry. These knowledges, inscribed in the body and in the historical experience of the community, constitute what this research defines as an agroecology of memory. Within the school context, particularly in the curricular component Agroecology and Quilombola Territorialities of YAE, a confluence between organic, territory-based knowledge and school-based knowledge is observed, revealing the school as an extension of the territory and as a space for valuing community experiences. The study concludes that recognizing body-memory and Afrikan-diasporic heritages within educational processes contributes to the construction of counter-hegemonic pedagogical practices, reaffirming the centrality of quilombola Black peasantry knowledge in education, agroecology, and the struggle for permanence in the territory.

This research seeks to understand how the (self)formative processes in the trajectory of an art educator, through art and education, and considering both regular classroom practice and museum education training, were marked by critical reflection on teaching practice and identity construction derived from formative experiences. The study analyzes how the theoretical and methodological influences of Barbosa, Larrosa, and Leontiev impact teaching practice across different age levels of basic education, culminating in the influence on student training within a subsequent technical course in Visual Arts at a federal institution in Pernambuco. The art/educational practices narrated herein, aimed at the social transformation of individuals in training, draw upon the theoretical contributions of bell hooks and Paulo Freire to understand education as a critical, dialogical, and formative process. To this end, the author's trajectories are analyzed through a theoretical-methodological framework grounded in autobiographical narratives, as seen in Josso, Pineau, and Dominicé, establishing connections between personal account, memory, and documents generated by other researchers, with an emphasis on the role of the formative subject. Understanding teacher training as a continuous and non-linear process, the concept of becoming (devir), according to Deleuze and Guattari, is used as a conceptual operator. It is articulated with studies on autobiographical narrative to interpret the identity and practical transformation processes of the art educator throughout their formative trajectory, highlighting the (self)formative processes present in contemporary teaching. The research results demonstrate that teacher training in art constitutes a process of becoming, in which the autobiographical narrative operates as a device for (self)formation, articulating memory, theory, and practice to produce identity and pedagogical transformations in both the art educator and their students.

La presente disertación busca cartografiar tácticas de producción artivistas como tramas en la
creación de narrativas estéticas y políticas desde el Sur Global, comprendiendo, en el seno de
estas, la emergencia de procesos pedagógicos en permanente construcción. De manera más
específica, la investigación se propone a mapear indicios sobre la emergencia de premisas y
supuestos en torno a la educación presentes en las tácticas desarrolladas por tres artistas
latinas: la venezolana Génova Alvarado y las brasileñas Juliana Xukuru y Rayellen Alves. La
metodología empleada apuesta por una cartografía (Rolnik, 2011; Rolnik y Guattari, 2006;
Kastrup, Passos y Escóssia, 2009) con aportes A/R/Tográficos (Dias e Irwin, 2023), con el fin
de acompañar procesos y tantear los sentidos coproducidos en una cartografía sensible,
convocando una artesanía de la atención y una subjetivación activa a partir de las experiencias
vividas en la relación de la artista/investigadora/docente con los artivismos feministas
decoloniales del/en el Sur Global. En cuanto a los referentes teóricos, la investigación se sitúa
en una mirada feminista decolonial como marco epistemológico, ético, estético, corpóreo y
político (Lugones, 2020; Anzaldúa, 1987; Curiel, 2019; Gago, 2020; Lorde, 2019; Kilomba,
2019), dialogando con las posibilidades poético-políticas de construcción de estéticas
feministas decoloniales (Bidaseca y Sierra, 2022). Para pensar las insurgencias pedagógicas
de estas poéticas-políticas de los artivismos feministas, se tejen vínculos con perspectivas
contemporáneas sobre pedagogías y estéticas decoloniales (Walsh, 2013; Albán Achinte,
2013; 2017). Al contextualizar este escenario insurgente de los artivismos feministas del/en el
Sur Global, la disertación busca contribuir a la literatura especializada sobre los artivismos en
el campo de la Educación, dando visibilidad a sus potencias artísticas, políticas y
pedagógicas, ancladas en la experiencia de la colectividad y en tácticas micropolíticas de
re-existencia.

This research, entitled “School Violence and Adolescent Mental Health”, has the general objective of understanding, from a transdisciplinary approach, the view of students entering public schools on the relationship between school violence and mental health. To achieve the main objective, the following specific objectives were defined: to establish the differences between the disciplinary and transdisciplinary approaches with regard to school culture, considering two categories — violence and mental health; to analyze the perception and understanding of school adolescents about violence and mental health; to propose, based on objectives 1 and 2, important elements for the school with regard to the category “welcoming listening” of adolescents. The empirical research, which aims to implement methodological procedures, was consolidated in the qualitative and transdisciplinary approaches. The method used was participant observation, with techniques such as exploratory observation, dialogue circles and semi-structured interviews, whose instruments were notebooks, interview scripts and notes from the dialogue circles. The research was conducted at a public school in the state education system in Recife, and the analysis was based on the techniques of Roland Barthes and Umberto Eco. The theoretical contributions are based on studies on schools, violence, school violence, mental health, adolescents, and transdisciplinarity. The results of the research showed that students regularly experience acts of violence in their families, communities, and schools, and that verbal violence affects their mental health. However, students only report taking care of friends and close people. Thus, we heard from students the need for continued actions in relation to the categories studied. The research indicates the urgency of reflecting on national public policies aimed at combating violence in schools, which, consequently, the mental health security of children and adolescents. Throughout the study, it was observed that, when dealing with topics such as violence and mental health, it is essential to consider the perspective of adolescents in order to consolidate proposals that are effective and efficient. There is a significant social impact by highlighting the relationship between school violence and mental health that can affect the lives of developing people.

In today's world, our society is characterized by a mixture of practices that oscillate between peaceful principles and behaviors that challenge them. Throughout history, various events have inspired the need to develop strategies promoting peace-building at different levels: individual, interpersonal, group, and international. This aims to ensure, in subjective, institutional, and legal ways, the right of all people to peace. The concept of peace has evolved over time, encompassing everything from personal feelings to states of order and national security. Today, it is seen as a broad phenomenon that includes social relations marked by the absence of violence and the presence of justice, equality, respect, and other elements that foster human dignity. The Culture of Peace, as a set of values, attitudes, and behaviors based on respect for life and the promotion of peace among individuals, groups, and nations, is a dynamic and bidirectional process. Its construction requires both collective and individual efforts for social transformation. The school institution plays a fundamental role as a privileged space for social interaction and learning, influencing students' development not only within its walls but also in broader social contexts. Peace Education encompasses two main aspects: Education about Peace, which deals with content and themes related to peace-building throughout history, contemporarily, and in an interdisciplinary way; and Education in Peace, which includes the various elements that make up the school environment and directly influence the promotion and experience of peace. This study aims to analyze the role of the Nucleus and the perceptions of high school students from a public school in the city of Moreno, Pernambuco, regarding the construction of a Culture of Peace. Additionally, it seeks to analyze the existing practices and those suggested by the students themselves, aligned with their conceptions, that aim to promote peaceful actions within the educational institution. We aim to examine the importance of a transdisciplinary approach in promoting a culture of peace, as well as to investigate the repercussions of school violence on the educational process of adolescents. Considering the suitability of the qualitative approach for our research scope, we opted to conduct an action research study with high school students. The main data collection technique was the use of interviews. For data analysis, we adopted the Discursive Textual Analysis (DTA) methodology, using the analytical categories of self-knowledge and self-care, as outlined in the National Common Curricular Base (BNCC). The results obtained from this research have the potential to identify ontological, epistemological, and methodological convergences between transdisciplinarity and the culture of peace. Additionally, they may confirm the multifunctional nature of the culture of peace, highlighting its role in promoting self-knowledge and self-care, which are essential for emotional health and the building of healthy relationships within the school environment, with the aim of combating contexts of violence.

This research focuses on the Comprehensive Education policy for Elementary School (final years). Comprehensive education has been a topic of debate and is being established in state and municipal education systems as one of the possibilities for addressing school failure by providing more time for learning in school, constituting a path for Brazilian public education as a national public education policy. For the past fifteen years, the Pernambuco State Education Network has been implementing comprehensive education in high school and, more recently, in 2018, began in the final years of elementary school, with the commitment to guaranteeing the right to comprehensive education for students at this stage. Therefore, this research aims to investigate how the comprehensive education policy and, particularly, its curricular proposal have been developed in this school network, considering that comprehensive education depends on the organization of curricular policy in elementary school. Therefore, the objective of this research is to analyze the performance of administrators and teachers in implementing the Comprehensive Education Program for Elementary School in the final years. To this end, the theoretical framework is based on the work of authors Stephen Ball, Jefferson Mainardes, Anísio Teixeira, Jaqueline Moll, Miguel Arroyo, and Michel Apple. The methodological approach is qualitative, in which we conduct a case study using Stephen Ball's Policy Cycle as the theoretical and analytical framework. We conduct semi-structured interviews with administrators and teachers of the case study school, using the discursive textual analysis method proposed by Moraes and Galliazzi. The results of the empirical research at the case study school reveal conflicts in the curriculum, with community and structural interference detrimental to student learning development. We also find that extended school hours have resulted in more classroom instruction and gaps in the Diversified Part of the curriculum, which addresses comprehensive human development. We observe limited intervention by administrators and teachers regarding the comprehensive education curriculum, understood as socio-emotional development. However, they view the comprehensive education proposed in the state education system's policy as positive and are convinced that they are doing excellent work in the final years of elementary school. We hope this research will contribute new critical reflections on the comprehensive education policy in the final years of elementary school, articulated within a democratic and republican Brazilian education project.

This dissertation aims to analyze how the organization of spaces and the selection of materials in an Early Childhood Education Unit in a municipality in the Pernambuco Agreste region reflect pedagogical concepts and, to what extent, promote actions that enhance the routines of babies and young children. The research stems from concerns arising from teaching practice and is inspired by the principles of the Reggio Emilia approach, which understands space as a third educator and advocates attentive listening to children's expressions. The qualitative research is based on participant observations and interviews with teachers of two classes: one composed of 1-year-old babies and the other of 3-year-old toddlers, who mark the daycare's entrance and exit. The study engages with authors who discuss the power of educational contexts and the centrality of the child, such as Rinaldi (2016, 2024), Malaguzzi (1996, 2001), Formosinho and Oliveira-Formosinho (2019), Barbosa (2010, 2019), Horn (2004, 2021), and Bronfenbrenner (1996), among others. Their contributions broaden the understanding of spaces as expressions of relationships and pedagogical intentions. The analysis revealed that spaces and materials express pedagogical intentions, albeit not always consciously, and that there are similarities and divergences with the principles of the Italian approach. The findings highlight the importance of considering environments as expressions of the concept of children and as invitations to autonomy, curiosity, investigation, and the active participation of infants and young children in the daily life of daycare centers.

This research addresses a significant gap by focusing on the right of hospitalized children to have access to play spaces in pediatric hospitals. Its general objective was to understand the perceptions of family members and healthcare professionals regarding the possible benefits and impacts of a hospital playroom in the treatment of children with cancer. The methodological approach included observation and semi-structured interviews with the involved family members and professionals. The analysis of the narratives and texts was conducted using the Content Analysis technique, inspired by Bardin. The results revealed that the hospital playroom plays an essential role in the holistic development of children undergoing cancer treatment, promoting moments of socialization, distraction, and the strengthening of emotional bonds. The research concludes that the playroom is not merely a recreational space, but a therapeutic tool that is indispensable for the comprehensive care of hospitalized children. Its implementation and continuous improvement in healthcare units are fundamental. Moreover, its presence in the hospital environment represents a key mechanism for ensuring the right to play, as guaranteed by the Statute of the Child and Adolescent, contributing to the promotion of healthy development and the humanization of pediatric healthcare services. 

This research highlights rural children and adolescents, specifically school-age children of farming families living in the rural area of Glória do Goitá. It seeks to analyze the impacts of the COVID-19 pandemic on the socio-emotional health of these children and adolescents. It seeks to identify the memories and right to the past of these rural children and adolescents during the coronavirus outbreak (Miranda, 2018). It understands that rural children and adolescents differ from urban children and adolescents in several aspects, such as traditions, ancestry, leisure activities, play, contact with the land, intra-family relationships, and lifestyles, among other factors. It is important to emphasize that rural children and adolescents themselves have specific characteristics, such as those of quilombola and indigenous children and adolescents (Moura, 2018). Therefore, transdisciplinarity is the approach that most strongly underpins our research, as it allows us to understand rural children and adolescents from a perspective that broadens and enhances relationships, interrelationships, interpenetrations, transversalities, transversalizations, connections, reconnections, interactions, dialogicities, contextualizations, feedbacks, and recursions (Nicolescu (2002). The general objective of this work, based on a transdisciplinary approach, is to understand the impacts of the COVID-19 pandemic on the socioemotional health of children and adolescents in the rural area of Glória do Goitá. In terms of methodology, qualitative research was used with children and adolescents from the rural area of Glória do Goitá, aged 10 to 14, belonging to the Esperançar Musical Group. Data production resulted from participant observation in dialogue circles, the application of questionnaires, and semi-structured interviews. Data were analyzed using Eco's (1991) interpretative technique. and Barthes (1988).In terms of results, we highlight that the COVID-19 pandemic impacted the socio-emotional health of children and adolescents in rural Glória do Goitá across multiple dimensions, developing and/or triggering various types of suffering and pain, especially the deprivation of leisure time and cycling, a symbol of child and youth empowerment. The home, family, school, and community were mutually influenced by the pandemic, thus causing possible psychological and emotional illness (Ferreira, 2022).

Considering the complexity of the human being, who develops in a systemic way through interactions with different contexts throughout life, we believe that socio-emotional learning is fundamental for the full development of the individual and we recognize that there are several advantages when these skills are taught effectively from early childhood. However, there is a notable lack of substantial research that reveals the contributions of implementing socio-emotional education programs for early childhood children in Brazil. Given this, in the present study we sought to evaluate possible contributions from the implementation of a socio-emotional learning program, namely, the Giant Leap-Pré program (designed for children aged 4 to 6 years), adapted for Brazil. The research will take place in two phases: 1. Translation and adaptation of data construction instruments, which will be carried out in four stages, for each of the instruments, namely: 1st stage - Reverse translation technique; 2nd stage - Consolidation of translations; 3rd stage - Content validation; 4th stage – Pilot study; and 2. the implementation of the Giant Leap-Pre Program in a group of children aged 4 to 5 enrolled in the last class of early childhood education. To this end, we will carry out quasi-experimental research, through the observation of an intervention group and a control group, for 15 weeks, composed of children from the last class of early childhood education. The constructed data will be examined through quantitative analysis procedures, the which will involve statistical comparative analyzes of Pre-test x Post-test data (in both groups), statistical comparative analyzes of data from the Intervention Group x Control Group, comparative analysis between the intervention group and the control group of socio-emotional development in function of demographic variables (gender, economic situation, level of education of parents/guardians). Therefore, it is believed to find significant benefits in the process of explicit and direct socio-emotional learning for children aged 4 to 5 years.

This dissertation aims to understand the conceptions and productions of Pedagogical Documentation by teachers working in daycares in a municipality in the Agreste region of Pernambuco, Brazil. Driven by concerns that have accompanied me since my teaching experience in Early Childhood Education, this investigation sought to listen to teachers and analyze their records of daily life with infants and very young children. Inspired by the Reggio Emilia approach and the principles of Participatory Pedagogies, the research relies on Pedagogical Documentation as an ethical, political, and aesthetic strategy to make visible the learning processes of boys and girls in educational institutions.The adopted methodology is qualitative, with a participatory approach, and utilizes instruments such as document analysis and projective interviews. The reflection on pedagogical documentation prioritizes epistemic and practical curiosities, inspired by ideas from Reggio Emilia and the conceptions of Malaguzzi (2001). The study also engages with authors such as Rinaldi (2016, 2024), Fochi (2016, 2018, 2019, 2020), Ostetto (2017, 2020), Proença (2021), Madalena Freire (2008, 2023), Malaguzzi (1996, 2001, 2016), Formosinho and Oliveira-Formosinho (2019), and Oliveira-Formosinho and Formosinho (2017), recognizing Pedagogical Documentation as a tool for reflection, self-training, and communication of educational practice.The analyzed data reveal that, although teachers acknowledge the importance of documenting their practices, there is still a limited understanding of the concept of Pedagogical Documentation, often confused with bureaucratic and punctual records. This finding highlights the need for training that promotes a deeper theoretical and practical understanding of the topic, anchored in a dialogical, sensitive, and ethical perspective.By shedding light on a topic still nascent in academic production in Pernambuco, especially concerning daycare settings, this research seeks to contribute to the appreciation of teaching knowledge, the listening to childhoods, and the construction of a pedagogy of listening and authorship. More than answering what Pedagogical Documentation is, this work is an attempt to understand how and if it is lived, thought, and felt by those who are daily with infants and children.

This project addresses the issue of socio-emotional education, which has gained prominence as an essential pedagogical approach for the comprehensive development of children and young people, in a scenario in which skills such as empathy, self-regulation and conflict resolution become indispensable to face contemporary challenges. In Brazil, the full-time school model has emerged as a suitable space to foster these skills, by extending the school day and enabling meaningful interactions between students, teachers and the community. We understand that social interactions in the school environment and the concept of Perezhivanie, from Vygotsky's school, as subjective and transformative experiences, are central to the development of socio-emotional skills. Full-time schools can provide, but not all provide, a privileged space for the integration of cognitive and emotional aspects, promoting a welcoming environment that stimulates curiosity, resilience and the strengthening of interpersonal relationships. It is also important to highlight the need for pedagogical practices that are sensitive to the sociocultural context of the school, aligned with programs such as CASEL and LIV, with the teacher playing an essential role in mediating emotional experiences. In this context, it is essential to investigate how daily experiences in this environment contribute to the socioemotional development of students. This study analyzes socioemotional education in the context of a full-time school located in Jaboatão dos Guararapes-PE, in the Metropolitan Region of Recife-PE. The main objective is to understand how the interactional processes and experiences in this school environment favor the development of socioemotional skills, which are fundamental for both academic learning and emotional well-being. The research adopts a qualitative approach, configured as a case study, with data constructed through content analysis, ethnographic observations in the school environment and records in field diaries, in addition to letters written by students. The expected results include subsidies for ongoing teacher training, the promotion of more welcoming and inclusive school environments, and guidelines for pedagogical practices that integrate the teaching of socio-emotional skills, positively impacting students, educators and school communities.

This dissertation deals with the study of a cultural tradition called farinhada, which takes place in the agrarian reform settlement called takes place in the agrarian reform settlement called Planalto do Retiro, located in the municipality of Touros, Rio Grande do Norte. Its objective understand the cultural know-how of the settlement's artisanal way of making cassava flour, which is not always understood as an educational educational process by the local people, this research is part of the debate educational processes experienced in the daily lives of traditional communities, considering traditional communities, considering popular culture as a way of life and of reproducing and cultural reproduction of these communities. Our theoretical and methodological methodological path involves dialoguing with studies on peasantry/family farming, education education and popular culture, intertwined with a discussion of the concepts necessary to understand, in everyday life, how experience underpins the construction of know-how, which enables us to understand farinhada as a collective cultural practice that is sustained by and sustains an educational community. As this is a qualitative and exploratory study, our methodological methodological journey was permeated by data constructed from conversations, interviews narratives and participant observation. By analyzing the data collected, we understood the relationship between the construction of the flour house as an act of and the social relations involved between the residents of the settlement. It also enabled us to understand the process of socialization of the knowledge and skills that circulate in the flour mill as a whole, with the way of making manioc flour, knowledge and skills such as, caring for the land, planting and cooking the cassava dough. And through through this, knowledge and practices circulate among farmers who seek to keep the farinhada culture alive and continue the tradition they inherited from their parents. Another point we were able to conclude was the modifications that some artifacts, that are part of the process of making flour, have been subjected to the advances in technology, however, these advances have not affected the essence of this cultural process, since it continues to be produced and strengthened on the basis of and strengthened on the basis of dialog, shared experiences between family members and neighbors, reliving and family members and neighbors, reviving and recreating the cultural knowledge and practices of farinhada.

This research has the mission of understanding how the musicality of Capoeira Angola, in its philosophical, narrative, instrumental and socio-educational aspects, helps in the formation of Afro-diasporic civilizing values and in the identity belonging of children and adolescents in conditions of social vulnerability in spaces that have in their matrix activities dimensioned by Capoeira. With this, we analyze part of the broad musical universe of Capoeira Angola in two reflective spaces that work this cultural expression as the main pedagogical connection with African heritage. We seek to analyze the possibilities created in participatory research in dialogue with Afrocentric literature well directed to the theme of the proposal. With a look between means, we materialize interpretations of almost ten years of research and direct action, bringing together the various educational experiences with the Afroperspective generated in social education, attributing to the fundamentals of the Bantu and Yorùbá peoples expressed in attitudes, behaviors, customs and oralizations, such as afroperspective generators and bio-ancestral transcendental encounters. Focusing the look of this cut to the studies of ethnomusicology and anthropology (and education). Ancestry as an epistemic basis, art as Afro-centered musicality in debate and confluence with other cultural branches that for centuries have signaled national problems, but which cultural studies have not yet fully penetrated. the research with an endoperspective of a capoeirista/alabê/educator/researcher as a peripheral subject, who in this writing operated in several labor sectors, but who in the musical ginga transgressed from Maafa and at the crossroads of Kalunga, establishes his point with Quilombismo by essence in the interpretation of black ontology in this genre creates the Afro diaspora, brother of Candomblé, Afoxé, Samba, Rap, Reggae and who educate us while walking towards revolution.

The research aims to analyze Recife's full-time educational policy for the initial years of elementary school and the translation and interpretation processes, from the perspective of the actors who participate in such policy. As a theoretical reference, we anchored ourselves in the studies of Stephen Ball, Meg Maguire and Anette Braun (2016). In the methodology we chose the Case Study approach. To this end, we carried out: interviews with part of the team from the municipality's education department; interviews with full-time school managers; analysis of the documents guiding such policy. In data analysis, we used Discursive Textual Analysis - ATD (Moraes & Galiazzi, 2006), as we understand that politics produces desires for truth (Foucault, 1996) and actors can produce new meanings for such politics. The municipality of Recife began the full-time education experience in 2002, with five early years schools (Medeiros, 2016; Melo, 2017). Currently (2024), it has four full-time early years schools (1.96% of the total number of early years schools), three of which came from the first experience in 2002 - serving 705 students. In the current administration, the Full-Time Schools Program was established by Ordinance No. 2103 of December 27, 2019. Municipal management has invested in infrastructure and in the supply of teaching materials and resources, not only in EMTIs, but in all schools in the education network. In full-time schools, teachers work two shifts. There are temporary teachers who do not enjoy the same rights as permanent teachers (who have an additional salary). It was possible to conclude that municipal policy is based on the discourses of New Public Management (NGP), on neoliberal logic (Verger and Normand, 2015). In the meantime, the curriculum's central focus is “membership of the BNCC” and the search for results. Therefore, in the morning shift the following subjects are offered: Portuguese Language; Art; Physical education; Mathematics; Sciences; History and geography. These curricular components are part of the teaching policy of the Recife network - common to all schools in the city in the initial years of regular education. In the afternoon, so-called Complementary Activities are offered: Orientation and Studies; Communication and Language (literary literacy and musicalization); Initiation to Scientific Research; Mathematical Games; Environment and Health; Educational technology; Life Project. There is a perception of a shift school to the detriment of an integrated curriculum, according to the interviews. In this sense, there is a predominance of “cognitive” activities with an absence of the perspective of comprehensive training, such as the lack of physical education professionals, despite the provision of this component being indicated in the curriculum.

This dissertation aims to analyze the possibilities of using and developing comic book sequential arts as builders of black representativeness in the classroom through workshops to be held in the Elective subject with a 7th-grade class of Middle School II. To this end, we seek to understand how black representativeness that develops in the school environment, thus seeking to value, observe, and produce materials that corroborate these representativeness in light of the reality of the educational space seeking its valorization. We take into consideration the Eurocentric character inherent to formal educational processes; which reflects in the negative experience felt by many black students of not feeling positively represented at school, nor in the didactic materials, experiencing in a traumatic way their identity, cultural, and social characteristics considered deviant from the hegemonic Eurocentric standards, as well as non- black students without understanding and perpetuation of racist practices, both inside and outside of school. In this sense, we rely on theoretical and artistic references that will help us understand the broad concept of Afrocentricity, seeking to weave considerations around the Brazilian context, aiming still at the transformative power of Afrocentric perspectives as strategies for ancestral, historical, and collective resistance and confrontation of the black people in Brazil and the world. We continue such discussion in defense of the pedagogical use of Comic Book Sequential Arts in education and their competencies against Afrocentric concepts. Frequently, the dissertation seeks to follow the epistemic precepts of action-research, which has been developed with a 7th-grade class of Middle School II from a State School located in the city of Igarassu (PE), where it is intended to follow investigation stages that take into account the reality of this school ambiance, seeking to identify the spaces and times conducive to strategies of valorization, reflection, and action around the confrontation of oppressions with the pedagogical aid of Comic Books in consonance with the teaching of Afro- Brazilian history and culture, as required by Law No. 10.639/03.

The research entitled "Racism, Black Racial Identity and Catholicism: Life Trajectories of Members of the Catholic Church in the North Zone of Recife" aimed to analyze the perception of Catholic Christians in the North Zone of Recife in relation to racism and the repercussion of this phenomenon on their identities Using a qualitative approach, the research collected data through narrative interviews, allowing participants to share their life stories, experiences and perceptions about racism. This technique provided a deep understanding of social dynamics and the meanings attributed by interviewees to their experiences. The results indicate that racism is deeply rooted in the participants' everyday experiences, significantly impacting their black identities and everyday social relationships. The analysis revealed that episodes of discrimination and racial prejudice are common, both within and outside the religious context. It was evident during the research that, despite this, the Catholic faith also serves as a support and strengthening territory for the participants, helping them to combat the harm caused by racism. Furthermore, the research concludes that it is crucial that religious institutions adopt concrete measures to combat institutional racism, which promote critical reflection and effective actions to support the construction of positive black identities. The research results also point to the understanding that the fight against racism and for the affirmation of positive black racial identity is continuous and exudes complexities, requiring the engagement of all sectors of society.

The present research aims to understand and shed light on the role of creativity and invention in the social innovation practices of the "Fruto de Favela" collective, composed of youth from the Jacaré Community in Maranguape I, Paulista-PE, engaged in bringing about improvements to their realities. Fruto de Favela emerged in 2015 and throughout its journey has employed various creative and innovative strategies. Our objective here is to socioculturally map the collective of young leaders within Fruto de Favela and their own organizational structure; analyze the creative and innovative elements in the experiences of the Fruto de Favela collective; as well as investigate the interplay of voices present in synchronous dynamics with the participants of the collective regarding "What is creativity?" In this endeavor, I explore how the collective constructs solutions for social innovation practices in the periphery. The hypothesis put forward is that the periphery is constantly reinventing itself, creating, and enhancing its social, cultural, educational, and economic practices to overcome challenges and means of survival – understanding this as a continuous process of decoloniality experienced in the peripheral context. This is a qualitative research, utilizing ethnographic research as its method, in addition to participatory observation by the researcher who feels a part of this fruit and has been transforming lives in the peripheral space. As anticipated outcomes, we will construct a creation tool that will aid Fruto de Favela in developing, analyzing, and communicating their creative model in a simple and concise manner. It is expected that through the mapping of the experience lived with Fruto de Favela, this tool will become a potential seed for other fruits in other favelas.

This research investigates the emotions of girls undergoing socio-educational detention measures at Funase, aiming to understand their emotional experiences throughout this process and to highlight the significance of socio-emotional education. A qualitative research approach was employed, utilizing the transdisciplinary paradigm to analyze the girls' experiences before and during their detention. Participant observation was used to interpret the girls' emotions through their own narratives. Data collection included a biosociodemographic questionnaire, the screening of the film "Inside Out," discussion circles, emotion diaries, and interviews with ten participants. Data were analyzed using Minayo's content analysis methodology. Results indicated that the girls recognize, express, and reflect on their emotions throughout their life trajectory and during the fulfillment of the socio-educational measure. It was also found that they are receptive to socio-emotional education, which can contribute to the development of skills such as selfcare, self-awareness, social interaction, dialogue, and affection.

The general objective of this work is to analyze how Slam has contributed to/to the debate on human rights and violations of these rights for young people from the periphery. This research deals with the theme of Slam, poetic performance: a practice for debating the human rights of young people from the periphery, and its research problem highlights how young people from the periphery use the poetic performance Slam to debate their rights. In this sense, the theoretical basis is structured in the study of the performance of Paul Zumthor (2014), to understand in more depth the importance of performance and, in dialogue with Zumthor, we used the Pedagogy of autonomy, by Freire (2004), for to warn, among so many teachings, about respect for autonomy and identity. Along with Zumthor (2014) and Freire (2004), studies by Jaques Rancière (2014) were used, with the aim of understanding more assertively the relationships between the world of art, performance and spectator behavior. In addition to the aforementioned theorists, we used studies by D’Alva (2011), Stella (2015) and Neves (2017), with the aim of (re)knowing the context of Slam production. Subsequently, it was also necessary to use Bronfenbrenner's Development Theory (1996), given the influences of writing, many of which originate from the (inter)personal, environmental and cultural relationships of its producers. As for the methodological nature, it followed the qualitative approach, based on Minayo (1994), which we associate with documentary analysis. As for specific objectives, we chose to analyze the relationship between the life experiences of young people from the periphery and the production/performance of the Slam, and how the Slam as a discursive product portrays violations of their rights. 

The life stories of homosexual Venezuelan migrants and refugees reveal complex experiences immersed in colonialist, patriarchal, and xenophobic structures, reflecting significant intersectionality. This study, focused on Recife, Pernambuco, aims to explore the homosexual identity of these individuals and highlight the role of memories and experiences in shaping more inclusive public policies. The general objective of the research is to describe and interpret — from an intersectional perspective — how homosexual Venezuelan migrants/refugees situated in Recife-PE experience the migratory and identity processes, based on their experiences and biographical trajectories. Specifically, the objectives are: (1) To reflect, from an intersectional viewpoint, on the experiences and experiences of homosexual Venezuelan migrants/refugees; (2) To examine the formative educational-cultural practices collectively developed by the subjects; (3) To describe the resistance strategies, primarily the networks of relationships/collaborations established in the face of violence and social vulnerabilities. The analysis of the experiences of homosexual Venezuelan migrants and refugees is justified by the frequent absence of these realities in official data and political discussions. Intersectionality allows for understanding how different dimensions of identity and migratory experience interact, creating specific forms of oppression and resistance. This understanding is crucial for developing public policies that recognize and address the complex needs of this population, adjusting practices and social structures to promote inclusion and protection. This study seeks to offer a detailed view of the experiences of homosexual Venezuelan migrants and refugees in Recife, highlighting the importance of intersectional analysis in understanding migratory experiences. By investigating memories and experiences, we aim not only to enrich academic knowledge about the conditions faced but also to provide support for more effective and inclusive public policies. The focus on sexual identity, intersectionality, and migration will contribute to a fairer approach, promoting full citizenship and social justice for these individuals. The research aims to transform life stories and daily experiences into tools for social change, increasing visibility and protection for this population.

This research investigates the characters Mateus and Catirina and the Sensitive and Insurgent Knowledge within Popular Education in the city of Arcoverde-PE, Pernambuco. This study aims to contribute to and understand how Popular Education has been creating identities and how these identities have been historically constructed and strengthened. The research's goal is to investigate the production of insurgent knowledge through the lived experience of the street clown in the characters of Mateus and Catirina. The theoretical foundation of this research embraces a less instrumental and more open approach to the plurality of reality and the condition of knowledge. Anchored in the concept of Popular Education, it proposes a theoretical-methodological path that preserves a sensitive epistemology, while also approaching the investigated phenomenon with a decolonial and sensitive presence. Guided by a qualitative research methodology, the narrative research methodology and narrative interview permeate the entire study. The analyses will be conducted using the method of narrative analysis.

The research focused on the educators of museums and art exhibitions and their mediations, with the aim of investigating the construction of everyday ways of doing things and their perspectives on methodological aspects. We used the authors Norbert Elias (life trajectories) and Pierre Bourdieu (biographies and autobiographies) to support the research methodology, as we understand the mediations as authorial and autobiographical works, as they show the trajectories of these subjects. As a way of producing data for analysis, a virtual cartography was built (on the Blogger platform) where educators contributed to the research process, leading the production of the narrative that was analyzed in the present study. We immersed ourselves in these narratives produced by educators to understand the complex relationship between these subjects and the work, political and cultural context in which they are involved. With this, we touch on the set of practices developed by these subjects in the context of Museum Education, Art Education and Cultural Mediation and how they relate to their personal experiences in the face of educational structures in the field of museums and art exhibitions, producing collective knowledge, transmitting practices among themselves from generation to generation and subverting methodological inheritances within institutions.

The research developed here aims to reflect on the construction of teaching subjectivity in the face of the neoliberal discourse of New Public Management. Therefore, we seek to start from the immediate consequences of NPM, such as the new professionalism and performativity, to question the influences of the discourse of “quality education”, focused on results management, in the professional being and doing of these teachers. The theoretical framework of the research is guided by four main axes that consider, respectively, educational policies as a discourse; global and local guidelines for “quality education”; NGP developments in the construction of teaching subjectivity; and the influences of the NGP discourse on teaching work in Pernambuco. The proposal launched is a theoretical and empirical work, with a snowball sample that aims to build data from in-depth narrative interviews made possible by the internet. The research subjects are teachers of Portuguese and Mathematics from public high schools in the state of Pernambuco. The data are analyzed from the Foucauldian discourse analysis. Finally, it is worth emphasizing the scientific relevance contained in this research proposal, since this is a theme that has been gaining ground in education discussions in recent years, both in a macrosocial analysis of a global dimension, and in research of specific locations. In this sense, the work comes up with a post-structuralist proposal that tries to break with the theoretical limitations of macro-micro to think global education guidelines and their influences and transnational interferences, as a way to a specific situation translated in the empirical work.

The Pode Falar program emerges as a space where adolescents and young people can anonymously inform their demand, undergo an automated screening and receive an immediate response, depending on the complexity of their question, with indication of support materials, information and services. The general objective of this work is to understand the importance of sensitive listening in the Pode Falar Program, from the perspective of teaching assistants. The latter, research subjects, encouraged through my participation as an education professional and attendant at Pode Falar itself. The specific objectives are: to identify the main complaints arising from adolescents assisted in and by Pode Falar; to analyze how Pode Falar attendants act in the care of adolescents who seek help; to establish a relationship between the service at Pode Falar and the sensitive listening of teachers of adolescents. the object of study of this research, emerged from my first contact with part of what I intend to research in 2022: listening. The methodological paths embrace the qualitative approach, permeating the literature review and participant research. According to Brandão and Borges (2007), participant research encompasses the researcher's social, political and ideological commitment to the community, with its social causes. Yes, a moment of popular education work carried out together with and at the service of communities, groups and social movements. The core problematizing question that mobilizes the research comes from the following questions: what is the importance of sensitive listening by the Pode Falar program's attendants in relation to the main complaints of the adolescents assisted? Raising, with this, the following hypothesis: that the educational space, although based on speech and listening, sometimes boils down to didactic knowledge, annulling adolescence in its entirety and other needs of what can be said and, consequently, listened to in a sensitive and beneficial way (without judgments or evaluative content). The social justification finds acceptance in the Fiocruz booklet: the impacts of the COVID-19 pandemic – on mental health – can range from normal and expected reactions of acute stress, due to adaptations to the new routine, to deeper injuries in psychological distress. Bearing in mind the statistics that point to an increase in cases of suicide attempts after extreme events, the development of prevention, follow-up and postvention strategies is identified as fundamental, aiming at the well-being of the population. Being the web of knowledge created through the lines of the following authors references: Barbier, Carl Rogers and Paulo Freire. The analyzes of the interviews with three teaching assistants and four professors would contribute to the final considerations: bringing the indicators of sensitive pre-listening, that is, crucial elements to be able to listen sensitively represent the findings: empathy, reciprocity, sensitivity, trust, dialogue and absence of judgment. Being represented by the waters (waterfall). And, the indicators of the sensitive post-listening being: intuition, transformation, encouragement, sensitivity and learning. Being represented by the fire element (fire ring). As a discovery, it was noticed that the sensitivity category is common both in pre and post sensitive listening. So let's exercise sensitivity.

This is a research with children on the creation of landscapes through cinema play in the city of Olinda - Pernambuco. We engage in dialogue with knowledge from the fields of Philosophy of Education, Social Studies of Childhood, Cinema Education, and Cultural Geography, motivated by the concept of "Becoming Child" proposed by Deleuze and Guattari, in line with the understanding of the landscape as a poetic and political experience. Our writing is the result of a cartographic-inspired intervention, where we interacted with 8-year-old children in their daily school lives and co-created a film titled "Praça do Terror” (Terror Square). In this study, we investigate the process of cinema creation by children and the film itself made by them. The participating children inscribe their perceptions, affections, and insurgencies against authoritarian discourses, narrating issues concerning the right to mobility and the landscape. Ultimately, the work contributes to the already established artistic repertoire created in and about the city of Olinda. Our commitment is to create spaces for children's political participation in shaping the values of cityscapes.

The research, inserted in the line Policies, Programs and Management of Educational and Cultural Processes of the Graduate Program in Education, Cultures and Identities – UFRPE/FUNDAJ, we intend to analyze, the ways in which male adolescents construct and signify their masculine identities within the social context of the school from the perspective of the intersectionality of race, gender and social class. Based on studies on gender and education (LOURO, 2004, 2006 and 2018) and studies on masculinities (CONNELL, 1994, 1998, 2012, 2018; Kimmel, 2015; OLIVEIRA, 2003) we intend to develop a qualitative investigative and dialogical research with the recent bibliography on the subject, from the case study with male adolescents about their understandings and meanings of being Man and the construction of male identity. To achieve such objectives the method of observation and investigation will be the case study. In this sense, some individual and group dynamics were developed from the Basic Elective curricular component throughout the year 2022, such dynamics were: (i) Mask Dynamics, what Men hide or want to hide; (ii) Men's Box Dynamics, what are the main stereotypes in the students' social imaginary about being a man and the performance of masculinities; (iii) Roots of Machismo and Toxic Masculinity; (iv) Black Masculinities and Professions; (v) Normative and non-normative masculinities in school. For the analyses, we will use content analysis (BARDIN, 1977) as a way of investigating the contents produced by the students and make some pertinent comments on race, identity, spaces of socialization, hierarchies of power among boys among other themes. In the end, we managed to build some relationships and possible dialogues from this case study to also rethink gender educational policies in schools.

This dissertation is the result of a study based on the following guiding question: to what extent does continuing education contribute to the consolidation of the SUAS in Pernambuco? The National Policy for Permanent Education in the SUAS, instituted in 2013, establishes the central objective of institutionalizing the political-pedagogical perspective and culture of permanent education, establishing its guidelines and principles and defining the means, mechanisms, instruments and institutional arrangements necessary for its operationalization and implementation. Furthermore, it is a study in the field of implementing public policies and focuses on analyzing the links between education at work for work and the consolidation of SUAS. The research was based on a bibliographical review, documentary research and a case-action study, seeking to provide feedback and information that can guide the revision or improvement of the continuing education process for SUAS workers in Pernambuco. Based on the experience in the state, we sought to learn about the historical trajectory and debate of the PNEP implementation process and analyze ongoing educational practices aimed at workers in this system, with a focus on the period from 2020 to 2023, which is justified considering the timing of the third edition of the National Training Program (CapacitaSUAS) in Pernambuco. The intention here was to contribute to the field of reflections on the professionalization of the SUAS and to corroborate with a more qualified management committed to a democratic and emancipatory project for society. The main results indicated by the conclusions are that the PNEP was outlined in the text of the Basic Operational Standard for Human Resources in the SUAS (2006), that the PNEP (2013) instrumentalizes the operational processes, and that these two documents together represent a major advance and framework for the consolidation of work management in the SUAS. On the other hand, in the opposite direction, we see the permanence of non-staff teams/staff in public bodies, a fact correlated with the non-professionalization of the SUAS, when one of the ways forward is the presence of civil servants mediating access to users' rights. Thus, funding must be guaranteed to implement continuing education actions, and the social participation of workers in spaces of struggle and social control must be affirmed, with a view to extending the rights of SUAS workers. However, in view of the limits and challenges posed, changes in vision, understanding, behaviour and actions were identified in the day-to-day running of services, based on the participation of workers in continuing education processes, in order to overcome or minimize authoritarian and clientelist management. It should be noted that within the scope of CapacitaSUAS in PE, the pedagogical and teaching teams recognize the freedom to work with intellectual and political autonomy, in the construction of a process that removes workers from this place of assistance and submission. It is understood that education has been playing its role of unsettling and disquieting, because the learning process must provide workers with the tools to fight and build a new sense of life and a new history. This is one of the conditions under which we believe that investment in the various dimensions of continuing education has, to some extent, consolidated the SUAS in Pernambuco, based on the professional development of workers, requests for participation in training, the organization of workers and, above all, everything that the implementation of the SUAS Workers' School in Pernambuco represents, all of which had the National SUAS Training Program (CapacitaSUAS) as a strong inducer.

According to the Child and Adolescent Statute (ECA), the Provision of Services to the Community (PSC) consists of performing free tasks of general interest, for a period not exceeding six months, with assistance entities, hospitals, schools and other establishments as well as in community or government programs. Faced with the context of poorly structured local networks to welcome the boy, in addition to resistance and stigmatization, there is the challenge of the environment in which the measure will be implemented, complying with the profile of the student and in conditions that guarantee the effectiveness of the measure. Such obstacles interfere in guaranteeing the service to be provided to the community and permeate the problem of trying to remedy possible gaps in the institution. The general objective of this dissertation is to analyze the educational experiences of boys in compliance with the socio-educational measure of Provision of Services to the Community in the Historic Center of Olinda - PE, in 2019. And, specifically, aim: to debate the concept of Provision Community Services from the boys who experienced it, in the city of Olinda/Pernambuco; analyze the discourse about the activities of Provision of Services to the Community in Olinda through narrative interviews produced by the boys who fulfilled this socio-educational measure; and, discuss the relationship between regular education and the socio-educational measure of community service provision carried out by the Specialized Reference Center in Social Assistance (CREAS). From this perspective, the following guiding question is addressed: what are the memories of the boys from their experiences with the Provision of Services to the Community? This compass-question addresses the first chapter of this dissertation, seeking the methodological paths that take the closest to the answers and, concomitantly, other inquiries about the PSC in Olinda/Pernambuco. How, what is the concept of PSC by the boys and how is characterized the relationship between regular education and the socio-educational measure of providing community service carried out by the only CREAS in that municipality, which can be verified in the construction of chapter 2 of this work. In turn, chapter 3 contributes to the analysis of the discourse on the activities of the Provision of Services to the Community, considering historical aspects and the memories of the boys who experienced it. Didactically being the last chapter, but not with an end in itself. Well, the boys Ivan, Mago, Victor and Acinho will continue to re-signify their memories when they experience the PSC as they continue to learn and attach new meanings. We assume that when boys experience the Provision of Services to the Community, they have different perceptions based on their experiences that, at times, even go against the Child and Adolescent Statute. Thus, what is the relationship with the communities to which they provide services and what activities are carried out, are some points debated in this work through the boys' own speech. Analyzing the discourse from the theorists: Maffesoli, Edson Passetti and Foucault. Also contributing to the deconstruction of the stigmas of the PSC regarding the illusory comparison of it with work and also in terms of the organizational mission. In short, the memories shared here, which involve punishment, punishment, coercion and fear, point to the need for more studies on the experiences of the PSC in other municipalities, as well as an opening of possibilities for advancing in apparatus that detail the activities to be developed in this context.

Internationalization constitutes today, according to Almeida Filho and Santos (2012), the mission and the destiny of universities. This research sought to understand how the internationalization process of the Universidade Federal de Pernambuco (UFPE) took place, specifying the concept and internationalization policies institutionally adopted and the segments involved in its elaboration. The importance of this work lies in the fact that internationalization, its motivations, strategies and practices are closely related to the context of the institution (DEWIT, 2013; KNIGHT, 2020) and in the absence of works that analyse institutions from the state of Pernambuco. The research we conducted was qualitative and descriptive, and was developed through the case study method and content analysis techniques. Data analysis revealed that, at UFPE, internationalization was initially seen as an abstract concept, which evolved into a bricolage of different conceptions. In general, the understanding that currently prevails is that internationalization must involve all sectors of the university and must provide a contribution to society, with a special focus on sustainability. We have also identified 3 different phases in UFPE's internationalization strategies: initially there was a focus on cross-border mobility, then on the expansion of initiatives and partnerships and on internationalization at home and, finally, on the democratization of access and the institutionalization of policies. We also concluded that the demand for the internationalization of the institution has both external and internal origin, in the latter case, with special emphasis on the professors. We also confirmed the importance of the International Relations Office as a protagonist, articulator and facilitator of the institution's internationalization process, even in the face of internal resistance, obstacles and difficulties in the national and international context. Finally, we indicate some points that the university should observe in the future development of its policies, among which we highlight: ensuring the strengthening of South-South cooperation and greater participation of all sectors of the academic community in the elaboration of institutional policies.

Social inequality in Brazil reveals itself in the no guarantee of access to basic human rights, one of which is access to quality, public and free education. The discussion regarding the quality of Brazilian education also permeates the debate on racial relations at school, since racism in its different ways impairs access permanence and the process of knowledge related to racial belonging. This research aimed to understand what the perceptions of teachers that work are in Early Childhood Education schools about the construction of anti-racist pedagogical practices. The theoretical perspective adopted based on the New Social Studies of Childhood, which understands childhood as a structural category of society and the child as a social actor, person of rights (SARMENTO, 2005; MARCHI, 2009; PROUT, 2010; QVORTRUP, 2010; ABRAMOWICZ; MORUZZI, 2016), articulated with studies that discuss the education of ethnic-racial relations (CAVALLEIRO, 1998; 2005; BENTO, 2002; GOMES, 2005; 2012; MUNANGA, 1999). The methodology has an essentially qualitative character, and the method used to construct the data was semi-structured interviews with teachers who work in Early Childhood Educations schools in Recife city. Interviews conducted were remotely and the analysis methodology used was Content Analysis. Results indicate that there are continuities in relation to the challenges that make it difficult to implement the education for ethnic-racial relations in Early Childhood Educations institutions, already pointed out in previous studies, such as the lack of specific and in-depth continuing education and the policies aimed at conception of school curriculum, designed for ethnic-racial relations education. In contrast, study also revealed possibilities for advances of education for ethnic-racial relations in Early Childhood Educations schools, by mapping some experiences in the development of projects carried out throughout the school year in this type of education.

This research has the general objective of understanding the senses and meanings of Digital Information and Communication Technologies - TDIC for teachers of rural schools in the municipality of Caruaru-PE, given some emerging needs in their educational practices in the pandemic conditions of Covid-19.It is a qualitative research, whose data construction took place in two moments: i) an online questionnaire by sending a link through the WhatsApp application and by email, which allowed us to focus the lens on some participants, to experience the second moment of the research; ii) a dialogue on the Google Meet platform, in which the Focus Group technique was used with nine teachers.In its epistemological structure, the entire research seeks to dialogue with issues related to the pandemic, with a specific interest in understanding the processes experienced by teachers working in rural schools in the municipality in focus.We consider that in such schools, there is or should be a distinct applicability/dynamicity for activities and curriculum, in relation to urban schools, favoring the daily life of the countryside in its practices.To this end, we outline the following specific objectives: to identify meanings of social practices with TDIC by teachers of rural schools;characterize and relate the actions and statements of teachers mediated by TDIC during the pandemic, in the daily lives of the field. From a historical-cultural and critical theoretical approach on teaching-learning processes, technology and emphasizing the role of peasant culture and the conditions of existence of rural subjects, we proceeded with the analysis of the data anchored in the Dialogical Analysis of Discourse, whose base refers to Bakhtin's circle (2003).As a result, we found: the pandemic appeared as a contributing factor for some teachers to reconfigure their work methodologies, given the scenario of remote classes and deepen their knowledge to work with TDIC; there was difficulty for teachers to acquire and receive technological artifacts, due to the closing of commercial establishments during the quarantine period;there were also difficulties in reaching students and rescuing the interest of those on the other side of the digital screens. It is important to highlight, in the results, the senses and meanings of the TDICs for the participating teachers, which highlight the social voices in defense of technology, justified in their arguments by the possibility of approximation and affective bonds with the students, used to rescue the interest in the studies to be from educational practices, such as the conversations and advice they had in Google Meet classes.We identified in some statements, voices that are converging with the idea of the countryside as a place of life, of identity construction, but this is punctually placed in our last question to teachers, and examples of content about "riparian forest and organic products of which you can make insecticide with cassava", with the objective of "valuing what comes out of the ground", which for teachers, are subjects that are often not considered in education, which makes it impossible, many times, for students not to see the field as a place of possibilities.However, there is no deepening on the struggles for land, on the contribution of TDIC to rural schools, although there is an emphasis that it is possible to teach pedagogical content and learn using TDIC by remote class, however, no example is cited of what can be created with them in favor of/for the field.

This research deals with the education of emotions from a contemporary paradigm of socioemotional development, the transdisciplinarity where the human being is perceived in an integral, inseparable, not only biological way, but in a dynamic, historical and relational web. The concept of socioemotional education and related practices arise, in this study, from the areas of education, psychology, neuroscience, sociology, philosophy and from research that establishes the dialogue with integral human formation. Based on the transdisciplinary perspective of emotion education, we have as general objective to understand how the practice of socio-emotional education of children aged 4 and 5 years of early childhood education takes place in a transdisciplinary perspective. More specifically, we seek to: 1) Identify and describe the teaching practices designed for the education of emotions, considering the transdisciplinary approach, for early childhood education; 2) To analyze whether the teaching practice with regard to the socio-emotional education of children aged 4 and 5 years of early childhood education is identified with the guidelines of the Common National Base (BNCC). For this purpose, the semi-structured interview method was used in a qualitative transdisciplinary research with teachers of early childhood education of children aged 4 and 5 years in public institutions in the state of Pernambuco. The results showed that the dialogue between socio-emotional education and transdisciplinarity favor the constitution of pedagogical bases for understanding the processes of socioemotional learning and the development of socio-emotional strategies. We argue that investigating socio-emotional education in a transdisciplinary approach can favor the understanding of the processes that take place in the classroom that are complex, multidimensional, multidetermined in nature and that involve not only the teacher-student relationship, but also the relationships with the school and the family.

This study analyzes the relationship between the audiovisual production of TiVi Griô as an educommunicative experience and the experiences of learning from the oral tradition through Pedagogy Griô in Chapada Diamantina, Bahia. For that, it starts from structuring elements of the experience in the contexts of the areas of education and communication in the construction of knowledge. These stories are seen from the focus of a transformative education and decolonial thinking, involving issues such as memory, orality, visualities, ritualizations, narratives and communicative ecosystem. This study follows some productions shared by TiVi Griô on the internet and some chat sessions with the youth who produce the audiovisual content.

The research entitled Memories of Tatuoca – A History of Women investigates the impacts of the deterritorialization process of the inhabitants of Ilha de Tatuoca, from the perspective of women, in the daily life and in the ways of life of the community in the current Vila Nova de Tatuoca, considering the past. lived on the Island and the social changes caused by resettlement in an urban context. This forced removal was caused by the expansion works of the Suape Port Industrial Complex, in Ipojuca, in 2014. By listening to the memories of the former residents of the Island and listening to the women of the younger generations, we seek to identify how the knowledge built the ways of The lives of many generations lived in the fishing community persisted in the new territory. Methodologically, memory, in the perspectives offered by Bosi (2003), Nora (1984), Halbwachs (2013), allows us to investigate the plots that intertwine generations, places and communities. Thus, through narrative interviews, we seek to bring to light the experiences lived by women and communicated to new generations, despite the silencing and invisibility that permeate gender relations in our society (Scott, 1990, 1998; Perrot, 2006). We conducted individual and collective interviews with young and elderly women considered leaders of the main families in the area to prepare an explanatory framework of the families' adaptation strategies, showing the permanence, resistance, adaptations and creation of new ways of life. It is from this perspective that we can think about the relationship between memory, culture and education, bringing elements of Catherine Walsh's decolonial education, for the construction of an intercultural and anti-racist understanding of the other, understanding them as decolonizing pedagogies (Walsh, 2013). ) the everyday situations in which the (re)construction of knowledge necessary for the challenges of each respective time and social space is carried out, in the relationships between women of older and younger generations.

This work aims to carry out a study on adolescence, specifically adolescents, who, due to various circumstances, have been involved in infractions and who are experiencing the socio-educational measure of internment. Its main objective is to understand socio-emotional illness processes involved in this context. Therefore, the methodological approach was guided by a qualitative approach, using the case study as a method, and had as techniques the exploratory observation, semi-structured interview and analysis of medical records. Some of the instruments used were field diaries and recorder. The research was carried out in a Socio-Educational Service Center (CASE) and had as interlocutors, a teenager, a professional from the technical team, a professional from the coordination and a Socio-educational agent. As for the steps, they occurred as follows: construction of theoretical data and planning of methodological tools; insertion in the research field, use of methodological tools; insertion in the research field, use of methodological tools and data analysis. In this way, empirical data were built in line with the reserarcher’s objetive. Some Theorists, such as Damasio (2012, Calligaris (2000), Volpi (1997), Nicolescu (2005), Yin (2016) and Rodrigues (2019) were used to theoretically support this work. The results found suggest that the form of socialization established among the adolescents, in the researched inpatient unit, constitutes a sick form of survival.

The present investigation focuses on Restorative Justice proposals adapted from the judicial environment to the school environment, more precisely the Restorative Justice practice called Peace Construction Circles, a psychosocial technology whose expansion in Brazil, particularly in Pernambuco territory, is explained as a result of experiences evaluated, based on scientific evidence, by the Restorative Justice social movement and by the specialized bibliography as innovative and successful in terms of dealing with interpersonal conflicts, preventing and confronting violence within Basic Education schools. It started from the hypothesis that Peacebuilding Circles can also be environments and favorable moments for the socio-emotional education of school adolescents, providing them with an integral education, according to the perception of the transdisciplinary approach regarding the preparation of the new generations for the establishment of a culture of peace. Therefore, our general objective was to understand the interrelationship between transdisciplinarity, Restorative Justice and the socio-emotional education of school adolescents. More specifically, we aim through the research: to analyze the importance of the transdisciplinary approach for the emergence of restorative justice and to relate the repercussions of Peacebuilding Circles in the processes of socio-emotional education of adolescents participating in them. Understanding the adequacy of the qualitative approach methodology for approaching the object of our research, we developed an action research with seven students from third year high school classes of a state public school in the municipality of Moreno, located in the Metropolitan Region of Recife, Pernambuco. The main research technique used was the Peacebuilding Virtual Circle, in which the researcher participated as a facilitator; questionnaires and semi-structured interviews were also carried out. We chose Discursive Textual Analysis (DTA) as a methodology for data analysis, having as analytical categories established a priori self-knowledge and self-care, as presented in the National Common Curriculum Base (BNCC). The research results showed ontological, epistemological and methodological perspectives common between transdisciplinary and Restorative Justice, as well as confirming the multifunctional character of Peacebuilding Circles, demonstrating that this restorative practice can also cooperate for the development of skills related to self-knowledge and to self-care, in short, to promote emotional health and healthy relationships at school.

The popularization of social networks is redesigning social relationships and educational processes, and its expansion has made it possible to get closer to cultures and diferente identities, allowing to discover new ways of perceiving oneself, the other, from discourses, positions and experiences. The present research sought to analyze the processes of subjectivation of gender identities in the cultural artifact of Instagram from the perspective of high school youth in São Caetano - PE. The specific objectives were based on (1) Identifying the profiles of interest of the youngsters on the Instagram cultural artifact; (2) understand the gendered representations that emerged from these profiles and their relation with the Young people's context and (3) Identify, from the young people's eyes, the gender statements that emerge in the cultural artifact Instagram and its relation with them. gender statements presente in the school. The research dialogued theoretically with the post-structuralist approach of Gender Studies and Cultural Studies in Education under the lens of the writings from authors such as Marisa Vorraber Costa (2003); Guacira Lopes Louro (1997); Maria Rosa Bueno Fischer (2006); Stuart Hall (2005); Henry Giroux (2012); Raquel Recuero (2009) among others, these being important for the construction of a dialogue between cultures, identities, gender relations, social networks and processes of subjectivation. In this perspective, a dialogue was also carried out with Alberto Melucci (2005) who argues that in qualitative research what is at stake is everyday life, and it is in this that individuals experience opportunities and limits for action. In this research, we assume clues from cultural analysis inspired by the insights produced by Christine Hine's virtual ethnography (2004) by our interests in the values and meanings lived by the subjects that circulate in the Instagram space. As a methodological instrument, polls and questions were carried out on Instagram using the clipping of scenes from series, movies and articles with young people profile @generosesubjetividades. To analyze the data and content, we have three categories. 1st - Gender inequality in everyday practices; 2nd - Gender and LGBT+phobia and 3rd - Gender at school. In the end, the research made it possible to approach young people who are able to visualize and perform readings of gender inequalities in society, recognizing that these are present and seen by themselves in their experiences, notably school experiences.

Before the promulgation of the ECA, children were seen and cared for under a care and hygienist logic, not considered as subjects of rights. Institutionalization as a historical mark of Brazil, extended for years this type of care that focused on organicism, left aside the psychic constitution of the small child. In welcoming, it is the social educator who will take care of the baby and his/her body, as well as needto some extent embody the maternal function, so that there can be support and the baby can constitute itself psychically, without major obstacles in its development. In this perspective, we have as a general objective in this research: to understand how the structuring function of the social educator in the assembly of the body image of the baby, in a host institution in Recife-PE. And as specific objectives: a) to analyze the conceptions that social educators have of the relationship established with the baby's body in the reception service; b) describe how the bond between educator and baby occurs during the moments of care in the routine; c) to analyze from the videographic records how the relationship between educator and baby takes place in the reception, having as reference the irdi indicators (0 to 18 months) that articulate psychic constitution and body image. In this context we rely on the theoretical assumption of Freud-Lacanian psychoanalysis, which allowed us to make an in-depth analysis both of the interviews conducted with the educators who work with the babies in the reception service, and to deepen the discussions in what we perceive in the interactive scenes selected in the ninapi database, about the body axis of the baby in the moments of care. Regarding the analysis of the results, it was possible to perceive the nuances of the transference and ambivalences that surround the educators about what place they occupy in the relationship with the babies, as well as to reflect on the care profiles of the educators in this research, theorizing about the structuring function of their role with regard to the psychic constitution and the body self of the child. We also noticed in the scenes, remnants of more mechanical care and minimal communication with babies, and that despite the challenges, educators can perceive the psychic manifestations of the baby, as is evident in some speeches, the passage from organic to drive. With this we understand that despite the challenges in the reception space, it was possible to verify the presence of most irdi indicators that articulate the constitution of the educator-baby bond and the assembly of the child's body image. It is vehemently recorded that it is possible to be attentive to the baby and its development in the reception service and to build an environment that can guarantee the promotion of its mental health, as well as the prevention of psychic suffering and obstacles in its development. For this, we reiterate the importance of promoting a space for listening to educators in the reception service, in order to reflect on the practice with babies and to highlight the place of training seeking to work the affective and relational nuances that are at stake in this process.

This is a research still in progress, linked to the research line: Research Line 3 - Policies, Programs and Management of Educational and Cultural Process, of the Graduate Program in Education Cultures and Identities, Associate Master's between the Federal University of Pernambuco and the Joaquim Nabuco Foundation. It aims to analyze the Educational Policy of Education in Prisons, in Pernambuco, from the structuring of the Management of Educational Policies for Youth, Adults and Elderly. Chapter 1, called “Education in prisons in Brazil: between history and the present”, contains the state of knowledge produced during our exploratory research, from the analysis of dissertations, theses and some legal frameworks, which demonstrates how it happened. the evolution of studies on education in prisons in Brazil, as well as the validation of public policies regarding its offer. In it, still, it is possible to identify, in items 1.2 and 1.3, considerations about our methodological proposal, as well as some reflections that we draw about the ethical issues that involve our process of production of knowledge related to research in Educational Policies. In a second chapter, called The doctrine of punishment of bodies, we will discuss the history of the punishment of bodies in society, anchored, above all, in Foucaultian studies. Thus, this part will serve as a basis for reflections on how the systems of penalties and punishments in societies were historically established. In the third chapter, which we call: Remission of penalty: for a pedagogy of freedom from reading, we will outline some discussions around the act of reading and its relationship with the remission of penalty. For the discussion about the importance of reading practices, we anchored ourselves in Freirean references (FREIRE, 1996; 2005; 2006), as well as in the writings of Goodman (1973), Martins (1982), Bakhtin (1994) and Marcuschi ( 1999). In the fourth chapter, 10 years of the Education Management for Young, Adults and Elderly: the place of Education in Prisons in Pernambuco, we have our proposal for the conclusion of this study, called A conclusion proposal for the unfinished. In it, we will reflect, above all, our path in the program of remission of penalty by reading and, anchored in the data that were built for our research, we will develop reflections about the central theme of this work.

Este trabajo, desde una perspectiva transdisciplinar, propone cruzar los diálogos entre la oralidad, la/el cuerpa/o, la memoria de las familias negras y la danza como productoras de saberes, significados y significados civilizatorios negro-africanos en la diáspora. Para muchas culturas africanas, La/el cuerpa/o impulsa el movimiento, siendo considerado un altar, microcosmos, sagrado, un territorio a cuidar, ofrecimiento y potenciar, personal y colectivamente. Se cree que la/el cuerpa/o negra/o transmigrado es un archivo de memoria.Y, a través de la corporeidad, como las danzas negras, se vuelve espiraladamiente transtemporal al transmitir, (re)actualizar y (re)editar conocimientos ancestrales por generaciones en la Afrodiaspora. Ara iranti [memoria del cuerpa/o en lengua yoruba] es semilla del Tiempo [orixá]. Ella/e cuenta los movimientos ontológicos de las populaciones negro-africanas a través de sus grafías presentes en la corporeidad, en la ritualidad de los gestos y actuaciones de la memoria. El Cuerpa/o-danza Afroancestro reescribe sus experiencias cosmológicas, ecosociopolíticas, culturales y espirituales, llevando consigo el valor civilizador de su matriz africana inscrito en su corporeidad, por lo que se entiende que las danzas negras, la oralidad y las memorias son epistemes que suceden en el tiempo y en el cuerpa/o negra/o. En el contraflujo del epistemicidio, confluiremos y aprenderemos de fuentes bibliográficas cosmológicas, saberes ancestrales, afrocéntricas y afroperpectiva de la África e afrodiáspora de Brasil y EUA. El objetivo principal es investigar la ancestralidad e memória de familias negras de la periferia de la región metropolitana de Recife (RMR), desde la oralidad y sus raíces, en la perspectiva de restaurar memorias genealógicas, territoriales y afectivas, y preliminarmente para ejercitar una metodología en las danzas como instrumento de las pedagogías negras. La investigación de enfoque cualitativo se dividió en 3 etapas. Realizamos entrevistas semiestructuradas a familias negras en 5 periferias, visitas, observación participante, fotografías, audiovisuales (en construcción) para, preliminarmente, indagar en la genealogía de una familia negra y sus raíces, sus memorias. La investigación generó una experiencia en danzas afrobrasileñas basada metodológicamente en memorias familiares. Buscamos dialogar con la filosofía africana y afrobrasileña, aprendiendo de cosmopercepciones para caminar en la pluriversalidad del saber. La disertación está dedicada a los procesos de educación, formulación y fortificacimiento de las identidades negras e sus escrevivencias, para la restitución de subjetividades negras centradas en sus experiencias culturales y ancestrales en la afrodiáspora.

In the Brazilian educational scenario, the work and health conditions of the educator represent a chronic problem. Given the fact that the educator's personal and professional stress has negative consequences not only for their own health, but also for the health of their students, this topic has been the subject of research in several areas. In recent years, the COVID-19 pandemic represented an additional stress factor for this professional: adapting their teaching practices to the remote model while having to maintain the bond with students and families. Add to that the fear of losing your job and/or decreasing your salary. These factors, aggravated the already shaken emotional health of the educator. Some programs, even before the pandemic, were already emerging with the aim of promoting well-being and reducing the stress of teachers. An example of that is CHIME, which is an eight-week mindfulness and compassion-based socio-emotional learning program for early childhood educators. Recognizing the importance of the child educator's emotional health, the general objective of this dissertation was to investigate the notion of well-being, from the child educator's perspective, to reflect on the strategies and resources that these professionals use to deal with stress (such as what they experienced during the pandemic), as well as evaluating, based on the opinion of these professionals, the CHIME program, duly translated and adapted to Brazilian Portuguese. From the methodological point of view, questionnaires of a quantitative-qualitative nature were carried out, as well as focus group interviews. Results revealed that higher levels of stress related to pandemic factors (e.g., worry of contracting COVID-19 upon returning to work) were significantly associated with lower levels of perceived mental well-being and reported general health. In the analysis, the educators reported that well-being for them was being well with themselves, having balance, peace, tranquility, social support and a healthy body and mind. The results suggest that mindfulness practice can be a promising and desired health promotion strategy for these professionals. Furthermore, in relation to the evaluation made by the educators of the adapted program, the participants judged it to be a very useful resource for early childhood educators and agreed that participating in the program would contribute to promoting their well-being and reducing their stress. In general, this dissertation reinforces the idea already suggested by the literature that before expecting educators to promote socio-emotional skills in their students, they need to have their own skills promoted. Beyond that, research like this collaborates with knowledge that supports the promotion of well-being of early childhood educators, and consequently, contributes to a higher quality early childhood education.

Esta propuesta de investigación hatenido como objetivo comprender cuáles son las performatividades de alumnos de los años iniciales de la escolarización son interpeladas por las prácticas de enseñanza de Arte desarrollada en la RMER. Teóricamente, esta propuesta transita con el concepto de performatividade en Judith Butler, entrelazada con la idea de Heterotopia y Cuidado de Si de Michel Foucault. El delineamiento del recurrido metodológico necesitó de un abordaje de investigación cualitativa en educación con lastro teórico-metodológico que se filia al pensamiento Pos moderno y Pos estructuralista. El método se constituye de un estudio de caso e de insigts etnográficos en la educación con las técnicas de observación participante, análisis documental, entrevista semiestructurada y como instrumento de recolecta de datos, el diario etnográfico. Fue posible con esa investigación poder entender la producción de las performatividades posibilitadas por la práctica educativa de Artes en la escuela, su producción y sus efectos. A través de la efectuación de este estudio, fue posible comprender las performatividades establecidas en la enseñanza de artes escolar por medio de acciones del proyecto Maravigold, donde jóvenes lograron interrumpir la ritualización y la repetición de patrones que no consideraban su construcción identitaria que les causaba sufrimiento. Las acciones artes educativas fueron desarrolladas bajo orientación del Abordaje Triangular de la Enseñanza de Artes y Culturas Visuales que se construyeron por leer, contextualizar y producir de forma artística, en que ellos pudieron reflejar y establecer con estos patrones una relación crítica haciéndose posible romper con éstos alargando nuevos horizontes para el acto de existir regado de nociones de cuidado de sí mismo.

This research intended, in general lines, to understand the identity processes of five transformist artists from an immersion in the bodies of the effeminate bixas of the Sertão do Pajeú in the municipality of Serra Talhada / PE. From this perspective, through the experiences of dissident bodies, it was possible to map the collectives of the Mesoregion of the Sertão Pernambucano that use the scenic arts in their non-formal educational practices as a form of activism, militancy and (re) existence, with the aim of to reflect, through the functions on gender and sexuality, from the production of a dramaturgy that aimed to question as references of the binary gender dichotomy and legitimized by the cisheteropatriarcal discourse of reinforcements to the stereotypes of identity marginalization, thus producing a performance that installation would enable the debate on the subjectification processes of gendered identities and sexualities considered abject under the bias of the pre-established compulsory standard. In this perspective, we provoke ourselves to work with authors such as Preciado (2014), Butler (2015), Miskolci (2017), Louro (2013), Pelúcio (2014), Bento (2006) Mombaça (2016), Hall (2006), Gohn (2004), Lage (2009), Sedgwick (2007), Freire (1967, 1996) for theoretical and methodological basis on the debates proposed here. Starting from the functions of fundamental concepts such as: identity processes, compulsory heterosexuality, fragile masculinity, sex-politics, power, male domination, afeminophobia and contra-sexuality, we seek to understand the Drag Queen art in the processes of a (r)activism, highlighting the importance of research for reflections on new educational practices in social movements; so that it is possible to understand Queer Pedagogy as essential for the re-signification of subversive bodies. Through Cuir / Queer writing on the affective memory of bixas-artists-transformistas, the research base is not only a cry of resistance, it is a manifesto. Manifesto 24 was dictated to the skin of the fresh and red meats of the bodies that were not slaughtered and that did not become forgettable in the slaughterhouses of the social experiences that mark and violate them. We rewrote the via crucis by shouting, embroidering and resignifying BIXA. being. We point here to a red and subversive writing, demarcated by each body-field-effeminate, by each body- BIXA.

The present work is aimed at understanding gender relations and from the perspective of high school history, Portuguese and mathematics teachers from 6 public and private institutions in the metropolitan region of Recife. Therefore, the main objective is to analyze the perceptions about gender through the narrative of high school teachers, seeking with this research to understand how teachers perceive these discussions in the school environment, identifying the issues that can corroborate for possible stereotyped understandings and how these views are projected in speeches and discussions in the classroom. As for the research methodology, we point out that the nature of the present study is qualitative, and that in this way, collaborators will be teachers and teachers who teach in high school in public and private schools in the metropolitan region of Recife in the state of Pernambuco. We use as a research collection instrument, the semi-structured interview, the interviews conducted in this research, will serve as a guide for the discussions proposed by the theme of this dissertation. Data analysis is centered on: gender identity, the concept of gender, the perception of what they would be gender relations, the possibilities of discussing gender in the classroom and awareness of the possible relevance of this theme for education. The results showed, above all, that despite the receptivity of the majority to treat gender at school, there is still in the teachers' perceptions the lack of knowledge about gender relations and sexuality and narratives imbued with gender stereotypes and limiting beliefs.

This research analyzed how Moms-Students experience the exercise of motherhood in the Stricto Sensu graduate program in three Brazilian public universities and their context of inclusion and reception. The experience in graduate courses constitutes a period that requires a lot of dedication, intellectual production, many readings, participation in academic events and full class schedules. In a society from a patriarchal perspective, where women are expected to dedicate themselves exclusively to taking care of their children, entering academic life and reconciling with motherhood can be a great challenge for women as well as a period to experience helplessness, overload and isolation. Listening to graduate students from their post graduate experiences at three federal universities, namely Universidade Federal Fluminense (UFF), Universidade Federal de Pernambuco (UFPE) and Universidade Federal Rural de Pernambuco (UFRPE) was fundamental to identify and know what public policies and/or affirmative actions these federal universities have to accept Moms-Students from graduate course. The research sought to show that the access and permanence of Moms-Students in graduate studies is not an individual issue, but a social issue as it affects an entire social group, constituting collective challenges to be overcome. The importance of public policies with goals of guaranteeing equity, minimizing social inequality is evidenced, aggregating aspects of inequality of gender, race and social class. Multiple case study methodology was chosen because it understands the importance of contextualizing cases as pertinent for construction of scientific research. Content analysis was the technique applied to assist in the multiple cases study, based on the analysis of responses from 72 questionnaires answered by post graduate Moms-Students. At UFF, students have a nucleus and the Coletivo de Mães da UFF (CMUFF) [UFF Mothers' collective] that guide mothers' demands and have achieved some advances that helped in the entry and permanence of post graduate mothers, such as access to the university cafeteria, a scoring for being Moms-Students in the post graduate selection notice and a debate about Moms￾ Student's experiences at the university. At UFPE and UFRPE, student assistance policies include an university nursery center, with half of the vacancies destined for Moms-Students. Results show that the invisibility of mothers is present at the university, considering that physical spaces are not welcoming for Moms-Students with their children. It is also evident that women are present in universities and that the condition of mothers cannot be an impediment for them to access or remain in their courses. That institutional care is essential to meet the specificities of this social group so that they feel they can be wherever they want to.

This work is the result of a research whose object of study was the dynamics of Early Childhood Education in the city of Vitória de Santo Antão in the context of the Covid-19 pandemic, whose general objective was to analyze the stage of Early Childhood Education in the context of the Covid pandemic -19. As a methodology, we used systematic observation (Gil, 2008), document analysis and the Case Study (Yin, 2001). The observations were carried out through participation in events and training promoted by the Municipal Department of Education in face-to-face and remote format that we call the Virtual Field of Research, as well as participation in pedagogical coordination groups (in general) and early childhood education teachers, both in the WhatsApp App. The guiding documents of Early Childhood Education activities in the city were analyzed during the period of development of this study, such as the Pernambuco Curriculum for Early Childhood Education (2019), the opinions of the National Education Council (05/2020, 15/2020). The other highlight is the guidelines for filling out reports and passbooks in accordance with the guiding documents. It can be seen in this context that the objectives of the management of the municipal network are very much directed towards bureaucratic tasks that prove that the activities were carried out in accordance with the guiding documents and less in meeting the needs of teachers in the context of working at home and the difficulties reported in interacting with children, families and synchronous and asynchronous activities, as well as technological resources and equipment. I also emphasize that there were no moments of reflection on the concept of childhood in the training sessions, as well as specific guidelines on childhood education in the Covid-19 pandemic.

This study aims to point out contributions of historical-cultural theory and Sociology of Childhood in future academic research related to the inclusive education of children with Autistic Spectrum Disorder. This objective unfolded into: characterizing the historical-cultural theory regarding the conception of childhood related to human development, education and disability; to characterize the perspective of Child Sociology regarding the conception of childhood related to human development, education and disability; to identify possibilities for approaches in future research on inclusive education of children with Autistic Spectrum Disorder based on both historical-cultural theory and Child Sociology. In order to conduct this theoretical study, we made, in a first moment, bibliographic surveys to situate the State of the Art of the research that deals with the theme of the educational inclusion of children with Autistic Spectrum Disorder, in order to characterize them in main theoretical and methodological approaches and identified the preponderance of research based on the perspective of historical-cultural theory. With this, we seek to base the perspective of the historical-cultural theory by the studies Lev Vygotsky (1984, 1997), but also the perspective of the Sociology of Childhood, mainly by the studies of William Corsaro (2011) and Eric Plaisance (2005), as possibilities of theoretical and methodological approach. To this end, we situate both perspectives on concepts related to children, childhood, development, education, children with disabilities, and research with children. Our reflections have pointed out that it is not only possible but also necessary to rethink research on children with Autistic Spectrum Disorder in the school context, indicating the need for a plural and interdisciplinary look in theoretical terms, and in methodological terms, especially, it is suggested to think. in ways to do research that makes it accessible to their own direct participation in the construction of data about them, taking them as co-authors of the research.

This work is a thesis about the teenagers and religious experience on the school space. We know that in this context of significant changes and appearing of new themes, is the moment that we insert our studies object. The relation that are around the youth are object of analyze in a lot of areas of knowledge, between then, the education. The teenagers are a significant part of population that give to the search universe , representations , styles , behavior, processes , choices , breaks and permanencies that sharpen the look and curiosity of the researchers . Our study object is focused on : Understand the religious relationship found on the school space . Thinking about what the literature says about the youthful relation in the sense that, representations and the imaginary that constitute the learning of the teens, extrapolates what is proposed in the curriculum, having relation with others areas of religious experience and information, this study has the focus on how to examine how the religious experience of teens is present on constitution of their relation and dynamic of interaction with the school space that they transit.

El ambiente escolar tiende a reproducir y aseverar aspectos hegemónicos de nuestra sociedad y de las conjeturas sociales. Nuestra intención es poner en perspectiva lo que ha sido producido a partir de los indicativos del Programa Nacional Biblioteca en la Escuela / PNBE, en el período de 2004 a 2014, teniendo como marco legal la implementación de las Leyes 10.639 / 2003 y, posteriormente, a 11.645 / 2008 que alteraron la Ley de Directrices y Bases de la Educación, que hacen obligatorio la enseñanza de Historia y Cultura Africana y Afro-brasileña en la Educación Básica y de la continuidad de las situaciones de racismo en el ambiente escolar. Esta investigación es de carácter cualitativo y se dedica al levantamiento y análisis de las obras de literatura infanto-juvenil que abordan la temática de la religiosidad afro-brasileña, en específico el Candomblé. La inserción de temáticas que discutan y reconocen la diversidad cultural y religiosa en el ambiente escolar se configura en la garantía de los derechos de aprendizaje para el alumnado, y que a su vez, al ver su historia, su cultura, sus posibles prácticas cotidianas tomando espacio y garantizando visibilidad positiva dentro del ambiente escolar a los niños y jóvenes negros, además de promover la enseñanza y el entendimiento para toda la comunidad escolar, en los ámbitos del respeto, la no-demonización y la estigmatización.

This research is focused on the theme of education for ethnic-racial relations in early childhood education and intends to investigate how children five to six years old of educational institutions of the city of Recife (PE) perfom their ethnic-racial identification, to contribute to their identity formation. We also try to understand if and how the institution favors the construction of this identification. It is characterized as a qualitative research and uses as research supports children's drawings, field notes, videography and microgenetic analysis. The findings revealed that the children that children identified themselves racially and the other through individual phenotypic characteristics, using such racial terms as white, black, dark. It was also identified that the black racial identification presented by the children, in some situations, was charged in a negative meaning and permeated by negative feelings such as anxiety, aggression and embarrassment. The valuing and preference of white racial identity was also the keynote of some situations experienced. It was clear, too, that the way the family deals with the issue of racial identity reverberates in the attitudes adopted by the children on this issue.

This study used the theoretical perspective of the Sociology of Childhood, it emerges from the concept of a child as a social actor and as a being of rights and childhood as a category historically constructed. From the definition of official documents, the Early Childhood Education was understood as an integral child development institution with the function of educating as well as caring as inseparable dimensions of teaching practice. The study aims to analyze the family and community nursery professionals´ conceptions of a child, child development and the functions of early childhood education. It used the focal groups technique with audio recording of the participants' statements which were then transcribed. Records were organized by themes for the construction of the interpretative analysis. The comparison of the groups showed no significant differences in the regularities and discrepancies in the statements of the group participants. In the design of groups. Usually the child is defined by their skills and abilities, but their recognition is expressed by the function of the adult that they will be in the future. In the same vein, the concepts of development reveal the privilege of the social constitution of children, in addition to their growth and physical maturation, in considering the aspects related to learning and the importance of the presence of the other in development. Overall, the results indicated a positive view of the participants in relation to the work developed in the two nurseries. However, professionals perceive themselves as undervalued by society in general and by the families of children in their role as teachers. In their speech, however, it revealed a sense of deprofessionalization when they state that the practice is more important than theory, diminishing the importance of teacher training, or when they claim that they prescind remuneration for their professional realization. Among the challenges mentioned, the emphasis placed by educators is in poor physical condition of day care centers and the lack of material and equipment. Finally, this study aimed to contribute to the debate on day care centers and their professionals, identifying conceptions, perceptions and family and educators positions on relevant issues in formulating policies for Early Childhood Education and the kindergartens management, pointing to the centrality of these professionals and the need for attention directed to their specificities and needs for good professional performance.