http://memoria.ifrn.edu.br/handle/1044/1158 2026-11-13T09:51:11Z 2026-11-13T09:51:11Z http://memoria.ifrn.edu.br/handle/1044/3356 2026-11-12T12:00:48Z 2026-03-02T00:00:00Z

Da licenciatura à escola pública: processos formativos e de imersão de professoras de meia-idade na docência This study explores the formative processes and the immersion into teaching of middleaged women within the public school system. The research problem is defined as: what formative processes do middle-aged teachers undergo during professional teacher education courses and their subsequent immersion into public school teaching? The general objective was to analyze the formative processes of middle-aged teachers and their professional integration into public education. To achieve this, the following specific objectives were established: 1) to discuss gender relations within the family contexts of these teachers; 2) to identify the primary motivations for women entering teacher education programs during middle age; 3) to analyze academic experiences that enhance the formative processes of these educators; and 4) to reflect upon the immersion of middle-aged teachers into the public school environment. The study adopted a qualitative approach, utilizing (auto)biographical methods and life stories. The primary data collection technique consisted of reflexive interviews conducted with two middleaged elementary school teachers from the State Education System in Caraúbas, Rio Grande do Norte, Brazil. The theoretical framework is grounded in critical authors specializing in teacher education, middle age, gender, and teaching. Data were analyzed using Discursive Textual Analysis (DTA). The findings reveal significant challenges in both teacher education and the insertion of middle-aged women into public teaching. These challenges are characterized by structural, cultural, and institutional barriers. Furthermore, these women face prejudice and are often overwhelmed by responsibilities and limited opportunities, underscoring the need for greater recognition at this stage of their careers. Such a scenario points to an urgent need for consistent public policies that ensure continuous investment in teacher education and the valorization of middle-aged women as protagonists of change within the public school context. The research also evidenced that the trajectory of middle-aged teachers is marked by a continuous link between personal experience, academic training, and pedagogical practice. Access to university and work in public schools transcends formal knowledge acquisition; it constitutes a space for identity construction, emancipation, and the resignification of social and cultural life experiences. Finally, it was observed that the teacher education of these women involves affective, cultural, and social dimensions, reinforcing the importance of understanding teaching as a practice deeply intertwined with the history and memories of those who teach.

2026-03-02T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3354 2026-11-11T13:30:44Z 2026-05-15T00:00:00Z

Discurso, estratégias biopolíticas e produção de subjetividade em materiais didáticos do Programa de Educação Integrada (PEI) do Movimento Brasileiro de Alfabetização (MOBRAL) The Brazilian Literacy Movement (MOBRAL) was established during Brazil’s civilmilitary dictatorship (1964–1985) as an initiative aimed at eradicating illiteracy within a short period of time. Mandatorily implemented throughout Brazilian territory in accordance with military governance models, it becomes important to propose reflections on the underlying interests of this proposal. In this sense, based on the studies of Michel Foucault, primarily archeogenealogy, master's thesis objective to analyze biopolitical strategies and the production of subjectivity in discourses present in the teaching materials of the Integrated Education Program (PEI) of the Brazilian Literacy Movement (MOBRAL). Regarding the specific objectives, they are as follows: a) to investigate the conditions of possibility for the emergence of MOBRAL within the context of adult education during the Brazilian Civil-Military dictatorship; b) to describe how biopolitical strategies are configured in the discourses of MOBRAL's PEI teaching materials; c) to interpret how the production of the MOBRAL student's subjectivity is constituted within the scope of the discourses manifested in the studied teaching materials. The focus rests on statements extracted from the following teaching materials: Boa pergunta (1972) and Vivendo e Aprendendo (1979). About the methodology, this is qualitative research based on documentary analysis and anchored in Michel Foucault's archeogenealogy as an investigative method. To carry out the research, concepts such as discourse, archive, event, statement, biopower, biopolitics, apparatus (dispositif), governmentality, and subjectivity are mobilized, as conceived by Foucault, alongside authors who discuss how MOBRAL was configured as an educational instrument for maintaining the social order established during the Brazilian dictatorial period, such as Lima, Macêdo, and Souza (2022), Silva (2023), Favero (2004), Barbosa (2014), Borges Neto (2021), among others. The analyses carried out enabled us to see how the management of daily life focused on fundamental issues, such as health, through disease prevention, support for breastfeeding, and the consumption of healthy food and water. Furthermore, we observed how these technologies of governance influenced the role of schools in fostering individuals who would be vital to the country’s growth through the eradication of illiteracy, well as in the realm of labor viewed as a pillar supporting the military regime since economically active individuals would serve the interests of employers, a key – an important mechanism in maintaining the state of exception.

2026-05-15T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3353 2026-11-11T12:30:47Z 2026-03-23T00:00:00Z

As brincadeiras e jogos populares como elementos educativos e interdisciplinares no processo de ensino e aprendizagem The main objective of this work was to develop an interdisciplinary methodological strategy, using popular games and play activities from Apodi/RN, with a 5th-grade class in the municipal elementary school system. Initially, there was a theoretical discussion about child development and the role of games and play in this process, based on the thoughts of Froebel, Heiland (2010), Piaget (1973, 1975), and Vygotsky (1989). Following this, interdisciplinarity was explored, drawing on authors such as Kishimoto (2017), the BNCC (2018), Morin (2003), Fazenda (2008, 2011, 1994), among others. The research adopted a qualitative, actionresearch approach. The construction and application of an interdisciplinary teaching sequence involving popular games and play was proposed, using data collected through student memories, recalled in group discussions, and through open-ended questionnaires administered to parents and grandparents by the students themselves, regarding the games and play they experienced during their childhood. This proposal fosters reflection on how popular games and play can be worked on in an interdisciplinary approach in the early years of elementary school and how they can contribute to teaching and learning.

2026-03-23T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3351 2026-11-09T13:00:46Z 2026-03-27T00:00:00Z

Ensino e formação para o trabalho: a Lei nº 5.692/1971 e a busca por vocações no 1º grau The main objective of this dissertation was to analyze how Law No. 5,692/1971 addressed primary education, specifically regarding the pedagogical techniques suggested by the legislation, focusing on vocational training. To corroborate the relevance of this work, we have listed its specific objectives: to historically contextualize the creation of Law No. 5,692/1971; to analyze Law No. 5,692/1971 based on its content and the relationship established with other legal regulations; and finally, to understand how vocational training was present in teaching materials used in primary education. This research employs documentary analysis as its methodology, conducted through a study of two textbooks from the subject "Education for Work – Aptitude Assessment," 7th grade, and "Education for Work – Professional Choice," 8th grade, both by the author Lurdes de Bortoli, as well as the use of other sources (legislation and media disseminated by the governments at the time), these seen as means to understand the political and socioeconomic scenario of the beginning of the Dictatorship, especially the "Economic Miracle." A literature review was also carried out, using authors such as Dreifuss (1981), Kucinski and Branford (1987), Veloso; Villela and Giambiagi (2008), among others. Nevertheless, the following questions arise: how did this Law address primary education? What practices were used or recommended to educate young people with the goal of preparing them for work, even though it was not yet mandatory at that level? Having established this, we seek to contextualize the Brazilian State taken over by the coup launched by the Military in conjunction with a select group of civilians, thus beginning the Military Dictatorship (1964-1985). This period was marked by significant changes in various areas of society, mainly in the economy and education. The various measures taken led the Brazilian Gross Domestic Product (GDP) to grow, on average, 11% per year, a fact that became known as the "Economic Miracle" (1968-1973), a result of the Government's Economic Action Plan (PAEG), which proved to be a real stain on the national economy, since to sustain such favorable financial indicators, underhanded measures were necessary to sponsor the so-called miracle. With the establishment of multinational companies in Brazil, the qualification of the workforce became necessary. The government needed to create a legal instrument so that young people could work in this growing niche, and for this purpose Law No. 5,692/1971 was enacted, making vocational education compulsory in secondary education, but already instilling the awakening of vocations in primary school students. Therefore, we can infer the relevance of the analysis in this research to corroborate the premise that the vocationalization of education was already happening in the final years of that school level. This point is ratified when we study the content present in the two textbooks of the subject Education for Work. Thus, we hope that this work will be a lasting source for consultations on the subject, aiming for our generation and future generations to understand the impact of the research presented here

2026-03-27T00:00:00Z