http://memoria.ifrn.edu.br/handle/1044/1113 Thu, 12 Nov 2026 08:20:32 GMT 2026-11-12T08:20:32Z http://memoria.ifrn.edu.br/handle/1044/3333 A natureza do espetáculo : do conceito de espetáculo nas obras de Guy Deboard e Mário Vargas Llosa The conception of “spectacle”, since its theorization in the 20th century, has proven to be one of the key-interpretative points for understanding the cultural, political and social dynamics of 21st century society. This phenomenon gains relevance in understanding the transformations of modern society and the impacts of the media on humanity. The objective of this article is to analyze the definitions and implications of the conception of spectacle in the works The Society of the Spectacle by Guy Debord, published in 1967, and The Civilization of the Spectacle by Mario Vargas Llosa, published in 2012, identifying the similarities and differences between their approaches, contextualizing the works and analyzing the developments of criticism of the spectacle in the present day. In analyzing the works of Debord and Vargas Llosa, we sought not only to understand how the authors understand the conception of spectacle, but also to contribute to a debate on the challenges that the culture of the spectacle imposes on 21st century society. Thu, 11 Dec 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3333 2025-12-11T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3271 Evasão escolar na educação de jovens e adultos : um estudo de caso na Escola Municipal Elza Bezerril Ribeiro , em Canguaretama / RN Youth and Adult Education (EJA) constitutes an essential educational modality for guaranteeing the right to education of individuals who, for various reasons, did not complete basic schooling at the expected age. However, school dropout remains one of the main challenges faced by this modality. In this context, the present study aimed to analyze the factors that contribute to school dropout in the EJA program offered by the Municipal School Elza Bezerril Ribeiro, located in the municipality of Canguaretama, Rio Grande do Norte, Brazil, which served as the locus of the investigation. The research was characterized as qualitative and descriptive in nature, using a case study approach. Data collection was carried out through questionnaires and structured interviews applied to 35 former EJA students, that is, individuals who were enrolled in this modality and, at some point, discontinued their studies. The data were analyzed in light of authors such as Freire (1996), Arroyo (1997), Patto (1997), Barbosa (2009), among others. The results revealed that school dropout in EJA is related to different factors, including social, economic, pedagogical, and personal aspects, thus constituting a multifaceted phenomenon. Therefore, dropout cannot be attributed solely to the students’ responsibility, but rather understood as the result of a set of structural conditions that require integrated actions by schools and public policies to ensure the permanence and academic success of young and adult students in this educational modality. Sun, 05 Jul 2026 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3271 2026-07-05T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3222 A mini feira como experiência ativa no ensino e aprendizagem da subtração para jovens e adultos da Escola do Campo Youth and Adult Education (EJA) presents specific challenges, especially in the teaching of mathematics, where many students face difficulties in understanding basic operations. This study aimed to analyze these difficulties in search of more effective pedagogical strategies. To this end, the mini fair was applied as an active methodology, with the aim of facilitating the understanding of subtraction in a contextualized way. The research adopted a mixed approach, combining qualitative and quantitative analysis, and used a post-activity questionnaire to collect participants' perceptions. The results indicated that most students considered the methodology dynamic and engaging, although, initially, many did not believe in their own learning potential. It is concluded that the use of contextualized and interactive methodologies can make mathematics teaching more understandable and motivating for EJA students, contributing to overcoming difficulties and valuing their experiences in the learning process. Wed, 14 May 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3222 2025-05-14T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3113 Formação de professores de matemática para atender as necessidades específicas de alunos surdos na EJA : um estudo de caso This case study aims, through qualitative analytical research, to investigate the training and preparation of mathematics teachers Whole work in Youth and Adult Education (EJA), focusing on the specific needs of deaf students. The research involved a literature review of relevant authors and data collection through a questionnaire and field observation. The study was conducted in two public schools in Espírito Santo/RN, and analyzed the approaches and methodologies used to include these students through the use of visual methods and curricular adaptations. The results indicate that the lack of teacher preparation to teach mathematics to deaf students is extremely concerning. Therefore, it is important to offer specific training for teachers who do not have a background in special education, in order to innovate pedagogical practices for these students. Thu, 11 Dec 2025 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3113 2025-12-11T00:00:00Z