This dissertation investigates the field of student assistance during the pandemic. The research aimed to conduct a study focusing on students' perceptions and evaluating the impact of educational support policies. The research is organized into stages. The theoretical foundation stage of the research involves bibliographic and documentary analysis, focusing on official documents from IFNMG, management reports, and budgetary values related to student assistance. This phase was essential to underpin the research and define data collection instruments aligned with the study's objectives, involving the application of quantitative and qualitative methods to collect data on students benefiting from student assistance policy, as well as exploring students' subjectivity to understand their experiences and perceptions. The research results revealed a complex and challenging scenario and highlighted difficulties such as limited internet access, stress, lack of motivation in studies, and impacts on emotional well-being. Furthermore, emergency financial assistance played a fundamental role in students' lives, allowing them to focus on their studies.

Companies like Google and Microsoft are present in our daily lives, bringing countless facilities for communication between people and access to information. This aspect comes from a new configuration of the economic system, which is being understood as surveillance capitalism, in which such companies have their business models based on data collection and monitoring. Since the beginning of the 2000s, these large technological corporations have expanded their sphere of activity to other sectors, such as education. In Brazil, we noticed the presence of these Big Techs in education when analyzing that almost 80% of public higher education institutions have agreements with some of these companies to offer applications aimed at teaching actions. Given this scenario, we ask ourselves: what are the implications of the entry of large technological corporations into the training project of Brazilian public universities? This investigation will be anchored mainly in the studies developed by Jose Van Dijck, who proposes an analysis of society based on the concepts of platformization and dataism. This is research of a hermeneutic nature with a reconstructive approach since, through dialogue with others, it is possible to resolve mistaken interpretations about the world. In order to contextualize the scenario experienced by institutions that have subscribed to the services of large technology companies, an analysis will be carried out of the following university documents: Institutional Development Plan, IT management plan of the institution and terms of agreement made between the institution and such as Google or Microsoft companies to offer applications. An open questionnaire will also be administered to managers in the information technology or distance education areas of the institutions. In search of clarification on the problem to be understood from this study, five Brazilian federal universities that joined Google or Microsoft services were selected, namely: University of Brasília (UnB), Federal University of Amazonas (UFAM), Federal University of Pernambuco (UFPE), Federal University of São Paulo (Unifesp) and Federal University of Paraná (UFPR).

“Scientific Literacy from the perspective of PISA (2006 and 2015): Brazil's position in this ranking” is the subject of this study. Its general objective is to analyze the Scientific Literacy expressed in PISA data (2006 and 2015) from countries in Latin America, Europe, Asia, Africa and North America, as well as in the states of Rio Grande do Norte (RN) and the Federal District ( DF) from Brazil. The theoretical foundation is based on authors such as Dantas (2019), Muri (2017), Luckesi (2011, 2020), Freitas et al (2009), Fini (2009), Sacristán (2011), Sousa and Ferreira (2019), Saviani (2020), Libâneo (2020), Rosa (2005) among others. In terms of methodology, bibliographical and documental research is carried out based on analyzes in articles on the different PISA Platforms and reports (2006 and 2015). The results express the practices aligned with the orientation studied, in order to use them as subsidy for carrying out future research in public schools in the state of RN and DF. Studies show few findings, both worldwide and locally, regarding scientific literacy from the perspective of PISA. The conclusions indicate the need for further investigation of this topic to seek consolidated studies on the subject. A finding that drew attention was the low rate of learning related to “collaborative problem solving” and “Financial education”. The latter is valued only in one country on the Asian continent and in another in North America, which we assume is due to the high level of development in these countries.

This research is linked to the Graduate Program in Education at the University of Brasilia (PPGE/FE/UnB) at the Academic Master's level, part of the research line Teaching Profession, Curriculum and Assessment (PDCA) and linked to the research of the Group of Research on the Training and Practice of Teachers/Pedagogues (GEPFAPe), constituting one of the projects that integrate line 3 “Initial and Continuing Training: Study of Conceptions, Graduates and Modalities”. Its title is Continuing Teacher Training for School Inclusion with ASD Students in the Early Years of Elementary School in the Federal District. It is a study that seeks to unveil and has, as an object of investigation, continuing teacher education from the perspective of school inclusion with autistic students in the early years of elementary school in the Federal District (DF). The methodology is both quantitative and qualitative in nature, based on a bibliographical survey, documental research, and also the application of a questionnaire and a semi-structured interview, based on the assumptions of the HistoricalDialectical Materialism method. Data were analyzed through statistical analysis using Excel 2013 and R version 3.3.2 software. This framework has the general objective of analyzing the continuing education process of effective teachers and effective teachers who work at SEEDF in inclusive common classes, in the early years, with autistic students, seeking to raise the elements that define this process as well as the possibilities. And the specific objectives were: i) To know and categorize the productions carried out in their potentialities and limitations for the strengthening of the research object. ii) Identify the concepts of continued teacher training from the perspective of school inclusion with ASD students; iii) Investigate how effective teachers experience continuing education in teaching work, in relation to the perspective of school inclusion with autistic students offered by the public teaching network of the DF. As an epistemological support, we base our studies on the authors Vásquez (1968); Curado Silva (2014 to 2020); Mantoan (2015); Kassar (2011); Kassaki (2020); Mazotta (2010); Gaiato (2019); Silva, Gaiato and Reveles (2012) among others. Based on the analyzes carried out, based on the participation and speeches of the research participants, through categorical analysis, the textbooks that revealed three dialectical axes, namely: i) being a teacher from the perspective of school inclusion with ASD students ; ii) Marks of inclusive teaching work in assisting autistic students: teaching and learning; iii) Continuing training for teaching with autistic students: possibilities and challenges. The conclusions point out that the continuing education of teachers from the perspective of school inclusion in assisting autistic people in the educational scope of the DF that professionals seek continuing education from an individual perspective, assist students, at times, without specific training, there is a training offered by EAPE, but which needs to be expanded.

Research developed in the Graduate Program of the Faculty of Education at the University of Brasília. With the central question: What conceptions and evaluation practices predominate in a civic-military school in the Federal District? General objective: to analyze prevailing evaluation conceptions and practices in a civic-military school in the Federal District. Specific objectives: to discuss the theoretical and methodological perspectives on school evaluation contemplated in the politicalpedagogical project of a civic-military school in the Federal District; and to understand the conceptions and practices of school evaluation expressed by students and teachers of a civicmilitary school in the Federal District. The qualitative approach research, Case Study, in the critical-dialectical epistemological perspective. Data were collected in the PPP analysis; semistructured interview with teachers and focus group with students. The results reveal that the school's PPP contemplates the evaluation of the diagnostic formative learning and integrated to the pedagogical work. The data reveal the influence of conservative ideas on the pedagogical work and on the evaluation conceived and practiced in the school due to the presence of the military, antagonistic to the organization in cycles and to the formative evaluative processes of the pedagogical work; teachers do not realize that the instruments and procedures used start to classify and label the student, they cease to be formative; for students, the assessment is characterized by instruments for verification and control of learning, they do not perceive the educational intention, they are conditioned to accept the presence of military personnel and their activities at school.

Technologies have increasingly been used at school environments, their use has contributed to the learning and development through various technological resources. In this research, educational software, due to its dynamic, attractive and intuitive configurations, it was considered as support resources for learning to read by students with an intellectual disabilities. Due to the relevance and visibility of the use of technological resources, this research aims to answer: The use of educational software can contribute to the learning process of reading for students with an intellectual disabilities in the literacy stage? For this purpose, a case study with participant observation was done, followed by an application and a feedback under the qualitative approach. The research participants were: a student with an intellectual disabilities enrolled in the Initial Literacy Stage who attended the 3rd year of elementary school, student's guardian, the class teacher and the Specialized Educational Service (AEE) teacher. The research was carried out in the Generalist Resource Room of a public school in Distrito Federal through the use of educational software EduEdu and GraphoGame to support learning to read. The instruments used for data collection were: documentary research, questionnaires, semistructured interview scripts, logbook, initial and final evaluation. The data used were analyzed from the perspective of Bardin (2016), adapted from Franco (2018). The results revealed that the educational software favored the student's reading process.

This research brought a discussion about the potential of pedagogical material adapted for blind children in the mathematics literacy phase. The work developed with students with SEN, highlighting the visual impairment, cannot be exempted from the use of adapted teaching materials as a strong ally in the understanding of the contents taught in the classroom, especially when we talk about the teaching of Mathematics. Therefore, the research sought to answer the following concern: What are the potentialities of the adapted pedagogical material used by blind children in Mathematics literacy? Seeking to answer this question, we broadly delimit, analyze the potential of adapted pedagogical material in the Mathematical literacy of blind children attended in a Visually Impaired resource room and, in a more restricted way, characterize the historical paths of Special Education and visual impairment in the Brazil and in the world; identify didactic resources as theoretical-methodological tools of the teaching-learning process, mapping the tactile and auditory skills necessary for Mathematical literacy in the Braille System and characterize Inclusive Mathematics Education and Mathematics Literacy from the perspective of visual impairment. The research context was inserted in the visually impaired resource room, located in an Administrative Region of the Federal District (DF). The research subjects were two blind students assisted by the Resource Room as well as the teacher who assists these students in complementary care. The Dissertation was structured in the Multipaper format and brought, by its characteristic, three articles with different research methods, they were: documentary and bibliographic research, the Case Study, and the participatory research. Each article had its own characteristic, with objectives, research methods, results, discussions, and conclusions, independently of the other articles. We start from the theoretical discussions about Special Education and Visual Impairment, advancing to the importance that adapted teaching materials have for blind children; we approach the construction, use and objectives of these adapted teaching materials, involving tactile and auditory skills, literacy in the mother tongue and Mathematics literacy in the Braille System. We conclude by analyzing the materials adapted to work specifically with the first mathematical concepts. The results indicated that there was an advance in the legislation that guarantees the attendance to students with Specific Educational Needs, including students with visual impairments; that the use of adapted pedagogical materials arouses the interest and motivation of the blind child during classes and that the formation of concepts is directly linked to the use of adapted pedagogical materials during Mathematics classes, making it possible to abstract concepts. The research contributed to the process of Mathematical literacy of blind children, developing and experimenting with significant materials that favored the appropriation of mathematical concepts in the first grades of schooling.

Artificial Intelligence represents a group of digital Technologies in a significant expansion of several social and economic segments. Characterized by a high amount of data, processing and algorithms that work in statistical processes of identification and learning of patterns, prediction and support for decision-making. It is prevalent in the operations of large technology companies that offering of services on the electronic devices for many people. We have applications of AI in educational sector, offering solutions. The unthinking use of technologies can represent unexpected consequences for society if ethical conduct processes are not associated. Teachers represent an important social segment, because they educate students and society. This research, as a case study, investigated how teachers from public education see AI and its potential reflexes in the educational sector. It was identified questions about teachers opportunities and concerns about the topic. The data collected used questionnaires and interviews with teachers who are participants in public education of Federal District. Thematic analysis was used to examine the data. In the end, teachers had a good knowledge AI; however, there is a lack of training in the subject and a lack of debates of issues that promote the construction of digital citizenship, the analysis of the use of technologies critically, responsibly, and above all with inclusion, balance and ethical principles. The adoption of strategies such as online collaborative learning and open educational resources is recommended.

The general objective of this work is to understand the senses and meanings of the teaching work of literacy teachers in the public school system in the Federal District. In order to achieve this objective, we outline the following specific objectives: i) identify what Brazilian research presents about the work of teachers in/with literacy in the period from 2010 to 2021; ii) Identify the senses and meanings constituted by literacy teachers about the work they perform; iii) To analyze the mediations that constitute the senses and meanings about the teaching work produced by the literacy teachers of the public teaching network of the Federal District. This is a qualitative research based on the perspective of Dialectical Historical Materialism and the cultural historical perspective. As a methodological procedure, we used a semi-structured interview and analyzed the data collected according to the principles of the Meaning Nuclei, from which five meaning nuclei were constituted that help us to understand the meanings and meanings of the work of literacy teachers: i) social meaning of literacy work ; ii) sense of a unique work of the literacy teacher; iii) supervised/controlled sense of work; iv) meaning of literacy as objectified work and v) meaning of a pragmatic work. The results demonstrate that the literacy teachers, from the cultural, social, political and economic determinants that involve the work with literacy, constitute senses and meanings that are configured as social marks subjectivated by the subjects and objectified in the materiality of the work they carry out.

This Dissertation aims to:to smooth out the implementation of the policy of militarization in Public Schools, the civic-military school project, in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education. We will analyze whether the policy of militarization of schools, through the Civic-Military School Project, succumbs to the school segments of students the right to education,as well as to intercultural and social relations. So that the investigation does not distance itself from the proposal we outline the following objectives, the general being – to analyze the implementation of the public policy of militarization in the Schools of Basic Education in the municipality of Águas Lindas de Goiás and the possible opposition to Human Rights Education and specifically. Bto use answers so that the specific objectives can be clarified being: A) To know the socioeconomic and educational context of militarized schools in the municipality of Águas Lindas de Goiás; B) to identify changes in the pedagogical and behavioral process of students of a militarized public school; C) to investigate the process of implementation of militarization in public schools of basic education in Águas Lindas de Goiás and the relationship of Human Rights Education. In order to shed light on the possible violence present in the process of militarization of schools as well as the retrogression of the thought of public education. The research was based on a progressive, secular and plural perspective, we carried out this investigation approaching the method of Historical-Dialectical Materialism and a research instrument that could be spoken to subjects who are never heard and seen, in this case, the students of public schools who joined the civic-military project. Listening to the students of the Civic-Military School of Águas Lindas de Goiás was not an easy task, first because of the health issues imposed by the COVID 19 pandemic, according to the little collaboration of the school's management team. The lack of empathy shown with our research, the non-facilitation of access to school and the documents that standardize the civic-military project in the school unit under study, materializes the violation of the basic rights of citizens, the right to information, lack of interest in science and continuing education.

This research starts from theoretical-epistemological assumptions that understand that the Psychology-Pedagogy dialogue in the school environment and the pathologizing of the learning disability are aspects that contribute to a greater demand of students with school complaints to support services such as that provided by pedagogues of the Specialized Learning Support Team – EEAA, at SEEDF. This high demand is often linked to hegemonic paradigms that consider only the cognitive aspects of learning and that disregard the heterogeneity of the educational space. In school, the expansion of the understanding of the subjective aspects that participate in learning based on the studies of the Theory of Subjectivity in a cultural-historical perspective elaborated by González Rey represents another possibility for the performance of the pedagogue. As its central objective is the understanding of how the social subjectivity of a public school in the Federal District is expressed in the actions performed by the pedagogues of the Specialized Learning Support Team – EEAA. To this end, the study based on Qualitative Epistemology and the Constructive-Interpretative Methodology formulated by González Rey, managed to explain the configuration of the Social Subjectivity of the school studied and its impact on the work of the pedagogues of the EEAA. The understanding of this configurational logic gave visibility to the subjective meanings generated/produced in daily school life from those that emerged from institutionalized moments as well as those subjectified from the relations with others and with practice. For the pedagogues, the knowledge of the Social Subjectivity of the school was presented as a new alternative of action, evidencing the need for its protagonism for the organization of the pedagogical work.

This study analyzes and reports the experience of Playful Art in Health Promotion in the Pandemic Context, and its contribution to popular health education. Based on Paulo Freire's legacy, we clearly understand the need to combat the various forms of domination, economic and cultural. We question colonizing practices and values, which established their continent as the center, and other territories and peoples as peripheral. They developed the hierarchization of peoples and classes. During fieldwork, we shared ancestral knowledge of Arte Brincante through dialogue and its practices, through the culture circle methodology in order to contribute to scientific knowledge about practices in art, culture, health and education in the territories, demonstrating possibilities for discussion, updating of art-education activities with the community. Our approach was to treat art and play as a SULeador axis in the exchange of knowledge, highlighting them as basic for raising awareness of educational practices as they are fundamental as languages of interaction with the world. When we get to know Paulo Freire's work, we observe that it is possible to deal with the theme of traditional knowledge, playing, art, health and orally transmitted learning, related to structuring contents of our society, such as racism, capitalism, imperialism, patriarchy. Bell hooks, African-American feminist, also promoted the approximation of Freire's thought in feminist movements. From this perspective, we use Freire and hooks as references, as they are fundamental to our considerations.

Premature Education offered by the State Department of Education of the DF is a service in which babies and children from 0 to 3 years old with different physical and cognitive conditions participate, based on medical referral. At about 4 years old, many children conclude their stay in Premature Education and go to pre-school at public schools. The insertion of this student in the educational-school world happened practically from his birth, since Premature Education is not a therapy, but an educational intervention. This familiarity with the school context is seen by the program as a facilitator of this transition process for children. The main objective of this work is to understand the subjective productions of a group of teachers directly involved in the transition process between Premature Education and the initial phase of preschool, which are expressed in the way these professionals receive children coming from Premature Education. The Theory of Subjectivity, through Qualitative Epistemology, was the basis for the study that indicated, as a development of the construction-interpretative, for the insufficiency of a process based only on the standard documentation sent via SEEDF to the Kindergartens that does not allow teachers to understand the child and his learning singularities. As it currently happens, there is a dependence on the private initiative of teachers to seek such information and details about the family or other contexts without an effective institutionalized way. It reflects on institutionally adopted practices that enable, both for children and for professionals, a transition with greater quality

The present study has the general objective of analyzing the effects of the COVID-19 pandemic on the work of teachers of basic education in the public network of the Federal District. It is known that the context generated by the pandemic brought to light the social abyss in which we live in Brazil and, even more, revealed the losses accumulated by the lack of adequate investments in education in the country. In order to verify the reality of the work of the professors of the State Department of Education of the DF, we outlined the following specific objectives: i) To describe how the teaching-learning process took place in the DF during the period of the Covid-19 pandemic during the years 2020 and 2021; ii) Investigate how the DF legislation contemplated the telework model of Public Network teachers; iii) analyze the experience of remote work of Public School teachers who worked in the academic years of 2020 and/or 2021; iv) analyze the working conditions of teachers during the pandemic. To this end, we adopted a qualitative research methodology, whose data collection took place through the writing of a personal letter by teachers reporting their work experiences during the years 2020 and/or 2021. After analysis of thematic content according to Bardin's assumptions ( 2016) of the letters, it was possible to find 5 categories that show the work overload to which the teachers were submitted, generating the intensification of the work of these professionals in the period of remote work. However, it was also possible to identify 1 category that covers the feeling of positivity and motivation of teachers when facing the challenges imposed by the COVID-19 pandemic. Also as a result of this research, a questionnaire was designed to collect quantitative data on the work of teachers during the pandemic, which will subsequently be validated and applied in future studies.

The education model in force in Brazil in the last times has not contemplated rural workers as it should. With the aim of overcoming this excluding model of education, rural social movements articulated great battles for the benefit of offering an education connected with the knowledge and actions of these workers. The aforementioned battles resulted in the public politics which bring in their structure important legislation for the implementation of Rural Education that prioritizes the aspirations of the communities. Only laws would not be enough for this type of education to be effective. Articulations between academic environment, rural communities and social movements were necessary to subvert the current logic that imposes the production and reproduction of capitalist work on the educational model, with the type of dialogue promotes the articulation of the contents between theory and practice in the promotion of understanding and transformation of the peasant reality. Therefore, in this research, through interviews, it is intended to investigate and understand the way of thinking of teachers, members of school management and students of the Centro Educacional do Programa de Assentamento Dirigido do Distrito Federal- CED PAD-DF, with objective of to analize the way they perceive the organization of the pedagogical work of the school.

The Federal District established the Plan for Overcoming Extreme Poverty in the Federal District - "DF without Misery" in 2011, with the aim of combating poverty and reducing social inequalities. The Plan provided families in extreme poverty with access to basic social rights such as health, education, and social assistance. The central problem of the research was to identify the impacts that the Plan had on access to education and the overcoming of poverty in the Sol Nascente/Pôr do Sol territory during the ten years of its implementation. This is a study of comparative education, with a temporal dimension for comparison, considering the beginning and end of the DF without Misery Plan (2011-2021) as reference points. The research was conducted based on a bibliographical review of the topic, as well as an evaluation of collected data regarding education, social assistance, child labor, basic sanitation, and vaccination coverage in the specified region. It was observed that the Plan contributed to keeping children/adolescents in school, but it did not show effectiveness in terms of repetition and age-grade distortion rates. Additionally, the Plan was not efficient in overcoming poverty among the studied population. It can be concluded that the integration between public policies and data collection by public agencies is essential for assessing future social programs and ensuring that the population's needs are fully addressed.

The main objective of this dissertation is to analyze the financing of the Federal District’s policy of agréments with Civil Society Organizations (CSOs) for the provision of early childhood education in Early Childhood Education Centers (ECECs). Currently, the FD provides part of its kindergarten and preschool supply through agreements with CSOs through its own buildings or through the cession of management of the ECECs, which are institutions built through the federal public policy Proinfância (National Program of Restructuring and Acquisition of Equipment for the Public School Network of Early Childhood Education). It proposes as specific objectives: a) to examine the national educational legislation referring to the financing of the early childhood education stage; b) to analyze the relations established between the public power and the private sector in the financing of early childhood education; c) how the district public funding for the private instituitions that managed the ECECs in the FD between 2017 and february of 2023. This is a quali-quantitative research, whose methodological procedures were documental and bibliographical analysis, in additions to the analysis of data on the financing of ECECs between 2017 and 2022. As results, it was observed irregularities were identified in the execution of the partnership, in compliance with the terms of collaboration and with regard to the control of vacancies. As for financing, the option for agreements proved to be an educational offer at reduced costs, since the amounts per child are outdated and there is professional devaluation through reduced wages and the absence of career plants, characterized by outsourcing of core activity.

The work aims to contribute to the field of studies on the teaching of Afro-Brazilian history and culture by investigating a central theme in African cultures: the baobab tree. Specifically, it undertakes an interpretative analysis of the children's book "Obax," written and illustrated by André Neves (2010), in juxtaposition with the autobiographical memories of the author of this dissertation, who grew up and was educated in schools in Guinea-Bissau. The work thus employs methodologies of comparative education, considering, on one hand, the representation, also imagery, of the baobab tree in Neves' work, and on the other hand, the ancestral knowledge acquired orally in the shadows of baobab trees in Guinea. Prominent among the results is the significance of the baobab tree and the traditional knowledge associated with it in Guinea, as well as the value of this knowledge for education in Brazil, recognizing the centrality of knowledge derived from African history and traditions. The research is linked to the Comparative Studies in Education (Ecoe) research line of the Postgraduate Program in Education (PPGE), within the Faculty of Education (FE) at the University of Brasília (UnB).

This dissertation investigates the decentralized management of educational school maintenance programs from the National Education Development Fund (FNDE/MEC) based on the collaboration regime established between this authority and the Collaborating Centers for Support for Monitoring and Management of Educational Programs ( CECAMPEs), founded in partnership with Federal Universities, with the function of promoting improvement of the educational programs in question. The research aims to analyze the performance of CECAMPEs in monitoring the decentralized management of FNDE's school maintenance programs. For this purpose, the CECAMPEs referring to the Central-West and Northern Regions of Brazil were comparatively analyzed during the period from 2020 to 2022. We sought to understand how the collaboration proposed by the FNDE developed, and the role of the CECAMPEs in order to support the execution and performance of program management, namely: the Basic Direct Money at School Program (PDDE) and its Integrated Actions, the Caminho da Escola Program and the National School Transport Support Program (PNATE). In this way, the objective was to signal the results produced by this collaboration. For this study, the process of configuring policies and financing of Brazilian education is considered in its advances and obstacles in the targeting and decentralization of resources for basic education. The work is structured from a comparative perspective in education, with a critical-dialectic approach, and included bibliographical research through the survey of titles and literature review, followed by documentary research related to the theme.

THE PRESENT STUDY AIMS AT ANALYZING THE PEDAGOGICAL PRACTICES OF KALUNGA QUILOMBOLA EDUCATORS, GRADUATE FROM THE UNDERGRADUATE COURSE OF EDUCATION FOR RURAL AREAS (LEDOC) AT UNB. THE ANALYSIS IS BASED ON THEIR UNDERSTANDING ON HOW THE COURSE IMPACTED THEIR TEACHING TO HIGH SCHOOL STUDENTS AT THE QUILOMBO VÃO DAS ALMAS COMUNITY IN CAVALCANTE – GO. THE FOCUS WAS THE SELFORGANIZATION OF THE YOUTH IN DEFENSE OF THEIR CULTURE AND TERRITORY. THE RESEARCH WAS BASED ON THE EPISTEMOLOGY OF PRAXIS, PROPOSED BY CURADO (2018); MOLINA (2017,2018,2021); BITENCOURT BRITTO (2017), XAVIER (2022). THE RESULTS POINTED THAT THE RESEARCHED EDUCATORS RECOGNIZE THEIR TRAINING AT LEDOC ESSENCIAL TO THEIR PROFESSIONAL PRACTICES OF CONTINUOUS ARTICULATION BETWEEN THERORY AND PRACTICE, ENABLING CRITICAL READINGS OF THEIR REALITIES, ALLOWING THEM TO ACT WITHIN SCHOOL AND COMMUNITY IN THE SEARCH FOR SOLUTIONS. THE ANALYSIS OF THEIR STATEMENTS DEMONSTRATED THAT THEY ADOPT SUCH PRAXIS IN THE WORK WITH HIGH SCHOOL STUDENTS, THAT THE TEACHING ACTION IS DAILY FOCUSED ON THE DEVELOPMENT AND STRENGTHENING OF CRITICAL AWARENESS AMONG STUDENTS AND THE FORMATION OF INDIVIDUALS COMMITTED TO THE PROTECTION AND PRESERVATION OF LOCAL CULTURE AND TERRITORY. EVEN AFTER COMPLETING THEIR COURSES, EDUCATORS SEEK AND RELY ON LEDOC’S SUPPORT TO DEVELOP COLLECTIVE ACTIONS WITHIN THE QUILOMBO. IN CONCLUSION, WE CAN AFFIRM THAT DISPITE THE DIFFICULTIES INHERENT TO RURAL AND QUILOMBOLA EDUCATION, LEDOC/UNB GRADUATE TEACHERS HAVE TAKEN UP THE CHALLENGE OF PROVIDING AN EMANCIPATORY EDUCATION MODEL AND ENCOURAGED THE YOUTH TO ORGANIZE THEMSELVES TO RESIST AND CONFRONT HEGEMONY IN DEFENSE OF THEIR CULTURE.

This master's thesis studies the production of videos by young people in order to find the territorialities expressed in them. We analyzed videos produced collaboratively during the Covid-19 pandemic by students from the Administrative Region of São Sebastião, DF, as part of the festival promoted by the school, Chica de Ouro. We found that the videos produced by the young people show their relationship both with their territories and with other territories, as well as a clear understanding of the circumstances that affect them and transform their realities. We also noticed traces of a territoriality specific to these young people, expressing the way they understand the relationships in their territories and pointing out ways of tackling issues that affect their lives and the future of other young people on the planet. The work seeks to collaborate with the studies that have been developed on the use of audiovisuals in education, as a tool with an aesthetic dimension that contributes to the formation of critical subjects, an approach to art, as well as the development of various types of intelligence, sensitivity and other skills. The research points to the relevance of using practices that welcome cultural productions within the school. The results of the work point to the importance of video production by young people in the formative process within the school space and in the expression of the protagonism of young people showing their perspectives on the world and their claims, as well as their hope for a more supportive and collaborative world for transformation in the society in which we live.

This thesis is linked to the research line Teaching Profession, Curriculum and Assessment - PDCA of the Graduate Program in Education at the University of Brasilia and affiliated to the research group "Curriculum: theoretical concepts and educational practices". In it, we analyzed factors that according to the literature may play a negative role in the process of university engagement (TINTO, 1975; KUH, 2008; BEAN and EATON, 2000; SWAIL, 2003; among others), such as institutional actions and the undergraduate curriculum. After the realization of the State of Knowledge (MOROSINI and FERNANDES, 2014), such factors were identified as gaps (ROMANOWSKI and ENS, 2006) in the field of research about institutional issues. This observation led us to a concern that is described in the assumption that guided the research scenario and materialized its originality, which is “If the student does not participate in institutional actions of transition to higher education as well as persistence and the undergraduate curriculum not centered on the subject who learns can play a negative role in the process of university engagement”. The research problem was based on the following question: “What is the role of the institutional actions of transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and the institutional actions of persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement?”. The main objective of the research was “Analyze the role of institutional actions for the transition to higher education developed by the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” in partnership with the University of Brasília - UnB and institutional actions for persistence and the undergraduate curriculum at the University of Brasília - UnB in the process of university engagement”. The research had a qualitative approach and as a time frame the period between the second semester of 2013, the semester in which the first public notice for the University of Brasília entrance exam was launched, which presented the option of admission to the university by social quotas (public notice nº 1 – 2nd entrance exam 2013, April 3, 2013), until the second half of 2019. Two institutions were analyzed, the University of Brasília - UnB for being the first federal public university in the country to adopt the quota system since 2004 and for presenting a track record of a policy of inclusion of public high school graduates through affirmative action of social quotas (PL 73/99) based on its entrance exam public notice (public notice nº 1 – 2nd entrance exam 2013, of April 3, 2013) and the “Secretaria de Estado de Educação do Distrito Federal - SEEDF” for forming the largest number of admissions to undergraduate courses at UnB. The research public was formed by the staffs of the two institutions involved in the research and by the students who entered through the social quota system at the University of Brasilia. As a research method, we used the Case Study. As the techniques for data construction procedures, we used the document analysis of the Political Pedagogical Projects of the High Schools, the Pedagogical Projects and the curriculum of the undergraduate courses which were involved in the research, and of the SEEDF and UnB websites (courses, academic and administrative units), the semi-structured interview with the staffs of SEEDF and UnB and the questionnaire with the students. For data analysis, we used content analysis (BARDIN, 2016). After the analyses, we bring some notes such as the importance of the institution to reflect on its institutional culture and its role in the academic community; the development of a project of transition and persistence actions to higher education and an institutionalized pedagogical support for all students since the first year at university (TINTO, 1975, 1986, 1987) and the construction of an undergraduate curriculum organization that goes beyond classroom, which considers the student's voice (BERNSTEIN, 1996; ASTIN, 1993; RODRÍGUEZ, 2013; BORGES, 2012; SACRISTÁN, 2017; SWAIL, 2003; GRIGSBY, 2009; TINTO, 2015; ZEPKE, 2015; KUH, 2008; TESSEMA et al., 2012) and that has the student as the center of the teaching and learning process (COULON, 2008).

The repercussions of the Covid 19 pandemic are, from the beginning of 2020, devastating for world societies and will be felt for a long time to come. This phenomenon is already written in history as one of those that produced the most deaths, indistinctly, in all populations of all continents. Furthermore, it seriously affected the world economy, leaving an uncountable number of families decimated and people physically and psychologically damaged. From the beginning of the health crisis and while there were no vaccines or medicines, the public authorities imposed social isolation. Professional, commercial and educational activities were compulsorily interrupted in their face-to-face form. Only emergency services worked. This situation seriously affected education systems around the world, sowing and producing incalculable educational deficits. Even with all the efforts to mitigate the lack of face-to-face classes, those that suffered the most were the systems that had historically submitted to various challenges, such as Brazil. The research in question shows, through official data on evaluation, some of the consequences produced by the compulsory removal of students from the school environment at the time of the pandemic from the point of view of pedagogical mediation in higher education. It is a temporal cut having as object of study the Licentiate in Pedagogy course, with emphasis on the distance modality. It is hoped that the results found in this work can contribute so that education systems have the possibility to review and improve policies to reduce learning damage left by this terrible historical moment. Implicit in this work is the great importance of the permanent performance of educational evaluation policies, such as the National System of Higher Education Evaluation (SINAES), which are not absolute to deal with educational challenges, but which represent one of the beacons that corroborate education. of quality

The thesis investigates the use of Enade results, from the evaluation cycles of 2014, 2017 and 2020, by the academic management of IFG's degree courses. To this end, a qualitative approach was supported in an exploratory research, using document analysis and semi-structured interviews with the following participants: the dean, the dean of teaching, the representative of the Institutional Educational Attorney (PEI) , the representative of the department head of academic areas, the coordinators of the History, Mathematics, Music and Chemistry courses and a member of each Structuring Teaching Nucleus (NDE) of these courses. From the historical-dialectical materialism as a method, it was possible to reveal that there are still no systematic actions adopted by the academic management of teacher training courses at the IFG, as a result of the results of Enade. There was a denial by the academic community regarding the test results as a tool for planning and management actions. It was also concluded that the research participants have little knowledge about the instruments that make up the exam, which can reveal the reality of the course and in solving problems and promoting the improvement of processes.

This thesis analyzes the educational processes in the Degree in Rural Education at the Federal University of Goiás – UFG. In particular, it seeks to investigate the inflections, challenges and socio-institutional and political-pedagogical potentialities of the exchange of knowledge of peasant subjects and the pedagogical praxis of educators. Notably, the general objective of the study was to identify the genesis and development of educational processes established within the scope of LEdoC/UFG and to understand how these processes contribute to qualifying and/or transforming the sociocultural spaces of the communities of origin of student workers and the dynamics of transformation of the university, based on the exchange of knowledge. To understand the proposed research object, Dialectical Historical Materialism was defined as an epistemological basis. Our central question was: how the educational experiences of training rural educators change the knowledge of the university and the subjects, social relations and territories of the target audience. The investigation relied on a variety of methodological procedures, consisting of bibliographical and documentary research and field research, using semi-structured interviews and participant observations with students and professors of the course as an instrument for data generation. As results achieved, the present investigation identified that the experience of the Degree in Rural Education at UFG reveals that the life history and political and social militancy of students working in the field alter the university's formative dynamics, as well as alter teaching practices of the higher education educators who work there.

The educational processes in the Oral Tradition of African Matrix promote the constitution of ‘Being-Knowledge’ from movements of (re)existence based on the consciousness of Ancestrality, from the understanding of the human-nature unit as inseparable. In this way, the educational processes of oral transmission of traditional knowledge have ancestry as their guiding thread and are configured as processes that educate for freedom, since they constitute human beings who are not fragmented by modernity/coloniality in their self-awareness as historical and ancestral beings, and who therefore position themselves in the world as resistance-rexistent, from Nature. The understanding of Orality is developed as a system of thought, a civilizing, epistemic foundation, a place of production and sustenance of the Diaspora territory, through the body-territories that make the Tradition alive. Thus, the Oral Tradition of African Matrix, as an educational process of constitution of existences, intentionally provides educational processes aimed at ethical commitment from the fundamentals experienced by communities of African Matrix in Cultural Expressions, Traditional Peoples and Communities.

The object of the study was the analysis of the pedagogical praxis of graduates of the Degree in Rural Education, at UFPA-Cametá. The reflections focused on the premise of understanding whether the LEdoC has contributed to the intellectual elevation of the course subjects as an emancipating element of class for itself. The work was carried out in the field of Historical-Dialectic Materialism as it is contained in an analysis of reality investigating the praxis of subjects organized in collectives, in view of facing the eminent progressive process in an area of the Amazon with the works of the Araguaia-Tocantins Waterway. Methodologically, interviews were conducted using semi-structured questionnaires with content analysis, as it was defined as a specific case study. Data analysis indicated that the subjects who graduated from LEdoC were constituted with actions that generate pedagogical praxis in their actions and with an intellectual elevation of understanding of class, their formative processes were based on the formations in the times communities and in the dimension of process management community groups present at the LEdoC PPC. In this circumstance, it is stated that the Campuses-Cametá LEdoC, despite the contradictions, manages to account for the intellectual elevation of the subjects that are forged in it and produces elements to face progressivism in the Tocantina Amazon

The present thesis, developed in the research line Teaching Profession, Curriculum and Evaluation - PDCA of the Department of Educational Policies and Management - PGE, within the Postgraduate Program in Education (PPGE) at the Faculty of Education (FE/UnB), aims to contribute to the investigation of social and academic engagement of university students from federal institutions with a focus on the learning process academic experiences that are not limited only to classroom activities. The central problem discussed in the analysis is based on the perspective of understanding and analyzing how student engagement in the management of popular university cursinhos (CUPs) contributes to their university education. The research presents three sections related to the specific objectives to be achieved. These being: i) to characterize the role of cursinhos universitários populares in the democratization of access to higher education; ii) to identify the engagement of university students in the management processes of cursinhos universitários populares and, iii) to analyze the relationship between the management processes of cursinhos universitários populares and the managerial training as a university student. For such, the research uses the methodology of the State of the art as a way to identify the productions already carried out in Brazil between 2009 and 2019 in order to understand the advances of the themes of cursinhos populares, popular education and university engagement in the academic timeline. For this, the research brings to analysis five CUPs representing the five regions of the country, managed by college students linked to public HEIs, which seek to promote the insertion of low-income youth in Brazilian higher education while acting in the training and skills development of its college volunteers, they are: CASD Vestibulares managed by undergraduate students of the Instituto Tecnológico de Aeronáutica (ITA); the Pré-Vestibular Paulo Freire registered as an extension project of the Law School of the Universidade Federal do Ceará (UFC); Cursinho Einstein Floripa Vestibulares linked to the Universidade Federal de Santa Catarina (UFSC); the Galt Vestibulares associated with the Universidade de Brasília (UnB) and the cursinho MedAprova, an extension project managed by students of the Medicine course of the Universidade Federal do Acre (UFAC). The selection of the cursinhos was made considering regional criteria, the time they have been in existence, the number of students attended, the class schedule, and the way they are managed. Furthermore, all cursinhos are part of the Brasil Cursinhos (BC) National Network of Popular University Cursinhos. Following the investigation, the research analyzes the interviews conducted with two managers from each CUP and one manager from Brasil Cursinhos with the purpose of understanding the relationship of their individual trajectories to the learning acquired while leading the CUPs and the Brasil Cursinhos Network. As a result, the thesis identified the aspects inherent to volunteer activities and the responsibilities generated in this process, by means of a theoretical-methodological analysis of the performance of each of the university managers, taking into consideration their social and academic profile and, especially, their history of political and social participation in such initiatives. Furthermore, the forms of intrinsic and extrinsic motivations in the processes of integration between academic life and the process of interaction with their personal relationships as university students and managers and their personal objectives were verified.

This work is about the institutional evaluation held in the National Higher Education Evaluation System (Sinaes) and it aimed to analyse in which way the external institutional evaluation has considered the institutional diversity in Higher Education sphere, from regulatory processes of accreditation and re-accreditation of private and public entities selected to the survey. It was adopted the qualitative approach in an exploratory research. For data collection, document analysis and semi-structured interviews were used, the latter with deans and academic directors from 11 (eleven) Higher Education institutions and 4 (four) members of State bodies. The Dialectical materialism was chosen as the research method and it has enabled the comprehension of the reality from the analytical categories of totality, contradiction and mediation. It was observed that the external institutional evaluation has acted in a way to uniform the HEIs, adopting evaluative tools and practices which restrict the perception of institutional diversity, and, consequently, disregarding the institutional characteristics and identities. On the other hand, the regulation distinguishes the HEIs, loosening rules and granting benefits in accordance with the performance demonstrated in the evaluations. Regardless of the critics to the bureaucratic and regulatory aspect of the external institutional evaluation, it was noticed its contribution to the quality improvement and institutional development, specially when combined with the internal evaluation. The contradiction is noticeable when it’s considered that the Sinaes was created as a formative and emancipating evaluation, but it has been devolving into a tool of control and regulation

The research proposes to understand the meanings and meanings of teaching work for high school teachers in public schools in the Federal District, against the background of the reconfiguration and reform agenda for this stage of Basic Education. We assume the following specific objectives: (1) Identify studies on Secondary Education and Teaching Work; (2) Contextualize Secondary Education in Brazil, seeking to understand the social, historical, political and economic foundational elements in the constitution of the senses and meanings of this stage of Basic Education; (3) Analyze the meanings and meanings of teaching work for public school teachers in the Federal District. The methodological proposal of this study is based on historical and dialectical materialism. In the first moment of the research, we carried out the construction of the State of Knowledge from the bibliographical review with centrality in three axes of analysis: teaching work, secondary education and meanings. It is evident that the reform of secondary education does not have a concern with integral human formation, which allows young people to appropriate historically constructed knowledge, which leads them to an understanding and transformation of reality. On the contrary, there is an overvaluation of technical-tacit knowledge that enables these young people to carry out some activity in the productive system with competence and skill. These assumptions are loaded with meanings, senses and intentions, and will reverberate significantly on the teaching work. Emphasis is placed on the teaching work elaborated meanings that express dialectic pairs between recognition/denial; valuation/devaluation; resistance/withdrawal; estrangement/emptying of the teaching function and the function of secondary education itself.

The production of knowledge on sexuality education for adolescents with intellectual disabilities is still scarce in Brazil. What is perceived is the understanding that the sexuality of these individuals is atypical: sometimes expressionless, sometimes uncivilized. Expressions of affection and sexuality in this population are marked by social discredit and represented by allegories that portray them as either asexual or hypersexual subjects. In contemporary Brazil, there are barriers (pedagogical and political) when it comes to issues involving sexuality education in schools, ranging from marginalization to complete absence. This issue is further exacerbated when it comes to structured sexuality education programs for students with disabilities. While such initiatives are rare and timid in regular education, they are completely neglected in special or inclusive education in all aspects. The lives of people with disabilities are characterized by limited access to dynamics that can broaden their experiences (with themselves and the world) and enrich their experiences (emotional, sexual, physical, etc.). Therefore, by denying sexuality education, we forfeit the realization of necessary knowledge for life. Based on this issue, we present as a thesis the defense that the assumptions of L.S. Vygotsky's Cultural-Historical Theory enable the proposition of sexuality education that encompasses the psychological specificities of adolescents with intellectual disabilities and facilitates their autonomous, free, and conscious expression of emotions and desires. Through a theoretical discussion supported by the scientific production of the CulturalHistorical Theory and Marxism, we demonstrate that limited access to sexuality education impoverishes the development of adolescents with intellectual disabilities and exacerbates vulnerabilities. We also highlight that the majority of available sexuality education formats for this population are based on reformist principles that contribute little to an emancipated and liberated experience of sexuality. The theoretical construction pursued in this thesis allows us to assert that Vygotsky's scientific heritage enables the composition of sexuality education for adolescents with intellectual disabilities that leads towards emancipation and conscious control of behavior. This can only be achieved through an educational format that considers compensatory mechanisms and aims to cultivate thinking through concepts linked to a new form of sociability based on collective and collaborative experiences.

Seeks to elucidate that the said and unsaid desires of children, through listening and the guarantee of voice, can provoke movements in the didactic bond, enabling education for reality. Epistemologically situated in Psychoanalysis in interface wit h Education and contributions of the Sociology of Childhood, it is committed to the production of subjective kno wledge through the design of a Subjective Blanket of Desires to Learn, by the stitching of the experiences marked in the listening of the da ily life of Early Childhood Education. Objectives: to analyze how children's said and unsaid desires, through listen ing and voice assurance, can move the didactic bond, enabling an education for reality; reflect on how the said and unsaid desires favor the movement in the didactic bond; to verify the place of speech of the subject-child in the pedagogical path thought by the subjectteacher; and identify the place of children's said and unspoken desires on the school floor. A qualitative investigation, sup ported by the multi-method approach: participant observation, conversation circles, narrative interview and education al memory. Analysis revealed intertwining of the axes: place of children's speech established by the (dis)satisfaction of pedagogical mo dels; conception of organization of the pedagogical space of early childhood education; a place designed for children crossing the temporality of the dimension of the teaching act; place based on the family/pedagogical scenes. The path signaled that desire crosses the place of children's speech and the temporality of the dimension of the teaching act, revealing the importan ce of ensuring the voice of children as subjects of desire, protagonists and participants

Abstract

The explosion of information and communication technologies has intensified and exposed the problems related to plagiarism, cyberplagiarism and undue copying of content in intellectual works, but the knowledge of the genesis of intellectual dishonesty still perseveres. This study investigates how high school textbooks, used by teachers and students in public schools throughout Brazil, deal with plagiarism; the approach to the theme of plagiarism in the normative edict to produce textbooks and in the political pedagogical projects of high schools; and the understanding of students of this educational stage in the Federal District about plagiarism. The theoretical framework on plagiarism and cyberplagiarism is engendered in Krokocz (2012); Diniz and Terra (2014); Ebardo (2018); Comas Forgas and Sureda Negre (2007); Díaz Arce (2017); Gallent Torres and Tello Fons (2021). The methodology is anchored in thematic-categorical Content Analysis, according to Bardin's (2011) guidelines. The state of knowledge on the topic indicates that the problem persists nationally and internationally. The silence of the National Program of the Book and the Didactic Material, the normative edict of production of didactics, the pedagogical political projects and the teachers about plagiarism results in permissiveness of the culture of copy and, consequently, plagiarism, creating a kind of morphic resonance that, in more advanced stages of the academic process and with the scientific-technological advances, results in cyberplagiarism. This isolated treatment, more emphatic from graduation on, disregards the history, the cause and the procedural predecessors in research and writing, and this may be among the permissive elements of the reproduction of intellectual dishonesty. Therefore, students lack pluricultural, multi-literate and multi-semiotic education in plagiarism and in the appropriation of the information made available on the infovia. If two of the most important mediators responsible for teaching (textbooks and schools) relegate plagiarism to a secondary level, then the boundaries of righteousness and ethics are blurred and students may experience cognitive impairment when they appropriate knowledge from the internet, running the risk of being relegated to an uncritical mass. Even though they are aware of what plagiarism is, students are unable to identify specific situations that configure it. The teacher plays a fundamentally important role in the ethical and moral training process of students, and non-compliance with plagiarism results in damage to authorial construction, as the silencing of books and schools can disguise copying and pasting on the internet as banal and harmless and is socio-educational imperative to strengthen the ties between appropriation of knowledge and ethics.

Keywords: Plagiarism. Search on the Internet. Textbook. Public education.

In this study, we initially made a historical rescue of the concept of truth in different times, demonstrating that its ethical order (mythologies, God and reason) and social value change over time. It is noteworthy that psychoanalytic theory, which is a field of knowledge inaugurated by Freud in Modernity, wove harsh criticisms of scientism, that is, the standardization of natural science methods for all systematizations, ignoring the diversity of objects of study. From the second half of the twentieth century, the credibility of science began to be questioned by postmodern thinkers. In contemporary times, we have seen the emergence of what is called the social phenomenon of post-truth, that is: a rejection of the notion of truth. Fake news and misinformation on social networks are the result of this phenomenon, with implications for politics, science, the media and also school education. The thesis that we present in this work underlines the importance of changes in the classroom to face such questions: that teachers move from a hierarchical and scientistic position, opening space for a qualified listening of the students and mediating the teaching of sciences as a production culture, also using digital literacy in their practices. Considering the topicality of the research topic, to present this thesis, a bibliographical research and theoretical studies were carried out for a proper understanding of this social phenomenon; A field survey was also carried out with high school teachers on the Taguatinga campus of the Federal Institute of Brasília, to verify the effects of post-truth in the classroom. It was highlighted in the discussion that listening can be an effective device for the teacher to access students' doubts and misconceptions about scientific knowledge and the veracity of content produced on social networks.

This research aims at investigating the processes involved in the resolution of mathematical tasks of a group of high school freshmen of a private school in Brasilia, rooted in continuous assessment through intentional and structured feedback, in the field of plane geometry learning following the flipped classroom methodology. The qualitative and exploratory case study was developed with forty-six learners ranging from 14 to 16 years of age. These students were assigned a set of plane geometry tasks along a period of 10 weeks of lessons with clearly defined goals to be achieved as well as the assessment criteria adopted. Their production was analysed and categorized as follows: unanswered task, task incorrectly answered, partially correct answered, correctly answered. Feedback was offered to students to help them overcome possible learning difficulties involved in the resolution of the tasks assigned. Learner’s production was analysed via content analysis: pre- analysis, exploration of the documents produced, data analysis and discussion. Initial observations showed that the learners were not used to studying with a view to building knowledge and sought teachers’ explanation to clarify their queries. Insecurity as to the procedures adopted in task resolution made the lacunae which called for intervention to foster learning. Geometrical knowledge with incorrect generalizations and algebraic obstacles constituted sources of analysis and debate during the development of the tasks. Using the flipped classroom methodology, students were motivated to do the tasks, individually at first. Gradually though, a collaborative network emerged converting the regular teacher-centered lessons into moments of dialogical learning, favoring the protagonism of learners in class. The diversity of pedagogical spaces and resources allowed for the existence of collaborative and democratic learning, in which continuous assessment made the resource to knowledge with a view to shedding light on the role played by mistakes in learning processes, the structured feedback to learning provided the learner the opportunity to effectively participate in all stages of learning and the teacher/researcher the possibility of reviewing his planning for every lesson, familiarizing himself with the strategies adopted by learners in the resolution of tasks and formulating intentional to every learner or group of learners in the name of learning mathematics. These observations revealed that the learning of mathematics is favoured when the continuous assessment methodology rooted in structured and intentional feedback is adopted in the flipped classroom.

The objective of this thesis was to analyze the activities developed in a discipline that deals with the teaching of geometry in an initial training course for mathematics teachers, verifying its potential for the development of creativity of future teachers in this area, both in the personal aspect and for the performance. teacher. The central question in this study is “What are the perceptions of undergraduate students in Mathematics about Creativity in Mathematics related to Geometry and the relevance of including this content in their training process?”. The investigation was developed based on a qualitative research approach, based on an epistemological basis in the phenomenological method, with a case study. The results found were organized in the Multipaper production format, consisting of publishable articles. The investigation took place with a class of the degree course in Mathematics of a public university in the Federal District/DF, composed of 14 students. Data collection was carried out by monitoring/observing classes, applying questionnaires (answered by eight of them), carrying out and applying workshops (by the regent teacher and the 14 students) and at the end of the process, interviews were carried out with six of these students. The results point to contributions to the initial and continuing education of Mathematics teachers, aimed at the inclusion of topics in Creativity in Mathematics in the field of Geometry, related to student learning, as it was apprehended that in the development of the Critical Thinking and Creative in Mathematics that they managed to recognize the potential of each phase of the workshop for Creativity in the field of Geometry, since different ideas were explored, different from routine ones. All stages fostered curiosity, new ideas, motivation and the use of methodological strategies used by the participants. The students and the conducting teacher brought a different approach to each of the workshops, with extensive involvement with the activities proposed to explore the contents of Geometry, providing opportunities for the manifestation of Creativity. The students identified, after analyzing problems in the High School Mathematics textbook, that in the vast majority of cases they were closed problems, which had only one way of solving them, indicating the need to develop teaching skills to transform such problems into situations open, which could be so abstract that they allow many ways to arrive at the answer or even there are no solutions, allowing the raising of hypotheses that would be reasonable to arrive at the solutions. It was also observed that the pedagogical discipline of the degree in Mathematics was of great relevance in the training process of these students. Based on the literature and on the analysis of the information collected in the investigation, the thesis is that the introduction of Creativity topics in this process of Mathematics teacher training, contributed significantly to the redefinition of the teaching of Geometry, since the activities developed in the discipline which dealt with the teaching of Geometry, involving the workshops, stimulated the Critical and Creative Thinking of the students in training, fostering in them the desire to perpetuate this new class designer in the future teaching practice.

This research presents experiences of five social movements that work in the city of Sobradinho/DF. The way they carry out their collective activities on a daily basis shows the transformative potential of critical and participatory environmental education in the community life of this city. The methodological approach was based on action research, whose subjects build interactions and human formation that are evident in actions that are developed by themselves. The theoretical reflection starts from the discussion of the forms of land appropriation in the Sobradinho region, whose model was reproduced with the urban expansion and determined environmental impacts on the river basin. Faced with the existing socio-environmental problems in the basin, an attempt was made to identify the contribution of the environmentalist movement to the revitalization of this basin from the perspective of environmental education. The perception of environmental degradation characterized by the organized movement was fundamental for the constitution of the collective researcher. The objective of the thesis was to research the role of environmental movements in the city of Sobradinho for the revitalization of the watershed of the Sobradinho stream from the perspective of environmental education. The group understood that citizenship is built with struggles. Thus, for the desired environmental recovery of the basin, the environmentalists dialogued with the community, mobilized all the possibilities of social networks on the internet, articulated means of communication such as radio and television. In addition, they mobilized public hearings and filed complaints with the CLDF, the GDF Ombudsman and the Public Ministry. The political work carried out by the movement resulted in including the river basin in the public budget of the DF. Thus, a technical and diagnostic study was contracted by IBRAM, which proposed the creation of new conservation units such as the Area of Relevant Ecological Interest, the Natural Monument of Serrinha do Ribeirão Sobradinho, the Refúgio da Vida Silvestre Canela de Ema, the expansion of polygons of the Itapuã and Jequitibás Ecological Parks in Sobradinho. There were investments in works that recovered broken sidewalks, bus stops, playgrounds, sports courts, public squares; Two erosions were also recovered in the riparian forest of the stream, the road was built on the way up to the Parque dos Jequitibás, the piped water channel for the farm owners, in addition to the construction of three rubbish collectors in the combination that resulted in the end of four dumps in the region , including the Morro do Samsão landfill. The collective researcher, moved by a denouncement process, expanded its field of action from the perspective of transdisciplinarity. Thus, it helped bring about transformations in the community, incorporating knowledge, attitudes, values, skills and experiences in the search for solutions to the socio-environmental problems of the river basin of the Sobradinho stream from the perspective of environmental education.

This thesis aimed to critically analyze teachers' perceptions of the interplay between the PNLD/2019 textbooks for the Elementary School (Ensino Fundamental) and Digital Educational Resources in rural schools in the Federal District (Distrito Federal). To do so, we sought to understand how the textbooks influence teachers' perceptions of rural schools, to identify educators' conceptions of Digital Educational Resources, and to comprehend how these resources are presented in the textbooks. Theoretically, we drew upon Arroyo, Caldart, and Molina (2011) regarding rural issues; Bueno and Carniel (2015) on digital resources; Freitag, Mota, and Costa (1987), Silva and Chelotti (2018) regarding textbooks; Williams (1979) on selective tradition, among others. The data analysis method used was Bardin's (2011) Content Analysis with a categorical approach. We examined 11 teacher's manuals from the PNLD/2019 for the 3rd, 4th, and 5th grades of Elementary Education, and conducted 29 interviews with teachers from 10 rural schools in the Regional Education Coordination of Planaltina-DF and Sobradinho-DF. We found that textbooks, as cultural artifacts, influence teachers' perspectives, with teachers believing that the content presented in the books is impartial. We identified that the research participants perceive Digital Educational Resources as important, but there are difficulties in their use, primarily due to limited internet access in schools, even though they are recommended as a means to expand the content covered in the textbooks. In conclusion, we found that the perceptions of the participants in this study, teachers in rural schools in the Federal District, regarding their pedagogical practices, are constructed through the interplay of textbooks and digital resources, shaping how teachers perceive their classroom realities in a certain way, even though this reality differs from what is portrayed in the books.

The investigation works to expand the cultural capital inserted in digital culture and in the school experiences of peripheral young people. To do this, we critically analyzed the conditions of speech production in a reading and re-reading of the media by 13 young people from public schools in the Federal District, taking into account the appropriation of media capital between the years 2020 and 2022. The family provides the moratorium of youth, so that young women can study, as well as highlighting values such as hard work. When they say that their mothers are hard-working, they have to say how they should behave in the world of work. By having the teacher as a reference, the young women emphasize the importance of a professional who understands their social responsibility. When they use the media for academic purposes, young women have the teacher as their foundation. Understanding social inequality, some young women appropriate media capital as a tactic and use it in the symbolic struggle. The method reveals that ideology governs social practices by analyzing the colonization of subjectivities and noting that the denial of quotas, especially racial ones, and social inequalities themselves, align with hegemonic readings. The importance of the university experience, as well as the character of the educational institution and the choice of courses help to shape the media readings. We emphasize that the two-year follow-up highlighted changes both in the reading of meritocratic media and in the relationship with the appropriation of media capital.

The main objective of the research was to verify how financialization takes place in basic education at the company level through the analysis of movements and strategies of publicly traded educational companies towards this level of education with a focus on the Vasta group. To this end, three specific objectives were identified: to verify the origins of the researched phenomenon and provide the theoretical-methodological subsidies used in the proposed analysis; analyze the recent scenario of basic education (2017-2021); and to analyze how Vasta fits into the observed phenomenon, as well as the impacts of its performance on Brazilian basic education. This is a quali-quantitative research that included bibliographic and documentary research and the use of descriptive statistics, having as main data sources the Basic Education Census, the Hoper Educational Consulting and the quarterly reports published by Vasta, as well as the material facts published on the stock exchanges (B3 and Nasdaq). The study concluded that the trajectory taken by the Vasta is part of the phenomenon of financialization, since the strategies performed by it have as a fundamental premise the maximization of gains and investors' remuneration, to the detriment of educational principles. Among the impacts for basic education are the greater participation in this level of education, reaching 20% of students enrolled in private institutions. There are also consequences for the educational process, since the company's priority in institutional investors disregards the trajectory, mission and culture of the institutions considered "partners", negatively affecting the subjective public right of Brazilian students.

Quilombola School Education is a modality of Basic Education that is under construction. The principles of this modality demand the pedagogical work developed by the teacher respecting the traditional knowledge and practices of this social group, the identity, culture, traditions and socio-ethnocultural practices. Therefore, teaching Mathematics starting from the socio-ethnocultural reality, using community instruments and including students, who on many occasions, their social experiences were at the door of the school, is the proposal that underlies this dissertation. Therefore, the objective of this research is to identify how a quilombola school can appropriate socio-ethnocultural practices and use them from the perspective of Ethnomathematics in the teaching and learning process of Mathematics. This is an exploratory qualitative research, whose thesis organization was based on the multipaper, format in which Chapters II, III and IV are organized in the article structure (abstract, introduction, reference, methodology, considerations and references). The participants of this investigation were six teachers who teach Mathematics and 32 students from the initial and final years of Elementary School. The results showed that Quilombola School Education has recently figured on Brazilian government agendas; there is a discrepancy between what is guaranteed by law and what is practiced, in addition, we found that research in the field of Ethnomathematics and Quilombola School Education in Chapada dos Veadeiros is incipient, making further academic research in this educational field essential. It was also found that teachers are aware of teaching Mathematics based on the reality of students, however, they have methodological, conceptual and structural difficulties to teach Mathematics while maintaining the quilombola culture as well as adapting textbooks to the life process of quilombola students. We conclude that, after the activities, Ethnomathematics is shown as a living practice in quilombola communities and contributes to stimulating the teaching of Mathematics in the classroom from a socio-ethnocultural perspective, however, it is necessary to invest in more experiences like these to add to the field. of education in quilombola communities.

Cette recherche a l’intention d’analyser, à travers des études comparées en éducation, les systèmes éducatifs publics brésilien et français afin d'évaluer les défis pour la promotion de la garantie du droit à l'éducation pour les enfants réfugiés. Ainsi, le texte à contextualiser les bases de la construction historique et juridique de l'institut international du refuge, à comprendre la mise en place de l'Organisation des Nations Unies (ONU); le développement d'une agence des Nations Unies pour la protection des réfugiés, l’Agence des Nations Unies pour les réfugiés; éligibilité et instruments de droit international applicables aux personnes en situation de réfugiés; comment tels instruments résonnent au Brésil et en France; et comment ces dispositifs atteignent les enfants réfugiés. Cependant, nous cherchons à comprendre comment la garantie du droit à l'éducation des enfants réfugiés s'est développée dans le cadre de l'ONU à travers de ses agences dédiées au thème, en cherchant à comprendre l'influence des préceptes internationaux sur les orientations éducatives brésiliennes et françaises et les normes visant ce groupe et comment ces pays ont développé ou développent des mécanismes pour l'insertion, l'intégration et l'inclusion du groupe des réfugiés dans leurs systèmes d'éducation publique, en identifiant les similitudes, les divergences et les défis connexes. En ce sens là, pour répondre à ces questions, implications et mises en œuvre particulières, la recherche qualitative dans une perspective critique convenable adéquate pour les propositions de cette enquête. Nous concluons que l'organisation internationale mise en avant pour la protection des personnes réfugiés, par rapport à l'éducation des enfants réfugiés, cherche à développer des mécanismes catalyseurs dans une perspective de développement par les systèmes éducatifs publics, ainsi qu'à obtenir des données de tous les élèves, y compris ceux qui migrent à l'intérieur de leurs territoires.

This work seeks to understand, from the knowledge constituted in the teaching action, the challenges faced by educators in the education of young people and adults, and the overcoming strategies developed from their pedagogical action in the context of the Covid-19 pandemic. Theoretical support is given by André (2013); Wachowicz (2001); Kopnin (1879); Gamboa (2008); Arroyo (2017); Bauer and Gaskell (2008); Bourdieu (2008, 2015); Fontana (2010); Freire (1996, 2018); Galvão (2019); Haddad and Di Pierro (1994); Machado (1998, 2000, 2016) Nicodemos and Serra (2020); Nóvoa (2002); Schutze (1983); Saviani (2009); Tardif, Lessard and Lahaye (1991); Pineau (1985). Qualitative research makes use of dialectical hermeneutics as a strategy for investigation and understanding, through the application of a questionnaire and narrative interviews. Study participants are teachers who worked during the context of the pandemic in EJA classes, during the years 2020 and 2021, in a public school located in a peripheral neighborhood of the Federal District. The return rate of the questionnaires was 93.3%. The data obtained through the questionnaires show that EJA teachers faced some kind of challenge when teaching during the pandemic. The main challenges pointed out were: 1) the lack of preparation of EJA students for the virtual environment; 2) the students' difficulty in accessing the internet and computers; 3) the low adherence of students to remote classes; 4) teachers' difficulty in adapting to the virtual learning environment; 5) lack of structural conditions to teach remote classes; 6) the use of educational technologies. The data reveal that the pandemic greatly influenced the teaching practice in EJA, leading teachers to reinvent their practices to respond to the challenges of the teaching and learning process in the researched school. The overcoming strategies used are concentrated in four categories: 1) approaching students through active search; 2) diversification of pedagogical practice; 3) coping with the situation on their own; and 4) collective work. The study showed that the pedagogical activity during the pandemic was mainly faced by the search for knowledge through selftraining, with the learning acquired during this period being the most relevant fact in the appointment of the interviewed teachers.

Dissertation developed in the Graduate Program in Education of the Faculty of Education – UnB, in the line of research Public Policies and Management of Education, integrates the studies of the research group ÁGUIA, on International Organizations, Policy and Management of Basic Education. The reformulation process of the Curriculum in Movement of Distrito Federal based on the Common National Curriculum Base, between 2010 and 2018, is the object of analysis. The theoretical and methodological foundation of the historical-dialectical method was chosen. It was questioned: how was the reformulation process of the Curriculum in Movement of the Initial Years in Elementary Education in public schools of Distrito Federal based on the BNCC? As a general objective, it was chosen to analyze how occurred the reformulation process of the Curriculum in Movement of the Initial Years in Elementary Education in public schools of Distrito Federal based on the BNCC. The bibliographic review was made to constitute the theoretical framework and the articulation of the analyses and semi-structured interviews. The analyses results have shown that the influence, performance, and actions of international organizations, such as OCDE, the World Bank, and the Unesco originated ideas, principles, and conceptions about education and curricular policies in Brazil. Also, they are orienting the direction and the definition of the national curriculum based on a determined conception of education quality. It was observed divergences in the conception of the Curriculum in Movement (2018) and guidelines proposed by the BNCC of Elementary Education. It was identified that the debates, disputes, and negotiations related to the elaboration of Elementary Education BNCC occurred with the acquiescence of the political system including the Federal Government, disguised entities in Todos Pela Educação Movement, supported by public and private agents, entrepreneurs that believe in education standards and are willing to provide slightly more access to knowledge without losing political and ideological control in schools. It was noted that the curricular policies in Distrito Federal, which were implemented according to the reformulation of the Curriculum in Movement based on the BNCC, were materialized in experience, elaboration, participation, and forms of popular resistance.

This study is linked to the line of research Teaching Profession, Curriculum and Assessment - PDCA, of the Graduate Program in Education of the Faculty of Education of the University of Brasília (FE/UnB) and to the Study and Research Group on Training and Role of Teachers/Pedagogues (GEPFAPE). Teaching work in special education has historically been a field of disputes in the capitalist mode of production, which legitimizes social inequalities and precarious/intensifies working conditions. Educational policies ratify these proposals, especially after the National Policy on Special Education from the Perspective of Inclusive Education, reconfiguring the special education teacher. Based on these contradictions, we ask: what are the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public school system in the Federal District? Thus, we aim to understand the constitutive elements of the professional life cycle of teachers who work in special education in the early years of elementary school in the public education network of the Federal District. This research was anchored in the theoretical-methodological assumptions of Historical and Dialectical Materialism, which allows us to detach ourselves from the immediate/fetishized reality and through the multiple determinations we apprehend the concrete reality of being a teacher in different moments of professional life. In addition, the contributions of the socio-historicalcultural theory, which participates in principles in human development, under the lens of a historical and social subject. We sought the possibility of transforming the appearance through methodological instruments: the State of Knowledge of the object under study, document analysis, survey of teachers' personal and professional data and semi-structured interviews with seven teachers. The dialogues were analyzed, interpreted and systematized by the meaning nuclei, resulting in the striking elements in the professional career of teachers in special education: the experiences that constitute being a teacher in special education, the senses and meanings experienced by teachers throughout their professional life in special education, the formative experiences of teachers at different moments of the profession, the contradictions of being a teacher in special education: satisfaction and suffering and the multiple determinations of teaching work in the professional life cycle. In the totality of this investigation, we conclude that in the trajectory of the teachers in Special Education/Specialized Educational Services, three movements surround the teaching work and it is done in the relationship between the personal and professional life history, in a time that is continuous, the experiences characteristics throughout the teaching professional life, teacher training and the marks in the concreteness of teaching work and in being a special education teacher. We conclude that research into the teaching professional life cycle in special education is an innovative contribution to the reflection on teachers' praxis, as it reveals the movement of singular constitution, denoting a relationship of experiences and milestones that are not necessarily linear, but that design ways of being and being in the profession. Although the construction of being a teacher in special education takes place through conditions imposed by contemporary forms of capital, there are still alternatives to confront the historical and dialectical totality, through confrontations, intending a counterhegemonic, emancipatory and humanized education.

The general objective of this research was to analyze the limits and possibilities of the ETRCs of the Federal District, in the development of continuing teacher training actions for the use of ICTs, from the point of view of the training teachers. Specifically, it was intended to identify the conditions under which work takes place in the Centers; to find out how trainers analyze their professional practice; to verify the main difficulties in the execution of its actions and analyze the bias of the training, through the courses offered before and after the period of the Covid-19 pandemic. For that, we opted for research with a qualitative approach, developed through the multiple case study. For the construction of empirical information, observation techniques of ETRCs, document analysis and online questionnaire were used. The interpretation was made by content analysis. The results suggest that the ETRCs are important spaces for continuing teacher education and can contribute to making the ICTs effective in the educational environment, through their training actions (courses, workshops, project support, among others). All for the sake of meaningful student learning in the digital and technological era currently experienced. The possibilities are numerous, but some limits interfere in the development of actions. For example, ETRCs lack management at the central level, their own resources for the acquisition or maintenance of materials and investments in physical spaces, the publication of a new ordinance and consistent public policies for the sector.

The main objective of this study was to analyze the implementation of the New Secondary School in public pilot schools in the Federal District. For that, data were collected on the initial experience of the pilot schools, from a qualitative approach, the data collection instrument used was a semi-structured interview script. For the development of the research, three pilot schools were selected, in which ten interviews were conducted with administrators and teachers. This amount corresponds to six teachers and four managers interviewed, including two coordinators, a director and a pedagogical supervisor. In addition, the general coordinator of secondary education at MEC was interviewed, who previously also served as director of the SEEDF's Secondary Education Board (DIEM) (2015-2020). The results found contributed to the understanding of the implementation process of the New Secondary School in the Federal District, noting the facilities and challenges faced by professionals from the pilot schools for the implementation of the policy in its initial course. In view of the results found, it can be concluded that the policy proposal proved to be imposing and incomprehensible, which makes it difficult to carry out the implementation of the New High School.

The research aimed to analyze “The work of the pedagogue expressed in official documents: between initial training and pedagogical action”. Under the guidance of Historical-Dialectic Materialism, documentary and bibliographical research was used as a methodology. The historical process of Pedagogy and the formation of pedagogues was investigated in order to understand how sociopolitical influences led to the formation of pedagogues according to the currently observed curriculum architecture. The configuration and performance of the pedagogue in the School Rules of the Public Teaching Network of the Federal District were analyzed as a reflection of initial training, especially that found in the letter of national and state legislation that regulate initial training in Pedagogy. In the bibliographical and documentary research, the main regulations that regulate these actions in the Federal District were considered. The theoretical foundation was based on authors such as: Dantas (2007); Frank (2008); Libânio (2008), Marx (2008) and Saviani (2007) among others. The results and conclusions point out that initial training is insufficient to properly conduct the development and performance of the Pedagogue's work, requiring, for this reason, to consider the multiple demands arising from the school environment that contribute to continued training combined with other experiences. of these professionals and that come to be the delineators of the projects of the Pedagogy courses. It is essential to help the pedagogue in this constant dynamism of the pedagogical work. As for the documents governing the Secretariat's pedagogues, it was found that there is no unit of information regarding the work of the Pedagogue at SEEDF.

The aim of this thesis is to analyze the individual, family, and school characteristics of students under Pedagogical Home Care in the Federal District. The specific aims were: (i) to find out who and how many students are under Pedagogical Home Care in the Federal District and in which schools they are enrolled; (ii) to characterize the families of students in Pedagogical Home Care in the Federal District regarding organizational dynamics; (iii) to characterize the school support given to students under Pedagogical Home Care in the Federal District; (iv) to identify teachers´ and family members´ perceptions concerning the characteristics of students under Pedagogical Home Care in the Federal District; (v) to analyze the strategies implemented by Education workers in the public school system of the Federal District and, (vi) to discuss public policies for Pedagogical Home Care, specifically in the Federal District. This qualitative study is exploratory research. As for methodological procedures for data collection, including both Documentary Research and/or Field Research, depending on the focus and context. For the first, data collection instruments: data request letter, available documents on the website of the State Department of Education of the Federal District and of the education secretariats of the Brazilian states; from the State Councils of Education and Legislative Chambers. Already, for the realization of the second, interviews were scripted, semi-structured interview script, electronic memory game, use da Google Meet platform, which makes available recording facility and field diary. Data were analyzed using the content analysis, supported by the analysis tool the software Maxqda. The thesis is structured in the Multipaper format with seven sections. The articles are structurally separated but interconnected to meet to the general aim of the study. The research findings are as follows: (i) 18 students under Pedagogical Home Care in the Federal District, according to the regional coordination of Education, and two applications in progress, but according to the schools there are only nine; (ii) among families´ characteristics, we observed that they are mostly constituted in affection, show strong social-affectivity and seek for the guarantee of rights; (iii) we observed that the conception of human development by the teachers of the Pedagogical Home Care in the Federal District is important in the actions developed in the organization of the pedagogical work; (iv) we found data on the characteristics of students under Home Pedagogical Care in the Federal District that corroborate the understanding of the subject as proposed by Vygotsky: the existence of a subject that has aspects of phylogenesis, of sociogenesis and of ontogenesis, which constitute its uniqueness; (v) the support networks for students under Home Pedagogical Care in the Federal District and the strategies implemented have elements related to the recognition of the relevance of the teaching approach, the struggle of families for schooling bedridden children, and the inaction of the Department of Education of the Federal District to carry out Pedagogical Home Care; and (vi) we conclude, therefore, that laws alone do not guarantee the provision of Pedagogical Home Care in the Federal District, in our view, laws must be supported by collective actions and permanent discussions with different segments of society.

This thesis is related to Teaching Profession Research, Curriculum, and Evaluation of the Postgraduate Studies in Education in the Faculty of Education, at the University of Brasília (FE/UnB). The paper was articulated in the production of the Study and Research Group on Training and Performance of Teachers/Pedagogues (GEPFAPe). From an ontological perspective, work and education are correlated: work – a social relationship that defines the way of existence of people, whether in the objective, subjective, social, political, cultural, artistic, and productive dimensions; and education – a historical and social phenomenon through which subjects produce and acquire specifically human culture. Thus, starting from the research problem - What experiences constitute the professional life cycle of the literacy teacher in the public school system in the Federal District? - We aim to understand the professional life cycle of the literacy teacher in the public school system in the Federal District. Seeking to reach the main objective of the research, we unfolded our study with specific objectives, as follows: 1) Categorize the studies on the teaching professional life cycle; 2) Characterize the specificity of being a literacy teacher in the public school system in the Federal District; 3) Identify which elements and factors are fundamental in the composition of the literacy teacher's professional life cycle; 4) To analyze the constitutive experiences of the professional life cycle of the literacy teacher in the public school system in the Federal District. Starting from the understanding that we have multiple determinations that emerge from the object, the present research was conducted in three stages, the first being the bibliographic research and the State of Knowledge of the object under study, which allowed extracting substantial information about the professional life cycle of the literacy teacher, organizing them, interpreting them according to the objectives of the proposed investigation, and categorizing studies on the teaching professional life cycle through descriptors. The second stage was developed through the analysis of a questionnaire applied to literacy teachers from the public school system in the Federal District, enabling the identification of elements and factors that are fundamental in the composition of the professional life cycle, later relating the constitutive experiences throughout the professional development process for teachers. The third stage was conducted by conducting a narrative interview with the literacy teachers, allowing them to relate the elements and factors that are fundamental in the composition of the professional life cycle of the literacy teacher inserted in the public education network of the Federal District to the unique experiences portrayed in the materiality of the narratives. At this stage, we take historical and dialectical materialism as a methodological approach, which allows us to understand the historical context and its determinants; conceiving reality from the apprehension of its contradictions in its totality and analyzing, in a dialectical and historical movement, the categories that make it possible to understand the professional life cycle of the literacy teacher as a dialectical whole in constant movement: Feminization, Insertion in the teaching profession, Professionalization process, Marks of the professional life cycle and Unique experiences of the professional life cycle. Thus, we argue that the professional life cycle of the literacy teacher in the public school system in the Federal District is made up of unique marks and experiences that are understood from the perspective of totality; presenting common elements, but it has a historical singularity allied to the subject's profile, and specifically to the encounter of this subject with the children's literacy process. 

The research analyzes the coexistence of
management perspectives in the public
education network of the DF. The central
question was outlined as follows: what are the
implications for guaranteeing the right to
education arising from the dispute over
democratic and managerial management
concepts in the Federal District Education
System and in public schools that implement the
New Middle School Support Program -
PRONEM - ? It was investigated in five schools
the struggles between the management
perspectives and their reflexes in the offer of
integral and utilitarian education conception in
high school. Data production took place through
bibliographic research, document analysis and
interviews with subjects who work in schools
and extracurricular spaces. The implementation
of the secondary education reform demonstrated
that institutionalized democratic management
was not effective as an instrument of power
sharing. Due to the low participation and the
absence of a democratic culture, authoritarian
relationships prevail in the SEDF and in the
school units. The managerial hegemony allied to
the precariousness of the teachers' working
conditions, the lack of public investments, the
utilitarian conception of education inherent to
PRONEM, the increasing privatization of
educational services points to the instrumental
formation of youth.

In this thesis, linked to the research line "Teaching Profession, Curriculum and Evaluation" of the Post-graduate Program in Education of the University of Brasilia, inserted in the Research Group "Curriculum: theoretical conceptions and educational practices", we discuss the contributions of the professional performance of pedagogues in different non-school contexts for the curriculum of the Pedagogy course. We started from the assumption, which was corroborated after the studies, that there are particularities in the performance and in the professional experience of non-schooling pedagogues, resulting from the nature of these educative environments, forgotten in the approach of the non-schooling dimension in the Pedagogy course. We structured the methodological - qualitative route, based on the dialectic epistemological conception (SEVERINO, 2001), in two axes: Pedagogy (science/course) and non-schooling spaces (theoretical) and Acting and professional experience of non-schooling pedagogues (empirical). To do so, we used the following investigative instruments bibliographic research (academic works in research banks and national scientific events that consolidated the state of the knowledge; and research in referential works, mainly, about the epistemology of Pedagogy and about the formation of the pedagogue, besides contributions about the professional performance of pedagogues in extra-school environments and about the curricular theories); documental research (National Curriculum Guidelines of Pedagogy – Resolution CNE/CP nº 1/2006 e other laws); and semistructured interviews (with pedagogues actuantes in public institutions do Distrito Federal not tied to the teaching profession), whose data were examined in the light of the method of "content analysis" (BARDIN, 2016). With the study, we verified the variety of performance spaces in which pedagogues are inserted – revealing the work with diversified themes: social assistance, socio-educational system, domestic violence, adoption, guardianship, drug addiction, labor education, traffic education, heritage education, social security education, electoral education, museum education, civil aviation, with different subjects involved – in which they return multiple pedagogical activities that are not directly related to teaching. We can see that the initial formation set forth in the curricular guidelines, on the other hand, does not present consistent elements for the integration of discussions about professional activities in non-schooling spaces. Thus, it is necessary to keep the debate active so that the legitimacy of educational practices beyond the school is recognized in the curricular path of the Pedagogy course, which will be tangible when the epistemological base of Pedagogy is assumed as a basic premise of the formation of pedagogues, in opposition to the pragmatist epistemology that has permeated the curricular prescriptions.

Taking into consideration that the teaching and learning processes have become more significant if the elements present in the students’ daily lives are explored to address the objects of knowledge present in the school curriculum. Among these elements, are highlighted those that constitute the students’ cultural identity, which, in addition to understanding and transforming the reality in which they are immersed, it enables the construction of feelings of belonging to the school and social integration. A theoretical approach in the field of mathematics education that favors this perspective is Ethnomathematics, which seeks to value and use the knowledge of the cultural group to which the student belongs, without disconnecting him from the broader social and scientific context. It is considered that the training program of teachers who teach mathematics should include such a theoretical perspective to facilitate more significant teaching and learning processes. Taking this as a guiding principle for training courses, this thesis was developed with the objective of investigating the possibilities and challenges in the training of pedagogue teachers from the Ethnomathematics perspective in the State of Roraima. The place chosen for this research is characterized as a multicultural reality, with the presence of indigenous peoples, native population of the state and other federation units and immigrants from neighboring countries, especially Venezuela. The reality has implications for the process of teaching and learning mathematics, which requires a holistic approach that values the cultures of all involved. To conduct the research, a qualitative approach was undertaken, with some ethnographic characteristics, from a descriptive perspective. The production of the analyzed information, entailed the observation of the training session of pedagogues from a private college in the state of Roraima, taking as a discipline of the Pedagogy course destined to work with mathematics as the focus. Interviews were carried out with the teacher who administered this discipline and with a student who was undergoing the mandatory curricular internship. A questionnaire was also used with all students enrolled in that discipline. The results show that most undergraduates were unaware of the term ethnomathematics and its applications within the educational context of Roraima. In conclusion, the state of Roraima is suitable for the development of trends in mathematical education, primarily ethnomathematical. Its application in the process of training pedagogue teachers helps in the development of a cohesive, collaborative pedagogical practice that values the different cultures existing in the classroom. However, addressing these tendencies in a satisfactory manner are still not present within the process of pedagogy training in Roraima.

This research starts from the dialogue between Distance Education, Mathematics Education and Social Representations, and its general objective is to identify and analyze the Social Representations of the Mathematics teacher who works in Mathematics degrees in the distance modality on the subject. teaching and learning process of Mathematics in the modality under study. Regarding the methodological scenario, it was a study with a qualitative and exploratory approach, the data collection procedures were the questionnaire with the Free Association of Words Test (TALP) and a systematic review of scientific productions (2010 to 2020) that included the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes) and articles from magazines/periodicals dealing with Mathematics Education, Qualis Capes A (Qualis Capes Periodicals 2019), namely: BOLEMA: Mathematics Education Bulletin (Online ), Mathematics Education in Review – EMR, International Journal of Mathematics Education Studies - JIEEM and Perspectives on Mathematics Education. The subjects of the investigation were 21 Mathematics teachers who work in Mathematics degrees in the distance modality in public Higher Education Institutions (HEIs). The statistical data used in this study come from the Brazilian Education Census (Inep) and from ABED's Analytical Reports on Distance Learning in Brazil (Censo EAD.BR, 2021). The analysis was aligned with the content analysis proposal of Bardin (2016) and Societal Approach (DOISE, 1986; 2001). In the process of construction of the Social Representations of the teaching and learning process of Mathematics in the distance learning modality, important aspects were identified that constituted references of interpretation regarding the teaching and learning process of Mathematics (scene) in the distance modality (scenario ): the relationship with teaching practices (“methodology(s)”; “teaching”; “planning”) pointed to the tendency of the subject to integrate or insert himself in the represented process. In the communication scene that is established in the virtual learning space, people meet and relationships are established, “interaction” and “collaboration” integrate teaching and learning. According to Moscovici (1978), Social Representations are used to restore balance when new information appears in everyday communication, the stranger penetrates the familiar gap and needs to be anchored in this reality: DICT and virtuality (“resources”; “computational”; “technological”; “tools”) was the stranger who entered this familiar space of action (teaching and learning process) and needed to integrate the educational reality. It is “dynamics that involves the personal and the professional, the individual and the collective” (DOTTA, 2006, p. 39), this teacher sees himself in the plot (initial training) and in the scene of study, teaching and learning process of Mathematics in distance mode.

This investigation is linked to the Research Line Teaching Profession, Curriculum and Assessment - PDCA and is an integral part of an institutional research of the Grupo de Estudos e Pesquisa sobre Formação e Atuação de Professores/Pedagogos – GEPFAPe. As a development of this research, we investigated the professional life cycle of Pedagogy professors at the Universidade Estadual de Goiás, based on the studies of Huberman (2000) and other authors who discuss the professional life cycle of professors such as Marcelo Garcia (1999), Gonçalves (2000), Isaia and Bolzan (2008), Cavaco (1995), among others that systematize teachers' teaching years into phases, stages or years experienced during their professional career. Thus, we start from the following guiding question: which elements and marks constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás considering their career experiences; time, and working conditions?; and specific questions: which studies on the teaching professional life cycle approach Higher Education in Brazil and where are they advancing?; how the experiences of the professional life of the teachers of Pedagogy at UEG helped them to be a professor at the university?; How do UEG Pedagogy teachers experience the professional, institutional and personal dimensions of teaching work? After raising these questions and seeking to answer them, the general objective is understanding the elements and marks that constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás was listed, considering their career experiences; time, and working conditions; and the specific objectives: 1) to know the state of knowledge of research on the teaching professional life cycle in Higher Education in Brazil and understand its advances; 2) to analyze the professional life experiences of Pedagogy professors at UEG and the constitution of being a professor at the university; and 3) understand, from the teachers' perspective, the relationship between the professional, institutional and personal dimensions for teaching work at UEG. In order to achieve the research objectives, the method that guides the investigation is Historical-dialectical Materialism with a qualitative approach, documental study, application of a mixed questionnaire and semi-structured interview. The empirical research was initially carried out with the sending of questionnaires, through Google Forms, to the 117 effective teachers who teach in Pedagogy courses and are located in campuses/university units spread across the state of Goiás. We received responses from 53 professors, however only 52 responses were validated because one of them was from a professor on a temporary contract basis. From the analysis of these questionnaires, categories were raised that helped to delimit the subjects who, due to the Covid-19 pandemic, were interviewed using the Meet platform. For that, 12 professors were selected, according to their availability for the interview indicated in the questionnaire, who had the following career time at UEG: 1 to 5 years; 5 to 10 years; 10 to 15 years; 15 to 20 years; 20 to 25 years; and over 25 years. As a result, there were at least two professors for each interval, but only 8 were willing to be interviewed. The analyzes showed us that teachers are committed to a social and transformative formation and that they pose such questions as fundamental elements of teaching. They do not show, both in the questionnaires and in the narrative interviews, stages of a career, but they present a life, a cycle in which they dedicate themselves in a personal effort and in the opportunities to carry out the training of other subjects. The thesis reaffirms elements of a professional life cycle that is related to teaching work, to the objective and subjective conditions of this work, to professionalism, to initial and continuing education, and to the constitution of being a professor at the Universidade Estadual de Goiás. This is because in basing university teaching in the inseparable work between teaching, research and extension - these as pillars of the construction of scientific, technical, ethical and human knowledge, the professor is built as a university professor with specificities related to teaching in higher education, passing through three fundamental axes: work teacher, the experience in the career and the marks of otherness, and, in this way, it consolidates the professional life cycle that has common elements in the teaching category and particular elements in the subjectivity of each teacher.

Human can be defined as the only animal that knows, fears and practices rituals in the face of death, producing, from this phenomenon, a culture; different from other animals that act instinctively in the face of imminent risk. It is not uncommon to see death as the main attraction in sensationalist newspapers and at the same time witness the concealment of death, especially from children. These are spared or given metaphorical explanations, such as “go to heaven” or “become a little star”. However, if we analyze it well, death can be present in all classrooms, the topic could be addressed in practically all school subjects, for example, death is involved when we study the disappearance of civilizations, evolution and natural selection, food chain, carbon cycle, life cycle, environmental catastrophes, among others. More than a matter of age and cognitive development, children's conceptions of death are formed from the cultural context and social relationships in which they are inserted. In view of this fact, the general objective of this research is to identify/recognise which are the social representations of death of children in Elementary School I and, from there, present a proposal for a Central Core of these representations. We consider that the Theory of Social Representations proposed by Moscovici is adequate to direct the investigation and discussions presented here, as it makes it possible to understand how this theme has been socially constructed and how children appropriate it. To make these representations emerge, we used children's storytelling and drawing as an activity of expression, considering that it is an attractive activity for children, which stimulates their creativity and brings up symbolic elements about death. Twenty children from a school on the outskirts of Aparecida de Goiânia participated in the investigation and the data generated allowed us to propose the Central Nucleus thesis of these representations based on religious values that present an antagonistic vision between good and evil.

This research is linked to the research line Comparative Studies in Education (Ecoe), of the Graduate Program in Education (PPGE), of the Faculty of Education (FE), of the University of Brasília (UnB), and was developed within the scope of the Research Group Generations and Youth (Geraju). The purpose is to understand how the discourses in the legislation of the latest Chilean and Brazilian high school (EM) reform are presented regarding their organization and implementation. Based on the analysis of documents, this research is organized around two axes: 1) Analysis of the context that triggered the reform, and 2) Analysis of normative documents that define the structural and curricular reforms of Chilean and Brazilian high schools. The theoretical framework is situated in the field of Comparative Education, based on the assumption of the right to education and that the last stage of compulsory education is an important tool for the education of young people as subjects of rights. The textual data was interpreted based on hermeneutic content analysis, a combination of methods anchored in qualitative content analysis and hermeneutics. The results show that high school reinforces the importance of the right to education when it is configured as a stage for the education of young people as subjects of rights. The discourses presented in the norms reflect the intentionality of the legislator regarding its goals and purposes. The context that permeates the conjuncture, thus fulfills the social, cultural, political, and economic functions of high school education.

In this investigation, we argue that it was necessary for educators to experience different ways of carrying out education, in a transformative perspective, so that, through a reeducational process, something new emerges in their practices and a transformation occurs in the educational environment. For that, we investigated the experiences of seven educators from Educandário Humberto de Campos (EHC) for a little over four years. The educators went through a Transforming Exchange where they visited socalled transforming schools in different parts of Brazil and participated in an effervescent reeducation process at the EHC. We used their speeches in several recorded and transcribed interviews and school circles, as well as the reports written by the educators, including a book from these Exchange experiences (COSTA et al., 2020). Our investigation used Vigotski's Historical-Cultural Theory, where we conceptualized, among other aspects, what is experience, education, the act of educating and transforming education. The research theoretically expanded what we call reeducation in this teaching context. Finally, we synthesize, among other discoveries with EHC students, the intense presence of these teachers' work with values, in the cultivation of autonomy, in the care of their emotions, in the consideration of their individualities, among other aspects. In the end, we were able to observe that the process towards a transforming education took place vigorously in the EHC from different perspectives.