This research, belonging to the area of Textual Linguistics, aims to analyze opinion article texts produced by graduating students (8o e 9o year) of Elementary Education II, of the Youth and Adult Education modality – seeking to recognize the functioning of cohesion mechanisms in the structure of the argumentative sequences that organize these texts. . To achieve this objective, we based our research, in general, on the Textual Analysis of Discourses Discursos (ATD), de Adam (2011, 2019, 2022), and in authors such as Koch (2007, 2010, 2011), Dionísio, Machado, Bezerra (2010), Guimarães (2009), Antunes (2007) Marcuschi (2008) Passeggi, Oliveira (2001), Santos, Riche, Teixeira (2015), Chiappini (2004), Koch e Travaglia (2012), Fonseca (2020), Silva (2015;2020) and among others that are cited in the textual body of this study. Our corpus is made up of 06 (six) texts that were produced by students completing Elementary School in the Youth and Adult Education modality. These texts were analyzed in two aspects: regarding cohesion and regarding the organization of the argumentative sequences present in their structure. Regarding the methodological design, this study was characterized as qualitative, documentary, descriptive, inductive and deductive research. The research results demonstrated that: the elements of cohesion, to a large extent, are responsible for the development of the argumentative sequence of the texts, considering that the cohesion processes are configured as textualizing strategies that persuasively reflect the speaker's communicative purpose. It is these choices, therefore, that guide the production of meanings by the interlocutor, often managing to affect their way of conceiving such an object and understanding it.

The concept of neoliberal education, whose principle focuses on the individualization of the subject in order to make all spheres of their life profitable, permeates the reformist discourses for the new high school. From this point of view of making the self profitable, the discourse on youth protagonism within didactic materials of the life project is a bioregulation strategy that subjectifies the student in order to meet market needs. Given this scenario, the main objective of this research is to analyze the neoliberal implications of discourses on youth protagonism in life project textbooks. As a theoretical framework, discursive studies are mobilized under the inspiration of Michel Foucault, based on concepts such as discourse, enunciation, discursive formation, truth and power in interlocution with authors such as Dardot; Laval (2016) who discuss neoliberal rationality and with authors such as Goulart (2018); Souza (2008); Daniel;Silva (2023) and Ramos (2020) who reflect on the new high school and youth protagonism. In terms of methodology, the paper is aligned with a descriptive-
interpretative and qualitative documentary perspective. The corpus comprises statements taken from nine Life Project textbooks approved by the National Textbook and Teaching Material Program, 2021 edition. The reading path comprises the triad that organizes the discussions in the textbooks - self, intervention in the world and the world of work. In relation to axis 1, it was possible to identify the relationships of knowledge and power that place young people on a treadmill of self-entrepreneurship, evoking the need to set short and long-term goals to achieve their life project. In relation to axis two, we see in the speeches a desire for truth that the relationship with the other and with the world are essential elements for personal development, so we understand that, although penetrated by different social relationships, the 'self' is still a central issue for neoliberal
governmentality. Axis three, for its part, maps out the job market by ensuring the skills needed to become a successful individual, reaffirming the meritocratic discourse that the success of a life project depends essentially on the commitment of the student. The analysis makes it possible to point out that these teaching materials take youth protagonism as a government strategy along neoliberal lines and this has an impact on the construction of flexible, adaptable subjectivities. With this, they seek to standardize subjectivities, dampening possible insurgencies, revolts and counter-conduct in relation to the established norm, which inevitably produces conformed, passive and obedient subjects to the control mechanisms of neoliberalism. Finally, it is important that other studies are carried out to prove or disprove the points made in this paper.

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The present research brings in its essence the conceptions and practices of teachers from public schools in the municipal elementary education network in the city of Mossoró, in the State of Rio Grande do Norte, related to urban afforestation in the school environment. The general objective of the work was to analyze the conceptions and practices of teachers regarding urban afforestation in the school environment of two public schools in the city of Mossoró-RN. And, as specific objectives, diagnose the conditions of afforestation in the study schools under the teaching conception; investigate teacher practices related to teaching the topic of urban afforestation and learn about the contribution of the topic of afforestation to the training of students from the teachers' perspective. The research used a qualitative approach, being exploratory and descriptive in nature, designed as field research, in which the observation method was used in order to understand the real situation of afforestation in school environments. Furthermore, it was decided to carry out questionnaires and interviews
with 26 teachers from the study schools. The theoretical framework that supported the work with authors who deal with the school environment, urban afforestation, environmental education, environmental perception, etc., are: Biondi (2008), Luzzi (2012a, 2012b), Paiva and Gonçalves (2012, 2019), among others. As a result, it is noteworthy that teachers classified their school environment as little wooded, pointing out the main advantages of school afforestation to be heat reduction and shade. In view of this, the benefits of trees provided in  improving the quality of the urban microclimate present in educational spaces can be observed. The majority of teachers responded that they teach the topic of urban afforestation in an integrated way with the teaching of disciplinary content, while another part of the teachers do not integrate the topic with the content. Teachers point out that the topic of afforestation makes relevant contributions to the training of students inherent in citizenship and socio-environmental responsibility and a better quality of life. The results of this work
reinforce the need to invest in the training of teachers and pedagogical teams aimed at teaching the topic of afforestation, linked to environmental education and curricular content with a focus on environmental awareness. It is concluded that the study of teaching conceptions and practices regarding the topic is important so that it can assist public bodies in making decisions about improving environmental quality in open spaces in the school environment and the quality of teaching in Basic Education.

Writing, one of the purposes of teaching mother tongue, is necessary in the various social practices in which students are inserted. In the Brazilian basic education scenario, students still have insecurities and fears when producing written texts. In view of this, the teacher, to guide the writing class, assumes, whether consciously or not, theoretical convictions arising from his initial training, continued training or previous pedagogical experiences. For this reason, it is significant to analyze the perceptions of Portuguese language teachers in relation to the teaching of writing in Basic Education. For this purpose, the general objective of this study is to analyze the perceptions of Portuguese language teachers in relation to teaching writing in Basic Education. The specific objectives converge on: comparing perceptions of Portuguese language teachers regarding the teaching of writing to theoretical approaches to linguistic studies oriented towards educational issues; analyze how Portuguese language teachers perceive the planning and execution of their writing classes and their students' writing assessment practices; and identify the existence of similarities and differences in the perception that teachers have about teaching writing. To this end, as a theoretical contribution to this work, I discuss language and perception, based on the reading of Hasan (2015); I present some concepts of perception (Aristotle apud Reis, 2022), (Merleau-Ponty, 1999); I establish a relationship between perception analysis and teaching (Matos and Jardilino, 2016) and select approaches that denote spaces for debate in the pedagogical and academic fields and can guide the writing class. I draw on the readings of Flower and Hayes (2016), Bakhtin (2006), Dolz-Mestre and Gagnon (2015), Freire (1981), Janks (2009), Halliday (1978) and Beaugrande and Dressler (1981), among others. In order to fulfill the objectives of this research, structured interviews were carried out with teachers in the final years of Elementary and High School. These questions aimed to find out which theoretical approaches were closest to the planning, method and evaluation of the writing class. The teachers' responses were analyzed in a qualitative and quantitative way. To interpret the data, I used the content analysis method, presented by Bardin (1977) and subdivided into three stages: pre-analysis, exploration of the material and treatment of results. With the help of the Iramuteq software, a lexicometric analysis was carried out. The results point to the use of aspects of various theoretical approaches to guide the writing class, without the predominance of any one of them. This study intends, broadly speaking, to contribute to discussions about the teaching of writing and the ongoing debate about initial teacher training, focused on theory and its relationship with practice in the classroom.

With this dissertation, our aim is to investigate the textual-enunciative functioning of point of view and the necessary inscription of an authorial voice in essays scoring a thousand points in the National High School Exam – 2021 edition. In this study, we adopt Textual Linguistics as the fundamental theoretical perspective, in interface with Enunciative Linguistics. Therefore, the fundamental theoretical framework of this research is centered on the studies of textual discourse analysis (Adam, 2008; 2011) and the enunciative and interactionist approach to narrative (Rabatel, 2016). Regarding the characterization of the research, the study employs a qualitative approach, applied in nature, with a descriptive-exploratory-interpretative focus, using the documentary method as a procedure. The research corpus consists of seven essays scoring a thousand points in the Enem present in the participant's guide of the 2022 edition, and the analysis protocol is organized into four stages: corpus collection, preliminary reading of the corpus and definition of analysis categories, coding of the essays, and data analysis and interpretation, respectively. The results demonstrate that in Enem essays scoring a thousand points, the participant manages points of view of other enunciators to validate their thesis. Indeed, such points of view have a specific argumentative functioning and are mobilized in the adoption of enunciative stances. This process of textual choices implies the construction of an authorial voice, a requirement demanded by the exam in text construction.

The aim of this paper is to investigate the teaching relationships built up in the music band environment, analyzing collective music teaching, its development and the experiences of its members and the form of music teaching in the Antônio Florêncio de Queiroz Music Band in Pau dos Ferros city, Rio Grande do Norte. This construction process was methodologically based on an ethnographic case study, which made it possible to gather a large amount of information through the use of various data collection techniques, thus enabling a detailed understanding of the object of study. We used observations and semi-structured interviews with the musicians and conductor João Modesto. The concepts of social institution, tradition, cultural citizenship and educational and cultural dimensions were taken as theoretical input, based on Barbosa (1994), Botelho (2006), Carvalho (2009), Batista (2010), Pollak (1992), Giddens (2005) and Hall (2006). Based on the information gathered and analyzed, I found that the brass band is an institution that contributes to the democratization of access to music and cultural citizenship, by enabling everyone not only to enjoy cultural and musical goods, but also to be active agents in their development, in local musical production, based on the band's performance. The fundamental role of the conductor during this period was also attested to, as his educational and cultural actions renewed a new musical scenario for the band.

This research, in the context of the Youth and Adult Education, of a qualitative-interpretative nature, approaches Youth and Adult Education incarcerated students at the Senador Guerra State Youth and Adult Education Center, which operates within the State Penitentiary of the Seridó, in the city of Caicó/RN. The choice for this educational space was due to the researcher having volunteer work at the Espaço Fênix resocialization project, conducting pedagogical work in the referred penal institution, and being a teacher for elementary school; therefore, interest arose in developing research that could answer the following question: how can the insertion of (auto)biographical narratives contribute to the education and training of incarcerated youngsters and adults? The theoretical foundation is anchored in the conceptions of Freire (2014), Portugues (2001), Passeggi (2014), and Nóvoa (1988). The methodological option – Bauer and Gaskell (2002) narrative interviews, among other scholars – is justified by considering them a pedagogical activity, in the dimensions of training and dialectical self-training that operates in teaching and learning practices between students and educators, in addition to providing subjects with a better knowledge of themselves, the others and social contexts in which they are inserted, re-signifying experienced facts. At the end of the process, students are expected to recognize themselves and begin minimizing, for example, personal and social damages resulting from the incarceration process, since the institutional rules intervene in the subjectivities of this population in a harmful way, in addition to having a methodological innovation that allows interactive teaching, which is significant in the training of students for the exercise of their citizenship and possible social reintegration.

The present qualitative work addresses discussions about the construction of aquality curriculum from the teacher's perspective. As it is an expanding policy in theBrazilian educational scenario, the research object was related to the full-timeteaching proposal of the public education network in the state of Ceará, from 2016 to2023, focusing on the Maciço de Baturité region, in the city of Pacoti, more preciselyat the Menezes Pimentel Full-time High School, which constitutes the research site.This study seeks to understand how the understanding, recontextualization, andconstruction of a curriculum that seeks quality in teaching and learning occur fromthe teacher's perspective. Therefore, it starts from the idea of the contexts andconcepts related to the curriculum, historically describing the path taken by thefull-time education policy in Brazil and in the state of Ceará. In this way, it bringsthrough the relationship between school autonomy and curriculum, the observation ofteacher participation in the construction of the curriculum adopted in the school, anddiscussions that analyze and subsidize curricular quality. Bringing to light thecontribution, with the post-structuralist theoretical view, from the perspective ofrenowned curriculum theorists such as Stephen Ball, Alice Lopes, and Macedo,which makes us understand that the context of practice is where policy is subject tointerpretation and recreation, capable of producing effects and consequences thatcan represent significant changes and transformations in the original policy. Thevoice of educators is analyzed, using as a basic method the semi-structuredinterview, in addition to the theoretical approach, the analysis of official documentsthat guide the policy of full-time high school in Ceará. In conclusion, the study on theconstruction of a quality curriculum from the teacher's perspective reveals thecomplexity and importance of this process for the improvement of education. Fromthe discussions and analyzes carried out, it was possible to understand that a qualitycurriculum is not limited to the selection of content but involves a series ofinterconnected aspects that directly impact learning and the development ofstudents. From the interviews and the analysis of the documents, it is noticed thatteachers are increasingly engaged in the discussion about the curriculum, seeking tointegrate different areas of knowledge and pr;omote a more meaningful andcontextualized learning. Teacher participation in the construction of the curriculum isfundamental, as they are the ones who are in direct contact with the students andknow their needs and realities.

This work aims to discuss about representativeness and gender roles in Mathematics degrees in Mossoro – RN, based on the experiences of professors working in these courses. For this, using the Oral History approach and, through interviews with selected professors, Emphasis will be placed on gender matters that permeate the lives of these teachers. Soon after, the interviews were transcribed and textualized, in a move to put the experiences reported by the teachers into textual format and, at a later point, an agreement was reached on the final textualized version of their words. The analysis of the narratives produced by the teachers was prepared by articulating themes that came to light during the interviews, in an analysis of convergences. With the intention not of synthesizing, but rather of drawing attention to insistent points in the teachers' statements. The themes analyzed were the encouragement received during childhood and adolescence, from family or people close to them; representation of teachers or notable figures during this period; decision-making to pursue a career that involved mathematics; feeling of belonging to the academic environment, taking into account the particular nuances of the mathematics course; and the balance between academic and personal life. Among the results perceived, the relationships between teachers and their families stand out, which generally act as the first contact with what is or is not possible for teachers, thus directing them - even if indirectly. In this same line of thought, a crucial role of teachers themselves was also observed, not only during childhood and adolescence; but also assuming the position of a mirror to be followed and of showing and encouraging postgraduate paths. Furthermore, the importance of giving these women the opportunity to have their experiences with mathematics without having to hide their emotions, to be respected, to be given the opportunity to make mistakes without judgment and to have their voices equally heard was highlighted. Another strong point observed was motherhood - or lack thereof - throughout their careers, and the importance of a support network for teachers.

This is research whose focus is the Brazilian Literacy Movement (Mobral), an educational Foundation established during the Civil-Military Dictatorship through Law No. 5,379/1967. During its existence, the Foundation developed approximately ten educational programs whose central objective was Functional Literacy and Continuing Education for Adolescents. Among these, we find the Functional Literacy Program (PAF) and the Integrated Education Program (PEI), which included the enrollment and retention of subjects from 15 to 30 years of age to acquire reading, writing and calculation. Given the diversity of programs created by the Foundation, we intend to understand the Mobral Professionalization Program, considering its actions aimed at the professional training of young people and adults. This is documentary research in which legislation and official documents published by the Foundation during its existence were used. The specific documents for this program are digitally preserved on the EJA Forums website and are divided between program design materials, employment desk manual, course manual for domestic workers. As a research problem, we investigated what are the educational actions of the Professionalization Program and its relationship to the professional training of adolescents and adults during the Civil-Military Dictatorship? As a general objective of the research, we sought to understand the Mobral Professionalization Program, considering its actions aimed at the professional training of adolescents and adults. As specific objectives, we list the first: to understand the political campaigns and popular movements aimed at the education of adolescents and adults prior to the creation of Mobral; the second, to analyze the historical scenario of the creation and implementation of Mobral and finally, to examine the Mobral Professionalization Program through official documents from the Foundation. As a bibliographical reference we had access to texts whose themes relate to the history of adult education, education in the Civil-Military Regime, such as the authors: Corrêa (1979); Costa (1986); Fávero (1983, 2016); Jannuzzi (1979); Paiva (2015) among others. Through the construction of a State of Knowledge about the research object, in the CAPES and BDTD repositories, we verified the lack of research focused on the Mobral Professionalization Program. In this way, we understand that the research will contribute to the History of Brazilian Education, especially with regard to Professional Education.

Children's literature plays a fundamental role in the training of readers, contributing not only to the development of reading skills, but also to the construction of the child's cultural, emotional and cognitive repertoires In this context, this research seeks to analyze how children's literature works from PNLD Literário in 2018 can contribute to the formation of children's literary readers, focusing on the analysis of specific literary worksThe methodology used consists of qualitative research, focusing on documentary research as a way of giving an analytical treatment to the texts selected for the study. In this way, the texts of the literary works in question will be analyzed, through seven categories of analysis: pleasure in reading, enchantment, reflections, identification of the type of reader, reader-text interaction, image and interaction with the reader and expansion of the repertoire. To this end, we resort to theoretical discussions that strengthen our analysis, among which we highlight Coelho (2000), Azevedo and Pontes (2009), Pontes (2012), Brasil (1998; 2018), Colomer (2017). Other authors consolidate the dialogues covered in this research, however, those mentioned above denote the categories expressed in the bibliography. In view of the findings of this investigation, it is beneficial to give visibility to the relevance of children's literature as a fundamental tool for the training of literary readers in Brazilian schools, and we hope that the results of this research contribute to the improvement of pedagogical practices related to children's literature and to the promoting quality literary education in Brazil. The National Literary Textbook Program (PNLD) represents a crucial initiative in the Brazilian educational scenario, offering high-quality literary works to the country's public schools.

This dissertation proposes a detailed analysis of the lesson plans available on the Schools on the
Network Educational Portal, adopted by the State of Rio Grande do Norte, which are designed by the
teachers who use the platform themselves. The objective of the analysis is to assess the teaching of
Portuguese Language, based on how these plans approach the teaching of written textual production,
and to present a proposal that facilitates their use, especially in the face of the challenge of integrating
Digital Information and Communication Technologies (ICTs) into the classroom. The analysis seeks to
understand whether the proposed activities go beyond grammatical exercises and the reproduction of
text models, aiming to promote meaningful learning for students. The dissertation draws on linguistic
theories, such as Bakhtin's perspective on discourse genres, and also considers the National Curricular
Parameters and the National Common Curricular Base (BNCC). The methodology involves the analysis
of lesson plans, identifying the most frequent textual genres, the proposed reading and writing practices,
and the recommended evaluation criteria.

Reflecting about the difficulties faced in classroom, in subjects which concern to the processes of learning and teaching the subject of History, and taking as a starting point my pedagogical practice, I have opted to search for methodological strategies that could contribute to the teaching and learning of teachers and students. Thus, I have
tried to empirically develop a methodological strategy, aiming to analyze the contributions of images created from the radiophonic language to the learning of teaching History’s students, having the inseparable relationship between image and thought as a ground. Thus, I have opted to work with authors such as Freire (1994); Bachelard (1994); Morin (2014); Evangelista (2017); Teixeira and Almeida (2014); Bloch (2001) and others who deal with imagined images of different perspectives. The empirical part of this research was accomplished in a public school of the state of Rio Grande do Norte, and for such purpose, I have adopted as methodology the production of podcasts in classroom as strategy to the creation of mental images and, subsequently, to the construction of knowledge in the subject of History, in high school.

The present study aims to understand the didactic use of visual elements and the Brazilian Sign Language (LIBRAS), by Inclusive Education professionals for teaching History, to deaf students, in the region of the Identity Territory of Piedmont North of Itapicuru, in the state of Bahia. To this end, the research is based on qualitative methodology, using semi-structured interviews and informal conversations with participants. For data analysis, narratives collected during each interview are used, from which it is possible to infer the importance of family participation in visual learning for deaf students, the need and relevance of continued training for History teachers. Thus, it was concluded that images (gestures, codes added to signs in Libras) are a relevant vehicle for the development of deaf person, and should be used in partnership with a multidisciplinary team and the History teacher with a view to optimizing the teaching-learning process about the past.

This research, inserted in the discussion raised nationally by researchers, associations, representative entities of the educational area and faculties, centers and departments of education along the time about the Pedagogy course in Brazil and the formation of teachers of Basic Education, thematicized the formation of polyvalent teachers. It was delimited for the study of the formation and, also, of the teaching, in the perspective of polyvalence, of public school teachers. As a research problem, it pointed out: what are the perceptions of graduates of the Degree in Pedagogy of UERN, Central Campus, working in public schools in Mossoró city - RN, regarding the formation of multi-skilled teachers? Punctuated, as a central objective, to reflect on the perceptions of graduates of the Degree in Pedagogy from the University of the State Rio Grande do Norte (UERN), Central Campus, working in public schools in Mossoró city - RN, about the training of multi-skilled teachers. Regarding the specific objectives, they were demarcated: (a) to describe the perceptions graduates of the Degree in Pedagogy at UERN, Central Campus, working in public schools, in the Municipality of Mossoró - RN, with regard to the training of polyvalent teachers; (b) to think about the teaching of multivalent teachers from public schools in Mossoró city - RN, graduated in Pedagogy by UERN, Central Campus; and (c) to analyze the Pedagogical Project of the Undergraduate Course in Pedagogy UERN, year 2012, Central Campus, about the training of multivalent teachers. The research made use of a qualitative approach, with a phenomenological focus, typifying itself as a case study. Moreover, it was anchored in the bibliographical survey, as well as in the documental analysis the PPC (2012) of the Pedagogy course of UERN, central campus. Moreover, as a technique of data construction, it was also chosen to perform semi-structured interviews developed with five teachers of the initial years of Elementary Education (one of each year), working in public schools of the Municipality Mossoró - RN, which are graduates of the course of Pedagogy UERN. The investigation was based, centrally, in authors of critical basis that, in the course of time, have investigated the formation of polyvalent teachers, the course of Pedagogy in Brazil and the polyvalent teaching, namely: Scheibe (2007), Tardif (2008), Cruz (2012), Fiorin and Ferreira (2013), Pimenta et al. (2017), Gonçalves (2017), Medeiros, Araújo and Santos (2021), Libâneo et al. (2022), among others. The main technique for the analysis of the data was the textual discourse analysis. It was concluded that, despite the initial training in the undergraduate course being configured as a unique space for teaching professionalization, it also left gaps in the training aimed at acting in school management, in non-school spaces and in Youth and Adult Education. In UERN context, central campus, from the perception of the research subjects, it was understood the emphasis of the formative processes in the Pedagogy course was on Children Education and the initial years of Elementary School. However, despite the emphasis given to the teacher training to act in these levels of education, it was reflected that, due to the fact that the course aims at a generalist teacher profile to act in Basic Education, there are limits in teaching in the perspective of polyvalence, among them, the absence of specific and pedagogical knowledge about the work with the subjects taught in the early years of elementary education.

The teaching-learning process for Science Teaching, mainly the scientific conceptual relationship with the student's daily life, has been configuring itself as a great challenge. There are many discussions related to this approach and what criteria should be followed in order to have a quality education. Thinking about it, many researchers in this area seek alternatives to solve these needs by presenting new teaching methods. With this, this research had as main objective to develop a Didactic Sequence (SD) for the content of Chemical Transformations with an approach focused on environmental education based on the three pedagogical moments in a 6th grade class in elementary school in a state school in the city from Apodi-RN. The research focused on a qualitative approach and took place in two stages: 1) Literature review and 2) Action research. In the first stage, the Bibliographic Review was carried out through a State of the Art, bringing a current overview of the most varied strategies developed in Didactic Sequences based on the approach of the Three Pedagogical Moments, presenting satisfactory results regarding its objectives, making clear the entire Didactic Sequence used and the acceptance and approval of the methods by the students. O Estado da Arte used content analysis based on the work of Laurence Bardin (2009), as a strategy for organizing and selecting the material to be analyzed. In the second stage, the action-research, it was developed from four moments: observation of the school and class where the research was conducted; development of research instruments (pre-test and post-test); application of the Didactic Sequence; Data analysis. The application of the Didactic Sequence was based on the approach of the Three Pedagogical Moments from the perspective of Environmental Education as a generating theme. This methodology, as its name already suggests, is presented in three moments: Initial Problematization (IP), Knowledge Organization (OC) and Knowledge Application (AC). The results for the pre-test indicated little or no mastery over the theme of the syllabus linked to the Environment. In the post-test, and with the continuous and procedural analysis during the application of the entire SD, it was possible to perceive an evolution in learning, mainly due to the dialogic interaction of the students. In view of this, it is expected that this work of a social nature, in which it was configured as a survey of data on the most varied Didactic Sequences guided by the Three Pedagogical Moments, and also in the construction and application of a Didactic Sequence under this same perspective linking the Environmental Education, serve as a valid reference not only for Science Teaching, but also for all areas of knowledge.

Professional Education aims not only to train medium-level technicians but also to provide qualification, requalification, and re-professionalization opportunities for workers with any level of education, as well as ongoing technological updating and qualification at the secondary and tertiary levels. Although the concept of Vocational Education started being used in Brazil in the 1990s with the Law of Guidelines and Bases of National Education (LDB), worker training had its beginnings during the colonial period in Brazil. The state of Ceará joined the Brazil Profissionalizado Program, established through Presidential Decree No. 6,302 on December 12, 2007, and later consolidated this position by enacting Law No. 14,273/2008, which created the State Schools of Vocational Education (EEEP). In addition to providing basic secondary education, EEEP schools aim to provide vocational training in various fields. The overall objective of this research is to analyze three key educational indicators of the school evaluation system: coverage, performance, and academic achievement. The intention is to understand the school reality of EEEP schools and assess their development in the state of Ceará. The analysis of these indicators serves as a tool to determine the social and pedagogical progress of these educational institutions. The research adopted an exploratory quantitative-qualitative approach to present, discuss, and analyze these indicators, examining their evolution over the past five years using data from research and evaluations conducted by the National Institute for Educational Studies and Research Anísio  Teixeira (INEP) and the State Department of Education of Ceará (SEDUC). The research indicates that, overall, there has been improvement in these indicators for EEEP schools over the past five years. Notably, there has been significant growth in enrollment, the number of establishments, approval rates, and reductions in dropout and repetition rates. Regarding performance indicators, despite the accumulated gaps compared to
proficiency standards, EEEP schools show average scores in both Portuguese Language and Mathematics that are above the state and national averages. It is important to highlight that the results of these indicators are crucial for everyone involved in providing quality education, serving as a basis for improving teaching practices and developing socio-pedagogical actions that will contribute to the advancement of vocational education.

The beginning of a teacher's career is a very important moment, full of challenges and discoveries, and in Special Education it becomes even more difficult, as Michels (2017) says. With that, questions arose about this pedagogical practice at the beginning of a career in Special Education. Thus, as a research problem, we seek to know how my experience at the beginning of a teaching career in Special Education happens and occurred in a common class of the public teaching network of the Municipality of Apodi/RN in the first three years? What was or is the impact of this experience on my current professional training? With that, the present research has as general object: to analyze my pedagogical practice in the beginning of my career in a common class in Special Education in the Municipality of Apodi/RN, through (auto)biographical narratives. As specifics, the following are listed: a) describe the first stages of my insertion in the school where I work as a Special Education Teacher (PEE); b) highlight the challenges faced both as a PEE and as a beginning teacher, and; c) Reflect on the
experiences that have marked my performance as a Special Education teacher in a common classroom. In sequence, the theoretical framework is based on scholars who discuss teachers at the beginning of their careers, their challenges and their practices (DINIZ, 2020). Also, those that provide for local and national Laws and Decrees were reviewed, to carry out an overview of the trajectory of Special Education and some theorists who address the subject, such as: Santos (2020), Martinez and Anache (2021). Then, I narrate how the methodology was developed for this qualitative research (BOGDAN; BIKLEN, 2010; ARAÚJO; OLIVEIRA; ROSSATO, 2017), focusing on (auto)biographical narrative. (MEDEIROS; AGUIAR, 2018; OLIVEIRA; SATRIANO, 2018; VILLEGAS; ROZO, 2018). I used techniques and instruments with a focus on life history, such as: a) evocation of experiences and experiences; b) conversations with colleagues (MEDEIROS; AGUIAR, 2018; VILLEGAS, 2011). For the construction of the results, I used the hermeneutic analysis of my narrative writings and evocations, in which a dialogue between the researcher (me) and the narrated text was necessary. (QUINTANA; HERMIDA, 2019). With that, the notes showed that all stages, from the search and construction of my teaching identity, were fundamental for my human and professional formation. I also contacted that before my narratives, in addition to the common challenges among studies on this theme, others were perceived, such as: uncertainty about the position of Special Education Teacher at the beginning; the role of the Special Education teacher is still unrecognized; the diversity of special cases and the individual conditions that characterize students with  isabilities; as well as my own exercises as an EEP to teach a student with a disability in the first attempts. Following, I developed some principles that I consider important to act as a PEE and some of them are: the desire to teach to include; individual attention and full dedication to it; permanent communication with your family or guardian; learn about previous school experiences, among others. As I also exposed some teaching
processes for inclusion experienced with some successes. Therefore, this process of 'Automebiography' acting as a teacher-author and researcher was a formative experience, in which I reflected on my teaching practice at the beginning of my career.

This study is a research that begins with the epistemological principles of autobiographical research in education. Its general objective is to investigate the strategies used to the schooling continuity for students, undergoing prolonged health treatment and unable to attend school indefinitely, from the autobiographical narratives of Hospital and Home Classes (HHC) teachers and managers of the Schools of Origin (SO). We are also established in studies in the teaching organization in Brazil, from the colonization period until the end of Michel Temer Government, besides the research on collaborative hospital teaching and schooling, mainly those produced in Rio Grande do Norte and based on the studies of Freire (1991, 2013, 2019), Jovchelovitch and Bauer (2002), Nóvoa (2011, 2019), Passeggi (2011, 2014, 2016), Saviani (2019), among others. We took as study objects the meanings given by the participants to the interlocution between the Hospital and Home Educational Service (HHES) in Hospital and Home Class (HHC) and the School of Origin (SO). The participants were two teachers who work in Hospital and Home Classes, one pedagogical coordinator of HHC in an institution affiliated with SEEC/RN, and two managers of the SO from the public teaching system of RN. The research corpus consisted of: narrative interviews transcripts of five education professionals - two SO managers, two HHC teachers, and one HHC coordinator – they were carried out through the platform Google Meet; immersion in the field of study; data that constituted the autobiographical sources; and a form, prepared with the Google Forms. The analyses of the narratives reveal the need for greater dissemination of HHES in the initial and continued education for teachers, it also points to the importance of dialogue between the HHC, the SO, and the family, not only through documents, but also dialogically. The dialogical, dynamic, and continuous relationships between the subjects that make up the HHC, especially listening to the student, arise as essential for the continuity of students' schooling in HHES, thus, these should be extended to the SO. In this sense, the teaching from the collaborative perspective presented in the HHC, emerges as an action promoter that enables greater approximation with SO teachers, providing opportunities to guarantee the right to education for students undergoing prolonged health treatment. Such findings, allow us to understand the importance of the dialogue between the Schools of Origin and the Hospital and Home Classes. Additionally, it offers clues about the paths for a greater effectiveness in guaranteeing the right to education, the continuity of schooling, and the future school reintegration for students undergoing prolonged health treatment, which prevented them from going to school.

This paper consists of a survey carried out with teachers of the Portuguese language from state public schools in Rio Grande do Norte, working in high school, in the city of Mossoró/RN, regarding the controversial modality at school. As a general objective, we seek to understand the teaching perspective regarding the pedagogical work with the polemical argumentative modality at school, aiming to promote reflections and notes for the teaching of argumentation. Thus, with the specific objectives, we aim to identify the conceptions of Portuguese language teachers about polemics in the teaching of argumentation, to analyze how Portuguese language teachers promote the teaching of argumentation in high school, focusing on the work with the polemical modality, as well as to develop a pedagogical proposal for teaching the polemical argumentative modality at school. The fundamental theoretical contribution of this research is centered on the studies of the Argumentation Approach in Discourse, proposed by Ruth Amossy (2014, 2017[2014]), among others, as they reflect on the argumentative modalities, as well as the polemical argumentative modality present in society. The methodological proposal of this paper consists of a qualitative approach, of an applied nature, with a primary source of information, in addition to the exploratory and descriptive nature, based on the technical case study procedures. The corpus consisted of a questionnaire containing 15 questions, divided into blocks according to specific objectives. The results show that there is a variety of understandings about what the polemical argumentative modality is and that it is necessary to deepen and reflect on the part of teachers about the teaching of argumentation and the polemical argumentative modality. We understand that, although the teaching of argumentation is explored by the teacher as recommended by the official documents of the Portuguese language, the teaching of argumentation does not extend to the polemical argumentative modality at school, which led us to develop a pedagogical product in the form of a booklet about the polemical argumentative modality at school.

The research aims to analyze the implications in the processes of becoming a teacher in the teaching of Early Childhood Education from the possible reverberations of their experiences as students in the first contacts. Through the reflection of the practice and relevance of these learnings for their actions, in the exercise of their functions, striving for the quality of teaching. Based on this assumption and in order to also respond to my concerns about how Early Childhood teachers dialogue with their socio-cultural experiments since they were infants, relating them to the interpretations of these childhoods, which have repercussions through  their teaching practices and learn, in current school contexts in their roles as teachers of Early Childhood Education. In this way, we ask the following questions: a) How do Early Childhood teachers dialogue with the experiences they had in their childhoods (as students who were in the first years at school) and the interpretations of childhoods in current school contexts, in their roles as teachers of early childhood education? b) What perceptions and concepts do the teachers have about becoming a teacher in/ Early Childhood Education? c) What are the reflections derived from the practice of teaching and learning on the part of the teachers, as an element of the constitution of professionalism in Early Childhood Education? d) How are the
dialogue with the principles of Early Childhood Education expressed in your class practices? The investigation is of a qualitative nature and was based on the methodological theories of Bogdan and Biklen (1994), Minayo (2001) and Gil (2008) with the intention of understanding the meanings of the childhoods of the students/teachers, contemplating the knowledge of the experience and the subjectivities reverberated in current contexts and pedagogical practices. We used the narrative interview with open questions and participant observation, as a method of collection and for the treatment of the information obtained, we designated the content analysis supported by Bardin (2016) and Franco (2008), carefully observing the pre-production
phases. analyses, exploration of the material, treatment of the results through inferences and interpretations of the narratives and observations. The theoretical references of the study dialogued with he authors who discuss the reflection of the teaching practice, the teaching knowledge, the relevance of the narratives to emancipate oneself and become a teacher, considering the specificities of childhood, in consensus with the educational bases and norms, composed in the devices of the Brazilian legislation, with regard to the axes interactions and
games and  guiding principles of pedagogical practice in childhood. As for the categories derived from the analysis, they refer to how teachers teach in Early Childhood Education; about their experiences and childhood experiences linked to school; as well as their childhood memories that reverberate in the ways of teaching in the classroom in Early Childhood Education; Thus, from the interpretations, we can infer that between the experiences of the socio-historical/cultural contexts of childhood, once experienced, and the current professional
constitution, there  is a link impregnated with that past, rewritten and reproduced in the pedagogical work in its current practices education. 

The present research has the general objective of analyzing the contributions of the teaches Mathematics, Chemistry, Physics and Biology to MFQB teachers of an improvement course on interdisciplinary practices in the extension modality in order to point out ways to build a continuing education that seeks to respond to a demand in this area in public education in a school in João Pessoa - PB. As specific objectives, we proposed to carry out a previous bibliographical survey to identify the state of the art of the subject under study for the theoretical foundation and justify limits and contributions of the research that is being carried out; identify based on testimonials from acting ECNMT teachers the contributions brought by the improvement course (training); to analyze the existing relationship in the teaching practice before and after the improvement course (training) offered to the ECNMT in the MFQB disciplines and the re-signification of the knowledge of its own practice. At first, a bibliographical survey was used (2017-2022) referring to the theme that supported the introductory chapter and the conceptual theoretical contribution on historicity, epistemological and pedagogical dimensions of interdisciplinary, continuing teacher training and pedagogical praxis. Within a qualitative approach, we investigated how much the researched theme is present in academic research contexts through the construction of the state of the art. The second phase of the research was based on the realization of an improvement course with interdisciplinary activities, from which the corpus was generated, arising from interviews and observations with the participating subjects, teachers in practice of the mentioned disciplines. From data collection, we detected that some research subjects are still linked to the traditional teaching model, complaining about the lack of textbooks, teaching expository classes, demonstrating orthodox postures. Others have already demonstrated that they have overcome the problem of tight and fragmented teaching with a more accurate vision, with dynamics, interaction, signaling interdisciplinary in their pedagogical practices. The data also revealed the difficulties encountered by teachers of these MFQB sciences in applying Interdisciplinary in their
pedagogical practices, such as: lack of interaction between teachers from different areas in planning, precarious didactic and financial resources, and scarce time. And regarding the understanding of Interdisciplinary by the subjects, it was noticed that they manage to make relationships with other aspects, whether historical, social, political, economic and environmental, in addition to a humanizing context, when they work on character formation, citizenship of contextualized way. From the development of this research, it was possible to reflect on the perspectives of carrying out interdisciplinary proposals for teaching these MFQB sciences. Just as it was possible to dialogue about its complexity and its different conceptions, which contributed to the understanding that interdisciplinary is possible from an individual or a project composed of professors from different disciplines. The lack of knowledge about the interdisciplinary has been identified as a li realization. Therefore, the research provided a training moment in which it was possible on the improvement of teaching practice and the relationships that bring research closer to this practice and continuing education.

This research aims to present some characteristics of the New High School and the implementation of Projeto Promédio Semi-Integral as a pilot proposal in five schools located in the city of Natal, under jurisdiction of Primeira Diretoria Regional de Educação e Cultura do Rio Grande do Norte – 1st DIREC-SEEC/RN, as well as the perspectives of this project for teaching mathematics. This’s research with a qualitative approach, which mobilizes concepts of Freirean Pedagogy, which underlie the hypothesis of this study. Some theoretical assumptions that underlie our research were also mobilized due to teacher professionalization and mathematics teaching, such as the studies by Saviani (2009), Moreira (2013), Souza (2012), Paulino Filho (2008) and Perez (2021), among others. The research is based on primary and secondary sources, that taked as primary source some official documents, such as legislation for secondary education and the Projeto Promédio Semi-Integral, prepared by SEEC/RN. secondary sources consist of interviews and questionnaires applied to some administrators and teachers of five schools participating in the Projeto Promédio Semi-Integral in 2017. As a research instrument, were used the semi-structured interview and the treatment of collected data was conducted through the interpretation of content and document analysis. As a result of pedagogical processes, it’s concluded that better quality training was neglected in search at preparation and qualification of teachers to work at Projeto Promédio. In relation of structure of schools, which consequently impacts on the teaching-learning process of students, a chronic problem was reveal where it was possible to detect environments with a deficit of libraries, science laboratories, mathematics laboratories and computer labs, in short of organizational improvements for development of Projeto Promédio. In addition to these situations of lack of preparation of schools and teachers to work with the Promédio, it was found that there was an acceptance by teachers and managers in relation to program of subjects and especially Mathematics, as students had opportunity to have additional studies at workload and reinforcement of contents taught in the scheduled classes, raising the level of learning. The hope, with this study, to sensitize, in some way, the competent authorities so that they forward and gather better conditions of physical structure in schools and competent professionals in their initial and continued formation, to exercise their teaching functions with dignity and, thus, form critical citizens and trained to live, coexist, build and rebuild life in society.

This research aims to explore internet hate speech in English classes with students in the 9th grade of elementary school II at a public school in the city of Russas/CE, in order to promote the fight against this speech. The choice to work with examples of hate speech on the internet - also known as "hate speech" in English - is based on its recurrent worldwide reach and serious impacts on the lives of many people. Within the scope of interdisciplinary Applied Linguistics, this study is articulated with Dialogic Discourse Analysis (DDA) and Freire's critical pedagogy, working with texts used and produced by research participants (students) as enunciations - links in discursive interaction. Therefore, the research proposes the following question: how do students of the English language discipline of basic education respond to the hate speech dissipated on the internet? Methodologically, the investigation is situated within the scope of qualitative research, manifesting itself as an action research, with the phases of planning, action, observation and reflection of the process, in which a teaching proposal is developed that problematizes and combats the discourse of hate in public school English classes, in addition to being linked to the skills and abilities prescribed by the National Common Curricular Base (BNCC). The research corpus is constituted both by the verbal-visual texts produced by the students and their responses to the activity proposed by the teacher-researcher and by the students' responses to the experience evaluation interview. About the texts produced, we noticed statements against hate speech and in defense of minor social groups (blacks, the LGBT community, Jews, and beauty stereotypes). At the end of the process, we found different levels of qualification (from negative to positive expectations) of students about learning English and the classes taught at school, with the dominance of a positive evaluation of the teaching practice carried out, expressed through the desire that more similar classes happen, for example. Therefore, we understand the importance of our study for the academic field, in view of creating intelligibility about an educational practice that provided opportunities for reflection and positioning against a contemporary social problem (hate speech) in the context of English language teaching and learning in public school.

This research exposes that thinking and imagining are human powers that mutually presuppose each other, in addition to being elements that constitute a fundamental part of the human condition itself. the research field was the Escola Estadual Gilberto Rola, located in the rural zone of the municipality of Mossoró – RN. The general objective is to develop a methodological literacy strategy based on children's imagination and worldviews to provide the development of alphabetic principle in a playful way. The specific objectives are: stimulating children's interaction with the use of imaginary images as a methodological literacy strategy; develop the alphabetic principle through the use of imaginary images as a methodological strategy, encompassing vision, writing and imagination; apply activities that encourage creativity, speaking, seeing and writing through the use of images in a playful way. Thus, the theoretical contribution of this dissertation addresses, as main ideas, thinking and imagining as a human condition by Evangelista (2017), the poetic imagination of Bachelard's daydreams and dreams (1988), as well as that the act of reading comes in first with the reading of the world, then the reading of the word, by Freire (1999). The writing of this work was developed in an epistolary manner, which was presented to me by Oliveira (2019), so the sessions are written in the form of letters. the methodological contribution is based on action research, by missy Elliott (1997), which allowed me to work on listening and imagining according to the experiences of the social environment and the school environment, also used as direct sources of knowledge of data from the actions carried out and children's reports. thus, the role of images provided the development of the ability to think and create, which motivated the children studied to learn about letters, syllables, words and phrases, thus providing the development of the alphabetic principle.

Law No. 10,639/2003 amends the Law that establishes the Guidelines and Bases of National Education
- Law No. 9,394/1996, to include in the official curriculum of the public and private education network, the mandatory subject "Afro-Brazilian History and Culture" , and takes other measures. This study deals with Law No. 10,639, based on the experience of the “Dialogues of black consciousness” project, which materializes in pedagogical training at the Escola Estadual de Educação Profissional Pedro de Queiroz Lima, in the municipality of Beberibe-CE. Our objective was to understand how the professionals at this school institution absorb the learning from the aforementioned project, as well as to understand whether the knowledge acquired is put into practice in their respective curricular axes, common-base and technical guidelines. Using a methodological stance that encompasses the results of empirical research with a qualitative approach carried out at the aforementioned school, we reflect the perspective of the law in its contributions regarding affirmative actions aligned with the school project. We also carried out a theoretical review and bibliographical research via the BDBT virtual platform, listing five theses that dialogue with the epistemological theoretical perspective of Afro-referenced education. The semi-structured interview technique was used to analyze teachers' perceptions about the implementation of the law and their contributions to the schooling process. As a time frame, it occurred in the period from 2011 to 2020. Finally, we carry out a dialogue around the conceptual trajectory of interdisciplinarity as well as its relevance to educational praxis, trying to establish a theoretical epistemological parallel between education for materialized ethnic-racial relations in the “Black Consciousness Dialogues” project, as an interdisciplinary and extracurricular action at school, as an affirmative action in the fight for anti-racist and decolonial education. We can conclude that the social relevance of this research is indisputable. The theme of black consciousness is extremely important for promoting racial equality and combating structural racism in our society. The "Black Consciousness Dialogues" project seeks to expand the discussion on Afro-Brazilian culture and history, promoting respect for diversity and the appreciation of black identity. Understanding how these experiences are received and applied in the school institution is fundamental to promoting a more inclusive and affirmative education, capable of contributing to the formation of citizens who are aware of and respectful of ethnic-racial diversity. 

The school increasingly becomes an important space for the propagation and access to a democratization of scientific culture, mediated by Science Fairs, making student learners interact and develop actions-reflections-actions, making them dynamic and , at the same time, not leaving them standing still, that is, being them the protagonists. In this research I analyze how the subject as a student constitutes a researcher based on his participation in Science Fairs already in Elementary School Final Years. The research has a qualitative approach, linked to bibliographic, documentary and field research, whose information from the collected documents complements the investigation, which is of the case study type. Interviews were carried out with sixteen students, two from each class from the sixth to the ninth year. The subjects of the investigation were students in the final years of Elementary School who participated, from 2019 to 2022, in Science Fairs in face-to-face and online format, with municipal, state and national coverage and who were regularly enrolled in a school in the network. municipal education in the 2022 academic year. Three categories were stipulated a priori: relationship between the student-researcher subject and Science Fairs; relationship of the student-researcher subject with himself and relations between the subjects and scientific culture in the training of student-researchers. From this, I sought to understand how these subjects constitute themselves, throughout their participation in Science Fairs, as researchers. The conclusions are based on the training of these students, as they exchange experiences during the training processes in the classroom and in their presentations during Science Fairs, being in contact with other actors with a similar cultural language. Thus, they establish important milestones that the Science Fair is capable of bringing to the development of the steps that take place on the other side of the display, which is nothing more than the process of creating a banner or poster to present the scientific project for a Science Fair. . Thus constituting his identity process, which I designate as student-researcher, in a unique way.

This work aims to explore the Development Potential of the Pedagogy of Autonomy (PDPA) in learning English Language in state public high schools in the city of Jaguaruana, Ceará, Brazil, based on the analysis of the textbook used in these schools. The motivation to investigate the Pedagogy of Autonomy in textbooks is justified by the relevance that the development of autonomy for learning the English language. It is also motivated by the fact that we consider the adoption of the aforementioned pedagogy by the teacher to be essential, since this can encourage motivation for learning the language as well as making it more meaningful and the textbook can be a valuable instrument for its promotion. In the field of interdisciplinary Applied Linguistics, this investigation articulates Dialogical Discourse Analysis (ADD) and Freire's Pedagogy of Autonomy, taking the textbook as a statement in Bakhtin's perspective, that allows it to be touched by the theoretical discourse of Pedagogy of Autonomy in the context of learning English Language. In order to account for our study, we adopted the qualitative approach, analyzing the textbook of English Language, Anytime! Always ready for education, a single volume, selected by teachers during the 2021 edition of the Book and Didactic Material National Program (PNLD), used in the three grades of high school (1st, 2nd, 3rd), in public schools in the municipality during the 2021-2023 triennium. Given the analysis carried out, the results of the investigation point to the existence of an explicit relationship between the Pedagogy of Autonomy and the teaching English Language promoted by the textbook, materializing as of the frequency of activities that contemplate the knowledge of the aforementioned pedagogy, Critically reflect, Awareness of incompleteness, Respect for the student's autonomy, Conscious decision-making, Knowing how to listen (Availability for dialogue) and the dimensions of autonomy in learning English Language, Taking on the role of protagonists/(learning independently/self-directed), Monitoring/Self-assessment/self-regulation of learning, in all units (main/special), in six of the seven sections, Let's Start, Reading, Listening, Speaking, Writing, Self-Assessment, and its subsections. Thus, the exemplary textbook analyzed presents PDPA, which can be catched through the presence of 124 activities that favor the development of autonomy compared to the total of 142, in other words, a percentage of 87.32%. Therefore, we ascertain the existence of only 18 activities that do not present PDPA, presented in the Language Study (grammar activities) section, a percentage of just 12.68%. Faced with a significant number of activities with PDPA, it is up to the teacher, through their pedagogical practice, to use the English Language textbook so that this potential is realized and the development of students' autonomy is achieved.

In this research, we seek to analyze politeness strategies in the debate genre in the classroom of students deprived of their liberty and, based on this, present contributions to the teaching of speaking and argumentation. To this end, we understand that all discourse is constitutively argumentative, regardless of its compositional organization and the communicative situation in which it is produced. Thus, we highlight linguistic politeness, which refers to a set of behaviors, expressions and actions used to demonstrate respect, consideration and courtesy in social interactions. Given this premise, politeness and argumentation strategies can be used in an interconnected way to facilitate effective and persuasive communication. Therefore, we established the following objective for this research: to investigate which politeness strategies are used by students deprived of their freedom in constructing arguments in interactions carried out in the debate genre. As specific objectives, we sought to identify the politeness strategies used by these students in the debate genre; observe how these strategies impact the construction of the argument, considering the types of arguments used by students; develop, apply and evaluate the application of a didactic booklet aimed at teaching speaking and argumentation in the debate genre. The theoretical contribution of this research is located, in a macro way, in the field of Textual Linguistics, based on authors: Marcuschi (2001; 2003), Antunes (2003), Fávero, Andrade and Aquino (2003), Aquino (2005), Silva (2020); in the theory of pragmatics we address Goffman (1970), Brown and Levinson (1978), Leech (1983); in discourse analysis, among other authors, we use Perelman and Olbrechts-Tyteca (2005), Kerbrat-Orecchioni (2006), Ferreira (2014), Amossy (2020). The methodology adopted is qualitative and applied in nature, descriptive in nature based on action research. The analysis of the corpus focuses on direct transcriptions of the debate genre, collected from the implementation of a workshop on regulated debate and argumentation. The results indicate that the subjects used argumentative techniques, such as analogy, arguments from authority, argument by dissociation of notions, among others. During the regulated debate, positive politeness strategies occurred, with the aim of avoiding direct confrontations during the argument, as well as presenting several episodes of negative politeness to threaten each other's face. From this use, we understand that politeness strategies played a significant role in the construction of the argument, since they affected the way in which the subjects presented themselves during the regulated debate. Finally, the regulated debate workshop promoted an enriching experience for students of the prison system, especially in how to conduct a regulated debate.

This research arises from the light of a problematic that came from a personal uneasiness, from an affliction that frightens everyone who profoundly dedicates themselves for an educational profession. This questioning arose when we referred to this or that specific to the teaching profession. As far as our case is concerned, it is the teacher's evaluative practices that concerns us, more precisely in the following question: which exams should be applied with what kind of teaching methods and techniques that are not "colonial"?. It is the exams who disturb us; the definition of what practices to use in schools, also the teacher’s modus operandi in the classroom. All these questions are extremely important and necessary for teaching work, so these concerns and all others that appear in the school routine is due to the teacher. What bothers us is that, either we notice it or not, every teacher who crosses the classroom’s door poses this question: What decolonial expressions in teaching practices of the teachers, despite the colonial context imposed in brazilian’s public high schools in our day? Thus, we understand it as traditional issue, because it goes in the direction of the fundamentals that we believe to be.
The study is characterized as a qualitative and documental research, with theoretical bibliographic research headed to the field of post-critical theories, where the main question is present in the title, we investigate the teaching profession in relation to the study of decoloniality and its disciplinary unfolding in evaluative practices, that is, in the classroom. These aspects are not opposed, they are, on the contrary, interconnected. To achieve this general objective, we divided our writing into four sections, all of which were dissertative and divided into subsections, where we sequentially discussed based on the following stages of investigation: bibliographic review, documental study and conducting interviews. As a theoretical foundation, we problematize Aníbal Quijano (2007, 2012), Catherine Walsh (2013), Cipriano Luckesi (2005), José Carlos Libâneo (1994), Nelson Maldonado-Torres (2012) and Walter Mignolo (2008), among other authors and national curriculum parameters that contributed to this research. If decoloniality exists, or something possible, there are a lot of possibilities of making the teacher's work more aware, looking forward to a more benevolent and dynamic world. With a deep analysis of the documents that govern Brazilian education, especially regarding the evaluative practice of teachers, such as a study of didactic mechanisms, in addition to the observation in loco that allows a better conclusion after the bibliographic research, this research is based on semi-structured interviews, that is, in the application of questionnaires made with teachers from two schools in the city of Mossoró-RN, one in the urban area and the other in the rural area. Thus, the interpretative, investigative, and discursive analysis ways were fundamental to show a plausible explanation of the teacher's evaluative practices in their formative language environment. Coloniality can be surpassed by the understanding that the human being, as himself, can have a transformative and intimate language. We, basic education teachers, have an ethical responsibility with the reinterpretation of our evaluative actions. In this sense, we can build a more critical-reflective and decolonial education in our professional practice, as mediators of information and schooling. It is advised to open our eyes to new ponderations about the concretization of decoloniality, as well as about the integral developing of the teacher for a more humanized evaluative practices in basic education, in a way that the professional practice follows the decolonialization that shows itself in contemporary research and educative actions from a colonized country.