This dissertative work is inserted in the scope of the researches that contemplate the evaluation of the learning in the context post-Emergency Remote Teaching, with focus of discussion in the early years of Elementary Education. Therefore, this dissertation is being guided by the following research problem: How the student learning evaluation is taking place in the post-Emergency Remote Teaching context, in the Literacy Cycle in public schools? Faced with this question, to answer question, the general objective was to investigate how the evaluation of student learning is taking place in the post-Emergency Remote Teaching context, from the perspective of notes on impasses and didactic possibilities experienced in this teaching at a school in the municipal public network of Marcelino Vieira/RN. Designing the methodological structure, we have a research with a qualitative approach, of the bibliographical and field type. In terms of instruments for data collection and construction, in loco observation and an interview will be carried out with two teachers, who work in 1st and 2nd grade classes of Elementary School in a public school in the city of Marcelino Vieira/RN. The interview data will be analyzed using the Content Analysis proposed by Bardin (2011) in the light of the theoretical references used in this research, punctuating discussions related to Emergency Remote Teaching and the evaluation of learning in the Literacy Cycle. The analyzes from this investigative work show that the learning assessment process is... under construction.

Mathematics as a discipline is seen by students as being complex and for the teacher who has the role
of mediating knowledge, it is often an arduous task, teaching and making them learn when it is
strongly characterized as an abstract science. With a view to contributing to the educational process,
the normative documents of education National Curricular Parameters (PCN) and the National
Common Curricular Base (BNCC) advocate strategies and resources that favor teaching and learning.
In this sense, this work has the general objective of carrying out a study on the contribution of the
methodological approach of didactic sequences in the teaching of analytical geometry with the help
of Information and Communication Technology (ICT). Specifically, to investigate and characterize
the ICT tools that can be used for learning, to identify the weaknesses and strengths found by the
student and to evaluate the contributions of the didactic sequence to the teacher's practice and to the
student's learning. The research was carried out in a high school in the interior of Ceará and had the
participation of 3rd grade students, with a qualitative and quantitative approach, with an applied
nature in a case study. In this way, the results achieved confirm that there were significant
improvements in the learning carried out in each SD, among which it is possible to point out the
development of concomitant algebraic and geometric thinking, the awakening to the use of
technology in mathematics classes, providing opportunities for student protagonism, considering the
interaction, creativity and socialization among the students, reflecting and pointing out as a
differentiated and positive strategy for the teacher's practice. Therefore, it is possible to conclude that
the use of methodologies with technology in the classroom environment, are strategies that diversify
teaching and can make learning rewarding, constitutes an effective teaching proposal, and can serve
as a basis for the construction from other studies that discuss the use of ICT in the teaching of
analytical geometry, contrasting mechanical teaching without applicability with the approximation of
the student's context.

Self-regulation of learning is a construct that has been used in different areas of knowledge as it enables improvements in the students' learning process. Thus, seeking to contribute to the teaching of organic chemistry based on this construct, this research aims to present a teaching proposal based on the self-regulation of learning combined with problem situations to promote meaningful learning about the content of oxygenated organic functions in high school . As for the methodological procedures, it was based on a qualitative approach, guided by action research, exploratory and explanatory. As an instrument for data collection, initial and final conceptual maps, learning investigation activities, the Learning Self-Regulation Processes Inventory (IPAAr) and participant observation were used. The subjects of this research were 25 students in the third year of the technical course in fruit growing at a professional public school in the interior of Ceará. The teaching practice developed included ten pedagogical moments. For this purpose, self-regulation of learning was used to analyze the self-regulatory profile and favor self-regulated learning strategies by students. Allied to this, active methodologies were used as situation-problems to approach the content of oxygenated organic functions, seeking to relate them to their daily lives and, thus, to promote teaching in a contextualized and problematic way to achieve meaningful learning. The results achieved through conceptual maps and learning investigation activities showed evidence of significant learning development. In addition, it was possible to verify, through the IPAAr, that the students evolved in their regulatory processes, presenting results with average frequency for the planning and evaluation phases, however, they also revealed the need for greater attention on the part of the students regarding the use of learning strategies focused on the execution of tasks. Despite this, it was noted that students were able to employ cognitive and metacognitive strategies in their activities. In view of this, it is concluded that it is possible to work on self-regulation of learning combined with active methodologies as situation-problems for the development of meaningful learning, which enables a more contextualized and problematic teaching, placing the student as the protagonist of his learning.

We aim to discuss how the public school textbook is constituted in terms of imagery regarding blackness. The reason for the discussion of the book in question is because it is part of the English language collections approved by the National Didactic Book Program (PNLD) distributed on a large scale for high school in public schools. The theoretical-methodological foundation of this work is characterized as a qualitative research based on studies of Social Identities of Races in the Book (FERREIRA, 2014), Critical Literacy from the Perspective of Applied Linguistics (STREET, 2014; PENNYCOOK, 2006), Visual Literacy (SILVINO, 2002; STOKES, 2002) , Beliefs and Language Teaching (BARCELOS, 2017) and Visual Design Grammar (Kress and van Leeuwen, 1996, 2000) that allow us to discuss image texts as products endowed with meanings and within a social, political and cultural context. Finally, we discuss how visual codes collaborate in social discursive practices. We realized, through this work, that images can ratify prejudices and stereotypes, however we emphasize the importance of exploring the production of meanings that the visual text makes possible within a social context, since visual literacy consists of exercising citizenship, enabling individuals to participate Social.

This study seeks to investigate the contributions of formative experiences aimed at teaching
literature and reader formation of undergraduate students of the Pedagogy course at the State
University of Rio Grande do Norte - UERN, Campus de Pau dos Ferros - CAPF. It aims to
“investigate the contributions of the formative experiences with the teaching of literature, offered in
the initial formation of the pedagogue in his performance in the classroom”. The formative
experiences investigated are related to the teaching of literature and the reading formation of future
professionals who will act as reading mediators in school and non-school spaces. It starts from the
assumption that literature is indispensable for the human and social formation of the subjects, it is
an artistic creation that should not be denied, it allows the interaction of man with the different
knowledge and its political, economic, cultural and social context. The presence of literature in the
initial education of the pedagogue is essential, these professionals need theoretical and
methodological training to present and mediate reading and literature to children. It analyzes three
formative experiences present in the initial training of research collaborators: the PIBID teaching
initiation program, the BALE extension program and the subject “Literature and childhood”, which
is offered as a mandatory part of the curriculum of this course. It is supported by Zilberman
(2021;2014), Villardi (1999) who discusses the teaching of literature and reader training, Saldanha
(2018, 2022), Queiros (2019), Amarilha (2021) who defend the insertion of literature teaching
mandatory in the curriculum of future pedagogues. The study is characterized as a qualitative
research, as methodological procedures were adopted in field research and bibliographical studies.
The instruments used were the questionnaire, observation and field diary. The research collaborators
are graduates of the Pedagogy course at UERN/CAPF, graduated in 2017 (class 2016.2), who are working in the classroom and had the opportunity to be part of the three training experiences that we propose to study. The data point to the relevance of training experiences at PIBID and BALE for undergraduates in Pedagogy, the programs provide experiences that go beyond the offer of the formal curriculum and are not experienced by all students of the course. This result suggests that compulsory discipline is necessary for the formal curriculum. The inclusion of literature teaching in the formal initial training of pedagogues ensures access to theoretical knowledge, methodological knowledge and experience with the literary text, contributing to the training of future reading mediators.

This dissertation entitled: Teaching strategies in the literacy process in the early years of Elementary School, had as an investigative question which and how teaching strategies are used in the literacy process of children in the early years of Elementary School in a public school in the municipal education network of José da Penha - RN. It was established as a general objective to analyze the teaching strategies most used by teachers in the literacy process in the early years of Elementary School in the perspective of reflecting on the implication of these strategies in the literacy of students. This is an investigative work with a qualitative approach, anchored in an exploratory field research carried out in a municipal school in José da Penha/RN. The instruments adopted for data construction were: structured observations in two classes of the 2nd year of Elementary School, a field diary and semi-structured interviews carried out with the teachers of the classes in which the observations were developed. For analysis and interpretation of the results, Bardin's (2016) content analysis method was chosen, which consisted of classifying the marking elements (registration unit), by degrees of similarity. From this, 43 (forty-three) initial categories emerged, which were regrouped into 06 (six) intermediate categories and gave rise to 02 (two) final categories. As a theoretical basis, authors such as Colello (1995), Cuberes (1997), Soares (2003, 2021), Belintane (2006, 2010, 2011, 2013), Tfouni (2010), Smolka (2012), Costa (2015), which present pertinent discussions about the specificities of the literacy process. In the field of teaching strategies, there was dialogue with discussions by researchers such as Zabala (1998) Libâneo (2004, 2005, 2013), Candau (2012), Bordenave and Pereira (2015), among others who deal with the didactic issues that guide the teaching strategies. As a result, it was identified that the teachers use different teaching strategies (Delightful reading, phonological awareness activities, expository and dialogued classes, games, storytelling, practical and playful classes, reading projects, sounding, writing on the blackboard, games , records, dynamics, group work, oral narratives, reading circles, conversation circles, didactic sequence, observations, retelling, challenging activities, autonomous and shared written production and map), which are mobilized in order to monitor and develop the process of literacy based on the triad (reading, writing and orality). The rigor that governs the selection of teaching strategies was verified, which involves clear and precise criteria that consider the number of students, the levels of learning, based on theoretical and legal contributions such as the BNCC, in addition to contemplating available spaces and times at school. Finally, there was a greater predominance of strategies to encourage reading and writing, compared to orality practices, which are often associated with moments of oralization.

The Direct Money at School Program (PDDE) is a mechanism for allocating financial resources, on a supplementary character, to all public basic education schools, with the aim of ensuring the basic conditions for the functioning and self-management of the school. The general objective of this research is to analyze the implications of the PPDE – Basic Education for improving the quality of teaching in a full-time public high school. The research was carried out in an educational institution, belonging to the state network of basic education in the city of Pau dos Ferros/RN. The population of the present study consisted of a total of (19) nineteen subjects, these being (15) fifteen teachers and four (04) members of the School Board. For the data collection process, the direct observation at school, the semi-structured interview and the questionnaire were used. The data obtained were analyzed meeting the particularities of the phenomenon investigated, from the critical-interpretative approach, taking into account the theoretical foundation on the theme in question. The field research was operationalized in three moments: a) observation, performed through a visit to the school to
present the research and sensitize the professionals who collaborated with the study; b) interview, conducted with members of the school board, as well as the application of a questionnaire to high school teachers; c) tabulation and analysis of the obtained data. From the results of the research, we highlight: I) Importance of the program for school autonomy with the direct transfer of resources from PDDE to school; II) Investment in infrastructure and costing of pedagogical activities in order to improve the quality of teaching; III) need to expand the program's resources to meet essential demands of the school routine with full-time teaching; IV) perspectives of democratic management through collective planning to discuss the priorities/needs of the school; V) possibility of costing pedagogical resources that assist the teacher in the day-to-day classroom, promoting didactic-pedagogical activities with direct consequence in the teaching and learning process; VI) limit on the expenses and destination of PPDE resources, previously established by PDDE legislation. In view of what was exposed, we could perceive the importance of the PDDE as a financing policy that timely the school plan and execute the resources according to the needs/priorities in favor of the quality of teaching.

This research has as its central discussion the studies directed to the beliefs and experiences of elementary school students about teaching reading in English and digital technologies. We know that the process of teaching and learning the English language is conditioned by a series of factors, among which we can highlight the practice of reading. The reading process is directly linked to the ability to decode what is written, this practice allows us to look at a series of written symbols and obtain meaning from them, causing those words to build meanings in our unconscious. Technology is present in the context of language learning all over the world and at all different levels. We are able to find them at all levels of education, from the primary sector to adult education. Our general objective is to investigate the beliefs and experiences of elementary school students about teaching reading in English linked to digital technologies. The authors who make up our theoretical assumptions are divided into their lines of study, within the scope of discussions on Digital Technologies we have the contributions of: Paiva (2008), Dias (2010), Masetto (2012), Oliveira, E. (2013) and Pim (2013), from the perspective of Beliefs about Language teaching, we have the observations of: Silva (2005, 2007), Barcelos (2004a, 2004b, 2006), Vieira-Abrahão (2006) and Oliveira, M. (2007) , from the point of view of studies on Experiences related to Language teaching, we have Miccoli (2003, 2004, 2006, 2007, 2010a, 2010b), Cunha (2005), regarding Reading Teaching we have: Solé (1998) and Freire (2003), among others, which allowed us a better understanding of the theme addressed. This study is characterized as an investigation within the limits of applied linguistics, of a descriptive and interpretive nature, since it explores the experiences and beliefs of students, as well as using a qualitative research approach. The subjects of this study are eight elementary school students from a public elementary school. For the collection of the corpus, we will use self-report as a research tool. The results achieved in this investigation are the recognition of digital technologies as important elements for the development and improvement of reading in the English language classroom. In this way, we can observe that students value the use of digital technologies linked to teaching reading in the classroom, because they are very important for the mediation/transmission of contents, being positive tools in the propagation of knowledge. Thus, we conclude that the students' testimonies show great efficiency regarding the use of digital technologies in conducting English language teaching, especially with regard to reading practice.

Mathematics is of fundamental importance for living in society. However, students sometimes treat it with difficulty, making it a problematic discipline. However, the teacher can provide subsidies for dynamic and effective learning in the search for new mathematics teaching strategies. In view of this, the main objective of this work is to analyze how the use of Van Hiele's theory can favor the learning process of Spatial Geometry from manipulable materials in a 3rd grade high school class, located in the municipality of Rafael Godeiro, in the state of Rio Grande do Norte. For this purpose, on-site surveys were carried out to investigate the prior knowledge of the students in that class. A proposal for teaching Polyhedrons based on Van Hiele's theory was also elaborated and applied, so that the level of Geometric Thinking is known. A literature review was carried out, in the first stages, to find out how Van Hiele's theory has been worked on and disseminated in Brazil. Students were able to visualize, recognize, identify properties and relate them, however, they were unable to carry out formal tests of some spatial geometric figures. In order to validate the proposal, in addition to the observation made during the experimentation, analyzes of the activities followed by the methodology imposed by the Van Hiele Theory were carried out, through some questions and then compared with the data collected in a preliminary way. We observed that there was an advance in the level of the class, the first and second levels were reached in their entirety, however, the third level was reached by half of the class.

Contemporary education has privileged the content and technical formation to the detriment of the formation of the "human being", which implies, among many variables, in the ethical education of a humanistic nature. The problem is presented under three scenarios: the first about the senses, meanings and the place that humanist ethics occupies in education. The second, technologies as mediators in this process. And the last scene, that of youth, which is in a stage of life, in which it needs to form reflective thinking about the routes it will take in its existence. Thus, the research aims to "Understand the role of TDIC in the humanistic ethical teaching of high school students". Our qualitative, phenomenological and interpretative research was organized in two moments. In the first, the journey extended from a significant bibliographic review and documentary research. In this way, the work has 3 theoretical chapters, in which we highlight the concepts and interfaces between education, ethics, humanist ethics, TDIC and its mediating function in integral and human formation. The second part, we resort to field research, in a high school class, in the field of Social and Applied Human Sciences. Were used as data collection techniques: a) Integrative Thematic Workshops (OTI), in which we take participant observation as a tool for data collection; b) Application of questionnaires to teachers. For the analysis and treatment of the data we adopted the method of Content Analysis. The unveiling of this research presented unprecedented contributions to education, as we identified gaps that portray the thematic relationship between TDIC and humanistic ethical training. We identified in this epistemic path that pedagogical practices that go beyond the curricular components are necessary. We reflect that a training that integrates TDIC with human bio, psycho, spiritual and social training is preponderant, considering these key elements for the integral education in the contemporaneity. The results allowed us to identify the significant potential of humanistic ethics in human formation and how TDIC can add values in this field to the teaching and learning process, which needs to overcome the paradigm of content itself, and advance towards the perspective of human improvement.

By stepping on the school ground, Caboclos from Major Sales establish a close relationship between culture and education which provides an opportunity for teaching through the world of life. In this perspective, the local society has developed along the time the ability to appropriate cultural knowledge, entering into the knowledge of the Caboclo's dance, which favors its reconstruction and the transmission of cultural knowledge under the optics of communicative action guided by understanding in the early years of elementary education in the municipal education network. Based on this, this research aims to understand the relationship between the life world and teaching in the early years of elementary school. The approach is qualitative with field research in a municipal public school, having as participants the teachers etc.. We also carried out a literature review in research bases about the theme and the theory of communicative action. For data collection we used participant observation, field diary and interviews, we expect to conclude.... We still have conclusions.

This paper aims to analyze the expression of creativity in early childhood education in storytelling, as well as specifically to identify the creative expressions present in storytelling; analyze the elements that the child presents in storytelling and understand the importance of storytelling and storytelling for children. Thereby, qualitative research was carried out containing, from the exploratory phase, field work and analysis of the data obtained, to deepen and obtain the expected results, it was not necessary to use video recordings as research instruments. The locus of the research was a School of Early Childhood Education, located in the city of Ereré/Ce, having as collaborating subjects children in the last year of Early Childhood Education. The research was focused on the moments of storytelling and story retelling, as a means of getting to know the creative / imaginary capacity of children in early childhood education and their knowledge of the reality they experience. The theoretical reference presents visions of what the child is and the term childhood, the steps taken so that Early Childhood Education could actually exist and concepts and approach regarding creativity. Storytelling and retelling of stories was also presented, strengthening ideas based on the views of several authors. The effectiveness of the work showed that from the analysis of the retelling sessions, the children end up leaving the marked presence of the exploration of their imagination and their creative processes, presenting individual and strengthening aspects to self-recognize in them. Therefore, this paper allowed the perception and recognition of the retelling of stories by children and their close connection with their imaginary and creative development. Strengthening and providing education beyond the classroom.

Brazilian education is marked by unsatisfactory results in external evaluations. This points to a real need to build continuous public policies and methodological strategies aimed at remedying this fragility. For many, education is the way to transform difficult social realities, like the students from the countryside, who follow unlikely paths to achieve academic success. Elementary School (Final Years) and High School of a group of students from rural schools, in the Municipality of Marcelino Vieira (RN), who did not fail or drop out of school in the period from 2016 to 2022. As specific objectives: to examine the result final (approval, failure or abandonment) of the field students (six students) during the four years of Elementary School Final Years and the three years of schooling in High School; Identify whether the group of students surveyed (six rural students) were successful during their schooling process from 2016 to 2022 and what were the possible factors that are identified as influencing this school success; Understanding how rural students build and signify their school trajectory in urban schools. The research is of a qualitative nature, and explanatory regarding the objectives, regarding the research procedures, we will use the Survey/Survey. The research is framed as being bibliographical and documental, as well as a field research. To this end, the locus will be three educational institutions (one municipal, one state and one federal) belonging to the public education network, two located in the municipality of Marcelino Vieira and one in the municipality of Pau dos Ferros, located in the State of Rio Grande do Norte . The population to be studied is composed of 06 (six) students living in rural areas of the municipality of Marcelino Vieira, 03 (three) female students and 3 (three) male students, aged between 17 (seventeen) and 19 (nineteen) years old. As a theoretical foundation, we use theorists who research rural education, school success, emancipation and the right to education, in which we highlight Bem e Silva (2020), Bergier and Xypas (2013), Bourdieu (2015), Caldart (2020), Charlot (2000), Freire (2019), Frigotto (2012), Fernandes (2012), Leite (2002), Viero e Medeiros (2018), Santana (2022), Santos (2020) among others. The research is relevant both academically and for the teaching practice of teachers in the classroom, as well as for students from the countryside who need to study in urban schools. At the and of the research, it is believed to have known the factors that may have motivated students to succeed in their studies and the meaning they attribute to education as a promoter of social transformation.

Technological advances have modified the organization and development of activities in several areas of knowledge. With this, there is the possibility of opening up to new mechanisms and ways to achieve better results in what the school in general, and the teacher in particular, propose to accomplish. This academic work presents a proposal for the teaching of basic concepts of Financial Mathematics, from a didactic sequence, using hybrid teaching modalities for a 1st grade high school class in order to contribute to educational practices linked to technologies. There was the participation of 18 students from a public institution located in the city of Pau dos Ferros/RN. This educational practice aims to: seek the improvement of teaching and learning through these methodologies. The research has a qualitative character, and is divided into two stages: (i) bibliographic, in which a survey of publications on the subject and (ii) pedagogical application, in which it was possible, through the didactic sequence, to make use of rotational models: Station Rotation, Flipped Classroom and Rotational Laboratory. As a result of this application, it is evident that the work provided satisfactory knowledge and learning for the participants, demonstrated by means of a comparison between the pre-test and post-test.

This work intends to analyze the meanings of schooling for black adolescents living on the outskirts
of the city of Cajazeiras-PB. To do so, we start from the following guiding question of the study:
What is the meaning of schooling for black adolescents from the outskirts of the city of CajazeirasPB? To answerit, the methodological path followed by us to carry out the research is a qualitativeapproach according to the descriptive and interpretive nature. The data collection instrument was the semi-structured interview based on a script of questions previously prepared. The subjects involved in the research were six adolescents from a public school located on the outskirts of the city of Cajazeiras-PB. The epistemological bases to support the work were the studies by Souza(2003, 2009) on social inequality, Almeida (2020) to problematize the issues of Brazilian racism and the construction of meanings of schooling from studies on social experience in Dubet (1994). Through the analysis of the data, we showed that the meanings of schooling for our subjects are linked to financial autonomy and social class change. The social experience that these adolescents
built during their school trajectories was based on the ideology of performance in which the
meritocratic logic made them believe that individual effort is necessary to occupy a prominent place
in society, regardless of external constraints that only naturalize inequalities. in our country. We
also emphasize that, although the school presents itself in a positive way for the interviewed
subjects, it has not fulfilled its social function because it does not discuss with these boys and girls
the processes of invisibility that minorities have gone through and the power that the forces of
domination exert to internalize the feeling of inferiority in the masses, blaming the victims
themselves for their successes and failures. The category racism also stands out as a factor that
deserves attention from the educational institution as we realize the difficulty that adolescents feel
when talking about the subject. Racism is presented in a veiled way in their speeches and the racial
discrimination understood by them is done only in the individual field.

Games are an important human practice and activity, in which the ludic sphere is concerned, manifesting itself in the most varied ways and with different cultural and social meanings. Even if it seems to be an unpretentious activity, the game has in itself a didactic character inherent to its function, since when man becomes aware that he is playing, he can use his production to teach or pass on some knowledge or skill to the subject. In this sense, this paper discusses the contribution that the use of games can have for the teaching of Geography in basic education, using as a thematic cutout the themes inherent to the agrarian space in the curriculum of High School. With this in mind, this work seeks to propose the application of a game of our authorship, which aims to stimulate learning in the students who will be researched. This is a research that has a qualitative approach, being exploratory in nature and with the adoption of field research. As methodological procedures, we will use bibliographic research, study on the production of games, and field study. Regarding the construction of the data, we will use participant observation, logbook, and application of forms with students from a 2nd year high school class at Escola Estadual Desembargador Licurgo Nunes, located in the city of Marcelino Vieira (RN). The process of data analysis occurred through the technique of Content Analysis, according to Bardin (2011), which was taken into account the forms applied at two different times of the research, one before the application of the games and another after its use. With this research, we hope to contribute to the discussions regarding the use of games in basic education, especially regarding the teaching of Geography, showing the game as a viable perspective to the teaching and learning process of the individual, which transcends the childhood phase and is presented in all stages of education. We also envisioned discussing the possibility that games have in terms of bringing content closer to the reality of those who learn.

In the educational ambit there is a continuo effort with innovate approaches methodologies that situate the student as his learning protagonist. Even though this heterogeneity methodological, there is still some obstacles in the teaching learning that cannot be neglected to the building scientific spirit. This way, we goal to contribute with methodological practices to minimize the epistemological obstacles relative to the geometry teaching, we propose in this study a didact sequency of geometric solids teaching learning that involved environment education aspects through the hybrid teaching model inverted classroom. The planned activities, through the didact sequency were developed with two classrooms of the second year on the High School, with the participation of 28 students in a public institution located in Pau dos Ferros/RN. The research beneath a qualitative approach was developed in two phases: 1) it was bibliographic with a systematic review, based in a search protocol and a prism flowchart, in what it was possible to comprehend how the study object has been discussed in applied researches in the fundamental teaching level II and in the high school, in the last eleven years, and 2) application of the teaching proposal in two stages, in what it was possible, through the inverted classroom to propose various activities using digital technologies an reusable materials. Altogether it was applied 10 activities, distributed in a physical and virtual space. This referred study provided learning situations verified through the active participation in the teaching learning process and the participants positive involvement with the teaching methodology.

This study discusses the practices of storytelling during remote teaching, an emergency teaching format adopted in Brazil, due to the pandemic of COVID-19. It is based on the assumption that storytelling, by involving playfulness, awakens in students curiosity, imagination, and a taste for literary reading, and that it contributes significantly to the formation of readers, which cannot be left undeveloped, even in times of non-presence education. Therefore, it aims to investigate, from the teachers' point of view, the practices of storytelling with a view to the formation of readers in classes of Elementary School - Early Years of a public school in the city of Pau dos Ferros (RN), during the remote teaching. This is a field research with a qualitative approach, which uses an online questionnaire via Google Form and a collective semi-structured interview with the teachers, via Google Meet, as techniques to obtain empirical data. The research also adopts the meaning interpretation method as a technique to analyze the data (GOMES, 2009). The interpretation of the data indicates that, despite the limitations imposed by the remote teaching modality, the practice of storytelling mediated by technological supports is possible and necessary, above all, to guarantee students the right to literature. In this sense, the research presents relevant results for the understanding of the frequency and intentionality of the work with storytelling in Basic Education, during remote teaching; for the reflection on the challenges and possibilities encountered by educators to mediate narratives in virtual format; and for the knowledge of successful experiences with storytelling, aiming at the formation of readers in digital environments. Therefore, this research may contribute to the formation of teachers, with respect to the expansion of theoretical and practical knowledge about the promotion of literary reading through storytelling in remote classrooms.

This dissertation is part of the research that contemplates the assessment of learning in the context of remote teaching. For this purpose, this dissertation was guided by the following problem question: how is the assessment of student learning in the first Year of Elementary School taking effect in the context of remote teaching during a pandemic, in terms of pedagogical challenges and possibilities? Thus, in order to answer this question, the objective was to investigate how the assessment of student learning in the first Year of Elementary Education in public schools in the city of Cajazeiras/PB, is being carried out in the context of remote teaching in terms of pedagogical challenges and possibilities. Methodologically, this research is characterized by being of a qualitative approach, bibliographic and field type. As an instrument for the collection and construction of empirical data, a semi-structured interview was carried out with two teachers working in first Year Elementary School classes at two municipal public schools. The interviews were analyzed using the content analysis proposed by Bardin (2011) in light of the theoretical frameworks used in this research, which include topics such as Remote Teaching and Learning Assessment, in addition to the use of legal bases that guide Elementary Education. Thereby a theoretical contribution was used by authors such as Hoffmann (2012, 2018a, 2018b, 2019a, 2019b), Luckesi (2005, 2011, 2014, 2018), Freire (2000, 2005, 2009, 2014a, 2014b), Hodges (2020), among others. The analyzes from this investigative work show that the learning assessment process, in the context of remote teaching, faces serious challenges, especially with regard to the doubt that arises for the teacher about the veracity of the student's accomplishment of the activities, as well as the search for effective strategies that allow the teacher to encourage the students' interest and, thus, be able to carry out and formalize the evaluation in the first Year of Elementary School. Regarding the possibilities, they were found concerning a greater development of dialogue, interaction, the incessant search, in a more assiduous way, of technological resources, also improving the sensitivity and understanding of teachers with regard to the context in which the student is inserted, understanding their conditions, experiences, possibilities and obstacles faced by them.

One of the outstanding characteristics of contemporary society is the speed with which changes occur in all spheres. In this context, pressures arise for education to adapt to the social and economic context demands, under the premise of training students to exercise citizenship and a profession. This training comprises not only cognitive aspects, but also ethical and collaborative ones. This is not possible from a practice focused only on the teacher's action as a transmitter of information. It is necessary to resize pedagogical practices within the scope of educational institutions, implementing innovative actions that value the students’ roles. Although the digital technologies’ advancement has been influencing educational processes, the innovation concept cannot be associated only with the technologies’ incorporation into teaching and learning processes. Creativity is one of the founding elements of innovation, since it presupposes transforming challenges into potential opportunities. Design Thinking (DT) has emerged, in recent years, as a promising approach to promoting innovation in the educational field. It is structured around the empathy's pillars, collaboration and experimentation. The DT process is triggered by a challenge and develops from the following phases: discovery of relevant information to the challenge' resolution; interpretation of such information, considering the context and the people involved in the problem; ideation, time to collectively generate ideas for possible solutions; experimentation, where the solution is tested from the creation of prototypes; and evolution, which consists of planning and implementing the solution. We were interested in investigating how pedagogical coordinators can contribute to innovation in teachers' teaching processes using DT. In that regard, the present research had as general objective to analyze possibilities of Design Thinking in the promotion of educational innovation in projects developed by the Pedagogical Coordination teams in High School. Methodologically, a qualitative approach was followed, of an exploratory nature, supported by case study techniques and participant observation. Data were collected using a questionnaire, conducting interviews, and recording observations during the workshops development for the projects elaboration based on the Design Thinking approach. The collaborators’ sample consisted of 8 teachers, 2 pedagogical coordinators and 2 students from a state public school, located São Miguel municipality, Rio Grande do Norte State. In data analysis, we used the thematic analysis technique, whose findings indicated the following themes: technologies, methodologies, teaching profile, innovative activities, professionals and students’ mobilization, teachers’ resistance, current educational context, students, empathy, collaboration and experimentation. We identified that teachers associate the educational innovation concept, primarily, with methodological diversification, use of technological resources and need for continuing education. It was also evidenced that teachers recognize the pedagogical coordinators' collaboration importance to implement innovation in the practices; however, it also showed discrepancies as they revealed the little intervention of the pedagogical coordination team in the teachers' classes planning. The students emphasized a greater willingness to participate in activities considered innovative, and results favorable to learning were highlighted as well. Finally, in the workshops observation, we found easiness in involving the participants in the activities, using DT tools. Therefore, we assume that the approach has great potential for application in the educational field, namely for schools' pedagogical coordination teams.

The relationship between health and environmental education is seen as an important point of attention by health professionals, as the health-disease process is closely associated with the environment. Health and education are presented as intertwined currents that are evoked when addressing issues involving the population's quality of life. The teaching of Environmental Education obtains, through basic education professionals, a prominent role in the construction of new values and knowledge regarding environmental practices. Thus, this research has the general objective to analyze which pedagogical practices of environmental education for health promotion are developed in the Public Integral Citizen Schools of the state, in the city of Cajazeiras - PB. The specific objectives are: To identify the teaching-learning techniques of teachers of the 1st, 2nd and 3rd year of high school at Public Integral Citizen Schools in the city of Cajazeiras-PB about EE; Check if the methodologies applied by professionals are in line with the National Environmental Education Policy; Promote a teacher training course based on the PNEA based on thematic workshops, focusing on the dissemination of the principles of EE among high school teachers. The methodology used was a descriptive-exploratory field research of a qualitative nature and a technical intervention research approach combined with a bibliographic review. This was carried out with the teachers of the Public Integral Citizen Schools in Cajazeiras - PB. The content analysis method adopted was the Descending Hierarchical Classification and the word cloud. Data analysis was divided into two categories: Environmental education and identified problems; Pedagogical practices of environmental education for health promotion. In the construction of the word cloud of category 01, there was a prevalence of the words Problem, People and Environmental Education. In category 02, the words People, School and Environment stood out. In the first category, we show that teachers of biology and geography have a good understanding of the concepts of environmental education and environmental problems, however, teachers of other subjects, such as Portuguese and philosophy, do not have a good understanding of the subject. In the second category, in the evaluation of the pedagogical practices of environmental education aimed at health promotion, it was found that specific actions directed to this theme are not developed. The only practices reported were projects developed in electives, which generally involve recycling materials. It was possible to conclude that even understanding the seriousness and impacts of the current environmental problem, as well as understanding the relationship between the environment and health, teachers do not develop pedagogical practices directed to these themes. In view of the gaps found in the teachers' reports and actions, and from the intervention carried out with the training course, it is expected that teachers will expand concepts and knowledge, and thus be able to carry out pedagogical practices aimed at environmental education and promotion of health.

This dissertation is inserted in the field of debates about the use of the Pedagogy of Cooperation in the curricular component of Physical Education, through the practice of Cooperative Games, by teachers of Basic Education. Its purpose is to analyze how Physical Education teachers use the Pedagogy of Cooperation, through the practice of Cooperative Games, in the context of High School, in a public school in the city of Cajazeiras/PB. Regarding the methodological path, this research was developed from a qualitative approach, going through field research. In this path, non-participant observation, semi-structured interviews with the participating teachers and their annual teaching plans were used for data construction. Regarding the theoretical foundation, this study was structured based on the contributions of the authors, professors Fabio Otuzi Brotto and Terry Orlick, among others, who explore issues related to the teaching work with the Pedagogy of Cooperation and Cooperative Games, in the scope of teaching, and with references to the development of School Physical Education in Basic Education.  Based on the analysis of the collected data and the due interpretations about the object of study, it was found that the teachers were not aware of the existence and did not use the Cooperation Pedagogy directly in their classes; however, they were aware of and used the Cooperative Games indirectly in their classes. A certain distance between theory and practice was observed, based on the analysis of the teachers' arguments in the interviews and on the records found in their Teaching Plans. The biggest difficulties found in the research were the lack of continuous teacher training courses on the theme in question, and the absence of specific teaching materials made available by the responsible organs and institutions. In view of the above, this work adds to the academic debate about the Pedagogy of Cooperation and the Cooperative Games, presenting possibilities for the use of this pedagogical approach and this didactic proposal by Physical Education teachers in high schools, contributing to discussions and reflections by teachers and professionals who are interested in the respective theme, aiming at a contribution to the transformation of a better world through education.

Keywords: Pedagogy of Cooperation; Cooperative Games; Teaching; School Physical Education.

The present research deals with the organization of pedagogical work approaching the use of routines in the context of Early Childhood Education in a municipal school in Marcelino Vieira/RN. As a starting point, it presents the following investigative question: How does the organization of teaching work in Early Childhood Education at Escola Municipal Semeando Talentos include the elaboration of routines? If contemplated, what aspects are included in these routines? Thus, in order to seek answers to this question, the general objective is to analyze how the pedagogical routines are included in the organization of the teaching work of the Municipal School Semeando Talentos/RN and what they contemplate. The methodology is based on a qualitative approach, field and documental research. The field research had as an instrument for the construction of data the direct interview carried out with two teachers who work in Early Childhood Education classes in the municipal education network of Marcelino Vieira/RN. The documentary research included official documents that govern Early Childhood Education and the lesson plans produced by the teachers participating in the research. The results of this investigative process were analyzed based on what the teachers say about the subject under study in the light of the content analysis and the theoretical framework presented in this dissertation. This research allowed reflections on the relevance of routine in the organization of teaching work in Early Childhood Education and the recognition of its place in teaching practice. The results indicate that the routine is necessary for the teaching work in Early Childhood Education to provide more security for the child and mediate the control of time and space, for this it is up to the educator to assume his role in the formation of the child in its entirety. The data show that the implementation of the routine takes place through flexible planning, involving activities that include caring-educating-playing to make learning more pleasant and meaningful, as the routine in the organization of teaching work contributes to the child's development, through different moments and activities that meet the needs of the child, taking into account the peculiarities of each one flexible planning, involving activities that include caring-educating-playing to make learning more pleasant and meaningful, as the routine in the organization of teaching work contributes to the development of the child, through different moments and activities that meet the needs of the child, taking into account the peculiarities of each one.

In a scenario marked by technological innovations, teachers and students are inserted in a context of changes, therefore, this can affect how people teach or learn and generating experiences and beliefs that are strengthened or modified over time. English is a language of great prominence over the world and accordingly it arouses curiosity and admiration for those who decide to learn it and also for those who teach it. In view of this, it is important to elucidate the reason for the existence of some beliefs and experiences in the teaching and learning of the English language and also how it is currently related to the great influence of technology and multimodal elements. Therefore, the present study aims to investigate the beliefs and experiences of teachers and students about the use or presence of multimodality in the process of teaching and learning English. Due to preventive measures in the fight against Covid-19, the years 2020 and 2021 were marked by remote teaching, in this way the presence of technology was a support for teaching, which awakened the importance of information technologies within the school context. Therefore, the resources that the teacher could use were diverse, involving sounds, images, writing, among other means, marking the development of debates on multimodality within the context of teaching and learning. In view of this, the study works on this theme in a focus on the teaching and learning of the English language during and after the pandemic, discussing the beliefs and experiences of students and teachers. However, the study considers that English language learning involves a process of construction of meanings in its different forms, therefore, multimodality is inserted in the globalized universe and its influence is perceptible in the current teaching situation. The theoretical contriobution brings together the studies of Mora (1986) and Nuñez (1997), who reflect on the experiences of language teaching. The studies of Almeida (1993), Benson and Lor (1999), Dewey (2001), Woods (2003), Houaiss (2006), Miccoli (2006 and 2010), Barcelos (2000, 2004, 2006, 2007) and Pajares ( 2007), which define and conceptualize beliefs and experiences. The studies by Dionísio (2005), Oliveira (2007), Santos (2008), Almeida (2009) and Leffa (2014, 2016) present concepts about the teaching and learning of the English language and multimodality. The research is situated in the field of human sciences applied to education; it presents a qualitative approach and it is an investigation of a descriptive nature. The research results describe the beliefs and experiences of teachers and students about the use or presence of multimodality in the process of teaching the English language, being relevant for further research to reflect on the processes that involve teaching and learning.

Based on the Sociology of Childhood, the present work aims to analyze gender relations in the processes of children's social construction within the scope of early childhood education. The main focus is on the conception of the child as one that reframes the environment through the ability to produce culture and
transgress standards. To carry out the related work, ethnography was used from direct observation at the research locus, with conversation circles and registration in a field notebook. The ethnographic research allowed the researcher to follow, enter, understand and insert herself in the child's life context in the Early Childhood Education space, seeing the child from her world, from her reality in the sociocultural and educational locus in which she is inserted. Among the findings of the research, I understand that the institution of Early Childhood Education is a field that makes contact with gender relations in childhood possible from an early age. On this journey, experiences with playing and interactions between boys and girls; as well as their voices added to the theoretical assumptions of this research, enabled the effective implementation of this work, insofar as it provided an opportunity for a greater deepening of issues pertinent to the scope of Early Childhood Education with children of four and five years of age. Throughout the research, I understand that there is a great attribution of characteristics, experiences and objects as being typical of being a boy and a girl in different instances, to the point that this idea permeates both speeches and actions of different subjects - from school and family. Finally, I realize that the gender condition, legitimized in boys and girls, is formed in constructions, images, models, symbols, in which conflicts, tensions and negotiations are present, either through the maintenance of the stereotype, or in resistance, or, still, in the struggle for its rupture.

The present study aims to analyze the teaching practice, from the perspective of the teachers of the Specialized Educational Assistance Room - SEAR, regarding the effectiveness of the inclusive process, contemplated in the Teacher Training Policies for students with Autism Spectrum Disorder - ASD. In this perspective, an exploratory
research with a qualitative approach was developed, consisting of documentary research in the survey of reports of children enrolled in the selected institution and specific legislation about special education, from the perspective of inclusive education; field research with semi-structured interviews and a questionnaire with 05
teachers from the SEAR room, research subjects, who assisted children with ASD, seeking to: recognize the presence of inclusive policies in those educational spaces, for students with ASD; to ascertain the view of these teachers, in view of the work that children with ASD develop together; and to identify, from the point of view of professors who work in the SEAR, the obstacles that make it difficult to work in these spaces for the development of students with Autism Spectrum Disorder. Phenomenology was the method that guided the study about the reality studied. We also seek to reflect on the importance of Special Education, from the perspective of Inclusive Education, in the schooling of children with ASD and the teaching practices aimed at this development. The locus of the research was a school in the state network of Paraíba, based in the city of Cajazeiras, in the interior of the state. The main results obtained reflect the lack of incentive, on the part of the State Government, for the continuous training of teachers who work in Specialized Educational Services, in addition to the lack of structuring and maintenance of the space destined to the service and available materials. As a difficulty for the development of work, with children with ASD, SEAR teachers report the acceptance of the diagnosis and recognition of the children's needs by the family and the performance of the regular classroom teacher. Regarding the care and work of the needs of children with the disorder, in the SEAR, they believe
they can contribute to the development of children. Finally, it is noteworthy that each stage developed in the research followed the ethical standards, indispensable for scientific research.