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Dissertations |
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1
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CICERA JANETE ALVES DE OLIVEIRA
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TÍTULO DA DISSERTAÇÃO EM INGLÊS: TEACHING SEQUENCE FOR TEACHING ANALYTICAL GEOMETRY
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Advisor : OTÁVIO FLORIANO PAULINO
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MEMBROS DA BANCA :
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ANTONIO DIEGO DA SILVA FARIAS
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KYTERIA SABINA LOPES DE FIGUEREDO
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OTÁVIO FLORIANO PAULINO
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Data: Mar 6, 2023
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Show Abstract
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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.
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2
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ANA CAROLINE DA SILVA AVELINO
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DEVELOPMENT OF CONCEPTUAL, PROCEDURAL AND ATTITUDINAL CONTENT THROUGH A TEACHING SEQUENCE BY RESEARCH FOCUSING ON SELF-REGULATION OF LEARNING
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Advisor : AYLA MÁRCIA CORDEIRO BIZERRA
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MEMBROS DA BANCA :
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JOSÉ CEZINALDO ROCHA BESSA
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LUCIANA MEDEIROS BERTINI
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MARIA DA CONCEIÇÃO COSTA
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Data: Mar 27, 2023
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Show Abstract
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The learning of procedures and attitudes must be considered as relevant as the concepts. In this context, a Teaching by Investigation Sequence (SEI) is an excellent alternative to be applied in the classroom, as in addition to providing activities that encourage the active participation of students, it also enables the development of conceptual, procedural and attitudinal content. The activities proposed at SEI, even if indirectly, work on self-regulated learning skills, as students create goals, define strategies, organize study materials, write, speak or mentalize the steps to follow to achieve their goals. In this perspective, the objective of the present work is to investigate, through the activities applied during the Sequence of Teaching by Investigation, the development of conceptual, procedural, attitudinal contents and indications related to the development of skills of self-regulation of learning. The main theorists used in the research approach were Zabala (1998) addressing the typology of contents; Carvalho (2013) presenting the organizing axes of a Teaching Sequence by investigation; and Zimmermann (2000, 2013) referring to the self-regulation of learning. The methodological procedure used was action research carried out through an intervention in a 1st year class, in the discipline of Introduction to Food Chemistry of the Integrated Technical Course in Food at the Federal Institute of Education, Science and Technology of Rio Grande do Norte - Campus Pau dos Ferros/RN. The development of this research was understood in the bibliographic survey, in the setting in the classroom, in the non-participant observation carried out during the classes of the regent teacher; in the characterization of the research participants' profile; in the development of conceptual, procedural and attitudinal contents through the application of SEI; and on Execution of the Learning Self-Regulation Processes Inventory before and after the activities proposed by SEI. As instruments for data collection, questionnaires, the Inventory of Self-Regulation Processes in Learning (IPAAr), observation sheets and texts produced by students were used. The analyzes were carried out through a qualitative approach and for the texts specifically, content analysis was used based on the recommendations of the researcher Laurence Bardin (2011). The results showed that the activities developed throughout the SEI contributed to the development of conceptual, procedural and attitudinal content, proving the effectiveness of Science Teaching through Investigation (EnCI) in providing a more satisfactory learning process, with an integral formation of the individual. In addition, through the analysis of the Learning Self-Regulation Process Inventories, it was also found evidence of development and improvement of students' self-regulatory strategies after the application of the SEI. In view of the above, it is possible to conclude that the SEI, in addition to fulfilling the desired objectives, constituted an effective teaching proposal for the development of self-regulated learning, which can serve as a basis for the construction of other studies that dialogue on the development of the typology of contents and of the self-regulatory processes of learning.
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3
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FELIPE DE ARAUJO SILVA
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Self-regulation of learning combined with problem situations for the occurrence of meaningful learning in organic chemistry
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Advisor : AYLA MÁRCIA CORDEIRO BIZERRA
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MEMBROS DA BANCA :
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LEONARDO ALCÂNTARA ALVES
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MARIA DA CONCEIÇÃO COSTA
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SIMONE CABRAL MARINHO DOS SANTOS
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Data: Mar 28, 2023
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Show Abstract
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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.
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4
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ALDERÍ SEGUNDO DE LIMA JÚNIOR
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RESEARCH INTO THE USE OF DIDACTIC ENGINEERING IN THE TEACHING OF STATISTICS IN A SCHOOL IN THE INTERIOR
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Advisor : GLAYDSON FRANCISCO BARROS DE OLIVEIRA
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MEMBROS DA BANCA :
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GLAYDSON FRANCISCO BARROS DE OLIVEIRA
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MICHELE REGIANE DIAS VERONEZ
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ROBERTO MARIANO DE ARAÚJO FILHO
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Data: Mar 29, 2023
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Show Abstract
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The main objective of this presents work is to evaluate the effects of a Didactic Engineering for the teaching of Probability and Statistics in Basic Education, through a statistical survey of students from a state public school located in the Rafael Godeiro city, in the state Rio Grande do Norte, how a data collection strategy. For that, it was taken as a basics, theoretical ballasts on Didactic Engineering how a research methodology and the Flipped Classroom model. In the preliminary analysis phase, a systematic literature review was carried out to verify how the thematic unit Probability and Statistics is worked through the hybrid teaching modality, as well as an analysis of the mathematics textbook used by the research subjects, for the experimentation, stages of the Inverted Classroom were used, and finally, to validate the practice, a comparison of data collected from questionnaires applied a priori with post a posteriori analysis was carried out.
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5
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FRANCINALDO DOS SANTOS CUSTÓDIO
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The Negro in the English-language book Moderna Plus: a critical look at the beliefs that constitute his (in)visibility
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Advisor : MARCOS NONATO DE OLIVEIRA
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MEMBROS DA BANCA :
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JOSÉ CEZINALDO ROCHA BESSA
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MARCOS NONATO DE OLIVEIRA
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WALISON PAULINO DE ARAÚJO COSTA
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Data: Mar 29, 2023
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Show Abstract
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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.
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6
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DEUVANIR DE SOUZA LIMA DINIZ
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Learning assessment: the humanistic ethical dimension in the early years of elementary school
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Advisor : SHEYLA MARIA FONTENELE MACEDO
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MEMBROS DA BANCA :
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ANTONIO PEREIRA CÂNDIDO
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IANDRA FERNANDES CALDAS
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SHEYLA MARIA FONTENELE MACEDO
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Data: Mar 30, 2023
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Show Abstract
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The research entitled "Evaluation of learning: humanist ethics in the Early Years of Elementary School" is linked to the Post-Graduate Program in Teaching (PPGE), Academic Master's Degree Course in Teaching (CMAE) of the State University of Rio Grande do Norte (UERN) and aims to analyze whether the evaluation of learning in the Early Years of Elementary School incorporates the humanist ethical dimension in its practices. The methodological design of the research is developed from the qualitative, phenomenological and interpretative approach. As for their objectives, they are exploratory and explanatory, having as procedures the research of bibliographic, documentary and field review, and the data were treated from the method of content analysis. The field research had the collaboration of 05 teachers from a school in the Early Years of Elementary School, in the city of Pau dos Ferros. As for the structure, this work was organized into 7 chapters, one introductory, one methodological, three theoretical, one empirical and one reserved for final considerations. This is a work of original and relevant content, given the identified gap about the discussions around the relationship "evaluation and humanist ethics" in education. From the studies already carried out, it is believed that it is necessary to develop the "teaching look" from the ethical humanistic dimension, so that the evaluation process proves to be fairer and more meaningful for all involved. As a result of the research, the ethical dimension present in the phenomenon of learning evaluation is identified, which sews the entire teaching-learning process. The research allows us to revisit the pedagogical paradigm of learning evaluation, which needs to be directed to the integral development of the being and not only focused on the measurement of scientific knowledge. We envision that the findings of this research will contribute significantly to the academic exchanges of formal education for beyond the Early Years of Elementary School, also benefiting the scientific community as a whole.
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7
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MARIA JOCELMA DUARTE DE LIMA
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THE TEACHING OF LITERATURE IN THE TRAINING AND PRACTICE OF THE PEDAGOGUE
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Advisor : DIANA MARIA LEITE LOPES SALDANHA
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MEMBROS DA BANCA :
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MARLY AMARILHA
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DIANA MARIA LEITE LOPES SALDANHA
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KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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Data: Mar 30, 2023
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Show Abstract
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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.
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8
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AJINELDO FERREIRA DA SILVA
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Weaving paths for the teaching and learning of statistics in the city of Lucrécia/RN
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Advisor : GLAYDSON FRANCISCO BARROS DE OLIVEIRA
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MEMBROS DA BANCA :
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GLAYDSON FRANCISCO BARROS DE OLIVEIRA
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MÁRCIA CRISTINA DE COSTA TRINDADE CYRINO
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OTÁVIO FLORIANO PAULINO
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Data: Mar 30, 2023
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Show Abstract
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With the constant changes that have been taking place in the curriculum called New High School, mainly with the advent of the Common National Curricular Base, it is necessary in the act of teaching practices that are aimed at inserting the student into the social context so that they come to understand criticize the environment in which they live. Therefore, the present work aims to contribute to research in the teaching area, focusing on Mathematical Modeling for teaching Statistics in New High School, in order to use DOTPLOT and BOXPLOT, relating them to practical activities outside the school walls. Despite the act of teaching suggesting that teachers implement diverse teaching strategies, however, it is still common to find reports, resistance and challenges, such as: need for change in the way of teaching, insecurity and little contact with modeling on the part of teachers, as well as the little adhesion and interest of the students' participation. Here, we show applications of Mathematical Modeling in the teaching of Statistics, which occurred with the promotion of collectivity and the increase of students' attendance, instigating the performance of dynamic activities, as well as triggering the applicability of the theme in the daily lives of students. Finally, research stands out as an important tool in social, critical transformation, in awakening the potential of students in the municipality of Lucrécia-RN and which led to the democratization of scientific knowledge, where it led students to be able to identify the thematic unit within their daily lives, leading them to use it more frequently.
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9
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ISABEL HAIALY PEREIRA DA SILVA
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TEACHING STRATEGIES IN THE LITERACY PROCESS IN THE EARLY YEARS OF ELEMENTARY SCHOOL
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Advisor : MARIA DA CONCEIÇÃO COSTA
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MEMBROS DA BANCA :
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ANTÔNIO CLEONILDO DA SILVA COSTA
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MARIA DA CONCEIÇÃO COSTA
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MARIA ERIDAN DA SILVA SANTOS
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Data: Mar 30, 2023
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Show Abstract
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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.
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10
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BEATRIZ ANDRADE DOS SANTOS
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THE TRAINING AND SELF-TRAINING OF LITERARY READING MEDIATORS IN THE “MIRINS READERS, GREAT MEDIATORS” PROJECT OF THE BALE PROGRAM
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Advisor : DIANA MARIA LEITE LOPES SALDANHA
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MEMBROS DA BANCA :
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DIANA MARIA LEITE LOPES SALDANHA
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MARIA LUCIA PESSOA SAMPAIO
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RENATA JUNQUEIRA DE SOUZA
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Data: Mar 31, 2023
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Show Abstract
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This summary refers to the dissertation research entitled “The training and self-training of literary reading mediators in the project “Mirins readers, great mediators” of the BALE program”. The research is linked to the Masters in Teaching of the Postgraduate Program in Teaching (PPGE) of the State University of Rio Grande do Norte (UERN) of the Pau dos Ferros Advanced Campus (CAPF). The problem question that leads the investigation is: how do the formative actions of the Ambulante Library and Literature in Schools (BALE) program, through its project "Mirins readers, great mediators " contribute to the formation and self-training of child mediators? The study is a qualitative research whose main objective is to analyze the formation and self-formation of " Mirins readers, great mediators " of the Walking Library and Literature in Schools (BALE) program, related to this, we have as specific objectives: a) identify the strategies used by the trainers/coordinators of the BALE MIRIM project in the process of training young readers and mediators; b) examine how to plan the reading mediations to be carried out by the volunteer students of BALE MIRIM; c) describe the reading mediation strategies carried out by young Baleans and their impact on training and self-training. For the theoretical basis of the proposed discussion, we have as a basis, the theories proposed by Jouve (2002), Zilberman (2009) Abramovich (1997), Amarilha (2013) that collaborate with the discussions about the formation of the reader and literary reading, Souza ; Modesto-Silva; Motoyama (2020), Dantas (2019), Graves & Graves (1995), Cosson (2009) who discuss the concept of mediation and reading strategies, Bezerra (2020) and Sampaio (2013) contribute to the discussions on BALE and the BALE MIRIM project,
among other authors who contribute to the enrichment of the proposed theme. In field data collection, we have the collaboration of the volunteer coordinator of the BALE MIRIM project and the volunteer children of the project, in addition to having the contribution of three literacy classes at a Municipal School in Pau dos Ferros/RN, who received the mediations of literary reading to be carried out by young Baleans. Field research was carried out in three stages, namely: 1st Exploratory interview with the project coordinator; participant observation in one of the formative meetings of BALE MIRIM; 2nd Reading mediations carried out by young Baleans; 3rd Focus group interview with junior volunteers. It is worth noting that between the 1st and 2nd stages of field research, an intervention workshop was held. The interpretation and analysis of the collected data used the content analysis technique proposed by Bardin (2011). At the end of the dissertation work, we conclude that the project "Mirins readers, great mediators", through its actions, contribute to the process of formation and self-formation of readers and mediators of young reading, insofar as it awakens the taste for reading, encourages its volunteers to share their experiences, through reading mediation from child to child, enchanting and transforming lives.
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11
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FRANCISCO ALEXLANIO ALVES MAIA
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DIRECT MONEY AT SCHOOL PROGRAM (PDDE): IMPLICATIONS IN A FULL-TIME HIGH SCHOOL OF PAU DOS FERROS/RN
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Advisor : SIMONE CABRAL MARINHO DOS SANTOS
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MEMBROS DA BANCA :
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ANA MARIA MORAIS COSTA
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ANTÔNIA BRUNA DA SILVA
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SIMONE CABRAL MARINHO DOS SANTOS
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Data: Mar 31, 2023
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Show Abstract
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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.
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12
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MAURO SILVANO MEDEIROS PEREIRA
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MULTIMODALITY AND TEACHING PORTUGUESE IN EDUCATION FOR THE DEAF: AN ANALYSIS OF THE TEXTBOOK "IN HAND, PORTUGUESE AS A SECOND LANGUAGE FOR THE DEAF"
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Advisor : MARIA ZENAIDE VALDIVINO DA SILVA
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MEMBROS DA BANCA :
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TATIANA BOLIVAR LEBEDEFF
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JOSE RODRIGUES DE MESQUITA NETO
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MARIA ZENAIDE VALDIVINO DA SILVA
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Data: Mar 31, 2023
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Show Abstract
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This research has as general objective to investigate multimodal texts in the didactic resource "In hands, Portuguese as a second language for the deaf" based on social semiotics and multimodality. The theoretical foundation that anchors our analysis made use of theories focused on Social Semiotics (KRESS; VAN LEEUWEN, 1996, 2006; PINHEIRO, 2007; KRESS, 2010; CALLOW, 2013; SILVA, 2016; GUALBERTO, 2016) and Multimodality (VIEIRA, 2015; SILVA, 2021; RIBEIRO, 2016; KRESS; VAN LEEUWEN, 2000; DIONÍZIO, 2014; FERNANDES; ALMEIDA, 2008), moving on to Deaf Education with the main mandatory documents (BRASIL, 2002, 2005, 2021, 2023) and theories of deaf education (QUADROS; KARNOPP, 2004; STROBEL, 2009). This is a descriptive and interpretive research, with a qualitative approach. Therefore, in this research, we seek to incorporate Brazilian Sing Language (LIBRAS), Social Semiotics and Multimodality as an approach that enhances bilingual education for the deaf, considering that Sign Language is integrated with Social Semiotics and Multimodality for the understanding of the ways that manifest meanings to from texts with prevalence in the visual for deaf students. The results validate that the analyzed book, rich in multimodal aspects, such as images, icons, figures, shapes and colors, still needs to fill in the gaps with reading proposals that are based on the aspects in a meaningful way, enabling a full reading that contributes to for the intellectual development of deaf students, from the early years of their schooling. Thus, we emphasize that in addition to the proposed image reading and analysis of multimodal elements, the suggestions for critical multimodal reading will imply significant success for students, as they will develop the ability to opine, negotiate and be able to involve themselves. themselves critically in living conditions, becoming participants in their visual experiences mediated by criticality, considering their contexts for acting in the world.
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13
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KAIQUE KAYONAN LOPES DELFINO
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THE TEACHING OF READING IN ENGLISH LANGUAGE LINKED TO DIGITAL TECHNOLOGIES: BELIEFS AND EXPERIENCES OF ELEMENTARY SCHOOL STUDENTS
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Advisor : MARCOS NONATO DE OLIVEIRA
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MEMBROS DA BANCA :
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JOSE RODRIGUES DE MESQUITA NETO
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MARCOS NONATO DE OLIVEIRA
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SAMUEL DE CARVALHO LIMA
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Data: Mar 31, 2023
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Show Abstract
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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.
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SYMARA ABRANTES ALBUQUERQUE DE OLIVEIRA CABRAL
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HEALTH AT SCHOOL FOR HEALTH LITERACY IN PRIMARY EDUCATION IN THE MUNICIPALITY OF PAU DOS FERROS - RN
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Advisor : DIANA PAULA DE SOUZA REGO PINTO CARVALHO
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MEMBROS DA BANCA :
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DIANA PAULA DE SOUZA REGO PINTO CARVALHO
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MARIA BERENICE GOMES NASCIMENTO
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SARA TACIANA FIRMINO BEZERRA
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Data: Mar 31, 2023
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Show Abstract
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This study aims to present a critical-reflexive pedagogical proposal, based on active teaching and learning methods, for health literacy in school spaces in the municipality of Pau dos Ferros - Rio Grande do Norte. The proposal was elaborated based on conceptual and state-of-the-art assumptions about scientific teaching and health teaching in school environments, constituted from integrative literature reviews. As a basis, an ecological study of situational analysis of the aforementioned municipality was also carried out. It is, therefore, a study that has as its methodological basis the post-critical precepts in education, which support a proposal for innovation with potential social impact. From the questions: how is scientific teaching carried out? How is health education projected into the reality of schools? What local epidemiological conditions require intervention? It was possible to observe gaps in the educational process regarding the educational approach to scientific literacy, a traditionalist teaching based on a biological understanding of the human being predominates. Such gaps have repercussions for deficiencies, above all, in health literacy. Health in Brazil is based on Primary Care, with preventive assumptions, however, in reality, what is observed is a curative approach, focusing on the treatment of diseases that, in turn, emerge from biopsychosocial factors that, for the most part, , result from self-care deficit. Several actions are carried out with the objective of strengthening attention focused on prevention, as is the case of the Health at School program, however, the program also demonstrates weaknesses when it is operationalized, especially due to the generalist approach, without focus on singularities and dissociated from teaching scientific, with a predominance of actions for adolescents, and a dissociated action between health and education professionals. As for the municipality of Pau dos Ferros, it was possible to observe that the municipality has a multidisciplinary training base, with several faculties and higher education courses, however its projects neglect scientific teaching. The epidemiological profile demonstrates the existence of problems in several areas, especially in immunization, child morbidity and mortality, teenage pregnancy, among others. Therefore, a pedagogical proposal for a workshop entitled Scientific Teaching and Health Literacy: education and health hand in hand”, which can be carried out by the State University of Rio Grande do Norte, Campus Pau dos Ferros, whose target audience is the education and health professionals in the municipality, whose focus is on strengthening health education for the health literacy of the population.
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15
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FERNANDO HENRIQUE NOGUEIRA AMARAL
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GEOMETRIC DEVELOPMENT BY VAN HIELE IN THE TEACHING OF POLYHEDRONS USING MANIPULABLE MATERIALS
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Advisor : OTÁVIO FLORIANO PAULINO
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MEMBROS DA BANCA :
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ANTONIO DIEGO DA SILVA FARIAS
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GLAYDSON FRANCISCO BARROS DE OLIVEIRA
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OTÁVIO FLORIANO PAULINO
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Data: Apr 27, 2023
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Show Abstract
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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.
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16
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EMANUEL MATEUS DA SILVA
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FROM THE READING OF VERB-VISUAL TEXTS TO THE PRODUCTION OF ARGUMENTATIVE DISSERTATION TEXTS: A PROPOSED INTERVENTION FOR TEACHING IN THE BASIC EDUCATION CLASSROOM
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Advisor : JOSÉ CEZINALDO ROCHA BESSA
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MEMBROS DA BANCA :
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JOSÉ CEZINALDO ROCHA BESSA
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MARCOS NONATO DE OLIVEIRA
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HENRIQUE MIGUEL DE LIMA SILVA
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Data: May 24, 2023
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Show Abstract
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The present dissertation aims to analyze how students produce argumentative essays based on a pedagogical intervention focused on reading, interpretation, and analysis of verbal and visual texts, with the intention of helping them understand the use of different information to construct the text. We take as the object of investigation argumentative essays produced by third-year high school students from a public school in the state of Ceará, Brazil. The theoretical basis of the research is Bakhtin’s Circle (2013, 2015, 2016, 2017, 2018), Volóchinov (2013, 2017, 2019), Medviédev (2012), and scholars such as Faraco (2009), Brait (2005, 2018, 2019, 2020a, 2020b), Fiorin (2020), Geraldi (1996, 2013, 2015), Sobral (2009), among others. Regarding verbal-visuality, we refer to the studies of Brait (2009, 2013, 2017) and Rojo (2019). With regard to the multimodality of language, we refer to the works of Rojo (2012, 2013, 2015) and Ribeiro (2021). To understand the work of text production in school, we seek to anchor ourselves in the contributions of Moretto (2013), Oliveira (2010), Guedes (2009), and Elias (2021). In an attempt to improve the foundation of this work regarding argumentation, we turn to the studies of New Rhetoric by Perelman and Olbrechts-Tyteca (2014) and Fiorin (2022). In addition to these works, we seek anchoring in scholars of textual linguistics, among them Antunes (2003) and Koch (2021), to deepen our understanding of strategies related to the construction of argumentation. As theoretical support for the proposed intervention project, we refer to Hernándes and Ventura (2017). Regarding the methodological aspects, this research can be characterized as an action research. It assumes an interpretive analysis, with a qualitative focus and procedures that include description and interpretation. The study includes the analysis of ten texts produced by the students, five from the initial situation, produced before the pedagogical intervention, and five from the final situation, produced after the pedagogical intervention. The analyzed corpus demonstrates that the difficulties of the students in engaging in a dialogue with verbal-visual and visual texts before the pedagogical intervention were mitigated after the intervention process, as we perceive the presence of ideas contained in the motivating texts (verbal-visual and visual) in the authors’ statements in the final production. It also indicates that the pedagogical intervention contributed to the development of reading and interpretation competencies of verbal-visual and visual texts for writing argumentative essays. These results reveal that working from the analysis of motivating texts for writing can assist in directing a teaching of textual production, contributing to the development of argumentative and reflective competencies of students.
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17
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DANIELE MIRTE DE OLIVEIRA
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DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES: THEIR ROLE IN THE ETHICAL HUMANIST TEACHING OF HIGH SCHOOL STUDENTS
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Advisor : SHEYLA MARIA FONTENELE MACEDO
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MEMBROS DA BANCA :
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CICERO NILTON MOREIRA DA SILVA
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SHEYLA MARIA FONTENELE MACEDO
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LUÍS MIGUEL DIAS CAETANO
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Data: May 26, 2023
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Show Abstract
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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.
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18
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MARIA AURILENE BEZERRA DA SILVA
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WHEN THE RESEARCH ENDS: ANALYSIS OF THE PEDAGOGIC POTENTIALS OF THE CHALLENGES PROJECT IN A PUBLIC SCHOOL IN RIO GRANDE DO NORTE
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Advisor : MARIA DA CONCEIÇÃO COSTA
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MEMBROS DA BANCA :
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DIANA MARIA LEITE LOPES SALDANHA
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LAURA BATTAGLIA PIRES CAVALCANTI
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MARIA DA CONCEIÇÃO COSTA
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Data: May 30, 2023
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Show Abstract
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This paper analyzes the pedagogical potential of the Desafios research, focusing on the didactic-pedagogical management of teachers who teach in the early years of Elementary School at Escola Municipal Professora Nila Rêgo, located in the municipality of Pau dos Ferros/RN. The research, with a qualitative approach, is being developed from two stages: a) bibliographic review, based on authors who discuss themes such as Literacy, Orality, Reading and Writing, in addition to the use of legal bases that support the implementation of Elementary School of nine Years. b) field research in the school of this research, from which data will be collected through interviews aimed at collaborators - teachers of the early years, school manager and pedagogical coordinators who have participated in the Challenges research and/or who are part of the school team. The observation will take place in classrooms, in the 1st and 2nd year classes of Elementary School, guided by a structured script. The results will be treated from the content analysis, categories being created, a posteriori, for this analysis, carefully revering the positions assumed by the research collaborators. The research, still in progress, allows us to infer that pedagogical potentialities are being identified, although still embryonic, due to the fact that we have not yet carried out the interviews and observations in classrooms. Thus, the theoretical contributions used indicate that the pedagogical practice needs to contemplate the heterogeneity of students and diversity in the classroom, taking into account the transition from Early Childhood Education to Nine-Year Elementary School.
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19
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ANA RAQUEL CLEMENTINO COSTA
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THE WORLD OF LIFE AND TEACHING: THE CONTRIBUTION OF CABOCLOS DANCE TO THE TEACHING AND LEARNING PROCESS IN THE EARLY YEARS OF ELEMENTARY EDUCATION IN THE MUNICIPALITY OF MAJOR SALES-RN
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Advisor : ROSALVO NOBRE CARNEIRO
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MEMBROS DA BANCA :
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EDNA GUSMÃO DE GÓES BRENNAND
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KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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ROSALVO NOBRE CARNEIRO
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Data: Jul 25, 2023
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Show Abstract
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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.
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20
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NERLÂNDIA PINHEIRO DE OLIVEIRA
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CONTINUING EDUCATION OFELEMENTARY SCHOOL TEACHERS IN THE LIGHT OF COMMUNICATIVE ACTION: A POSSIBLE CHALLENGE
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Advisor : ROSALVO NOBRE CARNEIRO
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MEMBROS DA BANCA :
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ROSALVO NOBRE CARNEIRO
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SHEYLA MARIA FONTENELE MACEDO
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FRANCISCO KENNEDY SILVA DOS SANTOS
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Data: Jul 27, 2023
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Show Abstract
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Continuing teacher education has been the subject of debate in education courses and in many other Brazilian pedagogical spaces. It is a permanent and ascending process of thought construction and pedagogical practices, through which the Teacher has the possibility to understand its importance in the teaching and learning process. It constitutes a bridge for the construction of knowledge, competence and Multiple knowledge. Based on the Theory of Communicative Action (TAC), developed by Jürgen Habermas, subjects interact with each other and through language, seeking consensus and mutual understanding. In this sense, the research has as a general objective to analyze the contributions of the Theory of Communicative Action, through some of its parameters, for the continued training of teachers in the early years in a municipal public school for Early Childhood Education and Elementary Education, in Cajazeiras/PB. For this, it will follow the following methodological aspects, it will be characterized as a research with a qualitative approach, of the bibliographic, field, exploratory, interpretivist, interventional and applied types. Data collection will occur through the application of a semi-structured questionnaire to the research subjects, which are the teachers from 1st to 5th year of the school in focus, in the Municipality of Cajazeiras-PB, records of the researcher's impressions and evaluations of the teachers, for through a logbook. With the data collected and analyzed, as a way to permeate the theory and follow the practice, pedagogical meetings of continuing teacher education in the form of workshops will be offered to the research subjects. In addition, all ethical and legal precepts of research with human beings determined by Resolution 510/2016 of the National Health Council will be respected, considering non-maleficence and anonymity, in addition to the fact that the beginning of the research will be conditioned to the acceptance of the same. by the group of teachers through the TCLE. The initial source for the composition of the theoretical contribution occurred through bibliographic research, making it possible to carry out a search of existing and published works on scientific bases, involving the theme. With the studies, we understand the potential of this theory for the school, teachers and students, through a communicative action, where the language has meaning and validity to achieve a mutual understanding.
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21
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ANTÔNIA SARA SAMMILLY RÉGIS PAIVA
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CREATIVE EXPRESSION AND IMAGINATION IN CHILDHOOD: RELATIONSHIPS BETWEEN TELLING AND STORY TELLING IN READER EDUCATION
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Advisor : KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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MEMBROS DA BANCA :
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KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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DIANA MARIA LEITE LOPES SALDANHA
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FRANCILEIDE BATISTA DE ALMEIDA VIEIRA
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Data: Aug 25, 2023
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Show Abstract
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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.
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22
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MARIA DA CONCEIÇÃO LINHARES DA SILVA
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Reading mediation in the school library and reader training in early childhood education
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Advisor : KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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MEMBROS DA BANCA :
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ANTÔNIO CLEONILDO DA SILVA COSTA
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FRANCICLEIDE CESÁRIO DE OLIVEIRA
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KEUTRE GLÁUDIA DA CONCEIÇÃO SOARES
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MARIA ERIDAN DA SILVA SANTOS
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Data: Sep 19, 2023
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Show Abstract
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The present research has as its object of study the school library as a space for reader training, more specifically for students in Early Childhood Education. The general objective is to analyze how the mediation of reading in the school library can contribute to the development of the child from early childhood education. The specific objectives identify existing reading practices in the school library as a space for reading mediation; to encourage children in kindergarten to enjoy reading through the school library; to analyze the mediation of reading in the library of Early Childhood Education, seeking to understand the relevance of this space for the formation of readers. The research has a qualitative approach, using field research with action research as a methodological procedure. For the construction and collection of data, the intervention project was used as its object of study the mediation of reading in the school library and the formation of readers in early childhood education, and a questionnaire answered by the teachers of G3, G4 and G5, or i.e. Group 3, Group 4 and Group 5. The locus of the research was a private school, located in the city of Itaú / RN. The investigation revealed that the teachers participating in the research understand the mediation of reading in the School Library as an essential activity for the development of the child in the most varied formative aspects, especially with regard to reading formation. With this, the research presents significant results for understanding the role of reading mediation within the scope of the School Library in the context of Early Childhood Education.
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23
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MARINA NATALINA BENÍCIO DE ANDRADE
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Paths of students from the countryside: a search for academic success in urban institutions
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Advisor : CICERO NILTON MOREIRA DA SILVA
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MEMBROS DA BANCA :
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CICERO NILTON MOREIRA DA SILVA
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MARIA ROBERTA DE ALENCAR OLIVEIRA
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SHEILA KELLY PAULINO NOGUEIRA
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Data: Sep 22, 2023
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Show Abstract
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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.
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