The discussion of this study discusses the knowledge and skills of Special Education teachers at work with student with autism. In this context, we seek to understand the knowledge and the making of teachers of Special Education, of Fundamental Education, in the inclusion of the student with autism in the school context of the common classroom. In this direction, a review is made in theoretical and documentary references that address the topic and subsidize this work. A narrative of the pedagogical practice of the participants is elaborated and their contribution to the improvement of the process of schooling and inclusion. The exposed work is conducted from an exploratory qualitative approach, adopting the investigative method of narrative research, employing as an instrument the narrative interview. Through narrativity it is possible to socialize experiences and subjective experiences of the subject participating in the research, and to achieve understanding about the production of knowledge in a collaborative process between researcher and study participants. The method of analysis and interpretation of research data is based on the Discursive Textual Analysis, which allows the researcher to simultaneously describe and interpret the data obtained, considering these as part of the analysis performed. The study reaffirms the importance of Special Education in the inclusive perspective and the role of the teacher of Special Education in promoting the inclusion of the student with autism. The eminent need for knowledge, dissemination and reflection of the pedagogical practice of Special Education teachers and the strengthening of their knowledge and immersion in new ones is reiterated.

Educational practice often neglects to address issues related to sexuality and gender, privileging
the heteronormativity that commonly permeates the school environment. In the context of
teaching aimed at Deaf students, this gap becomes even more evident, since ableism often
makes invisible the possibility of these individuals having sexual orientations and gender
identities outside established norms. Consequently, the effective dialogue between diversity
and inclusion represents a substantial challenge for contemporary educators. This study aims to
understand whether teachers at the State Center for Educator Training and Services for the Deaf
(CAS) promote discussions about LGBTI+ issues. To achieve this objective, interactions were
carried out with teachers through group dynamics based on the "culture circles" proposed by
Freire (1967). The theoretical basis for this investigation includes the contributions of Butler
(2018), Junqueira (2009) and Louro (1997) regarding issues of sexuality, gender and school
context, as well as the approaches of Mello (2014), Strobel ( 2009) and Skiliar (2001) on
ableism and Deaf education. The main objective is to understand, through dialogues driven by
narratives and the use of images, what CAS teachers' knowledge is about LGBTI+ issues. The
aim is to verify whether there are signs of the incorporation of sexual and gender diversity in
the teaching practice of these professionals. To facilitate the discussion and emerge generating
words/images, basic information was collected through documents, initial conversations about
CAS and the teachers' performance, routine observation with the help of diaries, in addition to
conducting open and semi-structured interviews with the director and teachers. The results
show that these issues have not been addressed clearly, the information still does not permeate
the approaches of teachers, who recognize the lack of knowledge to delve deeper into the
subject. The research reveals gaps in the educational system, with participants reporting the
absence of training or lectures on the issue, except for isolated reports, such as that of a Teacher,
who had experience related to the topic throughout all the years of work. Additionally, it was
found that, although teachers find it easy to teach about respect for diversity, they encounter
resistance when addressing the LGBTI+ issue, either due to lack of knowledge or fear of
reprimand from families or the educational system. The reflective notebooks reinforce the
limitations highlighted by the participants, highlighting the lack of information and a superficial
approach, in addition to the resistance to working on the topic. This raises reflections on the
favorable conditions for discussing LGBTI+ issues.

The on-screen research investigates and analyzes the formative trajectory and professional performance of
Adalgiza Emídia da Costa in education in North Rio Grande, between the years 1937 to 1956.
The choice of period is justified because it comprises the initial year of their training at the School
Normal School of Assú/RN, located at Colégio Nossa Senhora das Vitórias, as well as its performance
in the Isolated School of Vila de Santa Luzia, in the Rural Group of Carnaubais and in the School Group
Lieutenant Colonel José Correia. In the search for data that would inform us about your
formative trajectory and professional performance, we went through collections such as school archives
of the institutions where he studied and worked professionally, in the Public Archive of the State
searching for the educational laws and decrees corresponding to the time, as well as in the collection
library of the National Library - Hemeroteca Digital, in the task of mining the historical sources
necessary to subsidize the study. It is based on the theoretical-methodological foundation in the
interweaving of the fields of History of Education and New Cultural History, since
enables multiple possibilities of observation of social practices in dialogues with
everyday experiences lived in educational spaces.

This research aims to analyze how neoliberal governmentality directs the conduct of managers and what its effects are on the implementation of democratic school management, considering the directors' speeches. To this end, we list the following objectives: understanding the theoretical-conceptual concepts of New Public Management, in the context of neoliberal governmentality; investigate how statements about democratic management are appropriated by the New Public Management discourse; investigate how this governmentality influences the school's management action and what its implications are for democratic management. To achieve the proposed objectives, we use the theoretical-methodological contribution of the archegenealogical approach, developed by Foucault. We use the concept of governmentality, as arts of governing and political rationality, as a conceptual instrument guiding our analyses. Among the authors used for the theoretical framework, the following stand out: Foucault (2008a, 2008b, 2013, 2014 and 2021); Veiga Neto (2013) Fischer (2001, 2003); Dardot and Laval (2016); Newman and Clarke (2012); Cabral Neto and Castro (2011); Paro (2001, 2003, 2010). For the literature review, we carried out a state of knowledge, aiming to understand the academic production developed in the last decade (2011 – 2021) regarding democratic school management in the context of New Public Management. As a data collection procedure, we carried out semi-structured interviews with four directors of municipal public elementary schools in the city of São Miguel. For the organization, treatment and analysis of the data, we used the guidelines of Foucauldian Discourse Analysis based on concepts of statements, discursive formation, enunciative and interdiscourse functions, which allowed the delineation of the thematic paths of participation and autonomy. The results indicate that the principles of New Public Management establish challenges for the implementation of democratic management, and that the appropriation of democratic terms by management discourses makes reflection on the management modes materialized in school institutions more complex. The statements about participation and autonomy indicate that these develop in a procedural and instrumental way, as a management and control technique. The democracy that emerges from these practices will be a strategy that reinforces the art of governing imposed on schools.

This research has as object of study the New High School (known in Brazil by the acronym NEM), policy established by law nº 13.415/2017, and the performance of the subjects in the constitution of this policy. As a general objective, it intends to analyze how this policy was constituted in two schools of the state network of Rio Grande do Norte and the 14th Regional Directorate of Education (DIREC/ SEEC/ RN), in the period 2019-2022. Defines the following specific objectives: to understand processes of meaning/resignification of the NEM from the actions of the subjects in the schools in question; to analyze negotiations and disputes between the 14th DIREC and the school teams in the reorganization of the curriculum and in the construction of the Training Itineraries Implementation Plan (PIIF 2022 and 2023). It is constituted as a qualitative study, with theoretical methodological contribution in the Policy Cycle (PC) of Ball and Bowe (1992) and in the Theory of Action (TA) of Ball, Maguire and Braun (2016). This text is organized into five chapters, the first consisting of the introduction, justification and objectives. The second one presents the state of knowledge (considering the time frame 2017-2021) about the current reform of high school in Brazil; in the third chapter we write about high school, its current reformist policy and the developments in the RN curriculum; the fourth chapter points, in addition to the theoretical-methodological assumptions,  the context, the subjects strategies for conducting the empirical research, which was developed through the realization of focus group (with teachers, manager and pedagogical coordinator of two schools of the state school network) and semi-structured interview (with pedagogical coordinator of the 14th DIREC/ Umarizal/ RN); the fifth and last chapter presents the analysis of the data collected during the empirical research. It points out, as final considerations, that policies follow an agenda, which is imposed on schools; school professionals produce policy from adaptations, disputes and negotiations for the action of politics; the life project is considered relevant by professionals, and the subjects recommend that NEM policy receive the necessary adjustments/ investments, but that it is not revoked; there is fear about the future regarding the processes of continuity of this polices.

The present dissertation aims to understand the meanings of teachers about the affect-intellect
relation in their teaching activity, in the sixth year of elementary school, is linked to the
Research Line Human Training and Professional Development Teacher of the Postgraduate
Program in Education from the State University of Rio Grande do Norte. It was defined as a
research problem: what are the meanings of teachers regarding the affect-intellect relation in
their teaching activity in the sixth year of elementary school? The locus is a Social School
located in the city of Aracati-CE and the research collaborators are two teachers, one of
Portuguese and one of History. It is based on the theoretical-methodological assumptions of
the Socio-historical Psychology of Vygotski and collaborators. The following categories of
analysis were chosen: Historicity, Mediation, Activity, Sense and Significance, and
Experience. The information was produced through the reflective interview prepared by
Szymanski and the analysis and interpretation of the information was carried out through the
proposal of the Meaning Centers of Aguiar and Ozella and Aguiar, Soares and Machado. The
results of the analyzes and interpretations are summarized in three nuclei of meanings. In the
first nuclei Experiences constitutive of the choice of profession and the training process, we
infer the meanings of the collaborating teachers about their constitutions as teachers that deal
with: social mediations (family, formal education and job market) and subjective mediations
(affects and motivations). In the second nuclei The affect-intellect relation in learning and
class dynamics, it was revealed that it is important to take into account affective aspects and
cognitive aspects in teaching activities and students are affected the more they are the more
they feel that the teacher likes them and brings different and interactive practices. And in the
third nuclei Affectations in teaching: between the challenges and the right path, the teachers
meanings regarding teaching affectations were revealed, permeating between positive and
negative affects that constitute their identities as teachers and influence their practices. In this
way, the study explains the importance of taking into account the affect-intellect relation in
teaching activity, as educational processes involve affective and cognitive aspects precisely
because of the human nature of the relation that always occur through the affective dimension.
Finally, the research's relevance and contributions are discussions about teachers meanings
about the affect-intellect relation in teaching activity, which can be deployed in other research
based on new theoretical-methodological possibilities, as well as new pedagogical
possibilities through training. continued.

This study looks at black childhoods in early childhood education in rural areas. Children are represented in this study as a collective of resistance in order to highlight a childhood without racism. Understanding that silencing in its various forms of oppression is immersed in childhoods, and moreover, predominant in black childhoods, for this reason we have built a research that questions the place of black children in school and allows us to listen to their narratives. The aim of the research is to get to know and understand the stories of black children in a kindergarten class in a rural school in the city of Mossoró-RN. For this reason, we based the study on the alternative perspective of Paulo Freire (1981) and the activist guidelines of Radha D'Souza (2013). The construction of the trajectories to discover the stories that are the basis of the research is done through participant observation, Altino Martins Filho and Carmem Barbosa (2010), listening, Silvia Cruz (2008) and conversations, Debora Silveira and Anete Abramowicz (2005). The first findings tell us that the children, as research subjects, were exercising their authorship in every approach, from signing the terms to even asking if they were being recorded. At every moment, we were building a research project that sought to bring the teachings of Beatriz Nascimento (2022) to life. By making children be seen from their point of view, black children belonging to the countryside are in the process of racial understanding and are in school, but pedagogical practices limit blackness and underestimate children, which is why decolonizing and anti-racist education is necessary.

This study is linked to the Postgraduate Program in Education at the State University of
Rio Grande do Norte and is based on the theoretical-methodological assumptions of
Socio-Historical Psychology, which has its genesis in historical-dialectic materialism. The
starting question is: What are the effects of storytelling on the process of forming black
children's self-esteem? Thus, its general objective is to: Identify the effects of storytelling
on the process of forming self-esteem in black children. The research locus is a public
school in the city of Mossoró/RN. The research subjects are: four children in the 2nd year
of the initial years. In the research construction procedure, participant observation and
conversation circles mediated by story telling were used to produce information; for the
analysis and interpretation of information, it proposes the cores of meaning. The selected
categories of analysis are: affectivity, mediation, thought and language, historicity and
senses and meanings. The research results include the affects identified through story
telling in the speech of the children in the research. Such results are organized and
synthesized into three cores of meaning: 1) Liking and interpreting the story: from the
taste for children's books to the identification with the characters in the story Pretty Girl
with a Ribbon Bow; 2) Non-recognition of being black: white does not match black,
black is ugly; 3) Affective relationships between different people: forms of treatment and
coping. This investigation is relevant and brings contributions to discussions about the
meanings of the subject, the impact of storytelling on children's lives, the process of
forming black children's self-esteem and, finally, research that gives children a voice. ,
considering them as research subjects.

With the present work we aim to identify the representations of female education from the point of view of Revista Pedagogium. We list objectives about the problem in question, I - Investigate elements circumscribed to gender discussions in Revista Pedagogium; II - To identify specificities related to female education in the texts disseminated in Revista Pedagogium; III - Analyze representations about female education built within the scope of the Association of Teachers of Rio Grande do Norte/APRN and expressed in Pedagogium Magazine. This is a historiographical research that uses the Pedagogium Magazine as the chosen source based on concerns about female education at the time, considering that the Magazine was an important vehicle for the production and dissemination of ideas in the educational field. Pedagogium Magazine is characterized as a possibility of private communication for teachers in the State of Rio Grande do Norte and was created by the Association of Teachers of Rio Grande do Norte/APRN. Nestor dos Santos Lima was the first director of Pedagogium Magazine, other names such as Amphilóquio Câmara, Luiz Soares and Francisco Veras were also in charge of the Magazine in other years. The Magazine is archived in the collection of the Historical and Geographical Institute of Rio Grande do Norte (IHGRN)4. This magazine symbolized a means by which teachers could articulate and prosper their ideas, thoughts and reflections on what was happening politically in the period and proposed problematizations about education, especially, and its aspects. In this work we carry out historical-cultural investigation with emphasis on research with historical sources, we work with concepts and categories of study in this research, among which we highlight: the concept of Gender, linked to the social history of women, by Louise Tilly (1990).

This research has as object of study the high school and general objective to investigate the production of politics 

around the considered “new” high school in the city of Cascavel/Ce. We point out as specific objectives: to understand networks of political articulation around high school educational policies; to investigate the meanings of teacher training and curricular production in favor of the “new” High School in state schools in the municipality of Cascavel/Ce; to analyze how the social actors of the investigated schools resignify the BNCC high school in local contexts. We consider discussions about high school educational policies, based on legal provisions from arts. 205, 210 of the Federal Constitution of 1988 (CF/1988) and the Secondary Education Reform Law, Law 13415/2017 (BRASIL, 2017). We adopted the understanding of curriculum linked to the discussion of culture, supported by the debates held in (LOPES; MACEDO, 2011), (LOPES, 2015), (SILVA, 2016) and (COSTA ;LOPES, 2018). Through qualitative analysis, we seek to understand possibilities of resignifying the BNCC high school in local contexts. We use the Policy Cycle approach, by Ball and Bowe (1992), as it allows a reading that permeates different moments of the policy, from its initial writing to its production in practice. 

At the same time, we make use of the Theory of Performance, by Ball, Maguire and Braun (2016) since this theory 

brings us greater understanding of the context of practice, from the analysis of contexts: situated, professional, 

material and external, in this way, giving voice to the subjects involved in the policy production process.

We will organize the production of data by analyzing the following documents: Lei do Novo Ensino Médio 

(13415/2017), BNCC secondary education and Ceará Referential Curriculum Guidance Document (2021). 

The empirical research will take place through a semi-structured interview of the research subjects, with a 

representative of the Regional Coordination for the Development of Education 09 (CREDE 09), who in this research

 configures as a representative of the State Department of Education; the manager of the EEM Father Arimatéia

 Diniz; and the manager of EEMTI Custódio da Silva Lemos, located in Cascavel/CE. In a dialogue with Ball

 (2014) and Araújo and Lopes (2021), we highlight that the high school reform policy is configured as part of a

 global network of influence that was built/constructed from a discursive production that public educational 

management is deficient. Furthermore, they present “solutions” that have an effect on curriculum production

 and teacher training.

This research has as its object of study the Movement of the Support Program for the Implementation of the National Common Curricular Base (PROBNCC). We aim as a general objective to investigate how ProBNCC has been/has been significantly in elementary secondary schools in the city of ossoró/RN. We highlight municipalities attributed to the PROBNCC policy in state elementary schools located in Mossoró (RN). The theoretical-methodological course of the research is based on the work cycle approach of Stephen Ball and Richard Bowe (1992) and on the performance theory of Ball and collaborators (2016). We dialogue with Mainardes (2006), who remind us that educational policies can be re-signified in the context of practice and through the discourses already carried out in other contexts; also, with Lopes; Macedo (2011), Silva (2017), who criticizes the vision of a prescriptive curriculum of content and defends a curriculum that is immersed in the resignifications of the themes and contexts that are inserted. It is a qualitative research, which uses the methods of document analysis (BNCC, reference document of the curriculum of the State of RN), in addition to semi-structured interviews. The research subjects are the representative of the 12th DIREC of Mossoró; In addition to teaching teachers who are in state schools, especially elementary schools.

The research entitled “Louvação ao Baobá in the city of Mossoró/RN: Memories, Black Identities and Ancestral Knowledge”, turns its reflection to the Praise to the Baobá phenomenon, a traditional cultural and religious manifestation that resists time and ethnic-racial prejudices, having as locus the city of Mossoró/RN. It aims to understand the memories, black identities and ancestral knowledge of the creators of Louvação ao Baobá in the city of Mossoró/RN. We adopted qualitative research in Education as a methodology. The (self) biographical narratives allow the research subjects to recognize the historical and social ways of life, as a part of the Brazilian Cultural Heritage of an intangible nature, especially in Rio Grande do Norte, giving visibility to the impacts of the recognition and affirmation of identity, ancestry and black religiosity in local contexts. This research takes an autobiographical, Afro-referenced and intercultural approach that is characterized as an invitation to think about Afro-Brazilian philosophies in local contexts, formative processes that underlie the art of life and its implications with the various attitudes towards the construction of other social models, guided by the construction of an education in ethnic-racial relations and a culture of well-being in the community. The results of this study are presented as subsidy for the implementation of Law 10.639/2003, contents and references that strengthen the field of Brazilian Philosophy of Education, from the work with themes such as Society, Ethics, Aesthetics, Politics and Culture, from the African perspective -brasileira in the context of the history of the black movement, the peoples of saint and the city of Mossoró/RN. It also contributes to the expansion of the work with African and Afrodiasporic Philosophies and with the methodology of (Self) Biographical Research, mainly in the interface. Thus, we build foundations to think about legislation, policies, programs, projects, curricula, teaching, methodologies and Afro-referenced educational practices that respect and value Afro-Mossoroense culture.

The research aims to answer the question: "What are the guidelines of the content (re)produced on children's YouTube channels in the learning of YouTuber children?", knowing the themes addressed by children in videos produced by them for their YouTube channels, identifying children's protagonism in these and understanding how this produced content implies and reflects how children learn. The proposed objectives were achieved through a case study with two youtuber children, an 8-year-old boy and a 10-year-old girl, students from public and private schools, who accept to participate and contribute to the research. Among the stages of the case study, direct observation, interviews-conversations in thematic blocks with the youtuber children, their teachers and their classmates were applied, as well as document analysis, investigating the content published by the children on their YouTube channels. The methodological course adopted made it possible to understand the practices of children producing content for the YouTube platform, through the perception of those involved in this process, answering the research question. The results point to YouTube as a playful and educational tool, which can enable child development in various aspects such as improving oral, social and technological language. We identified the eight-year-old child as the protagonist of her channel, where she plans, records and publishes her videos, without adult intervention. The second child, however, demonstrated that he was influenced by his mother, for the planning, production, and publication of the videos on his channel, with this partnership already expressed in the title of the channel, composed of the child's name, together with that of his mother, of same way in the profile picture. We still noticed, from the results of the interviews, that the inclinations for consumption and production of videos do not necessarily start from the school, since in both cases, there was no incidence of suggestions of content to watch on the platform, made by the teachers, however , the contents found in the videos reflect the learning of children in socialization with teachers, colleagues, family members and other users of the platform. This research highlights the practices of content production by children as important to understand their learning. We hope that the research will contribute to the educational processes in the school environment, in this understanding of the relationship between digital culture, the possibilities provided by technological devices and network connections, and the daily life of children at school.

The study deals with UERN's quota policy, with the objective of analyzing the perspectives of access and permanence of quota students in the Medicine course at the central campus. The research has academic and social relevance, as it seeks to understand the system of social quotas as a policy of social inclusion, which enables a more equitable process. We will carry out a bibliographic study and send a form to students by email on Google drive, with questions about access, social conditions, limitations and advantages of social quotas. We take as main references studies that deal with the democratization of higher education (BALSA, 2008; BALSA et al, 2001) and social justice (RAWS, 1997; 2003). The research will use content analysis, questioning the conditions of discourse production and the production of content analysis. We hope that the study will contribute to reflect on the quota policy, its monitoring and improvement.

he research work with the continuing education of EJA teachers in an institution of the State Education Network in the municipality of Itajá/RN emerges from the need to: (i) recognize the networks of everyday know-how and powers as an emancipatory political-pedagogical power for the continuing education of EJA teachers; (ii) perceiving, through immersion with all the senses in the modality's daily life, possible pedagogical practices of questioning the continued formation of teachers; (iii) establish, through conversations with the conceptual characters, dialogues about the perceived-highlighted evidence; (iv) Produce propositional political-epistemological reflections on the continuing education of teachers in EJA. The problematizing question that guides the study has been: what are the networks of everyday know-how and powers that can be recognized as an emancipatory political-pedagogical power for the continuing education of EJA teachers? In order to answer the question, we guided ourselves theoretically and methodologically through studies with school routines. With Alves and Oliveira (2008) and Andrade, Caldas and Alves (2019) we assume the methodological movements necessary to carry out research in everyday life: always going beyond what is already known, creating our conceptual characters, feelings of the world, narrating life and literaturizing science and the circulation of knowledge-meanings. It is with these movements that we sew all the research work together. The theoretical-epistemological foundations depart from the reflections made by everyday professionals such as Alves and Oliveira (2008), Alves (2015), Ferraço (2008), Oliveira (2005), Paiva (2012), Andrade, Caldas and Alves (2019), Silva ( 2016), Country (2009) and Certeau (1998). With the study, it was possible for us to understand that knowledge works as an essential instrument to intervene in the world. In other words, knowing what youth and adult educators think about their training processes based on their pedagogical practices in the dialogical network of know-how and about the concepts of continuing education that intertwine them is an essential tool to think, in a meaningful way, , the training process itself, of self-training in their practices.

This work is linked to the Research Line “Human Formation and Teacher Professional” Development of the Graduate Program in Education at the State University of Rio Grande do Norte (POSEDUC). It aimed to learn about the meanings of a preceptor teacher of Kindergarten Education about the Pedagogical Residency Program - PRP/Pedagogy at UERN. The starting question of the research was: what are the meanings produced by a preceptor teacher of Kindergarten Education about the Pedagogical/Pedagogy Residency Program at UERN? The locus is the Pedagogical Residency Program – PRP, subproject: Pedagogy, Central Campus of the State University of Rio Grande do Norte – UERN, experienced in an Kindergarten Education Unit – UEI in the Municipality of Mossoró/RN, with the teacher preceptor of the mentioned program. The research had as a theoretical-methodological framework the assumptions of Socio-Historical Psychology by Lev Semenovitch Vygotsky and collaborators such as Alexander Romanovich Luria and Alexei Nikolaievich Leontiev. The genesis of this Psychology is aligned with the Historical-Dialectic Materialism, developed by Marx. We selected some categories of analysis to approach the collaborator's zones of senses, namely: Totality, Historicity, Mediation, Activity, Thought and Language and Senses and Meanings. As a procedure for producing information, we used a bibliographical and documental review on the Pedagogical Residency Program and the Reflective Interview. The analysis and interpretation of the information was carried out through the proposal of the core meanings by Aguiar and Ozella and by Aguiar, Soares and Machado. The result of the analysis and interpretation is summarized in three core meanings: The PRP: experiences shared between university and school; The organization of the PRP favors learning and development for residents; Actions developed by residents made a difference in Kindergarten Education. The research has as relevance and contributions the discussions about the meanings of an Kindergarten Education preceptor on the Pedagogical/Pedagogy Residency Program that can be deployed in other studies in the perspective of contributing to the initial and continued formation of teachers.

The focus of the subjects' experiences in their autonomous actions and in their academic studies through assistive technologies are aimed at allowing people with disabilities equal conditions and opportunities in carrying out activities in their daily lives. This research aims to understand the relearning of life through knowledge and practices in assistive technologies of a visually impaired person. With this understanding, we will go through the concepts of memory, knowledge/practices, assistive technology, experience and inclusion, in the wake of what Haulbwachs (1990) teaches us about individual and collective memory; the concept of knowledge from experience pointed out by Josso (2010) and by Bondiaà (2002); knowledge and practices of inclusion in Mantoan (2004); the esperar (1992) and autonomy in Freire (1996). The methodology of the (Auto)biographical research aims to obtain from the research subjects the knowledge of life experiences, to which, in certain aspects, scientific nuances are observed, because it analyzes the peculiarities of the experience of each being, where relevant data are obtained and relevant to social science. He presented the social impacts of knowledge and practices of assistive technologies in the life of a visually impaired person. The processes and feelings that the narrators of this study built on the way to outline their life goal, show the relevance of autobiography and how the process of the subject's experiences and memories are unique and makes the subject protagonist of his story.

ABSTRACT

The present dissertation has as object of study the Base Nacional Comum Curricular (BNCC). The BNCC is a public policy whose official text is presented as a guiding document, which defines the organic and progressive set of essential learning that must be developed by students throughout the stages and modalities of Basic Education. Therefore, this research presents as general objective: to understand the process of performance of the BNCC in public schools in the city of Mossoró/RN and as specific objectives: to situate the BNCC as a curricular policy and the disputes around a common national curriculum, to analyze the meanings produced by the professors in the BNCC's performance process and to verify how the process of acting of the policy in question has been resignified in the Municipality of Mossoró/RN. With regard to the theoretical framework, the study uses as a theoretical-methodological perspective the Policy Cycle Approach by Stephen Ball and collaborators and the Theory of performance by Braun, Maguire and Ball in dialogue with Lopes, Macedo, Frangella, Mainardes and Dias, authors who study educational policies in order to understand how subjects/actors interpret, act and reframe the curriculum in their contexts of action. This study consists of a research with a qualitative approach, as defined by Bogdan and Biklen, whose data production includes semi-structured interviews with teachers from the Municipal Education Network of Mossoró/RN. Researching the meanings attributed by teachers to the Base, in the school scenario and how they reframe this policy, becomes relevant as the processes developed in the context of practice can encourage reflections on the performance of subjects in curriculum policies and regarding singularity of contexts. Furthermore, the results of the research will perhaps give rise to subsidies for the Municipal Department of Education itself, so that it rethinks the production of a curriculum that considers the dynamics and specificities of the local context.

This study aims to expand knowledge about Inclusive Education and Assistive Technology, in the context of children served in the Municipal Network of the Municipal Department of Education. In this sense, it seeks to continue improving and investing in teacher training, contributing to the inclusive school process. The main objective is to understand how to work directly with children with ASD who have a complex need for communication, considering that they are, above all, subjects who feel, think, have desires and desires, communicate, develop even if do not communicate in the “conventional” way of your group. The methodology is a qualitative research through an exploratory study of the perceptions of teachers participating in a focus group. Thus, it is expected to contribute to the potentiation of communicative interaction between students who are in TEA and their teachers, in order to alleviate conflicting practices due to the absence of communication.

The profile of school managers has gained space in the debate about school management, its function, its role, its training and information that are part of its professional performance appear in research as something that can influence the development of management processes. We seek to investigate the profile of school directors in the municipal education network of Mossoró/RN, observing aspects of their educational, professional, socioeconomic and performance profile. The research fits into a qualitative research that makes use of quantitative data to explain and reflect on current problems, using existing concepts and microdata base that are linked to the Ministry of Education. In this way, we seek to answer the following question: How has the municipal education system of Mossoró-RN been building the profile of school managers, according to the contextual questionnaires of the Basic Education Assessment System (2007, 2017 and 2019) the collection of papers on the CAPES Periodicals Portal, with the analysis of papers from the following axes: School management and administration; Formation, Function and performance of managers; Profile of school managers. We collected data available on the platform of the Instituto Nacional de Pesquisa Anízio Teixeira, from the School Census and from the Contextual Questionnaires of the Basic Education Evaluation System that were applied in the years 2007, 2017 and 2019 and we used Microsoft Excel to filter the data, produce tables and graphs for analysis. In the analysis of the questionnaires, we collected questions related to initial and continuing education, gender, experience working with education and in the function of director, management and participation, participation in professional development activities, way of choosing directors to occupy the position, among others. questions that deal with school principals. We approach national and municipal legislation, such as: Federal Constitution of 1988; Law of Directives and Bases of Education nº 9349/96; Municipal Education Plan Law nº 3.298/2015. The data reveal some points regarding the profile of school directors in the municipality of Mossoró-RN: the percentage of female directors predominates, with higher education in pedagogy, but with significant percentages of directors with training in other areas of education or outside ; greater tendency for directors to participate in specialization courses, given the availability of time for continuing education and the overload of their activities; renewal in the staff of these professionals evidenced by the increase in the number of directors with less experience in the function of management; predominates the number of directors who have experience with education. The discussions try to establish the ideal or expected profile of a school director, as this function is permeated by attributions of different dimensions. However, to think about the profile of the school principal is to think about his role, which aims to commit to participatory education with quality parameters that aim at equity and power sharing.

With the title “Higher education and inclusion policies: from the democratization of access to permanence”. This project Understanding how the inclusion policy contributes to the democratization of access and permanence in higher education at the University of the State of Rio Grande do Norte. Its objectives are linked to the life and concerns of the researcher. We will use the qualitative methodology and as the first part the hilo conductor will be the autobiography of the investigative and investigated relationship, through historical narratives exploring the trayectory, the experiences, the subjectivity, sus processes of life and formation, as well as the taking of conscience of your training. process. They will contribute to the understanding of the pertinence of the programs and actions of permanence within the UERN, which allows to highlight the voice of the beneficiary subjects and the impacts on their sectors of life and training for the entire university. You who were once silent can resonate within the university and highlight the relevance of the empowerment that education offers. With this study, POSEDUC will have in its repository a research that aims to understand how the inclusion policy contributes to the democratization of access and permanence in/in higher education, based on the autobiographical narratives of the author and the subjects of investigation.

This study aims to analyze how teachers in the municipal network of Mossoró-RN assess
accountability policies. It is characterized as a qualitative research (Yin, 2016), assisting in
reflecting on the social reality in which the investigation is inserted, through the
representation of teachers' perspectives. The organization, treatment, and analysis of data
were carried out through the Content Analysis technique (Bardin, 2011). The procedures used
include bibliographic analysis, conducted from readings of dissertations and theses from the
Brazilian Digital Library of Theses and Dissertations (BDTD) and articles on the Periodicals
Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES),
crossing the descriptors: accountability and teacher. Then, documentary analysis, in which
data collection was based on official documents from the municipal sphere of Mossoró-RN:
Quality School Award decree no. 3,546/2009 and Law no. 3,001/2012; the Educational
Responsibility Law (Law no. 2,710/2010); the Municipal Education Plan (2015-2025); Law
no. 3,704, of March 13, 2019, which establishes the Education Assessment System (SIAVE)
and the Mossoró City Education IDEB Award (Law no. 4,041/2023). As strategies for
choosing the schools and teachers who were part of this research, a survey of data from the
Basic Education Development Index (IDEB) was carried out, referring to the 5th year of
Initial Elementary School, as well as the geographical criterion, selecting three schools from
the central, east, and north administrative zones that stood out in this index in the samples
from 2007 to 2021. The research uses a qualitative interview (Poupart, 2002), highlighting a
discourse socially constructed by 5th-grade teachers, seeking to engage in a dialogue with
authors such as Afonso (2009; 2010; 2012; 2013; 2014), Bonamino and Sousa (2012),
Schneider and Nardi (2015), among others. In this way, based on the presented processes, it
was possible to develop discussions around the intentions and tensions of accountability
policy, highlighting teacher’s conceptions regarding these policies. Despite the favorable
reception towards the evaluation pillar, teachers express reservations related to the complexity
of education, emphasizing the need to consider the context and individual circumstances of
students when interpreting the results. Regarding accountability, teachers consider that
monitoring their work is highlighted as a form of accountability, as well as the progress of
students and learning outcomes. Finally, in terms of accountability, teachers point out external
pressures outside the classroom to achieve good results, highlighting pressure as an incentive.

The search for a meaningful education for everyone in environments where functional communication is present in everyday actions is a desire that is expressed in the family and social context of people with communicative impediments. Given the above, this research promotes a discussion on the use of Alternative and Augmentative Communication (AAC) as a proposal to mediate the pedagogical process between teachers and students with autism. This study aims to understand how the process of pedagogical mediation occurs through Alternative and Augmentative Communication (AAC) enhancing communication between regular classroom teachers and their students with autism. For this, a qualitative investigation is proposed, through an exploratory and field study, the methodological instruments were selected aiming at the characterization of the investigative scenario and moments of participant observation. The academic-scientific intention is to share with children and teachers some experiences of using low and high technology resources in the school routine. Thus, highlight the pedagogical mediation of the regular classroom, with participant observation, promoting functional and meaningful communication between students with Autistic Spectrum Disorder and their interlocutors. In the process, experiencing the mediation of language through the use of Assistive Technology resources and thinking about ways that lead to meaningful and accessible social communication, fundamental to transform the lives of subjects with complex communication needs.

The research entitled’ Inclusion policies in higher education and the vision monocular: its reflections in the educational practice' is inserted in inclusive education. Highlights inclusion policies in DAIN/UERN higher education and their impact on the implementation of rights for students with disabilities. It aims to understand how reflect on educational work. We use the biographical (auto) method in order to send josso, which brings to a human formation, where the subject presents narratives that make sense to him. We approach concepts such as memory (HALBWACHS, 1990); experience (BONDÍA, 2020); (auto) biography (JOSSO, 2002); inclusion (MANTOAN, 2015); (Freire, 2020) (Brandão, 2013). This dissertation points out that memories and experiences experienced by the student with monocular vision and their relationship inclusion policies in higher education will be relevant to their history of life as well as for society to recognize the enforcement of the rights of persons with deficiency. We point to reflection on the complexity of education, training and Human. We understand that it leads to a paradigm shift and that education comes out of the systematized knowledge and manages to meet the difference, the multiplicity of being.

The curricula designed and practiced in the radio program constitute the object of study of this research work, built in a field of dispute, tensions and in the midst of the desolate pandemic scenario, by professors, Ejenian students and other subjects who contribute daily to its realization. The epistemological curiosity involved in this work encourages the need to: (i) understand curricular educational potential created in the radio program for/with EJA; (ii) understand how the thinking and everyday practitioners are involved with the modality and give new meaning to their educational activities in the curricular context of the EJA in Action program; (iii) to produce, in the political-epistemological scope of the curricular field in EJA, reflections that contribute to its expansion and strengthening. To reach the objectives, we will use the methodological approach of research in everyday life, and as a theoretical foundation, contemporary critical conceptions of education. We hope to build political and epistemological reflections that can collaborate with the scope of the curriculum in Youth and Adult Education.

Em construção

This research aims to analyze the discursive practices that municipal education professionals in Paraná/RN (teachers, pedagogical coordinators, directors and secretaries) exercise on the results of the Basic Education Development Index in the formulation of knowledge of denial or reinforcement of the productive logic. The research corpus was built by carrying out a field survey, comprising the two schools that are part of the IDEB calculation in the town of Paraná/RN. Focus groups and interviews were used with a focus on the strategic actors in the materialization of the discourse: teachers, pedagogical coordinators, principals, secretaries and former secretaries. In addition, we also analyzed some documents (Municipal Education Plan, State Education Plan, Education Development Plan, Goal Plan All for Education Commitment and the Political Pedagogical Projects of schools), observing in the legal texts the materiality that the documents build about IDEB's object of discourse. Based on the Foucauldian discourse analysis framework, concepts such as govern mentality, discourse, enunciation, discursive practice and discursive formation, were worked on. The research discourses point out that until 2013 IDEB was unknown to education secretaries, many became aware of it when they arrived at the secretariat. As of 2014, the managers who take over the secretariat exercise a discursiveness that outlines a greater concern with educational data. There is an intense movement around external assessments, with regard to prepare students, having knowledge about the reference matrices, care for students to take the tests. However, about the IDEB itself, the discursive ones are more latent, so what arrives is just the number, the educators highlight the lack of preparation to know the index, the methodology and a deeper discussion of the impacts that these data cause in educational reality. Thus, it is concluded that the discursive practice of the participants of the research resonate, on the one hand, the denial and, on the other hand, the reinforcement of the productive logic, once being immersed in a national competition system, they recognize the limitations and challenges they face in promoting fairer education for all. However, they also feel the need to adapt to some
statements of neoliberal govern mentality as a way of inserting themselves in the discursive order.

In the current social-political scenario, the citizen does not identify himself with the established democratic configuration, which has led to democratic disillusionment. Such a discussion goes directly through the school context, since it is understood as a social representation place in which democracy and participation are, or should be, fostered and implemented in different institutional processes. This study proposes a discussion based on the question: why is it difficult to form candidacies for the position of principal in state public schools at DIREC 12th - RN? The general objective is to analyze factors that hinder the formation of slates to compete for the functions of principal and vice-principal in state public schools under the circumscription of DIREC 12th - RN. This is a qualitative based methodology, using as research procedures the literature review, document analysis, questionnaire application and semi-structured interview. For data organization and interpretation, instruments and techniques are used considering the content analysis guidelines (BARDIN, 1977). The analysis consisted of the triangulation between the obtained data with a further development of both studied documents and authors, which indicated as main factors that hinders the slate formation: the excess of the administrator’s responsibilities, gratification deficit, lack of work conditions for the role exercise, in addition to the difficulties with dissent conviviality. Thereby, it is possible to conclude that the defense of direct election continuity for state public principals in RN requires a mobilization around the necessary conditions for the realization of democracy in school.