http://repositorio.ufc.br/handle/riufc/2307 2026-06-11T21:08:06Z 2026-06-11T21:08:06Z Barbosa, Lucas dos Santos http://repositorio.ufc.br/handle/riufc/86594 2026-06-03T17:14:44Z 2024-01-01T00:00:00Z

Título: A tristeza em crianças do Ensino Fundamental I à luz da Teoria Santiana: a escola como espaço de desenvolvimento cognitivo e afetivo Autor(es): Barbosa, Lucas dos Santos Abstract: The present study examined the feeling of sadness in students in the final years of Primary Education I at a public school in the interior of the State of Ceará, with the main objective of understanding how childhood sadness is perceived by the child, their guardians, and the school institution regarding cognitive and emotional development. The descriptive format proposed by this study guided the choice of qualitative descriptive methodology, as the participants' statements and the object of study in this research, childhood sadness, constitute the content used for analysis and understanding of the theme. The innovative psychopedagogical ideas of 'extended family support' and the scientific paradigm of connectivity, proposed by Branco (2010) in his doctoral thesis, informed the choice of the theoretical framework of the Portuguese intellectual Dr. João dos Santos because, as argued by the author, they confirm the inseparability between mental health and education. Santos considered psychoanalysis as the primary theoretical field for understanding human beings and the vicissitudes of childhood. In this sense, foundational authors such as the Austrian Sigmund Freud, considered the creator of psychoanalysis, and the French Henri Wallon, in whom Santos was a researcher in the child psychobiology laboratory, constitute sources of invaluable importance. Holanda's studies (1997) align with the investigation, especially regarding the thematization of the construction of students' cognitive autonomy. Following pre-established criteria, two children from the third and fourth grades, along with their guardians and teachers, were chosen. Therefore, a total of six interviews were conducted, including all participants. The two main events triggering sadness in the children are related to experiencing grief and the separation of parents. The impacts on behavior and cognition differed between the two students, and the teachers' approach to the manifestation of children's sadness was not the same. The importance of teachers deeply understanding their students, willing to comprehend the reasons for experiencing sadness, became evident. It was highlighted that a close relationship between the teacher and the student can facilitate conflict resolution through affection, as such an approach creates a channel of communication, providing space and time for the child to express their feelings. Tipo: Dissertação

2024-01-01T00:00:00Z Araújo, Mariana Santos da Costa http://repositorio.ufc.br/handle/riufc/86551 2026-06-01T15:56:45Z 2026-01-01T00:00:00Z

Título: Planejamento didático na Educação Infantil: evidências do modo de fazer pedagogia de professores em uma pré-escola Autor(es): Araújo, Mariana Santos da Costa Abstract: This study aims to analyze the teaching act of weaving didactic planning, focusing on the way teachers enact pedagogy in a preschool within the municipal school system of Fortaleza, Ceará, Brazil. It is inspired by the transmissive and participatory modes of doing pedagogy conceptualized by Oliveira-Formosinho (2007) and by their reverberations in didactic planning, giving prominence to Pedagogy-in-Participation (Oliveira-Formosinho and Formosinho, 2013) and the Pedagogy of Relationship and Listening (Malaguzzi, 2016). It also addresses historical aspects of transmission in Brazilian Early Childhood Education—hygienist, compensatory, and school-based modes of planning—up to the foundations for the construction of a pedagogy of participation, based on achievements related to children’s rights and a curriculum specific to childhood. It presents a survey guided by the following question: “How has scientific production from 2009 to 2024 on didactic planning evidenced modes of doing pedagogy in Early Childhood Education?”, showing what studies published during this period have revealed about the topic. Methodologically, it consists of a qualitative, descriptive-explanatory investigation carried out in a preschool located within a municipal school in Fortaleza that also serves the early years of Elementary Education, with two teachers of groups of four- and five-year-old children as participants. The strategies used for data construction were participant observation when the teachers were planning simultaneously, individual semi-structured interviews, and joint autoscopic sessions. The data were examined through Discursive Textual Analysis (Moraes, 2003), involving processes of unitarization, categorization, and communication. The results point to the knowledge, beliefs, and values mobilized by the teachers in didactic planning as linked to an anticipatory and instrumental conception, anchored especially in the textbook and commemorative dates, and driven by purposes that oscillate between an ethical commitment to children’s education, the measurement of knowledge, and professional protection in the face of external demands; they also point to the shift from a view of the child as co-author to that of the informed and classifiable child, in line with the figure of the teacher as a regulator who ensures teaching; thus, they express signs of an ongoing pedagogy of simplification, which reduces the complexity of Early Childhood Education to preparatory functions for the next stage. Tipo: Dissertação

2026-01-01T00:00:00Z Macêdo, Davi Barbosa http://repositorio.ufc.br/handle/riufc/86417 2026-05-22T14:19:25Z 2026-01-01T00:00:00Z

Título: Trabalho docente em contexto de neoliberalismo e a relação com o conceito do sofrimento ético-político Autor(es): Macêdo, Davi Barbosa Abstract: This study aims to determine, using Bader Sawaia’s concept of ethical‑political suffering, whether precarious working conditions in teaching affect and/or exacerbate the psychological suffering of Basic Education teachers. Ethical‑political suffering is understood as “the suffering that arises from being treated as inferior, subordinate, worthless, an useless appendage of society” (Sawaia, 1999, p. 56). Specific objectives are: (a) to analyze labor relations under contemporary capitalism; (b) to understand the process of labor precarization in general and of teaching work within the neoliberal context; and (c) to verify whether the precarization of teaching work in basic education constitutes an ethical‑political suffering, conceived by Sawaia as a suffering/passion produced in the “bad encounters” marked by servitude, heteronomy, and injustice, a suffering that crystallizes as a potency for enduring pain. The research method and methodology are grounded in historical‑dialectical materialism, employing critical historical reflection on human determinations from their material conditions of production and reproduction of life, supported by bibliographic research and documentary analysis. The study first discusses work as a founding category of social being, addressing life production and alienation and recovering work as humanity’s common unit and the mediating process of human sociability and collective subjectivity, with attention to hominization, division of labor, and effects on private appropriation of land. It then examines human and social relations that shape the understanding of work and its necessity, increasingly guided by precariousness, flexibilization, and deregulation that hinder access to social life. After exploring the historical meaning of human labor and present determinations, the study debates the nature and purpose of teaching work, assuming the centrality of labor in mediating knowledge, human formation, and teacher education, and reflecting on the ontological basis of education and teaching. The analysis addresses current teachers’ working conditions in light of policies such as the Law of Guidelines and Bases (LDB) and the National Education Plan (PNE) 2014–2024 (Law No. 13.005/2014). The research concludes that the category of ethical‑political suffering proved a powerful analytical tool for understanding teachers’ suffering: the precarization of work—expressed through wage devaluation, task overload, and accumulation of functions, resulting in loss of identity and autonomy—corresponds to suffering that stems specifically from being treated as “inferior,” “subordinate,” and “worthless,” arising from the “bad encounters” of servitude, subordination, and injustice mediated by social inequalities. Tipo: Dissertação

2026-01-01T00:00:00Z Rodrigues, Beatriz da Silva http://repositorio.ufc.br/handle/riufc/86120 2026-05-06T12:20:49Z 2025-01-01T00:00:00Z

Título: Práxis e trabalho docente: um estudo crítico dos documentos normativos da Educação Infantil do município de Fortaleza Autor(es): Rodrigues, Beatriz da Silva Abstract: This research aims to investigate the concepts of work, praxis, and teaching activity (work), understanding them as fundamental for reflecting on human development and pedagogical practice. Work is conceived in its ontological dimension, as a vital human activity and a means of producing existence; praxis is understood as conscious and transformative action that goes beyond mere reproduction, becoming a central category for the awakening of pedagogical practice; and teaching activity (work) is analyzed as a specific professional practice, linked both to social determinations and to the possibilities of emancipation within the educational field. The central issue of this research is guided by the following question: how is teaching work in early childhood education in the municipality of Fortaleza conceived and oriented by official documents, and how do these documents articulate the categories of work and praxis in the daily lives of teachers? The general objective is to analyze the documents that guide teaching work, identifying the categories of work and praxis in order to discuss how these concepts are presented in such guidelines. The specific objectives are to understand the category of work, particularly alienated work in capitalist society; to analyze the meaning of teaching work; and to investigate the sense of praxis as a category of analysis in its relationship with teaching work. This research is characterized as bibliographic, theoretical, and documentary, since it involves a review of the literature on the subject and the analysis of works dedicated to the categories of praxis, work, teaching work, and human formation. The theoretical foundation is based on authors such as Marx (1844), Engels (1816), Kosik (1995), Sousa Jr. (2015, 2010, 2021), Saviani (2007), Oliveira (2008), Oliveira and Nunes (2017), Basso (1998), among others. From the perspective of dialectical materialism, this study seeks to understand reality in order to transform it, analyzing the official guiding documents prepared by the Municipal Department of Education of Fortaleza for pedagogical practices in early childhood education. Therefore, this research intends to raise reflections and questions about teaching work, aiming at a praxis that goes beyond mere conformity, contributing to the real transformation of the experienced reality, which may be fostered by teachers’ continuing education, thus generating a reflective praxis capable of confronting alienated practice. Tipo: Dissertação

2025-01-01T00:00:00Z