http://repositorio.ufc.br/handle/riufc/349 2026-08-11T20:11:37Z 2026-08-11T20:11:37Z Rocha, Ana Rebeca Medeiros Nunes de Oliveira http://repositorio.ufc.br/handle/riufc/87453 2026-08-11T13:34:24Z 2026-01-01T00:00:00Z

Título: Inclusão no ensino superior: discursos de especialistas de núcleos de acessibilidade sobre a dimensão pedagógico-curricular Autor(es): Rocha, Ana Rebeca Medeiros Nunes de Oliveira Abstract: This study focuses on a reflection on inclusion in Higher Education. It aims to analyze the discourses of experts from Higher Education Institutions’ (HEIs) accessibility centers regarding inclusion and accessibility at this level of education, with an emphasis on the pedagogical curricular dimension. Specifically, the study proposes to identify how, in the experts’ discourses, inclusion centers are configured based on institutional actions and demands within the context of higher education. It also aims to understand how pedagogical-curricular accessibility is constructed in these discourses, considering their conceptions, institutional configurations, implications for teaching, and the challenges to its implementation in Higher Education. Regarding the theoretical foundation, the research is grounded in discussions that comprehend the following dimensions: i. disability studies; ii. processes of exclusion and social reproduction; iii. Special Education from an inclusive perspective; iv. inclusion in Higher Education and Pedagogical-Curricular Accessibility. The methodology adopted is qualitative in nature and organized around research cycles comprising: the exploratory phase, fieldwork, and the analysis of empirical data. Data were collected through interviews with professionals in charge of accessibility centers or offices at five federal institutions of higher education, representing different regions of Brazil, as well as through field notes. For the organization and interpretation of the data, Discourse Analysis was adopted, based on the contributions of Foucault (1971) and Orlandi (2006, 2009). The results show that: i. pedagogical and curricular accessibility does not present itself as a pre-established or uniform institutional practice, but it is described in the discourse as a work-in-progress, marked by mediations, negotiations, and institutional tensions; ii. accessibility centers play a central role in coordinating actions, constructing meanings around inclusion, and sustaining inclusive practices in higher education institutions; iii. the identified advances coexist with structural limitations of a political, budgetary, and institutional nature, indicating that the realization of accessibility depends less on established guidelines and more on situated coordination among stakeholders; iv. by shifting the focus from specific practices to the conditions that make them possible, this research contributes to broadening the understanding of accessibility in higher education, highlighting its procedural, relational, and discursively constituted nature. It becomes clear that the notion of pedagogical-curricular accessibility, as discussed in recent literature, has not yet emerged as a stabilized or consolidated concept in the field. In this research, the concept is adopted as a theoretical and practical discursive construction that allows for a critical examination of the conditions under which inclusion is produced in higher education, while also serving as an indicator of support and achievement. Tipo: Dissertação

2026-01-01T00:00:00Z Lima, Marcos Antonio Martins http://repositorio.ufc.br/handle/riufc/87450 2026-08-10T22:08:52Z 2004-01-01T00:00:00Z

Título: Um Novo Projeto Epistemológico e Teórico para a Avaliação Educacional: uma aplicação na auto-avaliação em instituições de ensino superior do setor privado Autor(es): Lima, Marcos Antonio Martins Abstract: Accessment in the field of the education sciences, something considered to be notoriously complex, is understood here as a topic that demands different nuances in its treatment, taking into consideration its scientific structure, history, politics, human dimensions, as well as its educational and institutional aspects, in an ample epistemological project that takes into account its theoretical, technical and morphological aspects. The critical thought of Gaston Bachelard and a structural-sistemic analysis of the theoretical and epistemological fields occupy a great part of this thesis. In these methodological axes we are proposing, starting from a contemporary epistemology of assessment as an unfinished and provisional human work, a general theory of assessment and a specific theoretical proposal for structural-sistemic self assessment directed to educational programs. A proposal for a historical evaluative method is also constructed in the thesis with the intention of mapping out the essential macro-structures of higher education extending thereby the scope of an assessment area beyond its educational objectives and aggregating political and ideological variables in the context of the project being assessed. In the technical end of the axis this initial proposal for essential structures and self-assessment principles is perfected in exploratory research from the viewpoint of experience, knowledge and the assessment of people consulted in a sample from independent higher educational schools in the city of Fortaleza, Ceara. The end of the morphological axis permits an integration of the epistemological proposal ant theory into a project or model of structural-sistemic self-assessment applicabal to graduation level courses in general administration that demand the student´s presence, and/or, enterprices in private independent higher education. Tipo: Tese

2004-01-01T00:00:00Z Loureiro, Paulo Victor Paula http://repositorio.ufc.br/handle/riufc/87409 2026-08-05T19:27:42Z 2026-01-01T00:00:00Z

Título: O outro lado da moeda: a tecnologia assistiva como instrumento de emancipação humana Autor(es): Loureiro, Paulo Victor Paula Abstract: This thesis investigates and defends the potential of assistive technology as a means of mediating human emancipation processes for people with disabilities, particularly non-verbal autistic individuals, considering Theodor Adorno's concept of emancipatory education. The research emerges from a professional and academic trajectory linked to Specialized Educational Services (AEE), articulating practical experience and critical theoretical reflection on the communicational, pedagogical, and social barriers that permeate the schooling and participation processes of these individuals. The central problem of the research lies in the tension between the increasing use of assistive technologies in educational and social contexts and the risk of their structuralist and positivist incorporation, guided by an instrumental rationality that can reinforce processes of blind and heteronomous adaptation, instead of a positive and necessary adaptation capable of promoting the autonomy and emancipation of the individual. Taking these considerations into account, we assume that it is not enough to have assistive technologies; rather, we must know how to use them for the true emancipation of the individuals who need them. Therefore, it is necessary that they be used reflectively, which requires a fundamental philosophical basis for this purpose. In this sense, the central hypothesis guiding this research is that assistive technology can contribute to processes of human emancipation for people with disabilities, especially non-verbal autistic individuals, who are the subject of this thesis, provided that its use is embedded in a philosophical and reflective context. To this end, we take as a parameter here Adorno's thought regarding the question of human emancipation and the dual aspect of adaptation, that is, in its negative and contingent sense, and in its positive and necessary sense. Finally, we consider that assistive technology can promote the emancipation of people with speech impairments, capable of establishing autonomy and social interaction, if adaptation is used in its positive and necessary sense, and for this, an understanding of this issue is needed, which requires reflection and a philosophical foundation. In summary, here is the central question of our thesis: we start from the hypothesis that assistive technology can contribute to the emancipation of people with disabilities, provided it is mediated by a philosophical and reflective orientation that understands adaptation in its positive and necessary sense, avoiding its reduction to a functional, conformist, instrumental, and positivist adjustment mechanism, which consists of adaptation in its negative and contingent sense. Given this question, the general objective of this thesis is to demonstrate that assistive technologies, when understood and guided by a philosophical and reflective foundation, can constitute mediations for the emancipation of people with speech disabilities, provided they are mobilized from an understanding of the concept of adaptation in its positive and necessary sense. In line with this objective, we established the following specific objectives: (a) to outline the foundations of emancipatory education in the thought of Theodor W. Adorno, with emphasis on the categories of adaptation, semi-formation, and mediation; (b) to report and analyze three concrete experiences of the use of assistive technologies in the contexts of education, health, and electoral justice; and (c) to reflect on the ethical, pedagogical, and social conditions necessary for such technologies to effectively contribute to human autonomy and emancipation. The study is based on the Critical Theory of Society, with Adorno's thought as its central axis, in dialogue with Paulo Freire and Adauto Lopes da Silva Filho. Methodologically, it is a qualitative research with a theoretical-critical approach, which articulates conceptual analysis with reflection on three empirical experiences developed by the researcher: (1) an educational robotics project in the AEE (Specialized Educational Assistance) with autistic students; (2) the creation and application of the BLINKTALK system in public health; and (3) the adaptation of this technology to the context of electoral justice. The analysis of the experiences was guided by three fundamental descriptors: communicative possibilities, understood as the expansion of forms of expression and interaction beyond oral language; expressive possibilities, related to the manifestation of desires, thoughts, and affections in meaningful contexts; and social participation, understood as the effective engagement of subjects in educational, institutional, and community spaces, under conditions of recognition, autonomy, and dignity. The originality of the research lies in the articulation between the development of assistive technologies in real world application contexts and their analysis considering a reflective philosophical foundation, especially from Adorno's theory of emancipatory education. By shifting the focus from technology to social participation, the research aims to provide a comprehensive and effective framework for the development of assistive technologies in real-world application contexts. Tipo: Tese

2026-01-01T00:00:00Z Teixeira, Antônio Braz http://repositorio.ufc.br/handle/riufc/87381 2026-08-05T19:59:55Z 2026-01-01T00:00:00Z

Título: Formação continuada de professores para a educação do campo: contribuições da Ação Escola da Terra no Ceará sob a perspectiva da pedagogia histórico-crítica Autor(es): Teixeira, Antônio Braz Abstract: The thesis analyzes the contribution of Escola da Terra/Ceará, grounded in Historical-Critical Pedagogy, to the continuing education of teachers from peasant communities in the state of Ceará, taking as its locus the municipalities of São Luís do Curu, Caucaia, and Canindé. Linked to the field of Education and to the Graduate Program in Brazilian Education at the Federal University of Ceará, the research examines the educational experience developed between 2014 and 2023 with participating teachers and teacher educators. The investigation is based on the historical contradiction between ruralist education, aimed at reproducing relations of domination, and Rural Education (Educação do Campo), which advocates a critical, contextualized, and emancipatory form of education. In this context, Escola da Terra is understood as a public policy marked by tensions and disputes among different societal and educational projects. The research problem consists of understanding how and to what extent Escola da Terra contributes to the continuing education of rural teachers, mediated by the assumptions of Historical-Critical Pedagogy. The study sustains the premise that, although permeated by institutional limits and socio-historical contradictions, Escola da Terra constitutes a relevant formative space by articulating academic and popular knowledge, strengthening critical awareness, peasant identity, and collective organization. The general objective is to analyze the contributions of Escola da Terra to the continuing education of rural teachers in Ceará. The study is grounded in Historical-Dialectical Materialism, mobilizing categories such as contradiction, mediation, totality, and praxis, articulated with the theoretical references of Rural Education, Historical-Critical Pedagogy, and teacher education. The methodology is bibliographical in nature and also draws on normative documents, institutional records of Escola da Terra, and semi-structured interviews conducted with nine participating teachers and six teacher educators. The data are organized through Content Analysis and interpreted by means of triangulation among interviews, documents, and the theoretical framework. The results show that Escola da Terra, even when conditioned by structural and political limits of educational public policies, contributes to the critical education of rural teachers by promoting formative practices connected to the reality of peasant communities. The pedagogical mediation inspired by Historical-Critical Pedagogy fosters reflection on teaching practice, expands the understanding of the historical determinations of rural education, and strengthens processes of collective organization and peasant identity. Tipo: Tese

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