http://repositorio.ufc.br/handle/riufc/2302 2026-07-27T19:24:01Z http://repositorio.ufc.br/handle/riufc/87275 Título: Abordando a minha identidade de professora multimeios: um olhar autoetnográfico pelos caminhos da formação docente e uso das tecnologias digitais Autor(es): Dantas, Dina Mara Pinheiro Abstract: This doctoral thesis investigates the process of constructing my teaching and research identity through the experiences lived in the Multimeios Research Laboratory (MM), affiliated with the Faculty of Education at the Federal University of Ceará (UFC), Brazil. The central research question is: how did I become a Multimeios Teacher? The study is based on the hypothesis that immersion in a formative environment such as MM produces shifts from traditional models of teacher education, fostering the construction of a professional identity grounded in praxis, the critical use of Digital Information and Communication Technologies (DICT), and the integration of teaching, research, and extension. Methodologically, this is an autoethnographic study grounded in the interpretive perspective of culture. The research corpus consists of memories, autobiographical narratives, photographs, institutional and academic documents, scientific publications, and records related to the trajectory developed within MM between 2002 and 2012, as well as subsequent developments of this identitarian course in different contexts until 2026. The analysis is conducted through metaphorical categories such as journey, maps, luggage, paths, and territories, understood as analytical operators of the formative experience. The findings indicate that the Multimeios Research Laboratory constituted a unique formative culture characterized by the integration of teaching, research, extension, and management; collaborative knowledge production; pedagogical experimentation; and the critical use of DICT. This formative culture extended beyond the institutional boundaries of the laboratory, accompanying my professional trajectory and influencing pedagogical, academic, and research choices. As the main contribution of this study, the analytical category Multimeios Teacher is proposed, understood as a teaching identity constituted within a formative culture based on the articulation between theory and practice, continuous inquiry into pedagogical practice, collaborative work, and the critical use of digital technologies. This doctoral thesis contributes to studies on teacher education, autoethnography, and digital technologies in education by recognizing lived experiences as a legitimate source of knowledge production and of understanding the construction of teacher identities. Tipo: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87213 Título: Quadrinhos e hipermídia: construção colaborativa de webcomics sob a perspectiva dos multiletramentos no ensino superior Autor(es): Oliveira, Pâmela de Castro Freitas Abstract: Comics can be defined as a type of narrative language in which the harmonious association between image and text generates meaning for the reader. In digital environments, comics, classified as webcomics, present significant potential as a hypermedia communication medium, combining far more than pictorial and written elements and expanding expressive possibilities for the development of artifacts that simultaneously incorporate audio, video, interactivity, gesture, and other modes. In this regard, this type of media stands out when applied to educational contexts from the perspective of multiliteracies. Within this context, the present study investigated the collaborative production of hypermedia webcomics as an educational device for promoting creative digital authorship practices among students enrolled in the Digital Systems and Media undergraduate program, specifically in the Visual Communication II course, through the lens of multiliteracies. The methodology adopted was explanatory qualitative research, supported by content analysis and multimodal analysis techniques. The study followed a Design-Based Research (DBR) approach, conducted through two iterative cycles. Regarding the specific objectives, the research sought to relate the meaning-making modes of multiliteracies to the elements of digital comics, identify how different modes of meaning-making are applied in the hypermedia webcomics produced by students, and evaluate how the process of creating interactive webcomics contributes to students’ digital authorship throughout the course. As results, the study analyzed six hypermedia webcomics produced by students during the intervention, as well as student self-assessment questionnaires. The findings revealed the exercise of multiple literacies among participants, who came to perceive themselves as digital authors through the development of interactive narratives. The projects not only fulfilled the technical and theoretical requirements established by the course but also demonstrated participants’ critical and creative expression in the construction of digital comics, as they applied a range of semiotic modes in an interconnected manner to produce meaning. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87196 Título: Professora Judite Pacheco de Araújo: protagonismo na escola rural de Trapiá, Itapipoca-Ceará (1965-1975) Autor(es): Ramos, Sanny Maria Araújo Teixeira Abstract: This dissertation investigates the memory narratives, knowledge, and pedagogical practices developed by teacher Judite Pacheco de Araújo in the process of creating and consolidating the rural school in the community of Trapiá, located in the municipality of Itapipoca, Ceará, between 1965 and 1975. Situated within the field of History of Education, this research is based on the understanding that the history of schooling in the backlands of Ceará is not constituted only by decrees, reforms, or official documents, but also by the experiences of subjects who, in their territories, gave concreteness to the right to learn. In this sense, teacher Judite’s trajectory constitutes a pathway to understanding broader aspects of schooling in these territories. The guiding question of this study is to understand how teacher Judite’s trajectory contributed to the constitution of the rural school in Trapiá through her teaching knowledge and practices. With a qualitative, historical-educational, and biographicalnarrative approach, the investigation articulates semi-structured interviews, memory narratives, documentary analysis, and field diary, taking memory, territoriality, and experience as central categories of analysis. The theoretical framework dialogues with authors from the fields of History of Education, memory, narrative, and teaching knowledge, such as Michel de Certeau, Paul Ricoeur, Ecléa Bosi, António Nóvoa, Maurice Tardif, Paulo Freire, Plácido Aderaldo Castelo, J. Moreira de Sousa, Djacir Menezes, and Maria Luiza Marcílio, among others. The analysis shows that the rural school in Trapiá emerged in a context of material precariousness, delayed presence of the State, and strong community mobilization. In this scenario, Judite’s work reveals a form of teaching built between the home-school, multigrade classes, care, discipline, religiosity, community bonds, and everyday strategies for maintaining the school. It is concluded that her trajectory expresses forms of female teaching protagonism in the rural areas of Ceará, making a history that remains alive in the memories of her former students, family members, and community continue to resonate. By recognizing this experience, the research contributes to broadening the historiography of education in Ceará, shifting the focus from large institutions to historically invisibilized subjects, territories, and practices. Tipo: Dissertação 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/87173 Título: O Programa Ceará Educa Mais como política estratégica de materialização da meritocracia no sistema de gestão para resultados da educação cearense Autor(es): Oliveira, Antônio Marques de Abstract: The thesis entitled "The Ceará Educa Mais Program as a Strategic Policy for the Materialization of Meritocracy in the Results Management System of Ceará's Education" addresses the theme of meritocracy in the field of educational policies and results management. The "Ceará Educa Mais Program" is one of the main educational policies of Ceará, created through Law No. 17,572/2021, which encompasses a set of actions aimed at organizing, developing, and executing management strategies in Ceará's public education system, with the objective of improving and strengthening the learning process. It is structured around eight strategic axes and thirty specific actions, in addition to articulating with other projects to operationalize the results management system.Our objective is to analyze how the Ceará Educa Mais Program is articulated with the notion of meritocracy and impacts the educational management system of Ceará's public high school network. It is argued that meritocracy is an ideology that reflects the exploitative relations of capitalist society and plays a role in concealing social inequalities. Therefore, the analysis presented here is based on Historical-Dialectical Materialism, as a theoretical-methodological basis to meet the proposed objectives.This is a documentary and bibliographical research, with procedures and techniques of content analysis based on Bardin (2011). The corpus of documentary research is composed of laws and decrees that regulate the Ceará Educa Mais Program and its amendments, as well as other laws that regulate results management and reward policies linked to the program, and 12 informative bulletins that express the materialization of the program-object actions within the educational system.The theoretical foundation is composed of authors such as: Barbosa (2006), Chauí (2014), Freitas (2011; 2014; 2016; 2018), Harvey (2008), Kreimer (2000), Löwy (2015), Newton Duarte (2010), Marckovits (2021), Marx (2012; 2013), Marx and Engels (2007; 2010), Sandel (2021), Saviani (2008), Vieira (2013), among others.The results of this research show that, since the 1990s, under the influence of neoliberal ideology, managerial reforms have been implemented, which resulted in the development of a Results Management (GPR) model in the educational system, whose meritocracy is one of its key elements. In this context, the thesis is affirmed: the Ceará Educa Mais Program is constituted as a strategic educational policy, which is based on a legal basis for supporting and legitimizing the meritocracy system. This merit system manifests itself through policies of recognition and reward of merit, but also as an underlying ideology, which fulfills the function of promoting the results management model in Ceará's education for more than 25 years. Tipo: Tese 2026-01-01T00:00:00Z