http://repositorio.ufc.br/handle/riufc/2309 2026-04-13T20:05:52Z http://repositorio.ufc.br/handle/riufc/85727 Título: As condições do trabalho docente no terreno da luta de classes: um estudo a partir das contribuições de Marx e Engels Autor(es): Silva, Simone Cesar da Abstract: This research entitled "The conditions of teaching in the class struggle of the ground: a study from the contributions of Marx and Engels," has as main objective to analyze the conditions of teaching in the class struggle of the ground highlighting par excellence treatment given by Karl Marx (1996) and Friedrich Engels (2008) the relationship between labor and capital. The specific objectives are: lecture on the work category, in light of the onto-Marxian perspective, and its relationship with the complex education; map categories working hours, wages, profit and added value in the work "Capital", Book I of Karl Marx as scope for understanding the subordination of workers to the breeding imperatives expanded capital; present Friedrich Engels's analysis of labor relations in the prodrome of the Industrial Revolution of 1844, systematized in the book "The Condition of the Working Class in England"; relate the Marxian categories and engelsianas about the worker's condition in the capitalist production context for the purpose of scrutinizing the central category that interferes with such a condition, placing the issue of teaching today. This is a literature search, based on the onto- methodological assumptions made by Marx and duly recovered by Lukacs (1978, 2012). The study points out, ultimately, to the need to overcome the exploited labor, as resoluteness condition of this transaction problematic and, indeed, the very social barbarism. Tipo: Tese 2016-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85715 Título: O ensino de equações diferenciais adaptado para discente com Transtorno do Espectro Autista e discalculia Autor(es): Sales, Francisco Odécio Abstract: The ongoing expansion of inclusive policies for students with special educational needs in higher education raises new challenges for adapting teaching strategies, particularly in courses that require a solid mathematical foundation. Grounded in Vygotsky’s sociointeractionist theory, this study examines how the teaching of Differential Equations (DE) can be tailored to meet the needs of an Oceanography undergraduate diagnosed with Autism Spectrum Disorder (ASD) and Dyscalculia, considering the student’s specific limitations and strengths. A qualitative approach was adopted, incorporating unstructured interviews, field observations, research journal entries, diagnostic tests of basic mathematical knowledge, and individualized support. These methods allowed the identification of conceptuais gaps and the assessment of pedagogical interventions aimed at facilitating the assimilation of complex DE content, including the use of technological tools (WolframAlpha) and targeted mediations. Findings revealed shortcomings in the student’s mathematical foundation, potentially stemming from the lack of remedial instruction in the final years of primary and secondary education, thereby hindering the consolidation of concepts in Differential and Integral Calculus. Nonetheless, employing differentiated teaching strategies— particularly those emphasizing graphical analysis and contextualized problemsolving—fostered greater student engagement and deeper comprehension. WolframAlpha emerged as a pivotal resource, enabling simulations and dynamic solution visualizations that facilitated the internalization of key concepts. Additionally, attention to socioemotional factors and academic self-esteem significantly influenced the student’s performance. Mediation guided by the Zone of Proximal Development (ZPD), emphasizing the student’s potential and gradually progressing from simpler tasks to more advanced activities, contributed to cognitive gains in DE. In summary, the findings underscore the importance of inclusive practices in higher education, especially in mathematically intensive subjects, through the implementation of technological resources, adapted teaching approaches, and socioemotional support. By demonstrating the effectiveness of these measures for improving outcomes among students with ASD and Dyscalculia, the study highlights the need for institutional policies that promote teacher training and the development of nurturing learning environments, thus reaffirming a commitment to an education that values diverse learning profiles and paces. Tipo: Tese 2026-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85643 Título: Novo Ensino Médio de novo: atuação docente e configuração da escola de passagem Autor(es): Silva, Maria Kélia da Abstract: This doctoral thesis was developed within the scope of the Postgraduate Program in Education (PPGE), linked to the Faculty of Education (FACED) of the Federal University of Ceará (UFC). In order to understand, historically and contextually, how high school is constituted, this research proposes the concept of the school of passage, an expression that seeks to capture the multifaceted condition of this stage of education: simultaneously the end of basic education, preparation for the labor market, a bridge to higher education, a space for entrepreneurial training, among other purposes attributed by policies and official discourses. The study therefore questions how teachers’ agency in the face of educational reforms contributes to shaping high school as a school of passage. From this perspective, the thesis aims to investigate, historically and contextually, how educational reforms for high school in recent decades have been constituted through teachers’ practices, configuring this stage of education as a school of passage. Inspired by poststructuralist thought, the theoretical framework is grounded in the policy cycle theory (Ball; Bowe), the theory of enactment (Ball; Maguire; Braun, 2012), and the concept of context proposed by Lopes (2015), understood as an interpretative and discursive construction. Methodologically, the research adopts a qualitative approach and a decentered perspective, combining documentary analysis and semi-structured interviews with 11 teachers from four state high schools — two located in Mossoró (RN) and two in Fortaleza (CE). The results indicate that the New High School reform has intensified the configuration of the school of passage, marked by its multifaceted and fragmented nature. It is concluded that high school education is, indeed, a school of passage, open to multiple pathways, whose configuration depends on the daily interactions, interpretations, and mediations constructed by teachers and students. Tipo: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85583 Título: As repercussões do Novo ENEM na Gestão da Escola Pública de Ensino Médio Autor(es): Campos, Casemiro de Medeiros Abstract: Studies on the phenomena of contemporary Brazilian education are challenging and it requires from researchers a real analysis of the object under research aiming a comprehension of the organization and structure of school as the reality it is inserted in. investigation on how the new ENEM echoed in the management of public High School proved that its implementation has been responsible for a whole of changes observed in the organization and structure of public High School system. Two State schools were taken as object for this present work: Governador Adauto Bezerra High School and Governador Gonzaga Mota Junior and High School. That being so, repercussions as results of the new ENEM were analyzed taking as basis a theoretical focus considering the status of art related to evaluation and curriculum. In this manner, we aimed taking qualitative research as modus operandi, developing a study on both mentioned schools through participative observations and open interviews with selection of elements from the management groups responsible for those already mentioned schools. After collecting the required data in locus the transcriptions of the interviews were conducted and their content was analyzed. By the basis of a critical reading of educational policy applied in the last years as also the information given by those interviewed, we realized the new ENEM is contributing in a way of making State public High Schools better places of learning. This way, the analysis we show here took as important element for its development the reality concerning to those public High Schools taken as object of this work. So, the complexity of their relations as the repercussions of this model of evaluation with the objective of improving their quality were considered as it was also took into consideration how the expansion of the High School system while public policy under the responsibility of the State Government is happening, once it must have as main objective working for attending young students providing them with the opportunities of acquiring basic educational levels, also calling attention to learning fail as the unsatisfactory student’s performance, promoting the continuous improvement of public school while it faces so many difficulties. A good school, we know, cannot be recognized only by the quality of its teaching. Pedagogical planning, definitions of learning strategies and school management are also required. Nevertheless, school management must be able to lead, conquer and mobilize teachers, students and families calling their attention to the importance of having a continuous project aiming the constant improvement of school. Tipo: Tese 2013-01-01T00:00:00Z