http://repositorio.ufc.br/handle/riufc/349 2026-04-06T03:32:26Z 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 http://repositorio.ufc.br/handle/riufc/85577 Título: Niilismo neoliberal e educação brasileira: uma ontologia cartográfica Autor(es): Passos, Filipe Caldas Oliveira Abstract: The present research consists of an ontological analysis, based on the cartographic method, of the relationship between the Brazilian education and neoliberal nihilism. The cartography developed in this research consists, first, of a genealogy of the concepts of nihilism and neoliberalism, taking as theoretical framework the works of Nietzschean thinkers, such as, in addition to Friedrich Nietzsche himself, Martin Heidegger, Gilles Deleuze, Michel Foucault, Félix Guattari, and Gianni Vattimo, as well as more recent philosophers and social scientists, such as Grégoire Chamayou, Pierre Dardot, Christian Laval, Maurizio Lazzarato, Achille Mbembe, and Wendy Brown, whose research has adressed these concepts. This genealogy allowed us to interpret neoliberalism as na actualization of the nihilism characteristic of the Western cultural tradition. In the second part of the research, we undertook na archaeology of documents that enabled the consolidation of neoliberal nihilism in the Brazilian education: first, by some economists from the period surrounding the 1964 dictarship and, secondly, using the LDB, from 1996, as well as the BNCC, from 2018. To this archaeogenealogy, we made an assemblage with an analisys of how neoliberal nihilism in education exerts its power not only discursively, but also affectively, seeking to channel the desire of educands, formatting their subjectivities according to the modelo of the neoliberal homo oeconomicus, who must feel, understand, and want to be an entrepreneur of themselves. Tipo: Tese 2025-01-01T00:00:00Z http://repositorio.ufc.br/handle/riufc/85549 Título: Cadernos artístico-botânicos como ferramenta pedagógica e educacional para o ensino de biologia Autor(es): Souza, Tatyane Pereira de Abstract: Plant Awareness Disparity, previously referred to as plant blindness, is a challenge that must be addressed within Biology education. To achieve this, it is necessary to create pathways, and one possible approach is to explore the Art–Science relationship in the teaching of Botany. Thus, the aim of this study is to analyze the contributions of a didactic sequence at the Art–Science interface to the development of students’ Botanical Perception through the encouragement of the creative process in the production of Artistic–Botanical Notebooks in a full-time public state high school in Caucaia, Ceará, Brazil. This study adopts a qualitative approach through narrative research, with content analysis based on Laurence Bardin (2011). To initiate the investigation, a systematic literature review was conducted using the CAPES Journals Portal. Based on these findings, on the experiences of the teacher-researcher, and in dialogue with David Ausubel’s Theory of Meaningful Learning, a didactic sequence was designed and implemented over the course of seven meetings within the elective Botany curricular component. Concurrently with this implementation, the teacher-researcher produced a reflective field diary. After the completion of the intervention, narratives were constructed by the teacher-researcher based on entries recorded in the reflective diary, the artistic–botanical notebooks produced by the participating students, and the collection of students’ testimonies. These narratives were subsequently subjected to Content Analysis. Based on the results of this analysis, three units of analysis were defined: Implementation of the Didactic Sequence; Students’ Botanical Perception; and Teacher Perception. Regarding the first unit, it was found that the didactic sequence was implemented positively and, despite the challenges, was well received by the students. In the second unit, it was observed that students brought everyday knowledge, although some conceptual adjustments and corrections were necessary; furthermore, they were able to develop autonomy alongside their Botanical Perception. Finally, the third unit revealed that the teacher-researcher was able to identify progress in students’ Botanical Perception. Based on these analytical results, it can be stated that the applied didactic sequence, grounded in the Art–Science relationship, represents a promising pathway for overcoming students’ Plant Awareness Disparity.. Tipo: Dissertação 2026-01-01T00:00:00Z