La presente investigación de maestrado tuvo como objetivo principal comprender como la profesionalidad de los profesores de lengua española de la enseñanza fundamental influye en sus prácticas y cómo se articula con los saberes docentes frente al fenómeno de la migración venezolana. Esta investigación se diseñó en base a dos objetivos específicos: a) identificar las estrategias didáctico-pedagógicas desarrolladas por los profesores de lengua española en el contexto de la migración venezolana y b) conocer elementos de la profesionalidad de los profesores de lengua española y los saberes movilizados en su práctica docente en el contexto de la migración venezolana. El punto central de este estudio se centró en la cuestión de la profesionalidad docente, con énfasis en la especificidad de la acción docente, que percibe al docente como responsable por la construcción de nuevas competencias y progresión de habilidades propias inherentes a la acción de enseñar, adquiridas en las formaciones y a través de prácticas docentes y saberes construidos en la trayectoria profesional. Con ese fin, este estudio tuvo un enfoque cualitativo y utilizó como instrumento de recolección de datos el cuestionario individual, la entrevista semiestructurada y el diario de campo, este último para registro de otras notas de los relatos, reacciones e impresiones evidenciadas en la entrevista. Para el tratamiento y análisis de los datos, utilizamos el análisis temático considerando algunos ejes temáticos que resultaron en un mapa temático que orientó las discusiones y resultados percibidos en esta investigación. Señalamos que los conflictos surgidos del contexto migratorio venezolano demandaron del docente una gama de competencias y saberes que traspasaron su formación inicial e ingresaron en el ejercicio de su profesión. Se verificó, por tanto, que la profesionalidad docente se constituye y articula a partir de los saberes docentes provenientes de los procesos formativos y de las experiencias vividas. En el contexto de la migración venezolana, este proceso dinámico, progresivo, interactivo, extensivo y flexible se desarrolla a través de la práctica docente reflexiva, evidenciando precisamente el discurso del docente colmado de sus subjetividades, percepciones e interpretaciones frente a las demandas, experiencias y lugares donde actúan. 

This research sought to understand the educational context developed in the Municipal Network of Boa Vista/RR with regard to the appreciation and recognition of indigenous culture in the school environment, as well as to perceive the scenario of decolonization and its production, to demystify this colonialist conjuncture, which persists in a structured way, making it necessary to transform the field of action of society and education. In view of this, the problem of the present research was: due to the decolonization bias, is there a proposal for teaching Art in/for indigenous education in the legal documents that govern Basic Education in the Municipal Schools of Boa Vista/RR? From this perspective, the proposed objectives were: to analyze the existence of proposals for teaching Art in/for Indigenous Education in the legal documents that govern Basic Education in Municipal Schools in Boa Vista/RR; identify whether the legal proposals present and how they present Indigenous Education; to know the way of organizing and structuring Basic Education and the focus for teaching Indigenous Art in Boa Vista/RR; and check in the BNCC and in the Municipal Curriculum Proposal for Elementary Education – Early Years, the discussions on Indigenous Art and/or Art in the indigenous context. In view of this, it was possible to observe in practice the execution of proposals with indigenous themes, and the applicability of Law n.º 11.645/08, as construction and appreciation of human rights within and from the school space. In order to respond to the proposals of this research, the methodology was composed of: bibliographical research, with a qualitative approach; documentary research with investigations about the legal documents that govern the teaching process; and, for the presentation of the data, the content analysis technique was used. The locus of the research comprises the legal documents that govern education at the municipal (curricular proposal) and national (BNCC) levels. From the proposed objectives and the analysis of the documents, we identified some categories, which were defined according to the highest number of repetitions and similarities of terms between the documents, among them, it was highlighted: planning, curriculum, culture and Indigenous School Education. As a result, it was identified that the BNCC (2018) and the curriculum proposal do not bring a decolonizing proposal. And, in a way, they feed this process, as a way of maintaining its perpetuation. The documents contain major flaws with regard to the recognition and appreciation of minority cultures, including indigenous ones. Other laws were approved as ways of correcting the flaws left by these documents, repairing the violence committed and the denial of rights and primordial recognition, such as laws 10639/03 and 11645/08.Even after this achievement, which led many movements to fight for this recognition, such laws are ignored in the new legal document that governs the education system, the BNCC (2018). Therefore, it is concluded that from these categories, there is not effectively a proposal for the cultural teaching of Indigenous Art, there are only a few indicative ones, but quite superficial. What there are are signs of how to work with indigenous school education. Since the curricular proposal, despite being a little more open than the BNCC, is still omitted in many points and steps that could be taken to repair the failures and omissions of the BNCC.

The objective of this research is to analyze the inclusion of diversity, pedagogical practices and memories of school inclusion of experiences lived in state schools in the municipality of Iracema Roraima. From the beginnings of the Decolonial Giro, based on a qualitative methodology and supported by documentary and bibliographic research instruments, and narratives of experiences lived in the classroom. The studies of this research show that from the ideas of Freire (2008), Dussel (2019), Vygotsky (2010), Silva Neto (2020), Capellini (2018), Ricoeur (2020) and other contemporary authors and researchers, we can think and act in the perspective of an education increasingly committed to humanism and democracy; make a more inclusive education, with an eye for the other, and see beyond appearances. This research has as one of its proposals to develop a reflection listing various situations on the subject of cultural diversity within the process of school inclusion, a subject that often goes unnoticed in the educational field. Understanding and analyzing our practice, questioning whether what we are doing as professionals is being good, satisfactory or whether we can improve on something, that is, evaluating our practice in contrast to other practices. Empirical knowledge alone is not enough, it is necessary to base it consistently, in order to have solid knowledge. The main objective of this research is the analysis of pedagogical practices and memory of school inclusion, with an emphasis on cultural diversity in Basic Education at state schools where I taught, where my memories marked my experiences and, today, allow me to understand that both have a meaning beyond what I imagined, they were not just episodes, but moments that, when analyzed in their particularities, show learning that the great diversity that forms our class in the classroom brings, because they are beings endowed with cultures and particularities that are fundamental to the school context.

This Master’s Dissertation, defended in the Graduate Program in Education (PPGEDUC) of the Federal University of Roraima, Brazil, is the result of a research aimed at analyzing how the interculturality between Venezuelan and Brazilian children develops in a Municipal School of Boa Vista. It is complemented by some specific objectives: to identify interculturality practices between Venezuelan and Brazilian children; to diagnose the inclusive pedagogical practices applied by teachers in everyday school life and to know the daily sociocultural and linguistic practices among the children, the teachers and the family members. This was followed by the theoretical basis of critical and decolonial education, highlighting contributions from Saviani, Candau, Freire, Walsh, Dussel, Grosfoguel, Silva Neto among others. It ensured a qualitative approach, with phenomenological and narrative design, supported by critical Discourse Analysis to analyze the data collected in the field research with the following instruments: participatory observation and semi-structures interviews. According to the data obtained from the analytical categories, the results pointed to a hegemonic mentality of the educational system of the Municipal Schools of Boa VistaRoraima that maintains that the enrolled Venezuelan children are already “Brazilian” therefore no need to discuss interculturality. From the participatory observation and the interviews, the language was highlighted as the gateway to the interculturality and inclusivity of the migrant students. However, most of the times, it has been a barrier to that end. There are some initiatives of interculturality between Venezuelan and Brazilian children and some teachers, nevertheless, it was detected a clear need of public policies that contemplate critical interculturality in the daily school life.

This work analyzed the existing relations between the formation and the praxis of the pedagogue with the process of teaching learning and curriculum, with teachers of the 1st year of Elementary School I in a municipal school in Boa Vista-RR through a participatory research, characteristic of exploratory, under a qualitative approach, to characterize the work of these educators, considering the relevance of their university education, their pedagogical actions that are established, as is known, from the application of a curriculum formally established nationally and materializes an educational process defined as a “real curriculum”, with the obstacles that arise as daily challenges of teaching practice. The research selected strategic concepts for the understanding of the relationship between teacher training and practice in the classroom; investigated how teaching is built, by appropriating or not the knowledge of the common curriculum of courses in Pedagogy; identified the pedagogue's praxis in the researched school; and described contributions from appropriation of the Higher Education in Pedagogy curriculum to the educational process of the 1st year of Elementary School I. For this, a literature review was carried out, through which a state of knowledge, with a view to bringing to reflection other constituent elements of teaching, beyond those conventionally known as pedagogical. The subjects were (06) teachers working in the classroom of the 1st year of Elementary School and as a technique of data collection, interviews were applied, with semi-structured questionnaires in the form of dialogues and debates, described as moments of sharing knowledge, anxieties, expectations and disappointments regarding the researched educational context. In the treatment of the data, the analysis of Bardin's (1979) content, as it allows deepening considerations on the hidden elements in communications, going beyond simple technical readings of explicit recordings in interviews. Subsequently, the results of the research were opposed to the theoretical framework exposed in this text. In conclusion, the research found practices plastered by the teaching program adopted by the network municipal law and a setback opposed to current legislation, which defines the right to a plurality of ideas pedagogical, in items II and III of article 206 of the Federal Constitution. In this context, it was noticed a lack in the appropriation of the training curriculum in Pedagogy, mainly referring to the philosophical (epistemological) training. The theoretical analyzes were coined from the understanding of the critical thinking in Education, from the Frankfurt school and from French post-structuralism, in their influences in the construction of a decolonial critique. The concept of becoming was used in the understanding of that the educational actions experienced in a school materialize, not only by the knowledge curricula, but include the academic and human formation of the teacher – consequences of the structure curriculum of his training, of the apprehensions he had as an academic, involving all constituent elements of his history as a human being, and of the educational context arising from a Colonizing Eurocentric education, beyond the everyday family and cultural experiences of students, with all the visible and non-visible elements of their stories and encounters.

This research is linked to the Graduate Program in Education at the Federal University of Roraima, located in Research Line 1: Teacher Training and Educational Practices. It aims to understand how black female protagonism is projected (or can be projected) in the teaching practice of high school teachers in the discipline of History in Boa Vista/RR, and has the following specific objectives: i. discuss with teachers the presence or absence of the protagonism of black women in didactic content in the classroom; ii. to analyze the possible consequences of Law 10.639/2003 in the curricular documents that make up education; and finally iii. to investigate the contents of textbooks (resource) used in the classroom by teachers who help in the educational practice on black women. For research with a qualitative approach and participatory nature, we used methodological resources such as: questionnaire, documentary survey and conversation wheel, and given the amount of content to be analyzed, we used the Content Analysis developed by Bardin to reach the final result. We can highlight that even with the debate about racism in the classroom and all the discussions about the struggles and achievements of the black population, we perceive the absence, on the part of teachers in the classroom, with regard to black women, who are still viewed as a “recent” topic to be addressed with students. Another aspect that we highlight are the reformulations of textbooks with regard to the protagonism of black women and the discussions raised in the didactic content by the deconstruction of social stereotypes - with emphasis on racism and sexism. 

This research aims to discuss how Libras emerges in the initial and continuing education of mathematics teachers, characterizing mathematics teaching from the perspective of education and training aimed at working with deaf students in Boa Vista, Roraima. It is a documentary research, of a descriptive nature under a qualitative approach. Data collection will take place in two stages: first, from the menus of the subjects that make up the curricular matrices of the Mathematics Licentiate courses of public institutions of higher education in Boa Vista, Roraima: UFRR, UERR and IFRR; and in the second moment, interviews with the mathematics teachers of the Escola Estadual Monteiro Lobato will be applied. Data analysis will be done by discourse analysis. Some authors who contributed to the construction of this research are: Foucault (1996), Marques (2013), Lopes (2011; 2018), Skliar (1999; 2003), Garcia (2013), Veiga-Neto (2011). As it is an ongoing research, this investigation seeks to direct the look at the teaching of Libras in the formation of the mathematics teacher, and to stress how this teaching happens and in what perspective it is taught, in order to provide possible knowledge for that this teacher will act in the education of deaf students, in a satisfactory way.

The growth of Venezuelan migration to Brazil, arising from the geopolitical crisis, especially in the state of Roraima, has raised the need for reflections and actions on its impacts on social, economic, political life, and also on education. According to the State Department of Education (SEED), in 2021, in the 57 state schools of the Capital Boa Vista, there were 40,633 students, of which 4,025 were Venezuelan students (RORAIMA, 2022). In this bilingual and intercultural environment arises the demand for changes in the social function of the school. With this, emerges the theme of this research, which has as general objective to understand the characteristics of the learning difficulties of Venezuelan students in Portuguese language classes, in the pandemic period, in the Presidente Tancredo Neves State School, perspective of Dialogic and Intercultural Learning. It is understood pandemic period: 2020 to 2021 - period of remote classes. Its specific objectives are: to identify the learning difficulties of Venezuelan students in the 1st grade of high school in Portuguese language classes at a school in Boa Vista; analyze the various ways Venezuelan students study and learn the Portuguese language; and dialogue about the possibilities of learning the Portuguese language by Venezuelan students. The proposal of this study is theoretically based on authors such as: Candau (2011/2014/interculturality), and Freire (2003, 2007 and 2011/dialogicity), Sayad (2011/migration), official data contained in BNCC, DCRR and Migration Law 13.445/2017, and methodologically in authors such as: Barbour (2009); Bardin (2011); Fonseca (2002); Moreiffee Cale (2008) among others that were made necessary. The research is descriptive with a qualitative approach, in which the method of approach of the Focus Group was applied, which consisted of semi-structured interviews, in the form of a script, in order to answer the problem of this investigation. For the analysis and interpretation of the collected materials, content analysis was used with the technique of thematic analysis, whose results obtained in the Focus Group script - recorded and transcribed- and annotated in the field diary, used at the time of the meetings, were categorized for further analysis. From the results of this research, it was found that the success of learning Portuguese by Venezuelan migrant students is intrinsically related to understanding the difficulties, how they occur, especially in the context of the pandemic, in which situations they are most noticeable and distressing and how they can be alleviated. Through these findings suggested reflections that enable innovations and changes of methodology, which should be based on a dialogical and critical interaction between migrant students, Brazilians and teachers in order to provide actions aimed at the more equitable inclusion of these subjects in the school environment and consequently in society.

The inclusion of the target audience of Special Education students in School Physical Education is a great 

challenge for teachers. Such a challenge can be faced and carried out in such a way that the participation 

of these students happens effectively, prioritizing the pedagogical character of the discipline. With the current 

process of militarization in state schools in the State of Roraima, the target audience of Special Education 

students may have been affected in relation to their participation in School Physical Education.

In this sense, the concern about how the School Physical Education for the target audience of Special Education 

students comes to guide this study, because the discipline is fundamental for the process of inclusion of these 

students in the school, as well as their development. Thus, this study aimed to to analyze Physical Education for 

students target audience of Special Education in military civic schools in the State of Roraima. The research is 

based on the principles and concepts of the historical-dialectical materialism method to understand the processes 

and the multiple determinations that involve the articulation between Physical Education and Special Education 

in the civic-military schools. The historical-dialectical materialism method made it possible to understand 

However, it identified that only one teacher has a specialization in special education and three teachers have 

done some training course in that area. The target audience of special education students continue to attend 

civic-military schools after the change in management. Regarding the their participation in school education, 

especially in Physical Education, there are disagreements and consensus, mainly because the concepts of 

physical education and special education transition between different approaches. There are different positions 

on militarization, but attention to the fact that Physical Education is suffering interference from pedagogical 

processes disciplinary. There is also a need for teacher training that understand courses in the area of Special 

Education, as well as adequate planning with adaptations and specific materials needed, which include the 

inclusion of students target audience of Special Education in Physical Education classes. becoming important to

 teachers' understanding of the need for these elements so that they can promote the participation of the target 

audience of Special Education students in an inclusive way in Physical Education classes.

How does School Physical Education happen for the target audience of Special Education students in the 

civic-military schools of Roraima, through the construction of data that were the starting point starting point

 to extract, examine and analyze the elements of such an educational reality. The subjects of research were, 

in all, 10 teachers of the Physical Education discipline of the civic military schools of Roraima, being used as an 

instrument for the construction of data the semi-open questionnaires and the semi-structured interview. The 

data were analyzed from the content analysis technique, which follows the stages of organization, coding, 

categorization, treatment and interpretation of collected data. The survey results indicate that the profile of 

teachers is characterized, for the most part, by being men, aged over 36 years of age. age, married, born in 

the state of Roraima, graduated in Physical Education at the Federal Institute of Roraima and State University

of Roraima, have specialization in area of education and have been teaching for over 10 years.

Background. In this research, we will work with the test of a digital educational game prototype having as guiding principles of the work the Behavior Analysis, as a psychological theory, and the interactive design as a methodology for the creation of games. Objective. Evaluate the effectiveness of a digital educational game prototype for teaching the behavior of "distinguish true from false learning goals" for higher education teachers. Methods. The participants in this research will be six higher education teachers, three female and three male, whose percentage of correct answers in the Conceptual Inventory on Learning Objectives (ICOA) is less than 60%. In order to evaluate the game's functioning in terms of usability and engagement characteristics, face-to-face meetings will be held, which makes it possible to record comments made by the participant during the game sessions. For these records, the Usability Indicator Behavior Observation Protocol (POCIU) will be used. ): where we will register “Questions related to the game” (PJ) and “Requests for help on how to proceed in the game” (PA). The sum of occurrences of behaviors of this nature will indicate, the higher the number, a lower degree of usability and, the lower the number, a greater degree of usability of the game prototype. Comments that do not fall into any of the categories described will then be classified as “Other responses” (OA). The analysis of these comments will depend on their content and the context in which they occurred and should be addressed in the results and discussion sections. In addition to the categories that will be used, the time each participant will take to run the game will be recorded. Teachers' comments will be recorded throughout the game by the Protocol of Observation of Behavior Indicators of Engagement (POCIE). Results. [A BRIEF DESCRIPTION OF WHAT WAS FOUND IN THE STUDY] Conclusion. [WHAT SCIENTISTS COULD LEARN FROM YOUR STUDY] Implications. [A SUGGESTION ON HOW TO USE THE CONCLUSIONS TO DEVELOP EDUCATION]

This research aims to analyze the discourses of political, social and economic institutions regarding the social role of women in the Normal Regional Course Monteiro Lobato (CNRML), found in the newspapers O Átomo and Boa Vista and in the institution's own documents. We used a qualitative methodological approach based on documentary research, in which the selected documents were analyzed according to the Content Analysis Theory founded by Laurence Bardin (1977). For theoretical development, we discussed the categories: work, education and gender, in which the last two presented subcategories, respectively, teacher professionalization and feminization. With the aid of the theoretical-methodological contribution, we analyzed the newspapers O Átomo and Boa Vista, as well as the CNRML documents, which present dual methodological aspects, being subjects and objects of the investigation. The analysis categories were defined as: Church-State fusion, feminine spaces, stereotypes about being a woman, civic aspects in the teachers' performance and transgression of stereotypes (for newspaper analysis) and the categories: work, education, gender and feminization of work teacher (for analysis of CNRML documents/laws). The discourses about being a woman in the Federal Territory of Rio Branco (TFRB), in the 40s and 50s, pointed to a woman who should be a mother-wife-docile-selfless-patriot, for this reason the teachers exercised teaching in this ambiguity, teaching children to love God and Country. The process of feminization of teaching work was permeated by contradictions, dualities and uncertainties in which women performed their functions as teachers in the face of a profession marked by discourses about femininity, but at the same time they became protagonists of their stories, marking the teaching profession in rio-branquense, seeing in teaching the possibility of changing their lives.

This research aimed to understand the current status of the insertion of Hospital Pedagogy in Roraima in the national scenario, based on an integrative systematic review of the literature on the subject, from 2011 to 2020. Hospital Pedagogy refers to a multidisciplinary educational action which offers children and young people, in hospitals and at home, a school, emotional and social follow-up, guided by theories and practices based on science and human dignity. One of the concepts of the theme is Social Inclusion, establishing a link with the proposal of Line 2, Education and Inclusive Processes, of the Master in Education, offered by PPGE/UFRR, an enriching space for academic discussions, considering the complex aspect inherent to the subjects and contexts that emerge from society. The design and methodological approach adopted involved carrying out a systematic-integrative review of the literature in light of the procedural steps based on Mendes, Silveira and Galvão (2008) and Botelho, Cunha and Macedo (2011). The searches for knowledge production on the national scene were based on the scientific data platforms BDTD, SciELO and REE, which through the keywords “hospital pedagogy and education; hospital class and education and hospital pedagogy and hospital class and education, added to the filters and inclusion criteria, we arrived at a sample of 12 articles, 41 dissertations and 8 theses, totaling 61 productions. The methodology applied for the searches in the State of Roraima was the access to the digital libraries of UFRR, UERR and IFRR, public institutions of higher education, seeking productions on Hospital Pedagogy published in the digital libraries of the HEIs. A systematic review was applied to each scenario, with the objective of contextualizing the scenarios, tracing a profile of the productions found. To carry out the integrative review, a qualitative analysis was carried out on productions selected by thematic focus, guided by categories of analysis and result. The results of the systematic review pointed out as a highlight in the national scenario that the northern region was the one that produced the least, while the southeast emerged in productions; that the State that published the most was São Paulo and the area of knowledge most expressive in the results was Education and that, under different thematic focuses, those chosen for categorization of results and analysis were the most highlighted. In Roraima, TCCs were found, under the thematic focuses of pedagogical practice and activities, involving reading, playfulness, storytelling, the role of the pedagogue and hospital pedagogy. The mapping continues to present a methodological profile among other specific observations of productions in the State of Roraima. From the categories defined in step 4 of the integrative systematic review procedures, it can be inferred that the notes, challenges and referrals on "Teacher Training", "Pedagogical activities" and "Pedagogy/Hospital Class - implementation and structure", share, in general terms, from similar realities, but due to the peculiarities of the contexts, the referrals take directions that go through the need for professional training to carry out the pedagogical care in the hospital; improving the relationship between health professionals and education; greater awareness of public managers to meet the demands of service in society; indications to encourage research in the area of Hospital Pedagogy as an instrument for socializing knowledge in this area, but also as a propelling instrument for future actions that strengthen and regulate educational care in the hospital environment, among other referrals.

This dissertation is the result of a master's research that aimed to analyze how institutionalized and non-institutionalized educational environments influence the education of students from the Music Degree Course at UFRR from the perspective of the students themselves. Thus, we sought to: a) discuss how institutionalized and non-institutionalized environments for training music teachers were constructed, based on the concept of Coloniality (BOAVENTURA, 2005; QUIJANO, 1992; 2010; APPLE, 2002; MALDONATO-TORRES, 2007; PEREIRA, 2018; 2020; QUEIROZ, 2017; 2019; BATISTA 2018; 2020); b) to analyze the configuration of institutionalized and non-institutionalized environments and their respective formative elements in the participants' narratives (PODESTÁ; BERG, 2018; COSTA, 2014; WILLE, 2005; LIBÂNEO, 2000; ARROYO, 2000; GREEN, 2001; 2012; FEICHAS, 2006); and c) understand how the research participants perceive (or not) the institutionalized and non-institutionalized environments in their teacher education, and whether they are aware of the presence and interrelation between both, as well as their impacts. For data production, we were inspired by the educational biography, a procedure from the field of (auto)biographical research (GONTIJO, 2019; ALMEIDA; LOURO, 2019; ALMEIDA, 2019; 2020; 2022; PASSEGGI, 2016; 2020; 2021; DINIZ-PEREIRA, 2019; MOTA; BRAGANÇA, 2019; ABRAHÃO, 2011) developed by Pierre Dominicé and Marie-Christine Josso (2002; 2010) and in music-educational biography (ALMEIDA, 2019), a methodological research procedure equally inspired by educational biography, and presents itself as an alternative for the training of music educators.

The Discourse Analysis (ORLANDI, 2009; LIMA, 2017; BRANDÃO, 1993; BRASIL, 2011; CONTIERO, 2018; SILVA; RABAY, 2020; CUNHA, et al., 2017) was used to interpret and analyze the data achieved. The research participants selected varied experiences to share through their life narratives with a focus on formation and collective narrative interview. In these, we found traces of coloniality, hindering dialogues and musical and teaching doings in their formative processes. To overcome these, one of the participants cited the need for a bridge, as a decolonial action. And by understanding that the bets of the (auto)biographical paradigm point to a recognition of the subject's autonomy, to the respect for the human, the individualities and the personal and complex characteristics of this individual, and seeks to reconstitute the empirical and autobiographical subject excluded from modern science (PASSEGGI, 2016; 2020), we understand the practice of (auto)biographical research as the possible bridge, because they have been moving in this direction, of building bridges, providing dialogues and contributing to the awareness of formative processes.

Inclusive education, based on human rights under principles of equality and equity, has called into question the process of training the target people of Special Education (PAEE) in educational environments at all levels and modalities of education, and in this context, it raises my thinking, among other issues, the use of Assistive Technologies as a practice of access and permanence of these subjects in higher education in public institutions. From this perspective, the present study has as general objective to analyze how legal and institutional regulations function as inclusive strategies in higher education, considering the use of Assistive Technologies (TA) in view of the accessibility and permanence practices of students with disabilities at the Federal University of Roraima (UFRR), the Federal Institute of Roraima (IFRR) and the State University of Roraima (UERR). For this, methodologically, this is a qualitative study, of descriptive documentary nature, which has as locus: the Federal University of Roraima, the Federal Institute of Roraima and the State University of Roraima (Boa Vista/ Roraima). The research has as research field, the documents that compose the regulations of the HEI under study to enter, from the discourse analysis, in the concepts and types of Assistive Technologies and their implications in the spaces of learning and in conditions of accessibility and permanence of PAEE students until the completion of their training courses. It was possible to observe that it is through access to knowledge, through exchanges of ideas and social interaction that institutions implement actions in order to make higher education an increasingly democratic space and accessible to all.

The present study deals with the importance of art education and its contribution to the inclusion of people
 with disabilities, through the reflection proposed by freirean thought. The main objective of the study was
 to analyze the contributions of Paulo Freire's thought to the teaching of visual art in an inclusive 
perspective. Regarding the specific objectives, the study proposes the identification of theoretical 
assumptions in Paulo Freire's works that would make it possible to think about inclusive education. As a 
study methodology, a qualitative bibliographic research was carried out, through data analysis proposed
 by Bardin. The investigation concludes by the observation that the teaching of visual arts contributes 
beyond the presentation of aesthetic knowledge to the student, but instigating and developing their critical
 and reflective sense, so that they can understand their own reality. In this sense, the role of liberating 
education proposed by Paulo Freire is fulfilled. It is understood by the need for equity in the inclusion of
 students with disabilities in regular education, so that their individualities can be met and reach their best 
development potential. 

Violence against children and adolescents is not a recent fact, nor its discussed at school. Studies indicate weaknesses related to the initial and continuing education of school professionals with regard to situations of coping with sexual violence (identification, approach and referral of cases). This research carried out had as general objective to investigate Brazilian studies that indicate the participation of school units in the identification and referrals in cases of sexual violence against children and adolescents between 2010 and 2020. The survey of theses and dissertations was carried out in the archives of the Brazilian Digital Library of Theses and Dissertations. The research identified 18 studies, being 5 theses and 13 dissertations, works with specific objectives that sought to apprehend the socioeconomic characteristics of gender, race and ethnicity of the victims and the participation of the school in this context. This is a research with a qualitative approach, bibliographical in nature, with content analysis being carried out in its reading, categorization and inference construction phases. The descriptors researched were: “sexual violence against children and adolescents; school”, seeking to answer the following question: What is the school's participation in the process of identifying and referring cases of violence against children and adolescents?”. It was considered the hypothesis that school professionals, who would be in daily contact with the victims, could identify the perpetrated violence more quickly than other protection bodies, since children and adolescents spend a large part of their time in the school, after the family environment. The results showed that most of the violated subjects are of compulsory school age and suffer intra-family violence. It was found that violence against children and adolescents has been perceived at school, but there is underreporting by its agents due to the difficulties encountered in relation to approaching and referring cases, whether due to the lack of training for coping and/or fear of reprisals. The results also suggested the need for training of school professionals and coordination so that the school understands its role in the network of coping and protection of children and adolescents, strengthening the fight against violence suffered by its target audience, since the subjects most violated are girls and that school, after the family, is the main place of socialization and interaction, being a favorable space to identify the consequences of this trauma.

O estudo apresentado parte das primícias com a preocupação social da violência sofrida por crianças e adolescentes, e do papel da escola como instituição que promove a educação por meio de processos inclusivos no contexto escolar. A interface entre a violência na escola e processos inclusivos está conectada, primeiramente, às situações de violências na escola, depois com a visão de que maneira as situações de violência vivenciadas pelos alunos repercutem nos processos inclusivos na escola, pois, é na infância que são construídos os saberes, na formação dos conceitos, das relações, da assimilação de laços de afeto expressivos na sociedade. Trata-se de um estudo de caso, com a abordagem do tipo qualitativa para evidenciar a problematização do fenômeno social da violência junto aos processos inclusivos. Os tipos de coletas de dados foram a análise documental e a entrevista por meio do grupo focal, através da utilização de um roteiro semiestruturado. A interpretação dos dados foi realizada a partir da análise de conteúdo com o objetivo de compreender as situações de violência presentes no contexto escolar junto aos processos inclusivos de alunos no Ensino Fundamental Anos Finais de uma escola pública de Boa Vista – RR, onde os sujeitos foram discentes do nono ano. Constatou-se com base na sistematização dos registros e análise dos dados que a inclusão é considerada como aspecto da socialização das relações estabelecidas entre os sujeitos, vai além do currículo estabelecido para a aprendizagem, ou do espaço físico que as concebe, e os limites ou possibilidades dos sujeitos, nesse contexto, assim como o envolvimento entre alunos e a motivação de acolhimento se manifestando em respeito à diferença e à diversidade e a própria ação entre os pares. Em contraponto, são sinalizadas pelos sujeitos diversas situações de violência vivenciadas ou percebidas por eles, dentro e fora do espaço escolar. A ação violenta é percebida a partir da invasão do espaço do outro, ao mesmo tempo que reflete a importância da escuta e dos processos de intervenção pela mediação de conflitos. As violências vivenciadas pelos alunos em outros ambientes externos à escola influenciam no contexto escolar. Todos são essenciais, professores, alunos, coordenação, orientação educacional, orientação psicológica educacional, direção, funcionários, atuação das lideranças de turmas, e a família, juntos na formação do sujeito para o enfrentamento à violência e a promoção de processos inclusivos, resgatando a cidadania, a dignidade humana, abrindo espaço para experimentação e novas propostas de arranjos sociais.

Esta pesquisa tem como objetivo compreender a constituição da docência de professores do curso de Bacharelado em Enfermagem de uma instituição pública. A docência vem sendo estudada sob diferentes perspectivas interessadas na compreensão do “ser professor” e de todas as interações que dela decorrem.

              A busca por respostas a inquietações envolvendo o ensino e o papel da Educação na transformação de uma sociedade, direta ou indiretamente, aborda temas relacionados ao professor. Aliado a isso, sabemos que a profissão docente é uma profissão das interações humanas, ou seja, apresenta oportunidade de estabelecer novas práticas, principalmente entre professor e estudantes, a partir de outras formas de concepção de Educação, mundo e homem.

              O presente trabalho integra os estudos sobre formação de professores e práticas educativas, nomeadamente a linha de pesquisa 1 do Programa de Pós-Graduação em Educação da Universidade Federal de Roraima (PPGE/UFRR). Estudos desta natureza têm a intenção de refletir a inter-relação entre o que professores são, como se percebem e se transformam no decorrer da carreira profissional e o que fazem, como direcionam os saberes e experiências no desenvolvimento do ensino proposto aos estudantes em sala de aula. 

              Com efeito, o ensino é uma atividade complexa, porque humana. É um fenômeno complexo, enquanto prática social realizada por seres humanos com seres humanos, sendo modificado pela ação e relação desses sujeitos que por sua vez são modificados nesse processo (PIMENTA, 2012). 

              Nesta prática social que é o ensino, a docência não é constituída definitivamente, mas se transforma à medida que o professor reflete sobre sua prática. Ampliam-se, assim, possibilidades de mudança; renovam-se escolhas por caminhos desafiadores que o desestabiliza da rotina; questiona-se sobre o ideal e o que é o real, em um movimento no qual “os saberes profissionais dos professores são temporais, plurais e heterogêneos, personalizados e situados, e que carregam consigo as marcas do seu objeto, que é o ser humano” (TARDIF, 2014, p. 269).

              No que trata do ensino em saúde, Batista e Batista (2004) o definem como um processo multidisciplinar que objetiva a organização de um sistema de relações nas dimensões do conhecimento, de habilidades e de atitudes, de tal modo que se favoreça, ao máximo, o processo ensino e aprendizagem. Os autores trabalham a interface saúde e educação como dois campos complexos e interdisciplinares, na qual, a educação estabelece um estreito contato com as dimensões sociais e biológicas da vida humana. Assim, “saúde [é vista] como um processo crítico-reflexivo de adequação social de vida e educação, como um processo contínuo de construção e reconstrução de conhecimentos que contribuem para transformações subjetivas e intersubjetivas” (BATISTA; BATISTA, 2004, p. 39).

              Para a compreensão da natureza do ensino, deve-se levar em consideração a subjetividade dos atores envolvidos, isto é, a subjetividade dos próprios professores (TARDIF, 2014). Queremos, pois, enfatizar que, além da sala de aula, a docência se enriquece de momentos, memórias, experiências pessoais e coletivas, vivências em determinadas fases da vida, e fatos, vistos sob a ótica do professor como positivos ou negativos que se tornaram marcos na trajetória dos docentes em um movimento que é construído continuamente, dando significado às escolhas por este ou aquele caminho no ato educativo.

              Além disso, os saberes dos professores não se resumem ao conhecimento do conteúdo a ser problematizado em sala de aula. Segundo Cunha e Isaia (2006), os saberes docentes são o conjunto de conhecimentos, habilidades, competências e percepções que compõem a capacitação do sujeito para um tipo de atividade profissional, sendo no caso dos professores, a fonte para o entendimento das suas capacidades de ensinar e aprender. Oliveira (2003), citado por Cunha e Isaia (2006), afirma que os saberes docentes são todos os saberes construídos pelos professores nos diferentes espaços de vida e de atuação, muitos deles construídos no próprio tempo/espaço de atuação do professor, incluindo, saberes oriundos da experiência, formação acadêmica, atuação profissional, os saberes curriculares, os saberes disciplinares, entre outros, passíveis de sistematização, produtos das culturas docentes.

              Por sua vez, Perrenoud (2002, p. 7) enfatiza que são múltiplos os significados da noção de competência, definida como a “capacidade de agir eficazmente em um determinado tipo de situação, apoiada em conhecimentos, [para os quais] deve-se pôr em ação e em sinergia vários recursos cognitivos complementares, entre os quais estão os conhecimentos”. Ressalta, contudo, que a competência deve ser apoiada em conhecimentos, mas sem limitar-se a eles.

              Desse modo, Cunha e Isaia (2006) referenciando estudos desta última – qual seja, a competência –, entendem que a concepção de docência está relacionada ao interesse em saber como os professores percebem e pensam a docência, envolvendo criação mental e possibilidade de compreensão. Para a autora referenciada, esta concepção comporta dinâmicas em que se articulam processos reflexivos e práticas efetivas em permanente movimento construtivo ao longo da carreira docente, entendendo ainda que a docência surge da vivência dos professores, apresenta componentes explícitos e implícitos e envolve tanto saberes advindos do senso comum, como do conhecimento sistematicamente elaborado e organizado.

              Pensando no movimento construtivo ao longo da carreira docente, Tardif (2014) explica que há duas fases nos primeiros anos de carreira, compreendidos nos sete primeiros anos de magistério, a saber: a primeira, denominada fase de exploração acontece nos três primeiros anos de docência, iniciada por meio de tentativas e erros, além de o professor sentir maior necessidade de ser aceito profissionalmente; na segunda fase, conhecida como estabilização e consolidação, cuja duração é de três a sete anos, o professor tem o reconhecimento dos demais membros da instituição; sente-se mais confiante e domina diversos aspectos do trabalho, principalmente os pedagógicos.

              Não necessariamente de forma linear, a docência pode ser marcada por fatos e memórias vividos em outras fases da vida dos professores e que hodiernamente lhes impulsionam a permanecer ou a modificar sua prática. Podemos lembrar a questão de professores que marcaram suas vidas, de metodologias que hoje orientam a atividade dos docentes, do surgimento do magistério enquanto escolha inicial de carreira ou oportunidade de trabalho, da contribuição da Pós-Graduação em Programas de Mestrado e Doutorado para a formação docente, até mesmo das inseguranças, desafios e dilemas na fase inicial do magistério e como as perspectivas e os objetivos dos docentes foram mudados com os anos de sala de aula.

              Assim, a carreira docente é resultado da trajetória pessoal e profissional dos professores (CUNHA; ISAIA, 2006). Além destas trajetórias, integra a carreira docente a trajetória de formação[1]. Para esclarecer tais conceitos, valemo-nos das ideias reunidas por tais autoras (2006, p. 367), para quem “trajetória são porções de tempo que vão se sucedendo ao longo da vida dos professores, representando a explicitação temporal da mesma, envolvendo um processo vivencial que engloba fases da vida e da profissão”.             

              Ao pensarmos as trajetórias profissional e de formação como espaços propícios para a constituição da docência, deparamo-nos com a Lei de Diretrizes e Bases da Educação Nacional – Lei Nº 9.394/1996, cujo artigo 66 afirma que “a preparação para o exercício do magistério superior far-se-á em nível de Pós-Graduação, prioritariamente em programas de mestrado e doutorado” (BRASIL, 1996). Contraditoriamente, teóricos vêm se questionando como tem acontecido o desenvolvimento profissional dos docentes do ensino superior, argumentando em seus estudos que “ser um reconhecido pesquisador, produzindo acréscimos significativos aos quadros teóricos existentes, não é garantia da excelência no desempenho pedagógico” (PIMENTA; ANASTASIOU, 2014, p. 190).

              Estabelecemos, neste caso, que os programas de Pós-Graduação abrem o caminho para a necessidade de conhecimentos pedagógicos; no entanto, mostram-se insuficientes na promoção do domínio dos saberes docentes, haja vista ser nos anos iniciais de docência que os professores encontram as maiores dificuldades. Em alguns programas, a formação para a docência resume-se à disciplina Estágio na docência (60 horas) ou similar e, ainda ressalta-se que em programas desenvolvidos em outros campos que não a Educação, os pressupostos pedagógicos, filosóficos e políticos da Educação são mais difíceis de serem abordados.

              Com efeito, nota-se que até o ingresso no magistério superior em instituições públicas é baseado na produção científica – concurso público de provas ou de provas e títulos - de candidatos que almejam uma vaga como professor do magistério superior, sendo outrora mais iniciados à pesquisa do que ao ensino. Sobre isso, Malusá, Ferreira e Pedrini (2016), depois de entrevistarem Veiga, escrevem que esta autora também concorda que os programas de Pós-Graduação são voltados para a formação do pesquisador, e assim, “de forma geral, os professores não se preparam para ingressar na profissão, visto que sua formação inicial não foi para o exercício da docência. A formação continuada é responsabilidade da instituição e do próprio docente” (2016, p. 194-195).

              Ao questionamento do que seria necessário para a constituição de um docente universitário, observamos que “não há uma exigência própria que anteceda a entrada do professor na instituição. O exercício da docência [universitária] no âmbito de profissionalização requer conhecimentos específicos, pedagógicos e experienciais” (MALUSÁ; FERREIRA; PEDRINI, 2016, p. 198).

              Para além disso, podemos pensar o tripé da Universidade, sustentado no ensino-pesquisa-extensão – acrescido da gestão administrativa – tendo desdobramentos em inúmeras necessidades. Estas exigem do professor a curiosidade e a capacidade de adentrar o espaço educativo pensando o ensino como parte de um projeto mais amplo de construção de sociedade. Para Almeida e Pimenta (2014), a universidade é uma instituição educativa cuja finalidade é o permanente exercício da crítica, sustentada no tripé universitário, voltando-se para a produção de conhecimento a partir da problematização dos conhecimentos historicamente produzidos e de seus resultados na construção da sociedade humana e dos novos desafios e demandas que esta coloca.

              Nesse sentido, buscando-se conceituar docência universitária, encontramos na Enciclopédia da Pedagogia Universitária a definição de Docência Superior que:

compreende as atividades desenvolvidas pelos professores, orientadas para a preparação de futuros profissionais. Tais atividades são regidas pelo mundo de vida e da profissão, alicerçadas não só em conhecimentos, saberes e fazeres, mas também em relações interpessoais e vivências de cunho afetivo, valorativo e ético, o que indica o fato da atividade docente não se esgotar na dimensão técnica, mas remeter ao que de mais pessoal existe em cada professor. Assim, a docência superior apoia-se na dinâmica da interação de diferentes processos que respaldam o modo como os professores concebem o conhecer, o fazer, o ensinar e o aprender, bem como o significado que dão a eles (CUNHA; ISAIA, 2006, p. 374).

              Se para atuar na Educação Básica, a aprendizagem da docência tem parte de sua concretude nos cursos de licenciatura, especificamente em disciplinas relacionadas à prática docente, à didática e às metodologias de ensino, ser professor do magistério superior, diga-se de cursos de bacharelados, como é o caso dos docentes do curso de enfermagem, perpassa o desafio de não ter tido formação para a docência, mas exercer a profissão de bacharel em determinada área específica.

              Lima (2006, p. 27) conceitua enfermagem como uma ciência humana, de pessoas e de experiências, voltada ao cuidado dos seres humanos, cujo campo de conhecimento, fundamentações e práticas abrange desde o estado de saúde até os estados de doença e é mediado por transações pessoais, profissionais, científicas, estéticas, éticas e políticas.

              No campo da saúde, especificamente da educação em enfermagem, a Educação Superior está alinhada a um terceiro elemento para além da relação professor-aluno, sendo pensado em múltiplas dimensões no início de todo conhecimento a ser estudado: o paciente. Esse terceiro sujeito no processo de ensino e aprendizagem deu novos rumos às Diretrizes Curriculares Nacionais (DCNs) para o curso de graduação em enfermagem, propondo como perfil de egresso o enfermeiro, com formação generalista, humanista, crítica e reflexiva, qualificado para o exercício de Enfermagem, capaz de conhecer e intervir sobre os problemas/situações de saúde-doença mais prevalentes no perfil epidemiológico nacional, com ênfase na sua região de atuação, capacitado a atuar, com senso de responsabilidade social e compromisso com a cidadania, como promotor da saúde integral do ser humano (BRASIL, 2001).

              Dito isso, é interessante trazermos o pensamento de Batista e Batista (2004) ao refletir sobre a docência em saúde, os autores afirmam que o exercício profissional nessa área traz, implícita, a materialização de um ato educativo e isso dá ampliação ao significado de docência em saúde, uma vez que “formar-se e formar o outro emergem como práticas sociais permanentes dos diferentes profissionais que transitam no campo da saúde” (BATISTA; BATISTA, 2004, p. 205-206).

              Parafraseando Lima (2006), podemos comparar as práticas de ensino e a constituição da docência à vida sob a perspectiva da enfermagem que consiste em fios que se entrelaçam, se ligam uns aos outros; em nós que se desatam, que se desenlaçam, e que muitas vezes se cortam. Lidar com a vida humana é um assunto sumamente delicado, que requer muito talento, imaginação e esforço. Do mesmo modo, o ensino exige interações constantes entre o professor e os estudantes ao longo de um curso de graduação, a partir das quais ambos se propuseram a percorrer. Assim como o ensino e a docência, a enfermagem convive com o inacabado, com a multifinalidade, com as diferenças, com a ambiguidade, a incerteza porque é uma profissão das relações humanas.

              Nesse sentido, a formação não é mais transmissão de conteúdos, mas construção de experiências formativas pela aplicação e estimulação de situações de aprendizagem (PERRENOUD, 2002). Aliadas a isso, as DCNs para o curso de enfermagem asseguram a definição de estratégias pedagógicas que articulem o saber; o saber fazer e o saber conviver, visando desenvolver o aprender a aprender, o aprender a ser, o aprender a fazer, o aprender a viver juntos e o aprender a conhecer que constitui atributos indispensáveis à formação do Enfermeiro (BRASIL, 2001). 

              Na articulação e desenvolvimento de saberes e aprendizagens, mediante novos desafios e perspectivas no ensino superior em saúde, as metodologias problematizadoras “assumem a construção do conhecimento como traço definidor da apropriação da informação e explicação da realidade [...] e surgem como alternativas ao ensino tradicional, diante das exigências dos profissionais de saúde e da sociedade” (BATISTA; BATISTA, 2004, p. 154).

              Antes de retomar o interesse em saber o que pensam os professores sobre a docência, queremos apresentar a ideia de “nativo e estrangeiro” descrita por Batista e Batista (2004) para ilustrar a condição de professores da área da saúde: são “nativos” no conhecimento específico e são “estrangeiros”, no conhecimento pedagógico. Assim dizem os autores:

Essa imagem de “nativo” apresenta um contraponto: acerca dos conteúdos específicos da docência, relativos aos pressupostos educacionais, psicológicos e filosóficos, esses mesmos professores assumem a condição de “estrangeiros”. O domínio teórico sobre o saber ensinar não é algo que constituiu sua formação, e apenas a experiência como professor e seu saber “no campo da saúde” não bastam para formá-lo docente. Lidar com o ser nativo e, simultaneamente, ser estrangeiro tem exigido desses professores a busca pelo saber que lhes falta. Nessa busca, torna-se necessário familiarizar-se com o que lhes era, até então, estranho. O médico, o enfermeiro, o odontólogo, o nutricionista passam a apropriar-se dos referenciais teóricos da educação – as políticas públicas de educação, o processo ensino-aprendizagem, o planejamento, as práticas avaliativas, as questões curriculares (BATISTA; BATISTA, 2004, p. 25).

              Retomando o interesse em saber o que pensam os professores sobre sua docência, é imprescindível desvelar o olhar reflexivo do professor universitário sobre a construção de sua docência e o sentido dado à prática de ensino no curso de bacharelado em enfermagem.

A investigação proposta nesta pesquisa se insere na temática que suscita problematizações sobre os discursos que envolvem os processos formativos de estudantes surdos em cursos técnicos de nível médio. O estudo foi realizado no âmbito do Programa de Pós-Graduação em Educação da Universidade Federal de Roraima, por meio da linha de pesquisa, Educação e Processos Inclusivos, com o objetivo de analisar como é caracterizado o perfil do estudante surdo nos cursos técnicos de nível médio, ofertados pelo Instituto Federal de Educação, Ciência e Tecnologia de Roraima/Campus Boa Vista, a partir dos discursos que instituem seu processo formativo na perspectiva inclusiva. Para sustentação desta pesquisa, cuja temática, envolveu diferentes áreas de investigação que atravessam a educação de surdo, entre as quais destaco, a Educação Especial na perspectiva da inclusão e os Estudos Surdos. Nessa perspectiva, busquei apoio teórico em autores das áreas acima citadas e do campo dos Estudos Culturais em Educação. A motivação da investigação se deu pela carência de compreender os impactos que as políticas promovem nos modos de viver e pensar dos sujeitos surdos, tanto no contexto escolar e social, como sobre o sentido dado às práticas de ensinar e aprender e a maneira como os estudantes surdos concebem os conhecimentos produzidos, no contexto da educação profissional. A organização didática e metodológica desse estudo, possui ênfase na pesquisa qualitativa do tipo descritiva e procurou distribuir as ações em dois momentos. No primeiro, ocorreu a seleção da materialidade de estudo referente aos documentos legais que compõem o acervo institucional do lócus da pesquisa, a saber: o Plano de Desenvolvimento Institucional; Projetos Pedagógicos de Cursos Técnicos e a Organização Didática. No segundo momento, a coleta de dados ocorreu por meio de entrevistas semiestruturadas com professores, coordenadores de cursos técnicos, tradutores/intérpretes de Libras e estudantes surdos. Para operacionalizar a análise do material coletado, busquei apoio na noção de discurso como a principal ferramenta analítica e direcionei o olhar para entender o pensamento constituído dentro do espaço da investigação, pela perspectiva do pensamento de Michel Foucault. Com base na pesquisa, foi possível constatar que o perfil formativo do estudante surdo que frequenta os cursos técnicos no Campus Boa Vista, não se diferencia dos demais, visto que todos estão inseridos em discursos e práticas normatizadas pelas diretrizes administrativas e políticas educacionais que controlam e regulam o fazer pedagógico, para essa modalidade e nível de ensino. Cenário, no qual as políticas institucionais formam o conjunto de normas e disciplinas, funcionam como ferramentas que refletem as relações de poder e saber e interferem nos modos de produzir subjetividades e identidades nesse espaço. Contudo ficou visível na pesquisa que a condução das ações pedagógicas e políticas institucionais nem sempre consideram as necessidades e interesses dos estudantes surdos. Isso ocorre, quando negam a diferença sociocultural e linguística desses sujeitos, descaracterizando e submetendo-os a tipos de ensinoaprendizagem pensados para o padrão ouvinte. Portanto, conclui-se que a acessibilidade e a permanência objetivam promover o êxito dos estudantes no que se refere a aprendizagem, para que sejam aprovados e concluam o curso. E nesse sentido, a construção formativa no IFRR/CBV, busca investir em práticas de ensino para a permanência e êxito de todos os estudantes com foco na inclusão da diversidade e trabalha na intenção de potencializar o desenvolvimento das habilidades e competências a serem requeridas nos cursos técnicos.