https://repositorio.ufba.br/handle/ri/6620 2026-05-20T09:38:32Z https://repositorio.ufba.br/handle/ri/44486 Performatividade e resistência na trajetória esportiva de Waldemar Santana: interfaces entre educação, esporte, cultura e imprensa. Um estudo comparado entre Rio de Janeiro e Salvador, 1953-1970 Oliveira, João Paulo Silva de Rocha Júnior, Coriolano Pereira da This thesis presents an analysis of the documentary corpus composed of journalistic sources that narrate the sports trajectory of Waldemar Santana, a prominent Brazilian “vale-tudo” fighter in the 1950s. His history – marked by his migration from Bahia to Rio de Janeiro, his rise in jiu-jitsu, and his emblematic confrontation with Hélio Gracie – reflects the dynamics of power, recognition, and contestation that permeated both the sporting world and a society in transformation. Like football, vale-tudo was a sport frequently covered by sports sections in newspapers of that period. We conducted a documentary survey with the aim of reconstructing Waldemar Santana’s career, drawing on narratives published in sports news between 1953 and 1970. The adopted methodology consisted of a comparative analysis of hemerographic sources organized around two geographical axes: Rio de Janeiro and Salvador. Regarding the Rio de Janeiro newspapers, the investigation was carried out using the collections of the National Library through the Brazilian Digital Newspaper Archive (Hemeroteca Digital Brasileira). Relevant records were identified in the following publications: A Noite, Correio da Manhã, Diário Carioca, Diário da Noite, Diário de Notícias, Jornal do Brasil, Jornal do Commercio, Jornal dos Sports, Luta Democrática, Manchete Esportiva, Manchete, O Globo, O Jornal, Revista do Esporte, Revista do Rádio, Tribuna da Imprensa, Última Hora, among others. For the Salvador context, the research focused on local institutions of historical preservation, particularly the Ruy Barbosa Library, affiliated with the Geographic and Historical Institute of Bahia (GHIB). In these repositories, materials were catalogued from the newspapers A Tarde, Diário da Bahia, Diário de Notícias, Estado da Bahia, Jornal da Bahia, and Tribuna da Bahia. By the end of the research, Waldemar Santana’s trajectory emerges as a privileged locus for analyzing the disputes over symbolic and cultural capital within the “vale-tudo” and martial arts field in Brazil-where victories and defeats matter less as absolute measures of technical efficiency and more as elements of social, racial, and regional distinction. The study repositions Waldemar Santana at the center of the narrative and contributes to destabilizing crystallized beliefs about the history of “vale-tudo” and Brazilian jiu-jitsu, while also revealing the mechanisms that marginalize bodies and trajectories in sports and highlighting the power of the press in producing memory and forgetting. Universidade Federal da Bahia Tese 0006-03-01T00:00:00Z https://repositorio.ufba.br/handle/ri/44475 Cultura Maker: produções criativas e colaborativas no ambiente escolar Oliveira, Jessica Chagas Couto, Edvaldo Souza The world is constantly changing, driven by new forms of communication, working models and the growing demand for professionals capable of reinventing themselves in the face of society's contradictions and uncertainties. This scenario leads us to rethink education, focusing on the development of essential skills for the 21st century. Among these, effective communication, emotional intelligence, productivity, flexibility in the face of change, innovation, and creativity stand out. Schools need to update their teaching models to keep pace with changes in the world. For this reason, maker culture in education can help make teaching and learning more active, participatory, innovative, and entrepreneurial, with a focus on practical activities, placing students at the centre of the entire educational process. Thus, the overall objective of this thesis was to analyse maker culture from the perspective of the production of teaching resources created to assist the teaching practice of a group of primary school teachers in the municipal education network of the city of São Francisco do Conde (BA). The chosen method was qualitative, descriptive and analytical. Content analysis was used for data analysis. The results show that the maker culture used in the classroom for the production of teaching resources proved to be a good potential for improving the quality of teaching and learning, as teachers and students collaboratively built activities during classes, which favoured teaching and learning. Learning became lighter, more playful, innovative, creative, and interactive, and this had a direct impact on student learning, who, when assessed, were able to demonstrate knowledge of what had been studied in the classroom. The study concluded that maker culture in education makes learning more active, participatory, and stimulating. As a result, the teaching-learning process became lighter and more enjoyable, encouraging students to develop the fundamental skills for the 21st century. Universidade Federal da Bahia Tese 2025-08-27T00:00:00Z https://repositorio.ufba.br/handle/ri/44427 Primeiras reflexões sobre a questão do lazer no espaço sindical Peixoto, Elza Margarida de Mendonça Castellani Filho, Lino This research investigates the relationships established between work and leisure within the Central Única dos Trabalhadores (CUT), considering the presence of the word "leisure" in the Resolutions of the 3rd and 4th Congresses of the Central Única dos Trabalhadores - CONCUT, held in 1990 and 1991. It seeks to understand the meaning and role that leisure represents in the main workers' union in Brazil. Content analysis and an examination of the conditions under which the word "leisure" appears in the document's development are employed. The conclusion is that leisure for workers is determined by the objective relationships in which the working class is inscribed within the class struggle inherent in Brazilian social formation. Faculdade de Educação Física, Universidade Estadual de Campinas Trabalho de Conclusão de Curso 1992-07-31T00:00:00Z https://repositorio.ufba.br/handle/ri/44382 Aprendizagem da avaliação e avaliação para aprendizagem: narrativas de egressos/as-professores/as licenciados/as em Biologia Ribeiro, Lorena Silva Pimentel Vilar, Edna Telma Fonseca e Silva This study aims to understand, through the narratives of graduate teachers from a Biology teacher education program, which learnings they re-signify in order to assess. Thus, it articulates teacher education and professional practice in order to understand how knowledge about Assessment, constructed during training processes, is reaffirmed by teachers as contributing to their assessment practices. For the research context, the Biology Teacher Education Program at the Federal University of Recôncavo da Bahia (UFRB) was considered, whose curriculum includes the mandatory course “Assessment and Education”. To produce the research data, Narrative Research was employed, with narrative interviews conducted with graduate teachers from the Biology teacher education program. As an analytical procedure, the study used the MeaningCores(NúcleosdeSignificação) approach, based on theworkof Wanda Aguiar and Sérgio Ozella (2006, 2013), in order to apprehend and interpret the meanings of assessment learnings that were re-signified. The theoretical framework draws on Maurice Tardif (2010) and Britt-Mari Barth (1993), who characterize teacher knowledge as originating from multiple sources but validated through experiential knowledge. Based on Wagner Valente and Rita Hofstetter (2017), we situate “knowing how to assess” as a form of “knowledge for teaching,” highlighting its pedagogical dimension in teacher education, particularly in teacher training programs. This perspective is related to the possibility of learning assessment, as proposed by Cipriano Luckesi. The results of the research indicate that graduate teachers re signified learning experiences from their training in order to assess for learning. In doing so, they re-signified both the learnings they considered positive—particularly the diversification of assessment instruments—and those they criticized, such as relying exclusively on tests and not enabling student participation in the assessment process. We conclude that these re-signified learnings are related to an epistemology of practice. For this reason, participants emphasized that they learned to assess with teachers who enabled experiences of assessment focused on the construction of learning. The meanings produced from the narratives of the graduate teachers reaffirm learning of and for assessment as necessary knowledge in teacher education. However, the central meaning that emerges is that assessment learning is [re]constructed within assessment practices according to the contexts of professional practice. Universidade Federal da Bahia Dissertação 2026-03-20T00:00:00Z