https://repositorio.ufba.br/handle/ri/6620 Sun, 17 May 2026 06:22:57 GMT 2026-05-17T06:22:57Z 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 Wed, 27 Aug 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44475 2025-08-27T00:00:00Z 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 Fri, 20 Mar 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44382 2026-03-20T00:00:00Z https://repositorio.ufba.br/handle/ri/44381 Os guias do PNLD de História dos anos iniciais: o olhar dos avaliadores para conteúdos históricos relacionados à História da África e da cultura afro-brasileira Santana, Élen Mary Jesus Lima, Carollina Carvalho Ramos de Esta investigación tiene como objetivo analizar el tratamiento y el enfoque de los contenidos relacionados con la Historia Africana y la cultura afrobrasileña en los libros de texto de historia para los primeros años de la educación primaria, con base en las revisiones de evaluación encontradas en las Guías del Programa Nacional do Livro e do Material Didático (PNLD) para la Historia en los primeros años de la educación primaria, referentes a las convocatorias de propuestas de 2013, 2016, 2019 y 2023. Se trata de una investigación básica, con un enfoque cualitativo y exploratorio, desarrollada mediante investigación documental. Para el procesamiento de los datos, se utilizó el método de Análisis Textual Discursivo (ADT), así como la Escala de Likert como herramienta de apoyo al análisis. Desde el punto de vista teórico, el estudio aborda la literatura sobre el PNLD y los libros de texto, a partir de las contribuciones de Cassiano (2007), Alvim (2010), Filgueiras (2011), Garrido (2017), Soares (2017) y Rocha (2017), articulándose con la perspectiva afrocéntrica, defendida por Asante (2009), Mazama (2009) y Benedicto (2022). Esta investigación analiza las Guías del PNLD, sus respectivas convocatorias y el contexto histórico del Programa, así como las iniciativas que lo precedieron, buscando responder a la siguiente pregunta de investigación: ¿cómo abordan las Guías de Historia del PNLD de 2013, 2016, 2019 y 2023 los contenidos relacionados con la historia africana y la cultura afrobrasileña, y qué avances, continuidades u omisiones se pueden identificar en relación con estos contenidos al evaluar los libros de texto de historia para los primeros años de escolarización? Como procedimiento complementario, se aplicó un cuestionario a los evaluadores que trabajaron en los procesos de selección del PNLD durante el período analizado, con el objetivo de comprender sus percepciones sobre el proceso de evaluación. Los resultados destacan lagunas y omisiones en el tratamiento de las cuestiones étnico-raciales dentro del Programa, lo que indica la necesidad de reformular los criterios y directrices en futuras convocatorias, a fin de superar los enfoques superficiales y garantizar la aplicación efectiva de la Ley 10.639/03, que establece la enseñanza obligatoria de la historia africana y la cultura afrobrasileña. Como resultado de esta investigación, se desarrollaron criterios que pueden orientar futuras ediciones y ayudar a los participantes, desde evaluadores hasta docentes, tanto en la selección como en la evaluación del material. Universidade Federal da Bahia Dissertação Thu, 05 Feb 2026 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44381 2026-02-05T00:00:00Z https://repositorio.ufba.br/handle/ri/44328 Karl Marx e o método a partir dos estudos de Marcello Musto - implicações para a teoria do conhecimento Silva, Francisco Pereira; Pereira, Francisco Peixoto, Elza Margarida de Mendonça This doctoral thesis presents the results of an investigation whose object of research is the analysis of the character and theoretical-methodological implications of Marx's method for understanding reality, based on the most recent studies and contributions of the Italian thinker Marcello Musto. The guiding question for the development of the investigation was: What is the character and theoretical-methodological implications of Marx's method, considering Musto's contributions? To answer this research question, the following specific questions were established: a) To investigate the main contributions of Marcello Musto to the understanding of the character and theoretical-methodological implications of Marx's method; b) To present the theoretical references and studies in the analysis of what became known as Marx's theory, the so-called materialist conception of history and the method linked to it, elaborated by the Italian author, taking into account the debates held in the field of Marxism; c) Identify the author's main contributions to Marx's transition to materialism, the characteristics of his conception of history and his method of analyzing reality, its theoretical and methodological implications, and the relationship between theory and social practice, according to Marx's conception of method; d) Analyze how the author decisively contributes to the updating of the method and its importance for understanding reality in transformation. As part of the dialectical materialist theoretical-methodological conception employed in this research, we initially sought to appropriate existing sources on the research object, from materials available in books, documents, newspapers, periodicals, and pages on the World Wide Web, particularly referring to the most recent contributions of Musto (2014; 2018; 2022; 2023a; 2023b; 2024a; 2024b; 2024c), complemented by approaches, contributions, observations, and critiques from other authors such as Netto (2020; 2011; 2006), Yamamoto (1994), Carvalho (2008), Novack (2015; 2005), Rosdolsky (2001), Rubin (1987), and Heinrich (2018; 2008), regarding Marx's method. This research is bibliographic in nature, as it seeks to unveil the investigated reality from a dialectical theoretical-methodological perspective, within which Musto generally seeks to situate himself, through methodological procedures such as a bibliographic survey of the researched author and his perspective on Marx's legacy (2017a; 2002; 2017c; 2013; 2011a; 2009a; 1982b; 2009; 1998). Thus, the thesis is structured as follows: 1) the first section contains the introduction; 2) the second section presents the elements that made possible Marx's transition from philosophical idealism to what he called historical materialism; 3) In the third section, the essence and character of the new materialist and dialectical theory, synthetically formulated in an unfinished manner by Marx and Engels in *The German Ideology* (1845-1846), are analyzed; 4) In the fourth section, an investigation is undertaken into the very process of expansion and development of the founders' theory and the method linked to it, in the post-1846 period; 5) In the fifth section, an analysis of the most fundamental elements of Marx's method is presented, based on the contributions of Marcello Musto, complemented by a set of references from the Marxist field; 6) In the sixth section, a reflection is presented on the theoretical and methodological implications of Marx's materialist and dialectical conception, and its consequences for the relationship between theory and social practice. In the final considerations, we point out perspectives opened by Musto's interpretation for research, but also what we consider to be limitations. The research results support the following thesis: Musto's contributions can open new possibilities for a deeper understanding of the method and, therefore, for the development of interpretations, debates, and advances in knowledge of the question of theory and method in Marx. Universidade Federal da Bahia Tese Fri, 14 Nov 2025 00:00:00 GMT https://repositorio.ufba.br/handle/ri/44328 2025-11-14T00:00:00Z