This research analyzed the characteristics of the interactions between Special Education Teachers (SETs) and General Education Teachers (GETs) during pedagogical planning, with the purpose of developing educational proposals that promote communication and collaborative planning for students with disabilities. The investigation sought to investigate the beliefs, values, and positions that favor cooperation and interaction among teachers in the development of collaborative pedagogical planning in the context of inclusive co-teaching. The dissertation was structured in thesis-by-publication format, composed of two articles which employed distinct research methodologies. The first article corresponded to an integrative literature review with analysis based on the PRISMA protocol, in order to outline a panorama of published studies on the subject, which would serve as a basis for the development of the second article. The second article was based on empirical data, the construction of which was carried out with teacher participants from a public school based on Distrito Federal through semi-structured interviews and focus group meetings, with the methodological support of Collaborative Research and Thematic Analysis. The data collected were recorded through video and audio recordings. The chosen methodological approach was qualitative and incorporated the perspective of Semiotic Cultural Psychology as a contribution to the analysis of interactions during collaborative planning. This study allowed the development of a coconstructed proposal that considered the interactions between teachers and pedagogical planning, contributing to the professional development of teachers working in inclusive special education, fostering a collaborative culture in schools for the benefit of students with disabilities.

This research investigates the formation of school culture at Centro de Ensino Fundamental 801 (CEF 801), located in Recanto das Emas, within the context of urban expansion in the Federal District and the expansion of the public education system toward peripheral areas between the late 1980s and 1990s. The research problem seeks to understand the origins and the school culture developed at CEF 801 between 1999 and 2009, considering the social, educational, and political context of the institution’s establishment. The main objective is to analyze the school culture of the institution—its material conditions, pedagogical practices, and institutional relations—aiming to identify connections between this culture and the process of formation of the local community. The specific objectives include investigating the historical circumstances surrounding the school’s emergence during the early years of Recanto das Emas and analyzing the formation of its school culture during the “Barracão” period (1999–2009). The study is based on the hypothesis that the school culture developed at CEF 801 was deeply influenced by the socio-historical context of the local community, marked by precarious school infrastructure and limited urban development, which permeated the educational experiences recorded in the analyzed sources. It is argued that, although subject to the same curricular guidelines and organizational framework as other public schools in the Federal District, the institution developed a singular school culture, shaped by a direct dialogue between pedagogical practices and the social and spatial formation of the territory. The research is grounded in the concepts of evidential history, cultural history, school culture, and iconography and iconology. Methodologically, it analyzes photographic sources, journalistic materials, and bureaucratic documents produced by the school and the education system, allowing for the examination of pedagogical, institutional, and administrative aspects of the institution.

This dissertation investigated alumni perceptions regarding the academic training provided by the Graduate Program in Comparative Studies on the Americas (PPGECsA) at the University of Brasília, aiming to support its self-evaluation process. The central problem was to understand how graduates perceive the training received and how these perceptions can guide the program's internal evaluation. The general objective was to identify these perceptions to provide a foundation for PPGECsA’s self-evaluation. A predominantly qualitative methodological approach was adopted, being applied, descriptive, and exploratory in nature, based on Mayring’s (2002) content analysis. Data collection combined bibliographic and documentary research on National Graduate Plans (PNPGs), a profile survey of 131 graduates who earned their degrees between 2017 and 2024 (using institutional systems such as SIGAA, Sucupira, and Lattes), an online questionnaire applied to 24 alumni, and semi-structured interviews. Quantitative data were processed through descriptive statistics, while qualitative data were analyzed through thematic categorization. Quantitative results outlined the alumni profile, revealing a female predominance, strong professional placement in the public and academic sectors, and a diverse international presence. Qualitative results, organized into eight analytical categories, highlighted the program's strengths, such as faculty excellence, the comparative and interdisciplinary approach, and efficient administrative support. Simultaneously, critical structural weaknesses were identified, especially regarding physical infrastructure, the advisor-advisee relationship, academic climate, student integration, support for internationalization, and articulation with the nonacademic labor market. It was concluded that alumni perceptions constitute a strategic and valid source of information for self-evaluation, allowing for a multidimensional diagnosis that transcends quantitative indicators. The study demonstrated the feasibility and necessity of institutionalizing alumni feedback as a central pillar for the program's planning and continuous qualification, aligning it with the social responsibility guidelines of Brazilian graduate education. As a technical product, the research generated a Technical Note with recommendations for strengthening the institutional bond with alumni.

This study aims to analyze the consolidation process of the Higher School of Fire and Disaster Sciences (Escola Superior de Ciência do Fogo e do Desastre – ESCFD), accredited by the Ministry of Education (MEC) as a public Higher Education Institution (HEI), linked to the Military Fire Department of the Federal District (CBMDF), with a focus on the challenges and strategies related to its consolidation as an HEI, its Knowledge Management (KM), and its Financial Sustainability. The study is grounded in Dimensions I and X of the National System for the Evaluation of Higher Education (Sistema Nacional de Avaliação da Educação Superior – SINAES). In a multipaper format, it discusses the pedagogical conception of the HEI as a school, positioning it at the intersection of Higher Education (HE) and Military Firefighter Education (MFE), supported by Fire and Disaster Sciences, an emerging field of research. The methodology adopted was a case study with a bibliographic, exploratory, and qualitative approach, including interviews with key actors involved in the conception of the HEI, in the Knowledge Management of the Military Firefighter Education System (SEBM), and in the Financial Sustainability of the HEI. An action research approach is used for the development of the technical outputs. The study seeks to contribute to the understanding of the role of ESCFD within the CBMDF and in public higher education

This study analyzed the teaching of basic mathematical concepts to children with Autism Spectrum Disorder (ASD) through Stimulus Equivalence in clinical settings in the Federal District. The general objective was to investigate how this pedagogical intervention occurs, with specific objectives of contextualizing Inclusive Mathematics Education, presenting historical aspects of ASD and Applied Behavior Analysis (ABA), describing teaching through stimulus equivalence, and mapping the practices adopted by therapists. The research adopted a qualitative, exploratory, and descriptive approach, using a literature review, analysis of clinical protocols, and semi-structured interviews with four psychopedagogists experienced in ABA. Data were analyzed using the content analysis technique. The results indicated that teaching through stimulus equivalence promotes the formation of efficient relational classes, encompassing reflexivity, symmetry, and transitivity. The interventions employed various materials, such as laminated cards, manipulable blocks, and digital resources, prioritizing conditional relations through the Matching-to-Sample procedure, with progression from concrete to symbolic representations. The participants’ profile revealed female professionals with a mean age of 35 years and specific training in ABA. It was observed that clinical routines present convergent practices combined with a certain degree of methodological flexibility. The psychopedagogists demonstrated conceptual mastery of Stimulus Equivalence and reported advantages such as rapid generalization of learning, functional understanding of mathematical concepts beyond mechanical memorization, and greater precision in data collection. Challenges included material logistics, control of accidental stimuli, and difficulties in extending interventions to family and school contexts. It is concluded that Stimulus Equivalence, grounded in ABA, constitutes an effective strategy for inclusive mathematics teaching, contributing to cognitive autonomy and the inclusion of children with ASD

This dissertation, developed within the Graduate Program in Education (Professional Master’s Degree) at the University of Brasília, investigates the conceptions of literacy that permeate public policies and become materialized in teaching practices, taking as its central question: what do teaching practices reveal about such conceptions? The study brings together three complementary investigations: (1) an autobiographical and reflective analysis of the teacher-researcher’s professional trajectory in literacy classrooms and within the Specialized Learning Support Team; (2) a bibliographic and documentary study of federal literacy policies in Brazil (1988–2026), focusing on conceptions of literacy, teacher education, and assessment/regulation devices based on numerical indicators, complemented by interviews with teachers; and (3) a field study involving two first-grade teachers at a public school in the Federal District, based on semi-structured interviews and classroom observations. The corpus was submitted to content analysis and interpreted in light of theoretical frameworks on literacy, literacies, and teachers’ work. The findings show that conceptions of literacy are historically disputed, do not appear in pure form, and emerge in practice as hybrid arrangements that combine technical-normative emphases on the Alphabetic Writing System with discursive and sociocultural perspectives of literacy teaching within meaningful social practices. The study also highlights the effects of performativity and accountability associated with assessment and monitoring policies, which place pressure on teacher autonomy and shape everyday school life.

The Basic Education Assessment System (SAEB), established in 1990, has become one of the main diagnostic tools for education in Brazil, providing relevant data to guide public policies and pedagogical decisions nationwide. The 2019 update of reference matrices, aligning SAEB descriptors with the skills of the National Common Curricular Base (BNCC), intensified the need to integrate external assessments into the school curriculum. However, a gap remains between the results provided by SAEB and their effective application in pedagogy. This study aims to investigate how elementary school managers and teachers use SAEB data to guide their pedagogical practices, with an emphasis on the analysis of descriptors, the development of assessment tools aligned with the BNCC, and a proposal of continuing education programs that address everyday school demands. The research adopts a qualitative, exploratory-descriptive approach, conducted in public elementary schools. Participants include school managers and early years teachers, and data will be collected through semi-structured interviews and document analysis. Data using content analysis, linking empirical categories to the theoretical dimensions of the study. The investigation seeks to foster a critical, ethical, and formative assessment culture, reinterpreting SAEB data as tools for learning, and human development, bringing them closer to daily practices and challenging the merely performative logic.

This research addresses educational environments that promote literacy and aims to analyze how the combined use of shared reading and materials in educational situations favors the development of phonemic awareness in children. In the repertoire of pedagogical elements used in the classroom, it is noticeable that the use of children's stories is part of the planning of a large number of educators. While objects, despite all the richness of meaning they contain, are mostly used in a more playful, secondary, or unintentional way. To investigate this environment, the research was conducted in a first-grade class in a public school in the Federal District. The participants were 16 children (aged between 5 and 6 years) and the class teacher. The methodological instruments used for data collection, analysis, construction, and interpretation were: nonparticipant observation; co-intervention; interviews; and microgenetic analysis of videos. At the end of the study, it was observed that the results of the interventions using stories and objects not only contributed to the acquisition or improvement of the phonemic performance levels of the children in the class, but also favored other learning. Thus, it is hoped that the results discussed here can contribute to broadening the range of possibilities for pedagogical strategies used with children, especially those focused on literacy practices

This dissertation aims to analyze how mathematics and emotions are approached in teaching and learning in dissertations and theses between 2014 and 2024. The research, with a qualitative approach and applied nature, adopts the multipaper structure, organized into three articles, in addition to the introduction and final considerations. In the first article, a systematic review of the State of Knowledge type is presented, based on Romanovski and Ens and Alencar and Almouloud, mapping dissertations and theses from 2014 to 2024 available on the CAPES platform, perceiving the disparity of interest by gender and region, besides recurring emotions. In paper II, an analysis of Bardin was made in the research related to paper I, revealing emotions ranging from anxiety and fear to pride and motivation, as well as perceiving the influence of family beliefs and the use of art resources, technology and emotional intelligence as strategies to deal with these emotions. Article 3 presents the construction of the pedagogical manual focused on identification, reception and regulation of recurrent emotions in the classroom. The theoretical references evoked in the works, such as Chacón, Damásio, Vygotsky, among others, dialogue with Emotional Intelligence and BNCC Guidelines. The results demonstrate the importance of self-knowledge and the affective dimension, triggering practical guidelines for teacher training that provided the creation of the product that reflects on the aspects found in the research carried out.

Over the past ten years, the upper secondary curriculum in Brazil has undergone significant reconfigurations, while educational dimensions related to human rights have faced resistance regarding their inclusion in the curriculum. Situated within this context, this study takes the Federal District as its empirical context and examines the curricular proposals of the formative itineraries Enegre-Ser: Minha Raiz tem Poder! ("Being Black: My Roots Have Power!") and Mulher: Protagonista da História ("Woman: Protagonist of History"). These itineraries were developed between October 2022 and January 2023 by a working group established by the Secretariat of Education of the Federal District (SEEDF) and constitute part of the flexible component of the public upper secondary school curriculum. The study analyzes the advances and limitations of the curricular proposals of the Enegre-Ser and Mulher formative itineraries for building anti-racist and anti-sexist education. Its theoretical framework brings together South American and Caribbean perspectives critical of coloniality, intersectional Black feminism, and non-hegemonic epistemological approaches, in dialogue with critical and post-critical curriculum theories. This documentary research examines the curriculum documents of the Enegre-Ser and Mulher itineraries. Data were analyzed through content analysis. Although these itineraries represent advances by making discussions that previously occupied a secondary position in curriculum policy central and systematic within the architecture of upper secondary education, they are characterized by the superficial and asymmetrical incorporation of intersectional perspectives and critiques of coloniality. As a result, the absence of intersectionality as a cross-cutting methodological axis, combined with a superficial engagement with Black feminist epistemologies, results in the invisibilization of Black women in both itineraries — in terms of their theoretical contributions as well as the specific issues affecting them. As a technical product, this study proposes a Reference Matrix for Anti-Racist and Anti-Sexist Pedagogical Planning. The matrix articulates criteria for pedagogical coherence alongside criteria grounded in intersectionality, epistemic justice, and curriculum decolonization, and is designed to support teachers in implementing these formative itineraries and to inform institutional curriculum development processes.

This study analyzes the determinants of default among contracts under Brazil’s Student Financing Fund (FIES) granted after the 2018 Reform, considering socioeconomic, racial, academic, institutional, and contractual characteristics of beneficiaries. The research draws on administrative microdata from the National Fund for Education Development (FNDE) concerning active contracts in the repayment phase during the first semester of 2026. The dissertation is organized into two complementary empirical studies and employs descriptive statistics, association tests, and multivariate binary logistic regression models. The first study examines the relationship between default, race/color, and enrollment in the Unified Registry for Social Programs (CadÚnico). Results indicate that race/color remains statistically associated with default after controlling for socioeconomic, regional, and contractual factors: compared with Asian students, Black, Indigenous, and mixed-race students showed higher odds of default, while White students showed lower odds. CadÚnico enrollment, however, lost statistical significance in the adjusted model. The second study investigates undergraduate programs and institutional characteristics. Undergraduate program remained significantly associated with default after controlling for institutional, contractual, socioeconomic, and demographic characteristics, whereas institutional effects were more limited and ENADE scores showed no independent statistical association in the final model. Overall, the findings indicate that FIES default is a multidimensional phenomenon shaped by interacting individual, financial, academic, and institutional factors. The study contributes empirical evidence on the post-2018 FIES framework and supports risk-monitoring strategies and evidence-based management aimed at reconciling financial sustainability with equity in access to higher education. It also underscores the importance of updating risk models using administrative data for prevention.

The present research aims to understand, through the narratives of students with visual and/or hearing disabilities from the Darcy Ribeiro campus of the University of Brasília, how the relationships between education, inclusion, and human rights unfolded in their trajectories in both basic and higher education. A qualitative research method was employed, using semistructured interviews with three students: one with deafblindness, one with visual impairment, and one with hearing impairment. The interviews were analyzed using thematic analysis, grounded in Urie Bronfenbrenner's Bioecological Model. Some questions remain to be addressed, such as: What support did these students receive during basic and higher education? What obstacles did they encounter throughout their journeys? How do these students' experiences relate to the process of inclusion and education as a human right? What improvements can be incorporated into the inclusion process? The relevance of this study stems from the need to give prominence to people with disabilities and value their personal experiences to better understand the educational landscape in dialogue with inclusion and human rights. The narratives revealed shortcomings in the inclusion and human rights process, the inapplicability of inclusive practices in everyday school and academic settings, and the importance of understanding concepts of disability for self-recognition as subjects of rights. Based on this research, an extension event was proposed, aiming to improve the educational process through lectures and workshops addressing topics related to inclusive education, accessibility, and human rights.

In recent decades, the State, movements organized by civil society, and multilateral organizations have supported and encouraged the production of educational materials and content in open and accessible formats. In Brazil, some public institutions that work with education produce and make available materials following this model called Open Educational Resources (OER). Schools of government are formal educational institutions whose main activity is the training and development of public agents. Some of them provide access to content with the aim of publicizing videos, e-books and presentations used in lectures that have educational content. The educational resources produced by most of these schools are developed and made available through a perspective of more rigid resources known as learning objects. This perspective goes against current policies of access, openness and transparency, such as open government, open data, open science and other initiatives that openly disclose materials produced and financed with public budgets. The overall objective of this study was to investigate the practices and perceptions regarding the use of OER in these government schools. This research is exploratory and was conducted with a qualitative approach using a literature review and a data collection method using two instruments: an online questionnaire and a survey of the official websites of the government schools surveyed. The data collected were described and interpreted based on three categories: knowledge about OER, practices with OER, and institutional policies to encourage the adoption of OER. The results suggest that the state schools that participated in the survey know basic characteristics of OER, are uncertain about the legal issues of copyright and alternatives for licensing and storage, and are interested in deepening their knowledge on these topics. As a technical product of the research, a proposal for actions will be presented to assist government schools in adopting a model for producing educational content in accordance with the premises of open educational resources.

Violence against children is a highly relevant topic in the current context due to the increasing rates recorded, even with the enactment of legislation focused on protecting children's rights. Authors in the field of childhood sociology have emphasized the need to understand childhood as a permanent social category and children as full social actors in their own lives, which is essential for promoting access to already-established rights. In this regard, the research aimed to understand the practices of violence against children aged 0 to 12 in the administrative region of Ceilândia/Distrito Federal, through the service and actions of CREAS professionals, with the goal of developing an action plan to address this issue.The specific objectives were to: identify the most commonly reported types of violence against children in the Ceilândia/DF region; analyze the profile of child victims of violence attended at CREAS; present an explanatory overview of the most frequent types of violence recorded and addressed by the socio-assistance unit; and investigate the work carried out by CREAS professionals in confronting violence and rights violations against children to improve service quality and focus attention on the victims, specifically children aged 0 to 12. To achieve these objectives, the research was based on a qualitative methodology, using document analysis of CREAS data, including monthly service records (RMA) and internal demand management spreadsheets, as well as interviews with professionals directly involved and their managers who indirectly contribute to the service and support for families affected by violence against children. The time frame encompasses the past 10 years of CREAS service, from 2013 to 2023. As a final technical product, an Action Plan was developed, titled Specialized Technical Guide for the Care of Child Victims of Violence in the Ceilândia Territory. The guide provides practical guidance for assisting children supported by CREAS services, aiming to improve the quality of services offered to this population and provide information that can encourage macro-level actions, such as public policies aimed at reducing social inequality and rights violations. The guide also emphasizes the need for continuous training for professionals working directly with this vulnerable population.The findings revealed that the profile of victimized children primarily involves those from femaleheaded single-parent families, living in socioeconomic vulnerability, and predominantly Black and Brown. Neglect emerged as the most common form of violence, followed by sexual abuse, the latter being the most frequently addressed by the unit. Regarding gender, girls are the main victims of sexual abuse, while boys are more frequently victims of neglect. The ages of the victims varied, without a specific pattern. The professionals' approach showed a protective and legally aware stance but was hindered by macrosocial issues affecting the quality and timeliness of services provided to child victims of violence

The NaƟonal Digital EducaƟon Policy (PNED), established by Law No. 14,533 of 2023, although designed for the enƟre Brazilian populaƟon, was a regulatory milestone that parƟcularly impacted the basic educaƟon system in Brazil through its structural axis, School Digital EducaƟon. With the PNED, the need arose to create procedures for its effecƟve implementaƟon. This research proposes, as its central objecƟve, a system for measuring and monitoring indicators related to the School Digital EducaƟon axis of the policy. To this end, an in-depth analysis of the PNED Law and the Basic EducaƟon School Census—coordinated by the NaƟonal InsƟtute of EducaƟonal Studies and Research Anísio Teixeira (INEP)—was conducted to idenƟfy which legal provisions can be measured within the current framework of the School Census, assuming that it contains data related to the School Digital EducaƟon axis. Subsequently, a prototype of a monitoring dashboard for the proposed indicators was developed, represenƟng the first technical product of the research. The results revealed the absence, in the current model of the School Census, of essenƟal indicators for tracking the structural axis under study. This led to the development of a second technical product: a technical note to INEP to adapt the School Census data collecƟon forms to also meet the demands of the PNED

This research investigates how the concepts of educational innovation and active methodologies are included in the National Curricular Guidelines for the Undergraduate Course in Pedagogy and whether there are, in the curriculum of the Pedagogy course at UnB, disciplines and/or practices that provide an in-depth understanding of these concepts. The guiding question is: “Does the curriculum of the Pedagogy course at the University of Brasília offer future pedagogues an initial basic training for innovation and the use of active methodologies?”. The general objective is to investigate how the concepts of educational innovation and active methodologies are included in the National Curricular Guidelines for the Undergraduate Course in Pedagogy and whether there are, in the curriculum of the Pedagogy course at UnB, disciplines and/or practices that provide an in-depth understanding of these concepts. With a qualitative approach, based on the Case Study (GIL, 2009) and with a perspective of critical analysis of the social context present in Basic Education, the research procedures include the review of the state of knowledge, the documentary analysis and the application of questionnaires, whose target audience are students of the course enrolled in supervised internship practice disciplines. As a result, it is observed that the DCNs for the Pedagogy course do not contemplate the concepts of educational innovation and active methodologies; that the PPPC of the course as well as the syllabuses of the disciplines that make up the formative dimension present gaps regarding the theoretical-practical training for these actions and, therefore, require critical reflection to reformulate them; that the students' understanding is deeper regarding active methodologies, however, the knowledge about educational innovation needs to be deepened. As a technical product of this work, we propose a workshop with the concepts and examples of educational innovation mediated by active methodologies.

This study seeks to understand how the network for the protection of children's and adolescents' rights has been established based on the structuring and planning of the Municipal Councils. This is a qualitative approach, using semi-structured interviews for data collection; and content analysis, carried out with the Municipal Councils of the Alto Paranaíba region in the State of Minas Gerais. The objective is to examine the regulation and governance of these bodies, observing the capacity for articulated and integrated actions with the other bodies of the protection network for the formulation of local policies for the fulfillment of children's and adolescents' rights and for the strengthening of the Rights Guarantee System.

This dissertation, entitled "The University of Brasília in the Correio Braziliense (1960-1964)", was developed in the field of the history of education and is linked to the Graduate Program in Professional Education at the Faculty of Education of the University of Brasília. The study employs the concepts of representation and cultural history. The research contextualizes the history of the creation of the University of Brasília, considering its structure and significance as a higher education institution for the city of Brasília and for Brazil. The work is organized into three chapters: 1 – The Process of Establishment and Management of the Necessary University; 2 – The University in Action: Teaching, Research, and Cultural Extension; and 3 – Technical Product. Additionally, the study covers the ideas and actions of Darcy Ribeiro, the founder of UnB, as a "Necessary University." The period of analysis (1960 to 1964) encompasses the moment of conception, creation, realization, and the institution's initial crisis. The general objective of the study was to understand the establishment, management, teaching, research, and cultural extension of UnB from an everyday perspective, based on what was published by the Correio Braziliense newspaper. The research problem consisted of analyzing how UnB was structured in terms of its management, teaching, research, and extension, revealing the challenges and dynamics experienced during the defined period. The dissertation sought to offer a different perspective from the discourse commonly used in traditional historiography research, prioritizing the representations and everyday experiences of UnB in its early years. In summary, the dissertation highlights how UnB's management, teaching, research, and extension were shaped and how these dimensions were represented by the media.

The general objective of this study is to understand how a rural Early Childhood Education institution takes into account, or does not take into account, the singularities of children living in rural areas, considering the service and pedagogical organization. We propose three categories of analysis. In the first, we investigate the changes in the service profile for rural children from 2014 to 2023, considering the use of school transportation and the offer of places to the urban public. In the second category, we investigate the visibility of rural children and rural Early Childhood Education in the educational institution's Political-Pedagogical Project (PPP), by analyzing its publications from 2019 to 2023, analyzing how rural children are considered in its scope. In the third and final category, we address the organization of pedagogical work in practice and its relations with the singularity of rural children, seeking to understand teaching practices and the perspective of responsible adults in the institution regarding the singularities of the children present there and possible adult-centered impediments. The methodology applied includes the approach through participant observation, with the aid of tools such as field diaries, photographic records, interviews and questionnaires for the adults responsible for the children in the institution. Finally, as a proposal for a final product, a requirement of the Postgraduate Program in Education (PPGEMP) of the University of Brasília (UnB), we will propose a course on the preparation of the Inventory of Reality from the perspective of continuing education for managers and teachers of rural educational institutions, with contributions from the Sociology of Childhood.

This study aims to analyze the constitution of curricula in Special Education Centers (CEE) of the Federal District (DF). In recent decades, with the expansion of special and inclusive education in regular schools, the continued presence of individuals with disabilities in specialized schools has raised doubts about the practice of special education in these schools and what is intended to be taught for the education of these individuals. In this context, the research emerges from the need to understand the pedagogical work carried out in CEEs of the DF, considering the curricular adaptations and the challenges associated with the teaching and learning process. Thus, this research raises the following problematization: How has the curriculum been constituted in Special Education Centers of the DF? Thus, the general objective of the research is to understand how the curriculum has been constituted in Special Education Centers of the DF. Aiming to understand this theme, a brief literary review on Special Education and an overview of Special Education in the State Secretariat of Education of the Federal District (SEEDF) will be presented, based on its official guiding documents in force in the year 2024.We will also seek to understand how the CEE constitutes one of the possibilities for offering special education to people with ID, MUD and/or ASD in the context of SEEDF. We also seek to understand the concepts of school curriculum, curricular adequacy and Functional Curriculum in the context of special education in the Federal District. In addition, we seek to identify, in the official documents of SEEDF, the curricular proposal of the CEEs and the curricular concepts adopted in the CEEs of the Federal District and to verify the relationships between the Functional Curriculum and the Curriculum in Movement of SEEDF, in the curricular proposal of the CEEs of the Federal District. The theoretical framework deals with the field of Cultural Studies, more specifically in the line of Foucaultian studies in education, based on the analytical tools of normalization, in/exclusion and social control, in addition to the theoretical support of scholars who discuss the curriculum. The adopted methodology includes documentary and bibliographic research with a qualitative approach, focusing on the analysis of official district and federal documents. As a technical product, a proposal for continuing education for teachers and managers of CEEs is suggested, focusing on a critical analysis of the curriculum practiced in CEEs in the Federal District, so that these professionals can reflect on the curriculum and school organization that occurs in this environment and can expand their pedagogical skills.

This study analyzes the Certification of Charitable Social Assistance Entities in the Field of Education (CEBASEducation) and its relationship with access, inclusion, and the retention of scholarship students in higher education in Brazil. The research is justified by three main factors: (i) the financial impact of this certification implies a tax expenditure of R$ 3.4 billion related to CEBAS-Education in 2021; (ii) the scrutiny from oversight and evaluation bodies regarding the cost-effectiveness of this tax waiver; and (iii) the demands made by scholarship students for improvements in the inclusion process. The central problem of the investigation was to determine whether CEBAS-Education is a mechanism for the inclusion and retention of scholarship students. The adopted methodology is qualitative in nature, using bibliographic and documentary research, interviews, and questionnaires to understand the normative and operational aspects of the policy. The results show that although CEBAS-Education promotes access to higher education—contributing to the goals of the National Education Plan (PNE), especially goal 12—the retention of students is not perceived as a priority within the policy, due to the absence of legal provisions for student support measures applicable to all scholarship holders who require them. Furthermore, the Ministry of Education (MEC) does not address this issue in a way that guides charitable entities to implement the necessary actions to support scholarship students in vulnerable situations through to graduation. The product of this investigation is a Technical Note containing an executive summary of the research and recommendations to MEC and charitable entities aimed at promoting inclusion and retention efforts within the educational context.

In public universities, there has been a significant and growing diffusion of inclusion policies,
mainly due to the approval of resolutions in their university councils, determining that their
postgraduate programs create affirmative actions in their selection processes, in an attempt to
encourage the entry of the black population into this level of education. This research is built on
the Public Policy and Education Management Concentration Area of the Postgraduate Program
in Education – Professional at the University of Brasília. The objective of this multiple case study
is to compare the instruments for implementing the racial quota policy in the stricto sensu
postgraduate programs at the University of Brasília (UnB) and the Federal University of Goiás
(UFG) and also to analyze admission data in order to identify possible contributions between the
institutions. Based on studies by Bernardino-Costa (2024), Feres Júnior (2018), Gomes (2022)
and Venturini (2023) on the implementation of racial quotas in education, it was possible to verify
that, although there are points of contribution between the two institutions researched, both are
aligned with the majority of Brazilian universities that introduced affirmative action policies, which
did so without, however, implementing deeper changes that actually seek to include minority
groups.

This research aims to problematize how education professionals in the municipal public education system of the city of Pojuca-BA deal with a situation of spontaneous disclosure by children and adolescents who are victims or witnesses of violence. The general objective of this project will be to understand the relationship of education professionals with the Protected Listening Law when spontaneous disclosure occurs within the municipal public education system of the city of Pojuca-BA and the percentage of this public that is enrolled in the public and private education system of this city, described in chapter 2 of this research, that there is coherence when this researcher states that the school can be “one of the main spaces for promoting the guarantee of the right to be heard for children and adolescents who are victims or witnesses of violence”. After analyzing the collected data, a technical product will be prepared aimed at education professionals, as well as the preparation of the Professional Master's Dissertation.

In light of the challenges posed by the current climate and socio-environmental crisis, this dissertation begins by identifying gaps in the interrelationship between public policies on environmental education and the training of public servants, within the context of the Chico Mendes Institute for Biodiversity Conservation (ICMBio), a federal agency that plays a strategic role in the conservation of sociobiodiversity. The study aimed to contribute to the training of ICMBio’s public servants and to the improvement of its Personnel Development Policy (PDP), by recovering republican, democratic, and participatory principles and emphasizing the need for articulation with the National Environmental Education Policy (PNEA), in accordance with a critical, ethical, and democratic perspective, as proposed by authors such as Ramos (1981), Denhardt (2012), and Sorrentino et al. (2005). The qualitative investigation was conducted through documentary analysis of the Personnel Development Plans (PDPs), their related instruments, and execution reports, covering the period from 2008 to 2022. Data interpretation was based on content analysis, according to Bardin (2016), adopting a critical-humanist perspective to understand the training processes. The results show progress in the institutionalization of the PDP, such as the adoption of competency-based management and the expansion of continuous training initiatives. However, the articulation with the principles of environmental education remains incipient, with a presence that is still sporadic and poorly systematized. The analysis revealed limitations in the integration of critical and socio-environmental dimensions into the policy in a transversal manner, as established by the PNEA. The main contribution of this research lies in proposing pathways for the integration between the PNDP and the PNEA, highlighting the strengthening of ACADEBio as an environmental government training school and the revision of the agency’s competency framework. In doing so, the study seeks to consolidate a training approach guided by socio-environmental justice, sustainability, and commitment to the common good, expanding the potential of personnel development policy as an instrument for institutional and social transformation.

This dissertation investigates the inclusion and depth of discussions on ethnic-racial relations in medical education, through the perceptions of students at the University of Brasília School of Medicine as curricular actors. The objective was to understand the expectations, experiences, and proposals of students regarding the topic of racism in medical education. To this end, a qualitative workshop structured in three stages: problem, experience, and proposal, was held with the participation of eight students. The findings indicate that, despite the students' prior knowledge and high expectations, the approach to racism in graduate programs is superficial, fragmented, and lacking in effective practices. There was unanimity regarding the need to mainstream anti-racist discussions in the curriculum, train faculty, and employ participative methodologies. The results highlight the urgency of incorporating critical content about racism and health equity into medical education, aiming to raise awareness and engage future professionals in addressing inequalities in the Brazilian healthcare system.

Literacy is a fundamental stage in children’s
educational development and remains a
persistent challenge for public school systems in
Brazil, especially considering the need to ensure
that all students complete the early grades
mastering reading and writing skills. In this
context, understanding the effectiveness of the
literacy methodologies adopted in public schools
in the Federal District becomes essential,
particularly in light of the outcomes of the
National Children’s Literacy Commitment
(CNCA) assessment, a public policy aimed at
guaranteeing minimum learning standards.
Therefore, this study aimed to analyze the
literacy methodologies used by 2nd-grade
teachers in public schools and investigate their
relationship with student performance in the
CNCA assessment. This qualitative and
exploratory study was conducted in three public
schools with the participation of four literacy
teachers working in the early elementary cycle.
Data were collected through semi-structured
interviews and documentary analysis of
students’ Portuguese-language CNCA results,
and they were examined using thematic content
analysis. The findings revealed a predominance
of phonics-based instruction; however, the
highest performance levels were observed when
this approach was combined with strategies
inspired by the psychogenesis of written

language, particularly continuous diagnostic
assessment and the monitoring of students’
writing hypotheses. Contextual factors such as
socioeconomic profile, family support, and
specific educational needs also influenced
students’ learning pace. The study concludes that
the success of literacy acquisition does not rely
on a single method, but rather on the intentional
integration of theoretical approaches, coherent
assessment practices, and contextualized
pedagogical interventions. As a practical
contribution, the research resulted in the
development of a pedagogical guide for literacy
teachers, bringing together theoretical
foundations and practical strategies for
meaningful reading and writing development.

This research aims to analyze the effects of digital literacy promoted by the Educational Technology Center (Núcleo de Tecnologia Educacional – NTE) of Samambaia on the conceptions and pedagogical practices of participating teachers regarding the use of Digital Information and Communication Technologies (DICT) in the classroom. It is a qualitative study grounded in the case study as a methodological strategy. The study seeks to understand how teachers construct and apply the digital literacy developed through NTE-Samambaia training programs and to what extent schools under the Samambaia Regional Education Coordination provide structural conditions for its implementation. The justification for this research lies in the need to analyze the role of the training programs offered by NTE-Samambaia in transforming pedagogical practices, searching for evidence of their effectiveness in teachers’ professional development and in improving student learning. Data collection was carried out through document analysis, online forms, semi-structured interviews, and a focus group, all applied to teachers who participated in training programs promoted by NTE-Samambaia between 2022 and 2024. The results indicate that digital literacy contributes to expanding and improving the pedagogical use of DICT, although structural and training challenges for its consolidation in public schools still persist. As a result of these findings, the technical product developed is the creation of the Digital Community for Training and Pedagogical Practices with DICT (Conecta- NTE)—a collaborative WhatsApp space designed for public-school teachers in Samambaia, aiming to strengthen teacher protagonism, foster the exchange of experiences, and sustain the continuity of training actions mediated by digital technologies. The study reaffirms the role of NTE-Samambaia as a space for continuing education and the construction of teachers’ digital literacy, contributing to a more innovative public education system

Migration in Brazil is a complex phenomenon rooted in various causes, marked by a dark past of violations, and a present that, despite significant changes, still exhibits violence towards migrants. Throughout history, different regions of the country have witnessed migratory movements, impacting the lives of Brazilians. This reality is often characterized by challenges such as the search for shelter, adaptation to new cultural contexts, and the reconstruction of lives interrupted by traumatic events. However, when examining the state curricula of the North, Midwest, and Southeast regions, a significant variation in the approach to this sensitive topic is observed. Some curricula provide detailed attention to migrants, highlighting their historical and social importance, as well as contemporary migratory movements. In contrast, others offer only a superficial view or completely omit this reality. The research was conducted as part of the Research Program "Experience, Narratives, and Pedagogy of Resistance – REDExp," at the Faculty of Education, University of Brasília. The lack of uniformity in including this content in curricula can influence students' understanding of the diversity of experiences faced by those undergoing migration. The inclusion, or lack thereof, of recognizing migrants in the educational system may reflect how the country perceives migrants and deals with migration. These are questions that must be addressed to ensure that migration brings more benefits to the country and its residents and transforms the lives of those struggling for survival.

The present dissertation – as an anti-racist, anti-sexist and counter-hegemonic methodological proposal – has the general objective of understanding the perceptions of black women, students at the Escola dos Meninos e Meninas do Parque-EMMP in the Federal District, co-participants in this study about PEPOP - Diretrizes Operacionais e Pedagogical for the Schooling of the Homeless Population in DF. The study seeks to find out: who and how many black women are, who live on the streets and are students at EMMP, to understand what they think and seek in formal education and, finally, seeks to make a correlation between educational policies in Existing EMMP with national and local guidelines; if they are aligned and materialized through PEPOP”, if they connect to the understanding of the students, black women heard. To work on this broad path, the study focused on the life trajectory of five black women, EMMP students, and as a macro category of analysis we also focused on public educational policies aimed at homeless people in Brazil and DF. In fact, the research was organized into three parts, with Part I explaining the fabric of ideas about the construction of the text and initial considerations; Part II, the methodological construction, for the purpose of understanding the related research subtopics, containing the Bibliographic Review (Chapters 1 and 2) with several authors, especially decolonial and anticolonial authors, to understand the context in which black women find themselves in this situation of multiple vulnerabilities (especially in terms of race, class and gender); and Part III (Chapter 3) results of the field research, containing the content analyses.

This study intends to characterize attentional processes (inhibitory control, working memory and cognitive flexibility) related to executive functioning in educational situations of shared reading  of  a story regarding the daily use of objects with children from five years old in the third period of early childhood education. To achieve this objective, the theoretical proposals about educational situations, pragmatics of objects and recent research involving the analysis of executive functioning in Young children in early childhood education contexts will be considered.For that matter, issues and relationships regarding executive functions and early childhood education will be addressed, such as: what they are, and how they develop from 0 to 6 years old, why to analyze these functions and their relationship with early childhood education; educational situations in early childhood education. Lastly, the topic of shared reading and object pragmatics will be addressed: the relation between executive functions and educational situations; the role of objects in the development of educational activities in early childhood education; and shared reading as an educational situation that promotes the use of objects in early childhood education.

The present study, apparently seminal at a local level, addresses the theme of feedback in the context of mathematics and autism, aiming to analyze to what extent the feedback used in assessment strategies by a teacher in a Generalist Resource Room (GRR) and by a teacher in a Regular Classroom (RC) of the 1st year of Elementary School in a Brazilian Federal District public school. This can contribute to the teaching-learning process of mathematics and the inclusion of students with Autism Spectrum Disorder (ASD). This master thesis, structured in the Multipaper format, has its overarching objective informed by the objectives of each article: (i) to identify continuities and ruptures in the norms of Brazilian evaluative practices between the 16th and 21st centuries, as well as to investigate the role of feedback in this context; (ii) to identify Brazilian literature specifically addressing feedback in the context of the teachinglearning process of mathematics and the inclusion of students with ASD from 2012 to 2021; (iii) to analyze the perception of two teachers on evaluation and feedback topics in this context; (iv) to characterize the feedback practices of these two teachers for the same student with ASD in the RC and GRR. The research reveales a scarcity of studies on feedback in the Brazilian literature, especially involving ASD in the early years of Elementary School. It has been observed, in both national and local regulations, an emphasis on the importance and use of formative assessment and feedback, as a measure to break away from non-formal evaluative practices and feedback found in Jesuit and Comenian education documents. This focus also appears in the researched practices as the perception indicated assessment of the teachers as inseparable from the pedagogical process. They emphasized the importance of being flexible and adaptable and continuous and procedural and dialogical and centered on qualitative aspects, avoiding any punitive and classificatory character. Feedback is graded in an affective dimension, with motivational emphasis, which redefines errors as learning opportunities and promotes student protagonism, serving as a resource for reorganizing pedagogical work. Thus, ruptures with the mild exclusion of students with ASD are evident. However, the study concludes by highlighting the need to deepen the discussion about characteristics, variables, and important elements in structuring formative feedback, both in local assessment guidelines and in teacher training. This is crucial for overcoming obstacles to the implementation of evaluative practice from the perspective of inclusive mathematics education. This turns out to be essential for overcoming obstacles and establishing a culture of evaluative practice aligned with the perspective of inclusive mathematics education. As a contribution to the context, meeting the requirement for an educational product, throughout the Master's program, three articles and two book chapters have been published with partial results of the study, addressing the theme of feedback.

The work presents the interventions carried out by the pedagogue of the Specialization Learning Support Team (EEAA) within the scope of the State Department of Education of the Federal District (SEEDF) in the teacher training process. We raise the following question: How can the interventions created by the EEAA pedagogue for Collective Advice/Training for Teachers contribute and favor the teaching and learning process in a public elementary school in the Federal District? The objective of the investigation is based on the analysis of the interventions constructed by the EEAA pedagogue of Collective Advice/Training for Teachers and how they can contribute and favor the teaching and learning process in the public school Class 14 of Elementary School-Early Years of the District Federal. The methodological path involves the case study, observation, semistructured interviews, the Focus Group, a bibliographic review and documentary analysis of the Pedagogical Guidelines that guide the Team's actions. The analysis was supported by the perspective of Historical-Critical Pedagogy. The theoretical framework was based on the analysis of existing SEEDF documents on the EEAA service, to understand the demands of the object of study. Based on documents from the Department of Education, the EEAA pedagogue seeks preventive actions that contribute to the teaching and learning process, that favor the development of knowledge with collaborative strategies and that provide opportunities for valuing students' individualities and potential. As a Technical Product, there is a Didactic Sequence in an e-book with action strategies from the EEAA Advisory/Training with teachers from the perspective of Historical-Critical Pedagogy.

This work presents reflections on the teaching of indigenous histories and cultures in the basic education of the Federal District, highlighting experiences of intercultural dialogue in public schools from different locations in the DF, led by indigenous educators such as Kamuu Dan Wapichana, the Walê Fulni-ô cultural group, and through pedagogical mediation conducted by Professor Karine at the Indigenous Peoples Memorial. The aim of this study was to understand the potential of indigenous narratives and pedagogical mediation at the Memorial as a decolonial tool in teaching indigenous histories and cultures. Additionally, it sought to analyze how the teaching staff who participated in these experiences incorporate dialogue with indigenous peoples and visits to the memorial into their pedagogical practices, as well as to explore the presence of interculturality in classroom educational processes and the challenges faced in this approach. The propositional dimension consists of developing a course on indigenous cultures and histories for public school teachers in the DF. This work was carried out based on an ethnographic perspective in education and sought to establish a relationship with the theoretical frameworks of decoloniality and critical intercultural education. The results indicate that the presence of indigenous peoples in schools not only meets the demand of Opinion CNE/CEB No. 14/2015 but also presents an opportunity for the effective implementation of Law No. 11.645/2008, as they are capable of promoting indigenous presence in contemporaneity. Intercultural experiences not only provide knowledge about the various ways of being, thinking, and acting of indigenous peoples but also foster understanding of their cultures as dynamic and constantly evolving, emphasizing the right of indigenous peoples to change without losing their identity, thus challenging prejudices and stereotypes rooted in colonial history. However, the results also point to gaps in the initial and ongoing training of teachers, and the lack of adequate teaching materials for addressing the subject is also considered an obstacle, highlighting that for critical intercultural education to take place in schools, it is necessary to combine intra and inter-institutional efforts for the qualification and effective implementation of Law No. 11.645/2008.

The central question of this research is to find out how the Educational Guidance Counselors
who work in the rural schools of Regional Education Coordination Paranoá deal with sexual
abuse against children and adolescents. We set ourselves the general objective of analyzing the
role of Educational Guidance Counselors who work in the rural schools of CRE Paranoá in
dealing with sexual abuse against children and adolescents. As this work focuses on the
educational environment, the approach was qualitative. In order to reconstruct the history of
educational guidance in Brazil and the Federal District, as well as its current role, we carried
out a bibliographical survey and a State of Knowledge survey on the Capes, Scielo, BDTD and
UnB Repository journal portals. The main authors used were Beck (1977), Gomes (2018),
Grinspun (1992; 2018), Melo (1994) and Pimenta (2002). SEEDF's Curriculum on the Move
(2014), the Internal Regulations of the Federal District's public schools (2019), the Operational
Guidelines for Rural Education (2019) and the Pedagogical Guidance for SEEDF's educational
advisors (2019) were also studied. Regarding sexual abuse against children and adolescents, we
sought to understand the origin of the term, the reporting data and the consequences of this
violation for its victims. Bourdieu (1998; 2003; 2022) contributes to the analysis with the
concepts of field and symbolic violence present in male domination, as well as Araújo (2020),
Méllo (2006), Rodrigues (2017) and Sanderson (2005), as well as the Public Security Yearbook
(2021), the Ministry of Health's Epidemiological Bulletin (2023) and Codeplan's report on
sexual abuse in the Federal District. The documents that guided the analysis of the role of
teaching professionals in relation to this problem were the Federal Constitution (1988), the
Statute of the Child and Adolescent (1990) and the National Plan to Combat Sexual Violence
against Children and Adolescents (2013). A single case study was chosen as the methodological
approach. The instruments and procedures used were the application of a questionnaire and a
focus group with eight Educational Guidance Counselors who were working in the rural schools
of CRE Paranoá in 2023, and the material produced was studied using the content analysis
proposed by Bardin (2011). The documents analyzed were the Educational Guidance
Counselors Annual Action Plans and the Pedagogical Proposals of their schools. The main
authors used in this section were André (2001; 2008), Bardin (2011), Creswell (2007), Gamboa
(2007), Gatti (2012), Gibbs (2009), Laville e Dione (1999). The records show that practical
actions to prevent sexual abuse in schools are the responsibility of the Educational Guidance
Counselors , who try to carry them out with the help of internal partners (Management Team
and EEAA) and the external network. Among the obstacles perceived in carrying out this work
are the scrapping of the service flow, the lack of initial and continuing training, family
customs/cultural practices, the lack of specific didactic-pedagogical resources and the POE's
feeling of being unprotected when making the complaint, but even with all these barriers their
work is still carried out. The POE's role in this regard included listening and welcoming,
reporting the incident to the relevant authorities, preventing violations and working in
partnership with the support network. As a technical product, this research presents a booklet
on preventing and confronting sexual abuse against children and adolescents, aimed at guidance
counselors and others interested in this issue.

The present work aims to understand the phenomenon of school disruption experienced by adolescents who fulfill socio-educational measures in the Open Environment in a socio-educational unit in the Federal District. Its general objective is to: Understand the relationship between adolescents serving an Assisted Release (LA) measure and school and its consequences. The hypothesis is that adolescentes lack of interest in school is associated with their school trajectory. To this end, an exploratory and descriptive quantitative and qualitative approach is used using the following instruments: data collection in databases and documents from the socio-educational program and Department of Education, application of questionnaires, semi-structured interviews and document analysis. Data collection was carried out with adolescents, their families, the socio-educational team and the schools that are or were linked. The results of the study are organized in multipaper format, arranged in three articles. The first article sought to describe the profile of adolescents complying with an open environment measure in DF. The second article aimed to analyze the school trajectory of 6 teenagers linked to the Gerência de Atendimento em Meio Aberto (GEAMA) of Samambaia. Regarding the third article, the aim was to understand what school has been offered to these adolescents before and during compliance with the socio-educational measure. In view of this, a technical product is proposed focusing on the school monitoring of these adolescents within open environment measures.

This dissertation sought to analyze intervention strategies developed by literacy teachers in 1st, 2nd and 3rd grade classes in a public school in the Federal District, with a view to overcoming difficulties and advancing student learning in the literacy process. Based on the premise that it is a priority to think about ways of practicing teaching that is adjusted to the diversity of students' needs (Morais, 2012) and considering school learning as a subjective process, this research was developed based on the following guiding question: What intervention strategies are developed by literacy teachers with a view to overcoming difficulties and advancing students' learning in the literacy process? The theoretical foundation was based especially on: Martínez; Rey (2017); Morais (2012); Rossato; Martínez (2011, 2015); Soares (2014, 2021, 2023); and Tacca (2009, 2014). This research was carried out with a qualitative conceptual and methodological approach, using as its investigative locus literacy classes in a public school run by the Federal District State Department of Education (SEEDF), linked to the Plano Piloto Regional Education Department, and with literacy teachers from the Initial Literacy Block as the research subjects. The techniques adopted for data collection were: participant observation; semi-structured interviews; and document analysis (Lüdke; André, 2022), content analysis was adopted as a strategy for data analysis (Bardin, 2020; Franco, 2018). The main findings of the research were: ensuring teaching progression for the 1st, 2nd and 3rd years and practicing adjusted teaching is a challenge, especially in the 2nd and 3rd years, which could be helped by the development of a network between educational agents. In addition, with regard to meeting the specific needs of students in the classroom, four types of strategy were observed in particular: 1) carrying out the same activity with differentiated help; 2) adapting the activity; 3) personalized activity for a student or group; and 4) action strategies developed on a daily basis. Finally, another finding refers to the need for continuous monitoring of the learning achievements of students in the literacy cycle in order to plan the necessary intervention strategies for adjusted teaching, with the aim of guaranteeing literacy as a right. For future studies, it is suggested that field research be carried out at two different times, at the beginning and end of the year, in order to compare in greater depth the work carried out, the progress observed and the subjective reconfigurations caused. As a technical product, a requirement of the Professional Master's Degree, an interactive PDF was developed with intervention strategies and pedagogical practices developed with the aim of overcoming difficulties and advancing student learning in the literacy process.

Considering as a source of study Revista Brasília, a periodical in circulation in Brazil between the years 1957 and 1988, whose creation proposed convincing public opinion about the importance of transferring the capital of Brazil, in the Brazilian southeast, to the interior of the country - region mid-west, the use of this periodical in this research articulates a look at the possible social representations presented by this publication in relation to childhood and schooling disclosed in its pages in the historical period between 1957 and 1967. The investigation of these objects takes place in very specific times : before the inauguration of Brasília (1957-1960) and after its institutionalization as the capital of Brazil (1960- 1967). To this end, the orientation chosen for understanding social representations finds support in Roger Chartier. Chartier (1990) considers that conflicts due to representation are as expressive and real as those related to economic issues, however, these, due to representations, tend to occur in a symbolic way, as we suppose to manifest in the pages of Revista Brasília. The research methodology applied here is found in the documentary analysis of texts and images, related to the objects childhood and schooling, located in Revista Brasília, as well as in their indicatives. In this sense, just like the texts, the photographic resources, within Revista Brasília, are elements explored and considered as traces of a recent history, which in the scope of representations visualized by Chartier, joins the willingness of the historiography of education to examine the plus diverse resources as subsidies that bring us closer to events that once happened. With an eye on the details of Revista Brasília, its iconography, the childhood and schooling presented in it, we propose to investigate and analyze the indications of representation of this childhood and schooling that made up the publications of this form throughout the established historical path, with the hypothesis that Revista Brasília establishes, in its pages, a pre-established look at childhood and schooling at the time, in order to transpose this vision to lovers and consumers of the printed matter.

This study addresses the continuing education in service of UnB's Technical-Administrative Servers (TAEs). Exploring the concept of continuing education and its implementation in the federal public service, the authors who support the study are Castanho (2008), Friedmann (1946), Imbernón (2010), Marcelino (2004), Naville (1950) and Steil (2002), Decrees No. 5,707/2006 and No. 9,991/2019, Salles (2004), Gatti (2008) among others. The objective of the study is to analyze the challenges and possibilities of continuing education in service for UnB's technical-administrative servers, based on the perceptions of the servers themselves and managers, in order to highlight improvements based on the needs identified by the research participants. The guiding question of the research is: “What are the challenges and possibilities of continuing education in service for technical administrative staff at UnB, from the perspective of staff and managers?” This is a descriptive and qualitative research. The research includes the following procedures and instruments: analysis of bibliographic and documentary data, questionnaires, semistructured interviews, and content analysis. The results reveal that most staff consider continuing education as an important tool for professional and institutional development, although they point out challenges, difficulties, and needs for improvement. The study highlights the importance of improving training practices and fostering dialogue between staff, managers, and the Training Coordination. The product is a Practical Guide for Training TAEs at UnB: a Path to Professional and Institutional Development.

The dissertation presented to the University of Brasília investigates the democratic management of resources from the Direct School Funds Program (PDDE) in two state schools in Goiás, aiming to understand the dynamics of resource allocation in the context of effective participation of the school community in this process. The study is justified by the relevance of PDDE as a tool to strengthen infrastructure and school management, especially in vulnerable regions, and highlights the importance of participatory and democratic management for the program's effectiveness. The research objectives include mapping the trajectory of PDDE, conceptualizing democratic management in Brazilian education, identifying mechanisms of social participation in program resource management, and analyzing the importance of training offered by CECAMPE in PDDE democratic management. Using a qualitative, descriptive, and exploratory approach, the research employs semi-structured interviews, focus groups, and documentary analysis to collect data, aiming to understand the perceptions and experiences of the subjects involved. The dissertation contextualizes PDDE in the educational reforms of the 1990s, discussing the role of the state and the challenges of financial resource management, and highlights the need for a government observatory for continuous program evaluation. It is concluded that the research results can contribute to the improvement of public policies related to school management and community participation in educational resource management, offering valuable insights for institutions training managers and school counselors, as well as for the managers and counselors themselves. Thus, the research has the potential to promote the quality of public education in Brazil.

The dissertation, structured in the Multipaper format, consists of three articles that examine educational dynamics within the prison system. The first article addresses the invisibility of incarcerated individuals in the curriculum of Adult and Youth Education (EJA), highlighting how these individuals are frequently dehumanized and viewed solely through the lens of their transgressions. The following articles explore transformative pedagogies, using training workshops for EJA educators in prisons as case studies. This approach enables an analysis that connects the formal curriculum with the lived experiences of professionals in prison settings, revealing the complexity of teaching in contexts of deprivation of liberty. Finally, the author proposes recommendations for the Secretariat of Education of the Federal District regarding the EJA curriculum in prisons, emphasizing the need for a commitment to human dignity and social justice, in line with constitutional and international standards. The work reinforces that the responsibility to promote a dignified educational environment within the prison system is a collective and moral duty of society

This research is a contribution to the reflection on the formative processes covered by the reception actions for undergraduate students, with regard to the performance of the administrative sectors involved in this process. In this sense, the interest for the research theme arose from the work context in which I am inserted as a pedagogue at the University of Brasília - UnB. Given the dimension of the topic addressed, this master's research was delimited with the intention of understanding whether there are formative contributions, on the part of the sectors, in the reception actions for undergraduate newcoming student. In addition, the research aimed to identify how the sectors involved perceive the formative processes arising from these actions. Also, the reception actions for newcoming student over the years were mapped and a Resolution was suggested, as a technical product, with a proposal to include reception actions in the University's policies. Therefore, in the context of contemporary social values of Critical thinking. As for the methodological proposal, it was developed at first in a qualitative exploratory way, with a review of the literature in the area and with documental research. In the second moment, semi-structured interviews were carried out that contributed to the qualitative research and content analysis.

The present study seeks to characterize the role of materiality in the development of emergent literacy competencies of Kindergarten children in triadic situations. From the perspective of Object Pragmatics, it argues that the use of everyday objects and replica toys in emergent literacy activities through the use of the letterfigure-object memory game can foster the development of phonemic awareness in 5-year-old children in triadic interaction situations.

The present research focuses on understanding "if/how"
the curriculum influences the environmental education of
undergraduate students majoring in Geography at UnB,
under the light of the United Nations 2030 Agenda. The
analisys was based on curricular ideas of Apple (2011),
Lopes and Macedo (2011), Santos (2015, 2019) and
Macedo (2007, 2012, 2013, 2018); the concepts of
Geography’s professors formation on Milton Santos
(1996), Cavalcanti (2010) e Costella (2013); and, the
concepts of Ambiental Education on Catalão (2012) and
Layrargues (2020). The investigation used as research
procedure the analysis of Pedagogical Political Project of

Geography course at UnB (PPP) and a workshop with the
students. The research shows that there are some
componentes of the curricular at PPP that are related with
Ambiental Education, but there are no explicity references
in relation of Agenda 2030. The students reconize the
importance of ambiental education, but consider at the
inicial levels the educational actions and does not have
understand of Agenda 2030 as well. Given the results, an
extension project was proposed to estimulate the
ambiental education of students and collaborate with
development of course activities of ambiental formation at
Geography.

The Lato Sensu Graduation Course in Sustainable Architectural and Urban Environmental Rehabilitation (Reabilita) is an e-learning specialization course whose mission is to prepare professionals in the areas of architecture, urbanism, engineering, building technician, geography, environment, among others, to deal with socioenvironmental complexities and advance in the construction of more equitable, inclusive and sustainable cities. The course aims to provoke critical thinking about Sustainability Education as a cross-cutting theme at all levels of Education and that for the maintenance of a balanced and socially just environment it is necessary a process of training more critical citizens committed to recognizing the environment around them and their interaction with it. From this perspective, this master's thesis investigates how the Rehabilitation Course influenced and influences professional performance related to social and environmental sustainability issues. Based on a qualitative and quantitative methodology, in addition to documental analysis and literature review, it uses data acquired through questionnaires directed to graduates to build a matrix of adherence/materiality to the Sustainable Development Goals (SDGs). Our hypothesis is that; through the analysis of the results, it is possible to measure the influence of the Course on the professional education of graduates, and, at the same time, evaluate the legacy of graduates to the society, through the implementation of projects oriented to the SDGs.

Throughout human history, work has been a fundamental activity in the human being's search for survival, for the conquest of dignity and well-being. The current context presents numerous challenges arising from the constant changes in the World of Work. In view of this, federal institutes, while having to counter capitalist society, have the function of offering Professional Education. In this sense, this dissertation was willing to evaluate, from the perspective of the graduates, the social function of the Federal Institute Goiano - Campus Posse in the professional qualification for the insertion of subjects in the world of work. This research was quali-quantitative and consisted of the documental analysis of the legislation governing professional education, official documents produced by the MEC and the Institutional Development Plan of IF Goiano. The theoretical framework was based on the authors: Antunes (2008, 2014 and 2018), Ciavatta and Frigotto (2012), Frigotto (2012), Harvey (2016), Kuenzer (2002, 2011), Laval (2019), Pacheco (2011), Saviani (2007) and Souza (2019), among others. The hypothesis raised was that if Goiano- Campus Posse has offered professional qualification courses with a direct impact on the employability of the graduate, in order to fulfill one of its important social functions in the field of education. The subjects of the research were the graduates of the courses: Technical in Administration, Technician in Agriculture, Computer Technician and graduates of the technical course in Integrated Agriculture to High School, graduating from 2015 to 2020/21. For this, the "Form for data collection and follow-up of graduates of the Federal Institute of Goiano - Campus Posse" was elaborated and applied online. This instrument was the educational product of this research. Based on the data obtained, the positive view of the graduates in relation to the contribution of the institution to critical and citizen training and to the insertion in the world of work was verified. As a limitation, the difficulty in obtaining a higher number of respondents was highlighted. To health it, it was suggested a constant updating of data from graduates and future studies involving the theme.

The State figures as a Strong buyer of goods and services that structure the operation of the public machine, making it possible to meet the needs of citizens. In this scenario, quality control is presented as a mechanism of Governance, efficiency and efectiveness in the scope of government purchases, aiming to encourage and induce a culture of quality in the Brazilian educational production market. The central thesis of this Final Course Completion Work concerns new forms of social participation through quality control in public acquisitions, using technological innovations that bring citizens closer to government to expand the capillarity of the network of action before the public managers of the federative entities, as well as in the relation to the Citizen, usually the end user of the purchased products. Based on the experience of the National Education Development Fund the Final Course Completion Work will aim to: (i) present the defining concepts of public procurement with an educational focus, emphasizing software for preparing online forms and its contributions to improving quality control, demonstrating the savings generated, the increase in supervisory power and the high level of satisfaction of the purchasing entities (ii) demonstrating the quality control carried out through the Confere Aí Application and the eventual gains in efficiency, effectiveness and social control for education, evidencing the potentialization of the inspection capillarity and the redefinition of Governance through a modern, friendly and intuitive quality control and (iii) create a protocol to expand the idea of the Confere Aí Application for use in other Public Administration bodies. The TFCC is organized in a multipaper format, consisting of an introduction, two articles, a technical product and final considerations. The research methodology was exploratory regarding the internal documents of the FNDE and related documents, combined with execution of qualitative research with the Generation of quantitative data, demonstrating the high level of satisfaction of the purchasing entities that was reached, the great potentialization of the inspection power of quality control, the process feedback through the valuable information received and which contributed to the viability of a better educational structure.

This course completion work aims to identify the predictive characteristics of default in the Student Financing Fund (FIES) and to simulate an income contingent loan (ECR) design for the Fund. The study is limited to student loan contracts formalized in 2017. Even this TFCC is organized in a multipaper format, consisting of an introduction, two articles, a technical product and final considerations. The study used methodology of a quantitative nature to achieve its objectives. The results indicate that historically minority groups and those from less developed regions tend to have higher default rates than the other analyzed groups. Regarding the simulation of an ECR design for these contracts formalized until 2017, a potential consideration of collection and reduction of default if effectively implemented is identified.

The present research considered the Brazilian School Evaluation System (Saeb) and the Basic Education Development Index (IDEB) to understand the manager's relationship with the external evaluation data received by their school units. To this end, we investigated the pedagogical practices of the principals of six early-year school units of the public school system located in the region of Taguatinga, which showed progressive improvement in the Ideb in 2015, 2017, and 2019, to verify how the work of the principal occurs and whether there is a relationship between the results of large-scale assessments and the use of educational data by the unit's manager. The research, guided by the qualitative method, had as its methodological procedure the execution of semistructured interviews with members of the management, the monitoring of the routine of one of the managers (shadowing), and the analysis of documents. In addition, it was based on a bibliographic review of the theme. This work sought to track, by the performance of the management team, signs that the use of external evaluative data might be favoring the learning results expressed in the Ideb since the units under investigation had been showing an upward trend in the index. It was possible to notice that, although the data from the large-scale evaluation are already part of the school units' routine, the use of external evaluative data occurs in an incipient and unsystematized way, concluding that it is reductionist to say that the mobilization for the utilization of external data provided the growth of the Ideb in the years investigated. However, it was found that the more frequent the learning monitoring and the closer the manager is to this monitoring, the greater the possibilities of harvesting better pedagogical results. Focusing on aspects pointed out by managers as limiting the use of data, the technical product proposes the development/improvement of strategies that contribute to better data use.

Starting from questions and reflections about the learning difficulties of students in the discipline of Physics in high school and their apparent demotivation, this work sought to study primarily about emotions and emotional valence and their possible relationships with learning; theoretical references indicate that emotions and cognition are closely related, which instigates us to investigate and analyze emotions within the context of the classroom, postulating that since emotions are so strong and influential in human behavior, these emotional phenomena and the valence emotional, which gives meaning and points to the relevance of a given event or event, it is pertinent to study these phenomena associated with student learning; with the objective of investigating relational elements between emotional valence and learning and the influence of emotions on students' motivation, an interview was carried out with students from the third year of high school in order to analyze the relationship of students with the discipline of Physics ; based on this interview, a Didactic Sequence was developed with classes designed to enable greater student involvement in the classroom and awaken greater interest and curiosity; the findings indicated, in the initial interviews, that the majority of male and female students have a high degree of rejection of the Physics subject, show demotivation and desinterest, and some data indicate that this lack of interest occurs as a result of disappointments due to low grades and difficulties with calculations, students end up abandoning the commitment to the discipline because they possibly see the discipline as very complex and difficult to understand; the complexity of the calculations seems to repel the students' attention; the questionnaires showed that classes with practical applications in the real world retain more attention on the part of students and seem to arouse greater engagement in the classroom; With regard to motivation, the findings indicate that although students perceive the classes as having more interesting practical applications, it seems that this aspect has not yet been enough to awaken intrinsic motivation in them, some seem to have extrinsic motivation, but still not enough to develop greater affection for others. physics content. Which indicates the need for further reflection concerning teaching and learning methodologies and their contributions to student motivation; this work aims to contribute with new investigations and reflections concerning emotions and emotional valence within the classroom, more specifically within the teaching of Physics; the data indicate that there is still a long way to go in this area of study and that, in fact, as initially postulated, all behavior, attitudes, positions and motivation of students in the classroom have a high emotional charge; and this emotional charge is related to their learning, motivation and involvement in the classroom.

The object of this investigation is to reveal the presence of the body, in the space of Early Childhood Education, through the interaction between self-knowledge and body control, in professional practice, from the perspective of Sociopsychomotricity Ramain-Thiers. This therapeutic approach makes it possible to relive the emotional issues that permeate self-knowledge and autonomy, through psychomotor experience. The central question involves understanding how the professionals of a Creche Escola, in Manaus/AM, evaluate the corporal experience that psychomotricity has given them, and how this experience can help in the rethinking of a learning project linked to young children. The theoretical foundations were anchored in phenomenology, based on the phenomenon of learning, in the space of Being-there, through the practice of Sociopsychomotricity Ramain-Thiers, which uses psychoanalytic concepts as the central foundation of bodily experience. Urie Bronfenbrenner (2002), Maurice Merleau-Ponty (2015), Maria Rita Kehl (2003) and Henri Wallon (1998) provide theoretical arguments for exploratory qualitative research. Data construction was operationalized through questionnaires and semi-structured interviews with Early Childhood Education professionals who performed psychomotor work sequences with the researcher over 18 years. Data interpretation was made possible through content analysis, according to the concepts of Laurence Bardin (2010). The results found were the perception that self-knowledge, through body control, effectively contributes to the planning of activities of professionals working in Early Childhood Education, as well as favoring a more significant learning process for children in early childhood.

Considering that there were no scientific studies regarding the History of Education for the Deaf in Brasilia, especially on the Instituto Nossa Senhora do Brasil - INOSEB, the objective of this research was to investigate the characteristics of the education offered to the deaf at INOSEB, between the 1960s to 1990. To this end, a historiographical research was carried out, in which the methodology included the access and use of the sources that support it. For the most part, the sources were located in the INOSEB archives, consisting of four groups of documents: namely written reports on the history of the congregation, institutional documents, photographs and news from the newspaper Correio Braziliense, via Digital Hemeroteca of the National Library. The first initiatives of deaf education in Brasilia date back to the 1960s, in some institutions maintained by the public power and/or in schools of the Educational Foundation of the Federal District, about which, unfortunately, no documentation seems to have survived the time. Some traces of these initiatives were located in news stories published in a local newspaper. This source has not yet received historiographical treatment by historians who have dedicated themselves to the study of education in the federal capital. The investigation demonstrated the context of the education of the deaf in the Federal District, the process of installation of INOSEB in the years 1960-1970, and analyzed the characteristics of the educational practices of INOSEB in the years 1970-1990. It is presented as a technical product of this research, a short course entitled Historical aspects of the education of the deaf in the DF, which deals with the first institutions of education of the deaf in the DF, through the performance of INOSEB, in the years 1960 to 1990, and which will address: the vestiges of educational practices, Catholic practices and the itineraries of education crossed by the concepts of representation and practice; the rescue of the memories of educators about their own performance in the education of deaf people in the Federal District. Two concepts were fundamental to the discussions in this work: that of practices and that of appropriation, both by Roger Chartier (2002). INOSEB is one of the first institutions in the city focused on the education of the deaf, and its history has not yet been the object of historiographical treatment. The study made us realize its importance for the contribution in the history of deaf education in Brazil and, above all, to cover a gap in the historiography of the Federal District.

“Can't you hear me? Trees talk with everything. With their leaves, their branches, their roots. Want to see? Agreeing to Minguinho’s words, the chatty Sweet Orange Tree from the romance “My Sweet Orange Tree”, we present the aim of this work: the teaching of text production in secondary schools from Bakhtin's dialogical perspective of language. The effective use of writing skills has become an important condition for young people’s participation in the contemporary world. In Brazilian secondary education, it is common to observe in a huge emphasis in the vestibular exams, since they are a manner to access great universities around the country. Consequently, the practice of textual production, mainly the argumentative genre, gains prominence within schools. Besides, writing is an essential skill in the workplace. Focusing on the text productions requested in ENEM (National Secondary Education Exam), we see the low scores of Brazilian students in the exam. It shows us the necessity of developing student’s writing skills in the classroom. To collect the data, we designed a text production course anchored in Bakhtinian dialogism. The course was developed with a group of 19 high school students who attended regular high school class of the Federal District Secretary of Education. The data was analyzed through qualitative content analysis The results showed that written communication is a dialogical activity. In Bakhtin’s view “within the arena of almost every utterance an intensive interaction and struggle between one´s own and other’s word is being waged, a process in which they oppose and dialogical interanimate each other.” (BAKHTIN, 1981, 354-355). From this point of view, language is something more than an arrangement of language structure. It is connected to society and history. It shows us the importance of promoting text production dynamics based on dialogism

This research has, as an aim of study, the autobiography of two teachers that lived and worked in Guará City and the analysis of these teachers autobiographical narrative revelations about education. This process ends up giving us clues for their cultural representations, as well as their own education, realized in this administrative region of Distrito Federal – DF (Federal District). This city has a particular history, different from the original project for the new capital, in so much it surges and structures itself in a totally different moment from the rest of the administrative center that was born. It surges from a worker sitting in the Industry and Supplies Area and, as a sitting, it surges with many infra-structure difficulties that are reflected in the way education was realized. So, our research's general aim is to investigate what life and educational memories in Guará, during the 1960s and 1990s, emerged from the autobiographical “How we taught a city to read”. On the other hand, the specific aims are three: analyze life history, background and social and educational conceptions of the teachers ego auctors; to investigate the sources and day-byday as well as the education in Guará as it was by them testified. And, at the end, to show a didactical instrument to Guará history teaching as a technical product of this research. In addition, this education was realized around the representations defended by them as part of a cultural-pedagogical project very different from that forged in the central area of Plano Piloto. The documents about the origin of these school units and their structure tell a history and about it is this research. How was the process of implementation of the pedagogical project of the new capital at Guará´s schools in view of the historical context of its foundation? The research searches to understand the formation in school unities of Guará. To that, the research has helped itself by variegated sources, the most used was the autobiographical book of the teachers, but also newspapers such as Correio Braziliense, that circulates by now in Brasilia, and the Official Diary of Distrito Federal. The clipping was given up from 1967 till the middle of 70s. We also used photographs that were searched in the public files of Distrito Federal.

School parties are spaces for celebration, games and the creation of discourses and meanings. We place these parties as intrinsic to school culture. The goal of the research is to investigate the characteristics of the school parties of Children's Day and Teacher's Day in the Federal District published in the Correio Braziliense newspaper between 1960 and 1971 from the perspective of school culture. The surveyed sources reveal that Children's Day was widely celebrated, through a week that preceded it and the day dedicated to it itself. We have four specific objectives: to analyze what were the elements of the festivities of the Children's Week and which children these parties wanted to celebrate; to inquire what were the elements of the festivities of the Day specifically dedicated to Children and which children these festivities wanted to celebrate; to outline what were the characteristics of the Teacher's Day festivity and which teachers these celebrations wanted to exalt and present, as a technical product of this research, a mini-course on the history of the October festivities in schools in the Federal District. In achieving the objectives, we followed the following path: the first chapter is about Children's Week; the second is about Children's Day and the third is about Teacher's Day. Finally, the fourth chapter will present the technical product resulting from this investigation. We conclude that the Children's Week was composed of programs with Catholic rites, educational practices of an artistic, instructional and welfare nature; body education, health care, accountability to society; and had distribution of food and gifts. The childhood highlighted in the Week was composed of children who have fun, are cultured, Catholic, disciplined, athletic, healthy, clean, independent, artists and well dressed. Thus, there is the standardization of childhood in Brasilia. Children's Day was formed by events similar to Children's Week, since the former was intrinsic to the latter. On the Day, we highlight the school trip that culminated in the children's meeting with President Juscelino Kubitschek. Children's Day was prominent in society, opportunely used by the government to advertise public education. As for exalted childhood, the Day has the same ideal permeated by the Week, but with the additional mention of abandoned children, who are cared for in foster homes. Teacher's Day was commonly used for tributes. Rites similar to those performed on Children's Week and Day were also part of the celebrations. At times, the occasion of this commemoration was used for actions with political purposes, to denounce problems and neglect, to vilify the image of the class, promote improvements and public services and to propose benefits to teachers. Teachers were idealized in the figure of a woman, who made sacrifices, were competent, authoritarian, heroes, had a mission, being responsible for the future of the nation and for the propagation of nationalist ideals. At times, they were seen as undisciplined, overworked and unrecognized.

This dissertation aims to contribute to the research process on the implementation of the Curriculum in Motion of the State Department of Education of the Federal District in the period of the Covid-19 pandemic, focusing on the organization of pedagogical work and the transposition of the curriculum, in a moment of public calamity. The perspective of subjectivity and understanding of meanings attributed by the subjects participating in this study is a field of research to be explored, especially with regard to pedagogical practice in Educational Institutions, stimulating prophylaxis for future emergency contexts. The project is structured as a research with a qualitative approach, enabling the understanding of the essence of the experience of the subjects involved in teaching. To subsidize the discussion of the data, the research will be anchored in the theoretical approaches of Berstein (1984) Sacristàn (1998, 2000, 2013), Santomé (1995, 1998), Silva (2009, 2010, 2015), enabling a better understanding of the concept of curriculum and the relevance of practical experiences provided by the classroom context in the pandemic situation, as well as the elements that make up the HistoricalCultural Theory, especially with regard to Vygotsky's contributions to assist in the foundation of the understanding of processes of meaning and meaning elaborated by the subjects in the social context of their practices. From a methodological point of view, the path for producing empirical data will consist of a literature review, document analysis and the constitution of a focus group, with the general objective of identifying and analyzing education in the pandemic context and how the school curriculum was implemented by the teachers. In the end, the data produced will be subject to content analysis according to the technique recommended by Bardin (1977), with emerging categorization of the gathered information.

The Brazilian penitentiary system has its roots in a culture that cultivates colonial and racist values, for this reason, a portion of the population was prevented from participating in the decision-making processes in an equal manner. This same portion of the population is subalternized, invisibilized, and subjugated by racial, cultural, and economic factors, and they are the ones who receive intentional clippings from law enforcement since the origin of the Brazilian penal system. In this study it was possible to identify the mechanisms of denial of rights used to perpetuate racism, discrimination, and mass incarceration of the black population. Furthermore, it was possible to see how these people have been denied the right to be, to know, and to power. Thus, access to education has never been a right of easy and permanent access. Access has always been restricted or denied even before they commit crimes or are deprived of their freedom. Thus, this study presents the (auto)biographical narratives of teachers/coordinators who worked or work in the Penitentiary System of the Federal District (DF). These are accounts of the life trajectory of strong and determined women who, aware of their social role in prisons, tell about the experience of doing EJA in prisons. All of them represent the struggle and the driving force that mobilized the group of teachers, for more than a decade, to significant changes at different moments in the history of education in the prison environment of the Federal District. We emphasize that this study is anchored in the decolonial perspectives, in the biographical method, and used narrative interviews as an instrument. All writing was constructed from bricolage. The study sought to decolonize the place of speech, which in our society has always been destined to white men, thus the need to privilege the voices of brown and black women when telling the story of EJA in prisons, highlighting the challenges and prospects for ensuring the right to education for people deprived of liberty. This is a qualitative study that values the subjectivity and the singularity of the subjects, understanding that there is no neutrality when making the choice of approach or methodology, thus, in a decolonizing posture we seek to bring the voices so often silenced throughout history in our country. The study has as its central axis the (auto)biographical dialogue of the researcher, who worked for eighteen years in the prison system as a teacher and coordinator, and the theoretical principles brought in the pedagogy of the oppressed by Paulo Freire. Besides this, there was also the contribution of other researchers, scholars on the subject, and the speeches of the teachers/ coordinators themselves, which appeared to enrich the proposed discussions in the light of (auto)biography, experiences, and the experiences of those who were in the prison environment, educating and being educated. It was an exercise of re-signifying the "I" and the "we" that allowed us to realize that experiences can be multiple and formative, both individually and collectively, since life stories can always be reinterpreted. Therefore, the study allowed the perception of the struggle of education professionals to make education happen in the DF prison environments, but it was also possible to perceive the forces that hinder the action of education in these environments. In some moments there are significant advances, but there are always regression processes as if there was a need to go back to the initial state. As a technical product, the author writes an educational action that privileges the place of speech of the student deprived of freedom about his right to say himself. It is also a guiding text that brings as a central argument the need for the student deprived of freedom to participate in the decision-making processes of his school, since they are the ones who need to say how this school should work, because it is in the dialogical and dialectical process that a conscious and participatory citizen is built and, therefore, the "re-socialization" takes place.

The dissertation aims to understand the consequences for the financial management of the public basic education school in the use of decentralized resources contributed by the Money Direct at School Program (PDDE) and a similar program of state financial decentralization, in this case the Program of Administrative and Financial Decentralization( PDAF), from the Federal District. Therefore, it has as general objective to evaluate the financial management of the resources received by the public school of basic education in two federated entities, decentralized to the account of the PDDE, in the State of Mato Grosso do Sul and in the Federal District. Compare to the management of the PDAF, in order to address the relationship of financial management in the public school of basic education of the state and district network in the theme of the execution of the resources of the PDDE, in adherence or not with a similar program, as a way of promoting school self-management and the exercise of citizenship with the participation of the school community in social control. As a result of this investigation, the technical product proposal, aiming to guide the management of the resource decentralization policy for the National Education Development Fund (FNDE) and partner institutions, is guided by the comparison between the execution of PDDE and PDAF resources, and through the analysis of how the different programs act to develop self-management in the public school of basic education in the state network and for community participation in social control.

This research was developed as part of the professional master’s degree program in Education at the Faculty of Education, University of Brasília. The objective was to analyze the possible effects of actions related to reading on the Saeb results of the Portuguese Language in public schools of the early years of elementary education in the Administrative Region of Gama, Federal District (DF). The research used the qualitative method. Documentary analysis and semi-structured interviews were conducted with two principals and teachers from the 3rd and 4th grades of two selected schools with higher and lower Ideb scores. Saeb data made available by the National Institute of Educational Studies and Research Anísio Teixeira were also analyzed. In addition, images of the libraries of the public schools in the early years were recorded. Subsequently, the description of the results of the interviews was used and content analysis techniques were employed, according to Bardin (2011). The results found indicated that effective pedagogical actions for reading contribute to the Saeb results. It can be concluded that the research made it possible to understand the factors that can have an impact on student performance in large-scale external evaluations

The present research has aimed to investigate the consequences of the Covid-19 pandemic in the literacy process of students in the initial literacy block of a public school of the State Secretariat of Education of the Federal District (SEEDF). Caic JK, the object of this study, is characterized as a Elementary school with multiple services: Kindergarten Education, Special Education and Elementary School (initial years). This study uses the qualitative method, with a case study approach. The instruments for data collection were the semi-structured interview and the focus group. The semi-structured interview was conducted with mothers and teachers of students who experienced the literacy process in the context of the pandemic; the focus group was conducted with 3rd year elementary school students who studied in public schools during the pandemic, and lived out the remote teaching, hybrid teaching, and the return to face-to-face teaching. Content analysis was used, and three thematic categories were defined: (a) literacy in the context of the pandemic, (b) the family in the students' literacy process, and (c) the teaching work and the new perspectives for literacy. The results found contributed to a better understanding of the challenges faced in continuing the literacy process during the pandemic. The research highlights the importance of the family to help promote the learning of the students and shows the teacher training as a means of providing quality education and literacy, emphasizing the importance of a collective work in the reconstitution of learning. Furthermore, the results showed an increase in the students' literacy deficit and indicate that a joint work is needed to overcome the difficulties imposed by the pandemic. Another expected result, since the beginning of the pandemic, was the increase in social and educational inequalities, affecting especially the most vulnerable people in our society. Thus, the literacy process needs to include all students, because every child has the right to literacy and quality education.

The objective of this final paper was to analyze the evasion in higher education among students who used the Student Financing Fund (Fies). The meaning of evasion is the act of escaping, fleeing, abandoning; leaving, giving up; not staying somewhere. It consists of the situation of a student who, having entered higher education, at some point stops renewing the enrollment and continuing the studies, going against the purpose of the financing, which is the conclusion of the course. The research problem was to find out the reasons why students drop out of higher education, even though they use the student loan to pay for their studies. The study delimits its scope to the year 2019, due to being the year before the beginning of the pandemic in Brazil, and a comparative analysis of the dropout after the impacts of the Covid-19 pandemic, in Fies, can be performed later. The TFCC was organized in multipaper format, consisting of an introduction, two articles, a technical product and final considerations. To achieve the proposed objectives, in methodological terms, the TFCC, in general, is defined as a quantitative research, classified as descriptive, describing the profile of the student who evades, and qualitative, classified as analytical, analyzing the reasons for evasion for Fies students, even with funding. The results indicate that most of the students who drop out are female, between 19 and 24 years old, mixed race, single, with family income in minimum wages between one and one and a half minimum wages, without PROUNI, public high school, FGEDUC guarantee, Southeast region and São Paulo with the highest percentage, Law course, Bachelor's course type in University Centers and with a concentration area in Social Sciences, Business and Law. As for the reasons for evasion, the results found point to the four main ones for students who used Fies: financial factor as the primary factor for evasion, followed by personal problems; default on quarterly interest and problems with the bail. The results presented specific reasons for Fies students, such as insufficient academic performance, SisFies error and problems in contracting the renewal at the financial agent. Thus, it can be concluded that the primary factor for evasion with Fies students is the financial factor. As a final contribution, the study proposed the creation of an indicator for mapping the profile of students who evade, to be carried out annually, contemplating quantitative and qualitative aspects.

Youth and Adult Education (EJA) is a basic education teaching modality characterized by expressive cultural plurality. Given this context, this research presents as its theme the challenge of implementing educational policies that favor the access and permanence of EJA subjects in school, considering the intersectionality of vulnerabilities and the importance of transversal actions in the formulation of these policies. The general objective is to characterize the new curricular matrices of the EJA of the Federal District as strategies of access and permanence, enabling the integral formation of the subjects of the EJA and their insertion in the world of work, meeting the desires and needs of these working students. To this end, qualitative research was adopted as an instrument for the analysis of national and district regulations and public data regarding the public served by the modality. The theoretical foundation addresses the context of the EJA, the subjects of the modality and the challenges of the implementation of affirmative educational policies. The results of this research reveal the need for the State to invest in the valorization of education professionals who work with EJA, as well as in their continuing education. Thus, this research presents as a technical-educational product the proposal of a continuing education course for education professionals who work with the EJA modality in the Federal District, so that they can understand the curricular integration of EJA with Professional and Technological Education as a strategy of access and permanence of students in EJA.

University extension has the role of dialoguing with society, responding to its demands and expectations, recognizing diversity, values and culture. At the University of Brasilia, the principle of inseparability between teaching, research and extension is present in the organization of pedagogical processes, in the development of didactic-scientific activities and in the guideline of extension action. The present study has the general objective of analyzing the contribution of extension services to students' education based on the conceptions of the actors involved and the practices developed in extension projects at the Exact Sciences Institute. An exploratory research was carried out, with a qualitative approach, based on a bibliographical and documentary survey and semi-structured interviews with participants in the Institute's extension projects. Data were interpreted from three categories of analysis: conception of university extension, function of university extension and inclusion of extension in the curriculum. It was found that the participants' conceptions of extension are close to an academic conception, coherent with the conceptions and meanings postulated in the Institutional Pedagogical Political Project, since the actions are guided by the inseparability between teaching, research and extension, promotion of events and transfer of technologies and in the dialogical relationship with a view to oxygenating the university and transforming society. While associated with the function of teaching, extension proves to add quality to academic training, providing more creative and innovative learning, so that at the end of the training process, the individual is able to act critically in society.

This research aimed to understand how the New High School is being implemented in a public school in the Federal District (DF). Based on our experience as a student and teacher of a public school in the Federal District and on the academic readings performed, we realized that the public educational policies developed directly affect the organization of pedagogical work (LIBÂNEO, 2016; SAVIANI, 2015, 2021). We also understand that the field of curricular studies is permeated, historically, since its genesis, by political disputes (APPLE, 2003; SACRISTÁN, 2000; Smith, 2021). Something similar has occurred in recent years, when we refer to Law No. 13,415/2017 and the National Common Curricular Base (BNCC). We suspect, as a form of main assumption of investigation, that this legislation is, in fact, an instrument of public action that causes drastic changes in this stage of education. Our main question is based on the following question: How is the New High School being implemented in the public schools of the Federal District? Through the state of the art (SILVA; BORGES, 2018) we developed a mapping on what was researched in the area in the period from 2016 to 2022.We continue investigating with the exploratory research of qualitative approach, documentary analysis (CELLARD, 2008) and single case study (YIN, 2001) from the perspective of Dialectical Historical Materialism (MHD) (FRIGOTTO, 1991; TRIVINÕS, 2011) and Historical-Critical Pedagogy (PHC) (SAVIANI, 2021). We constructed the data through observation of the coordinations, semi-structured interviews and questionnaires in google forms that were treated through content analysis (BARDIN, 1977)

This course completion work aims to address issues involving the Diagnosis of Attention Deficit Hyperactivity Disorder (TDAH) in the school context. To achieve the objectives, the research was based on Otobiography and document analysis with a qualitative approach. The Final Course Completion Work (TFCC) model was chosen, organized in a multipaper format, consisting of an introduction, three articles, a technical product and final considerations. The results achieved so far suggest the need to create new procedures that favor the appreciation of different ways of learning, being, acting and thinking, as a sign of an effectively inclusive education, beyond the diagnosis.

The research proposed to address, especially from the reading we make of the philosophies of Nietzsche, Derrida and Espinosa, encounters and processes of creation experienced by students and teachers in educational spaces during training in the final years of elementary school. Education in Brazil, since its origin, presents characteristics of a plastered teaching and stuck to a system that leaves little room for the processes of creation of students and teachers. In this context, we worked on the production of a Medieval Fair in a private school in Brasilia as a powerful experience to rethink the traditional classroom. From a form filled out by students participating in the fair, texts were generated, which were taken for analysis from the tympanization method.This method is done in three gestures: groping rubble, disseminating meanings and creating supplementary

The present research is situated within the context of social, economic, and political transformations that encompass restructurings in both public and private organizations, as well as changes in the management of work processes and the individuals who carry them out. Not only did organizations need to adapt to the new social and work reality, but professionals also needed to demonstrate new competencies. Organizational actions aimed at developing these professional competencies are commonly planned by professionals in the fields of psychology and administration. However, the professional with direct expertise related to the teaching and learning process is the pedagogue. It is worth noting that there are differences between educational practices developed in the school environment and those in professional settings. In this regard, the research aims to analyze the role of the pedagogue in the development of learning actions at the University of Brasília. The research considered both the theories and experiences from the field of education, as well as the theories and experiences existing in other knowledge areas related to the topic addressed in this study. Qualitative research methods were employed. As a technical output of the study, a proposal for the involvement of the pedagogue in the learning actions offered to the employees of the University of Brasília is presented, aiming to contribute to the planning process of organizational vacancies and the pedagogue's profile at UnB

This work focuses on student dropout in stricto sensu postgraduate courses at the Faculty of Agronomy and Veterinary Medicine (FAV) of the University of Brasília (UnB) between 2017 and 2022, emphasizing the impact of the COVID-19 pandemic. Student dropout is a significant issue, leading to social, academic, and economic losses, especially in public institutions where public resources are expended. With the pandemic, education suffered significant impacts, requiring adaptations such as the implementation of emergency remote teaching by UnB. The study is structured in a multipaper format, with an introduction, two articles, a technical product, and final considerations, using quantitative and qualitative methodologies, analysis of institutional documents, and a survey of the State of Knowledge. The proposed technical product is a questionnaire attached to the course withdrawal form, aiming to collect data on the motivators of dropout. The goal is to use this information to develop strategies to reduce dropout rates in the postgraduate programs at FAV-UnB. The research is especially relevant due to the scarcity of studies on dropout in stricto sensu postgraduate courses and the need to understand the effects of the pandemic on education

In an institution located in the city of Brasília, it seeks to find out how the social mothers, who work directly with the children and adolescents in care, see the insertion of the children into the educational environment and to understand how this accompaniment between the Casa Real institutions and the public school takes place. Expressing the opinions of the social mothers and the main difficulties presented in the perspectives of these "mothers", in the institution-school relationship referring to racism, classism and sexism, and the fact that they are institutionalized children how they intersect and present themselves as an aggravating factor. The research used qualitative triangulation tools to analyze the data, using techniques such as a questionnaire and semi-structured interviews to obtain the results; documentary analysis and a literature review were also carried out. The questions guiding this study are: How do social mothers perceive the reflections of social experiences, especially at school, brought about by the children and adolescents who are institutionalized at the "Casa Real"? Do they see these children and adolescents as the protagonists of their lives? In their view, do children and adolescents suffer prejudice because they live in foster care? Do they report violence based on race/color, gender, and class in combination or not? In the view of these social mothers at Casa Real, do they perceive any difference in treatment in relation to school because they are "shelter children"? As a result, the study observed that there is ingrained prejudice in speech and actions, not only on the part of classmates, but also teachers, pointing to the importance of working on what it is like to be institutionalized, and reinforcing the focus on the racial issue. As a result, a proposal for an extension course was drawn up, with the aim of listing some concepts that permeate the results developed from the data studied.

Public Early Childhood Education in the Federal District is offered in different spaces, either exclusively for this stage, or shared with primary and even secondary schools. The provision of Early Childhood Education in school spaces can differ in many ways from that offered in institutions for young children. The aim of this study was to investigate the ways in which spaces are organized and used in a public school that offers Early Childhood Education on the outskirts of the Federal District and to see how children experience the places provided and how they live their childhoods there. The qualitative research was based on participant observations in a first period class at a school in the Sol Nascente administrative region of the Federal District, with the researcher acting as an atypical adult. The discussion of the data was anchored in the theoretical framework of Social Studies of Childhood, bringing together Sociology and Geography, taking into account children as subjects of rights and producers of culture. As a result, we found places where children live out their childhoods through different languages such as games, drawings and dialogues, even though there are few spaces provided and within a culture of schooling. We were able to observe how children relate spatially and experience the spaces provided by adults. As a product of this research for the Professional Master's Program in Education at the Faculty of Education of the University of Brasilia, a photographic dossier was produced with multimedia interactions of the spatial relations of the children who were the subjects of the study.

This dissertation has the general aim of understanding the use, that has been made, of projects in Early Childhood Education and their conceptions and practices, through actions evidenced in an Early Childhood Education Center (CEI), of the State Department of Education of the District Federal (SEEDF). To this end, it was divided into three specific intentions, which look for to specify what is characterized as projects in Early Childhood Education, from a perspective of childhood pedagogy; passing through the guidelines on working with projects, which the SEEDF has directed to the Early Childhood Education units; ending with the analysis of teachers reports of the first stage about their practice with children projects. The methodology being used is qualitative research and is based on praxeological research (Formosinho, 2016), relying on bibliographical and documental survey, semistructured interview with the participants, talking circles and participant observation with voice recording and field diary. The people involved are teachers, the coordinator, and the principle of CEI. It was noticed that from the moment a subject for the project is indicated until the moment it is formulated and, finally, how it is carried out with the children, its construction goes through a complex process of diversified, understandings, which affects teacher training and pedagogical coordination. There is an understanding that children should be participants in the process of building a project, but there are challenges in practice that allow for effective listening and participation of children

The present research aimed to analyze teaching practice with regard to the identification and inclusion of students with High Skills/Giftedness, in a public school in the early years of Santa Maria-DF. Students with High Abilities/Giftedness are included in the Special Education public. In this sense, they have rights to an inclusive and quality education that meets their peculiarities. However, due to the school community's lack of knowledge, these students' abilities go unnoticed and can generate some inadequacies in the school and social structure. When analyzing the questionnaire applied at the researched school, it was found that most teachers are unaware of the peculiarities of students with AHSD and do not have a training course in the area, which creates an obstacle to carrying out school enrichment, stimulating skills and including these students in the classroom

The study examines the implementation of the National Curricular Guidelines for Quilombola School Education (DCNEEQ) in the state of Goiás and the municipalities of Cidade Ocidental, Iaciara, and Cavalcante. Using a qualitative approach, the general objective is to analyze the plans and programs of the State Secretariat and the municipalities of Iaciara, Cavalcante, and Cidade Ocidental regarding the implementation of DCNEEQ in schools that serve Quilombola students in the early years of elementary education. The specific objectives include: Identifying how DCNEEQ is addressed in research on Quilombola education from 2012 to 2022; Mapping plans and programs of the state and municipal networks for schools that cater to Quilombola students; Analyzing possible connections between these plans and DCNEEQ. Results highlight that the documents available in the education secretariats do not adequately address the needs of schools regarding the implementation of Quilombola education outlined in DCNEEQ, limiting themselves to isolated actions. The State Education Plan (PEE) of Goiás and the mentioned municipal plans present broad goals for education in Quilombola communities, without explicit reference to DCNEEQ. The Municipal Education Plan (PME) of Cidade Ocidental includes specific strategies for Quilombola education; however, the 2019 evaluation and monitoring report revealed a lack of organization and investment for its realization. Regarding Quilombola students in schools outside their communities, there are no strategies for the identification and monitoring of these students in the municipal education plans.

This study aims to relate the bonds established and their consistency, or not, between adolescents and socioeducators, throughout the practices undertaken in the socioeducational system, in an open environment, in the Federal District. The methodology adopted was of a qualitative nature, with documentary research and with the help of a questionnaire as a resource for data collection, which was directed to agents and specialists from the Open Service Departments of the Federal District. Considering the demarcations of studies on the bond, originating from Psychology, Pedagogy and Sociology, it is clear that bonding occurs from an early age. However, it is also possible to verify when reading studies in the area of policies and socio-education, that the social stereotype of adolescents in compliance with socio-educational measures contributes to the crystallization of stigmas that strengthen marginalization and the continuity of a system oriented towards punishment and exclusion. In a systematic way, the analysis of the responses to the questionnaire allows us to indicate that some of the socio-education professionals focus their attention and performance on the formal care process and others find meaning in building bonds from the first contact with the adolescent in the unit. Words such as: respect, empathy, welcoming, qualified listening, identification of singularities, were pointed out in relation to practices that confirm the creation of a bond with young people in socio-educational care

This master's dissertation investigates Law nº 13.257/2016, known as the Legal Framework for Early Childhood (MLPI), focusing on its configuration, interpretation and dissemination from its legal documents, the provision of training by the government and, mainly, in its identification through the testimonies of specialists who deal with early childhood and related policies, in the most diverse areas of the five regions of the country. From a methodological point of view, the research has a qualitative approach and the route to the production of the work was composed of documental analysis - of legal and academic documents - and of data collection collected from the realization of semistructured interviews carried out with experts from the five Brazilian regions. After going through the specialized literature and the analysis of semi-structured interviews, it is possible to consider that some programs and actions encounter obstacles, mainly with regard to the issue of investments, due to budget cuts; that intersectoral and intersectional approaches appear in all dialogues as a promising path to the quality of public policies; that the National Council of Justice (CNJ) has been committed to publicize the MLPI through its training, seminars and meetings; and that, from the point of view of specialists, Law nº 13,257/2016, between advances and setbacks, represents an inaugural look at childhood and children and presents itself from the perspectives of development, investment and guarantee of rights.

In the academic context, studies on disability have gained specific contours that alternate between discussions centered on biomedical knowledge and those that aim to broaden this view, displacing disability from the bodily impairment and linking it to sociocultural barriers and the experience of the abject body. In these new transits, this research, based on the theoretical field of the social model, brings a reflection of accessibility in higher education in the light of ableism. The choice of the theme is justified by the insurgence of approaching disability as an expression of the social issue, a phenomenon still peripheral in the debates brought up by the Human and Social Sciences. We opted for an exploratory study of qualitative approach with a combination of ethnographic and visual text to portray and understand the object of analysis that focuses on architectural and urbanistic accessibility at the University of Brasília (UnB). Through the construction of an empirical approach consistent with historical, ethical and political commitments of urgent reflections on the oppression and exclusion to which disabled people are subjected, we seek to answer whether the UnB is a portrait of the invisibility of the multiple forms of being disabled on the university floor. The results obtained show that although the UnB has an Accessibility Policy, in order to ensure the application of legislation, what is proposed is still stuck in the theoretical field of resolutions, as well as in the field of punctual and merely adaptive actions, which demonstrates the need for the UnB to reflect on its own history and the inclusive practices it carries out.

The main goal to this research is to understand the perceptions when it comes to student assistance for students of Field Education who are mothers that take their children to college with them – Faculdade UnB de Planaltina (FUP Campus) throughout the duration of the course named as Tempo Universidade. In order to reach its goals, the research made use of multifactorial approaches by applying a survey and preplanned individual interviews to get effective participation with multifactor analysis as well as the analysis of public service tools available to the student assistance of mothers from LEdoC. The research justified itself based on the group’s particularities, who are mothers and come from rural areas with their kids to the campus, demanding particular structures available at the university in order to receive them properly. Also, student social assistence is relevant to the permanence of these quilombola and rural students, whose differences regarding to race, gender, motherhood and rural origins are intersectional. Even though the results from the research shows that the applied resources are insufficient to attend the specificities that comes from the students, especially considering a political scenario where budget cutbacks oftenly happens in the educational funds, it shows clearly that most of the students wouldn’t be able to finish their degrees if it weren’t for the program’s support. The research also shows that, due to the low scope of day care assistance and the disregard of the maternity specificity in other formal assistance mechanisms, an extension care strategy known as "Ciranda" stands out and implemented in the form of a collective action, as a result of the efforts of a local support network for students and their children.

Precocious Education has sought to reach visibility that considers the development of children and allows people to think and reflect, at a procedural and pedagogical level, about its importance and how much it is necessary for children with or without specificities and for their main caregivers. Some questions are important, among them: how do the main caregivers and pedagogues perceive the importance of the activities promoted in the context of the program for the development of the children served? How can these experiences contribute, or not, to the engagement of the main caregivers and to the social visibility of the program? How can these experiences expand, in the social sphere, the understanding of Precocious Education and its importance in the context of development and learning? Based on these initial questions, we sought to understand the possible contributions of Precocious Education to Child Development, based on the experiences of main caregivers and pedagogues participating in a specific program of Precocious Education in the Federal District. For this, a qualitative approach and phenomenological research was carried out, having as theoreticalmethodological foundation the bioecological model of Urie Bronfenbrenner, which emphasizes human development as a contextualized process. As an instrument for building the information, semi-structured interviews were carried out and two reports on the development of the participating children were analyzed. The results indicate that the program still needs greater visibility, requiring more disclosure and guidance on the program and its operation. Although being a current and comprehensive topic, there is little research on the subject. Therefore, we seek to broaden the discussion to encourage that other works on the Precocious Education Program can be produced and published.

This research sought to understand the performance of the Pedagogue of the Specialized Learning Support Team (EEAA) of the public school system of the Federal District, as well as to analyze its influence or not on the "modeling of the curriculum" (SACRISTÁN, 2017) with the faculty. To this end, a historical analysis of the emergence of the Specialized Learning Support Service (SEAA) was made through the study of the current legislation and its Pedagogical Orientation. The need for this study was perceived, because there are still uncertainties regarding the work of this professional and his pedagogical performance of the school. It is proposed as a central research question: what is the possible performance of the Pedagogue of the Specialized Learning Support Team of the State Department of Education of the Federal District in the "modeling of the curriculum" (SACRISTÁN, 2017) with the faculty? As a general objective: To understand the possible performance of the pedagogue of the Specialized Team of Learning Support of the Secretary of State for Education of the Federal District in the "modeling of the curriculum" (SACRISTÁN, 2017) with the faculty. It was assumed that the possible performance of the Pedagogue with the teaching staff of educational institutions in the phase of "curricular modeling" (SACRISTÁN, 2017) can enable the teacher to understand the breadth of curriculum management and how the reorganization of the curriculum can be a promoter of guarantee of learning of students attended by the EEAA. The methodology used was the qualitative approach of exploratory character, with the performance of field research and single case study (YIN, 2015). The research scenario was a public elementary school – early years in the city of Samambaia, located in the Federal District – having as subjects the pedagogues of the EEAA and the teachers. The research had theoretical support in historical-critical pedagogy (SAVIANI, 2012). The research methodology used was materialized by the following investigative procedures: bibliographic review; documentary analysis; semi-structured interview with EEAA pedagogues and 10 teachers; questionnaire applied to 49 PEDAGOGUes of SEEDF, who work in the 14 regional schools and at the head office; observation of the moments of action of the pedagogue with the teaching staff in an individual and collective way. To meet the demands of the object of study, the following theoretical axes are articulated: 1. Pedagogy and pedagogues: theoretical bases, anchored in: Franco (2008), Libâneo (2010), Pimenta (1996) and Silva (2017; 2019); 2. Specialized Team of Support for Learning and Organization of Pedagogical Work: Freitas (1995), Libâneo (2018), Lima e Silva (2020a; 2020b); and 3. Specialized Team of Learning Support and the modeled curriculum: Sacristán (2017), in addition to the supporting documents of the State Department of Education of the Federal District (SEEDF). As a technical product, the proposal of a 400-hour latu sensu graduate course will be presented, which will target the Pedagogues of the Specialized Learning Support Teams of the Department of Education of the Federal District. Preliminary data indicated that the performance of the pedagogue was perceived as very important within the organization of pedagogical work and in curriculum modeling, it is worth mentioning that there is a need for investment in the continued training of the EEAA pedagogue by SEEDF. The units of record raised were: The performance of the pedagogue, The pedagogue and the curriculum and the pedagogue and the continuing education. In relation to the categories were selected of ontological and derived nature, i.e.: The Pedagogue and the teacher's support; The Pedagogue and the organization of pedagogical work; The Pedagogue and the accompaniment to families; The Pedagogue and the curriculum; The work of the Pedagogue; contradiction and historicity.

The research arose from the need to understand how the actions mediated by the pedagogical supervisor in curricular modeling can favor or minimize teacher isolation and, thus, promote a better Pedagogical Work Organization (OTP). We analyzed the positions of supervisors and teachers from the initial years of elementary school in relation to the axes: 'Pedagogical Supervisor', 'Modeled Curriculum' and 'Teacher Isolation' and how they articulate. In this sense, the assumption raised advocates that the pedagogical Supervisor can be an important ally in the face of teacher isolation, in the search for strategies for pedagogical work that considers the "modeling and transforming power of teachers" before the implementation of a "prescribed curriculum" (SACRISTÁN, 2000). Thus, this study is based on the following central question: how can the pedagogical supervisor's actions in curricular modeling favor or minimize teacher isolation? The research was developed in a school of the public school of the Federal District that serves elementary school – Early Years and with other supervisors of classes schools located in different areas of the city of Ceilândia. The research has a qualitative approach, through a single case study (YIN, 2015) with analysis of the Pedagogical Political Project (PPP) and the Curriculum on the Move; semi-structured interviews with managers, coordinators, Specialized Learning Support Team (EEAA), Specialized Educational Care (EEA), Educational Guidance (OE), teachers and supervisors of other teaching units; application of a questionnaire to managers, coordinators and other professionals directly involved in the research and participant observation of collectives, sectorized coordinations, class councils and the pedagogical week. As a technical product we have developed a continuing training course for supervisors and coordinators of the public school system. Among the theorists who support our research are: Freitas (1992), Fullan and Hargreaves (2006), Lima and Silva (2020), Rangel (2001), Sacristán (2000), Saviani (2013), Silva (1981) and Veiga (2013). Regarding the factors that can minimize teacher isolation through the actions of the pedagogical supervisor in curriculum modeling, we highlight, from the data collected and analyzed: the direction by the management of the work of this professional for the pedagogical; specific continuing training; knowledge of what prescribes its tasks; the sharing of work with the other professionals involved with the Pedagogical Work Organization, humanized look and welcome to their peers. We point out as possible factors that can favor teacher isolation in the mediation of the modeled curriculum: work overload when not defining its performance (administrative or pedagogical); devaluation of the function; the lack of a full staff of professionals for job sharing; the scarcity of specific continuing education; the absence of a clear view of their attributions.

Competency-based learning was introduced by the Base Nacional Comum Curricular (BNCC) as an opportunity to achieve meaningful learning and integral development of students. However, it is observed that there is a great challenge for educational institutions to implement what is required by the Base. Therefore, the proposed study has as its main objective to verify how the application of educational robotics can favor the development of the set of general competences of the BNCC. For this purpose, we will work with a qualitative and quantitative approach, using bibliographic research and document analysis. To carry out this study, we used the questionnaires that were applied to professors and students as an instrument for collecting data and information. As the main findings of the study, we found that robotic educational robotics corroborates the development of all ten general skills of the National Common Curricular Base, it was evident the benefits of this practice for the development of such complex and important skills for the integral progress of students, in order to prepare them for the challenges of modern society, for the job market, for the exercise of their citizenship and in the discovery of their life project. that enables the praxis of educational robotics and the skills and competences that are developed in students. The technical product proposed from the results of the research, is proposed in the reference matrix of educational robotics, which seeks to guide the researched teaching institution.

This research is aimed to understand the construction process of the New Fundeb, within the scope of PEC nº 15/2015, focusing on the proposals presented by the main social actors active in the period, on the game of forces, on the chalenges and dificulties the influence exerted by them in the formulation of the new Fund, as well as the challenges and difficulties that permeated this historic milestone for the financing of basic education. The research, with a qualitative approach, was based in bibliographical research, which allowed building the theoretical framework of this work and subsidized the analysis of results, as well as documental research. The bibliographical reference addressed concepts, approaches, typologies of public policy and its formation cycle, aiming on, based on theoretical foundations, understanding the process of reformulation of Fundeb, besides having made a historical-normative discussion about the trajectory of the financing of public basic education until the institution of the funds policy, initiated with Fundef. The documentary research consisted of the analysis of documents produced within the scope of the Chamber of Deputies referring to PEC nº 15/2015, such as shorthand notes of public hearings, parliamentary amendments, drafts of substitutes, in addition to documents published by the main social actors showing their respective positions on the matter. The collected material was subject to content analysis, according to the technique proposed by Bardin (2016), so that the main themes discussed in the public hearings were chosen as lines of analysis. The results reveal the intense and tense debates, the existing conflicts of interests and the articulations made by the social actors to influence the PEC nº 15/2015. They are well-organized collective political subjects who adopted the presentation of technical studies and projections as their main instrument of persuasion, which supported the arguments used to defend their respective education projects. The analysis of the discussions allowed identifying a dividing line of positions in which, on the one hand, the proposals tended towards a more progressive perspective, with the defense of a considerable increase in federal resources and allocation only to public institutions, on the other hand, the conservative perspective , with privatist positions and defense of bonuses for educational performance, the agreements system and the efficient management of public revenues to increase the improvement of learning indicators without a significant increase in resources. Faced with the federal government's attempts to misrepresent the legislative proposal and the imminent risk of the end of Fundeb without a successor, some positions were changing throughout the process, in such a way that retreats in search of a consensus and in its strengthening contributed to the approval of the New Fundeb. The new Fund, created by Constitutional Amendment nº 108, of August 26, 2020, includes proposals presented by social actors, which demonstrates the strong influence exerted by them in the construction of educational politics, presents improvements in relation to the first Fundeb, but it also carries with it contradictions resulting from the capitalist agenda.

This dissertation is a panoramic view of what was produced in the Postgraduate Program in Education – Master in Education – Professional Modality (PPGEMP), also related to a project with the National School of Formation and Improvement of Magistrates of the Federal Military Justice (ENAJUM) and the University of Brasília (UnB) where an attempt was made to investigate the aspects that support a curricular matrix based on competences and, that suited the context of ENAJUM, considering the curricular dynamics and the formative aspects. The theoretical reference on the conception of competence used was ZABALA; ARNAU (2014); LE BOTERF (2003); FLEURY; FLEURY (2001); LIMA, SOUZA; ARAÚJO (2015), SOUZA; BIELLA (2010) and for the study of curricular logic, studies by JONNAERT et al (2010); SILVA (1999), SACRISTÁN (2011); RASCO (2011); SILVA, (2020); FRANCO, (2012) . In the methodology, it was anchored in GAMBOA (2007) for the definition of the critical-dialectic approach through a qualitative vision. The production of the curricular matrix showed some points that were already indicated in the action-research strategy and the results obtained at first, it was a technicist curricular matrix based on the professional profile built, but which was later reformulated, gaining more critical aspects. From the results obtained, it is possible to emphasize the need for a greater conceptual clarification on the idea of curriculum in the pedagogical field for the school team and a better clarification of the objectives for the construction of the curricular matrix. The research reached the construction of a curricular matrix based on generalizing competences that substantiates the construction of the institution's future training projects

The class and the game in teaching English: listening to the experiences of high school teachers was born amid questions about the teaching of English in public schools – which is often considered ineffective. Observing this reality, the present work discusses the use of games as a way of thinking about this learning, seeing playing as a teaching strategy and also as a dynamic of languages in this journey. For this, it is proposed the use of the otobiográfico method as a way of researching and working and, jointly, couples the Oficinas de Transcriação to this research as a means of listening to the experiences of English teachers at Centro de Ensino Médio 01 in Sobradinho, Distrito Federal. With the otobiografia, I place myself as a listener of the experiences; with the Oficinas de Transcriação, we open paths for artistry and for the production of new meanings through writing. Thus, it was reached the perception that the teachers, being in the position of artists, researchers and creators of their arts together with their students, generated a positive and relevant impact on the process of learning English. This is possible through movements in their thoughts about how games can be used in the task of educating – movements generated from the words of Darcy Ribeiro, an interview by Rubem Alves, a video by Fernando Tsukumo, production of games and writings and listening about the experience of playing in the classroom. In conclusion, the approximation with Nietzschian and Derridian concepts points to the possibility of promoting contributions and showing paths to the field of education through the game.