Research Project Abstracts

LINE 1: Educational Public Policy

Prof. Dr. Adenilson Souza Cunha Júnior

Research Project Title: Active school search in youth and adult education: policies, strategies, and actions in the territory of the mid-southwest of Bahia

Project Description: The central objective of this research is to identify which policies, strategies, and actions the thirteen municipalities that comprise the Territory of the Mid-Southwest of Bahia have developed to carry out active school search in Youth and Adult Education (EJA). The study is justified by the relevance of the theme in the context of educational debate, especially in the post-pandemic period, where persistent school dropout and abandonment in EJA are evident. The study also proposes to verify the potential demand of EJA subjects who are out of school in the municipalities of the Mid-Southwest Territory, analyze the policies, strategies, and actions that have been developed by these municipalities, and systematize the experiences carried out in the active school search in EJA that can be taken as references for the expansion of policies and actions. The research, of a qualitative nature, is being carried out with managers of municipal and state education networks (state representative and municipal education secretaries), school managers (principals), and teachers who work in this modality of education. It is expected that the fulfillment of the objectives listed in the research, in addition to deepening the incipient theoretical field of studies in the area, can subsidize the elaboration of policies, strategies, and actions that minimize the impacts of school dropout and abandonment in Youth and Adult Education in the municipalities of the Mid-Southwest Territory of Bahia.

Profª Drª Arlete Ramos dos Santos

Research Project Title: Educational policies and pedagogical practices in rural schools of Bahia in the pandemic and post-pandemic context

Project Description: This research aims to analyze the educational policies and pedagogical practices for rural subjects in the municipal networks of the Identity Territories (TI) of Bahia, in the context of the Covid-19 pandemic and post-pandemic. It will be observed whether there was indeed an implementation, as well as its contribution to minimizing social and educational inequalities and to improving the quality of life of the subjects who are part of the educational process in rural schools. The method used will be historical-dialectical materialism, and the research will be both quantitative and qualitative. Data will be collected through documentary analysis of 27 Identity Territories of Bahia that participate in the Formacampo extension program of the State University of Southwest Bahia (Formacampo/UESB). Documents indicating enrollment, permanence, and/or dropout, and pedagogical experiences used by municipal networks during the pandemic and post-pandemic to serve rural students will be investigated. The research will be developed at UESB but will include the contribution of professors from the State University of Santa Cruz (UESC), the State University of Bahia (UNEB, Bom Jesus da Lapa campus), and the Federal Institute of Bahia, Vitória da Conquista campus.

Research Project Title: The BNCC in the control of public education: neoliberal mechanisms to contain emancipatory educational perspectives

Project Description: This is a project developed by the Network Diversity and Autonomy in Public Education (REDAP), formed by a collective of basic and higher education teachers and researchers from various institutions in Brazil, in which I participate. Its objective is to gather and disseminate studies, practices, and inquiries that contribute to the elucidation of the directions of educational policies in Brazil, especially in the field of curriculum, teacher training, management, and evaluation. The concrete conditions with which schools and universities are being confronted have prompted REDAP to mobilize researchers, teachers, and professionals from Basic and Higher Education to understand the political, legal, and pedagogical effects of the National Common Curricular Base (BNCC) in the management of education in various education systems, focusing especially on the forms of control that link the funding of education to the alignment of curricular proposals based on the principles and recommendations of the BNCC. The present project seeks to deepen studies on the advance of neoliberal and conservative agendas in educational policies, considering the standardization imposed by educational reforms, especially the National Common Curricular Base, which marks a serious historical setback in the field of the recognition of diversity, equality, inclusion, autonomy, and emancipation.

Profª Drª Berta Leni Costa Cardoso

Research Project Title: Health and quality of life indicators of academics and teachers: a comparative study between genders

Project Description: This study aims to analyze health indicators, quality of life, and training of students, teachers, and education professionals. It is a descriptive research with quantitative and qualitative approaches. The research subjects will be university students, teachers, and education professionals from public and private institutions in the southwest of Bahia. The instruments used in the field of study will be questionnaires and semi-structured interviews. Applicability will occur after consent from the researched individuals who agree to participate in this study, guaranteeing the confidentiality of their identity. The analysis of qualitative data will be done by content analysis, and quantitative data through descriptive and inferential statistics using SPSS and Iramuteq software. This study may contribute to broadening knowledge about the lifestyle, quality of life, level of physical activity practice, barriers to this practice, training, and work of the researched individuals, levels of anxiety, depression, and stress, constituting a tool for the development of awareness actions in risk prevention, health promotion, discussion, and clarification regarding preventive behaviors.

Keywords: Quality of life. Training. Teacher. Student. Health. Education professionals.

Prof. Dr. Cláudio Pinto Nunes

Research Project Title: Training and work of education professionals at different levels and contexts of action

Project Description: The research project comprises an umbrella proposal that aims, in general, to analyze the training and work of education professionals at different levels and contexts of professional action. Specifically, the project aims to encompass studies focused on studying the specificities of the training and work of education professionals analyzed in their diverse contexts, such as: a) early childhood education; b) early years of elementary school; c) final years of elementary school; d) secondary school; e) youth and adult education; f) vocational education; g) federal institutes of education; h) undergraduate studies; and i) graduate studies. Methodologically, the research can be carried out from different perspectives; however, the centrality of the proposition lies in the production of empirical information from interactive-provocative conversations with professionals from the levels and contexts of action covered by this project or the subprojects that join the umbrella project. Carrying out the research will, by analyzing the training and work of education professionals at different levels and contexts of action, contribute to presenting subsidies for the elaboration and proposition of educational policies and educational practices, especially those aimed at the management of educational resources, policies aimed at the work of teachers and other education professionals, at the different levels of scope of the study. It is expected that this study will outline a general profile of both the training and the work of education professionals, considering the different levels and contexts of action of education professionals.

Research Project Title: Quality of life of professors as workers in graduate programs in Education in Brazil

Project Description: Research project approved by CNPq Call 09/2023 and developed with funding in the Research Productivity Grant modality – PQ Grant.

This research project is based in the Area of Education, in the line of educational public policies, and is institutionally located in the Graduate Program in Education of the State University of Southwest Bahia (UESB), in the Research Line Educational Policy, in the Study and Research Group Didactics, Training and Teaching Work (Difort/CNPq). It aims to analyze the quality of life of professors as workers in graduate programs in Education in the context of Brazil. To this end, questionnaires will be applied to all professors working in graduate studies in Education nationwide, and interactive-provocative conversations (NUNES, 2010; 2011; 2020) will also be held with professors, following representativeness criteria for the five regions of the country, working in Graduate Programs in Education. It is expected that this study will outline, regarding the quality of life of professors as workers in graduate programs in Education in the investigated context, considering: a) the elements referring to quality of life possibly present in the National Graduate Plan (PNPG) and in the current CAPES Area Document for Education, elements referring to the quality of life of graduate professors; b) the demands and volume of activities of professors (face-to-face and remote, with the use of technological resources); c) the working conditions of professors; d) the resources available for teaching and research (structure and finances); and e) the implications of all these items for the quality of life of these professionals. By analyzing the quality of life of professors as workers in graduate programs in Education, this research may contribute to the proposition of educational public policies, especially those aimed at the management of resources, programs, policies, and practices focused on the work of professors, especially professionals working in graduate studies.

Profª Drª Ênnia Débora Passos Braga Pires

Research Project Title: Democratic management and managerialism: implications for the work of the pedagogical coordinator

Project Description: This project falls within the field of management and educational policy, highlighting management models and their reflections on the daily lives of education professionals and the conduct of educational policies. The interest in the theme comes from the need to analyze how the transformations resulting from the 1990s educational reform in Brazil have shaped new models of educational management and the effects of their implementation in schools on the development of the work of education professionals and the managerialist perspective in educational policies. Specifically, this research aims to analyze the

scope to analyze the implications of democratic management and managerialism in the work of the pedagogical coordinator, starting from the understanding of the limits and possibilities existing between the propositions. The field of study for the investigation will be the public education network of a municipality in the southwest region of Bahia.

Profª Drª Iracema Oliveira Lima

Research Project Title: Faces of capital in the functioning of Bahian state universities: university autonomy under the neoliberal yoke

Project Description: This research is in the field of discussions on public policies in education, with a focus on higher education. The proposed question to be answered by this research is “how has neoliberal policy impacted the organization and functioning of Bahian state universities?” In order to answer this question, we define as a general objective to analyze how neoliberal policy has impacted the organization and functioning of Bahian state universities. The theoretical and methodological approach to be used dialogues with Historical and Dialectical Materialism, considering the proposed objective within a dynamic that contemplates conjunctural and structural dimensions; thus, we use quantitative and qualitative approaches, including the survey and analysis of documentary sources and legal instruments, and statistical data. With the results, we intend to broaden the debate on public higher education in the State of Bahia, contributing to the production of knowledge, as well as presenting the results at academic events.

Prof. Dr. Ivan Fortunato

Research Project Title: Understanding Circumstantial Didactics in teacher training

Project Description: This project seeks to investigate the proposed concept of Circumstantial Didactics in teacher training, going beyond the traditional instrumental conception of general didactics. It is a self-formative research, in which the aim is to reflect on the educational practices developed during teacher training in undergraduate programs. The research adopts an interdisciplinary approach, articulating daily experience and empiricism as primary sources of knowledge, comparing and correlating them with the theoretical foundation, whose main figures are progressive authors such as Paulo Freire, Rubem Alves, Célestin Freinet, and Everett Reimer. Furthermore, Circumstantial Didactics is anchored in the Decolonial perspective, promoting necessary reflections contrary to the more general movements of curriculum and training policies of a neoliberal nature. Methodologically, it uses experience reports and empiricism to elaborate essays, self-formative activities, and aphorisms. The project is justified by the growing need to rethink teacher training in light of new social and educational demands, and by the relevance of training teachers capable of exercising critical pedagogical practice.

Profª Drª Leila Pio Mororó

Research Project Title: The National Plan for the Training of Basic Education Teachers: PARFOR in Bahia

Project Description: This investigation proposes to evaluate the National Plan for the Training of Basic Education Teachers (PARFOR) in Bahia, identifying its effect on the demands (social and pedagogical) for the training of teaching professionals in the state’s public networks. To this end, we will analyze the proposal of the State Training Policy and its construction process by the State Forum for Teacher Training of Bahia; we seek to understand the practice of the collaboration regime between municipalities and the state; we will analyze the dropout rates by course/university; we will survey the teacher training proposals of each university involved and their relationship with the administrative organization instances of the HEIs; we will identify the definition criteria and the forms of selection and work of the higher education teachers involved.

Prof. Dr. Ruy D’Oliveira Lima

Research Project Title: The Contradictions Arising From Educational Inequalities

Project Description: The research project focuses on the elaboration and applicability of educational policies, which must take into account the nuances constructed by social, individual, temporal factors, and historical political contexts. These elements influence the achievement of results and are generally found within the circle of educational policies.

Profª Drª Tatyanne Gomes Marques

Research Project Title: “BLACK ALSO WANTS TO BE A SCHOLARSHIP HOLDER”: Analysis of the places and non-places of black students at the State University of Bahia

Project Description: This research proposes to analyze the places and non-places of black undergraduate students at the State University of Bahia based on the distribution of teaching, extension, and research (Scientific Initiation) scholarships. This objective stems from the questions raised by the demands of students from the Department of Education – DEDC XII of the State University of Bahia (Uneb), questioning the places occupied by black people in the institution. Among the many interventions, the explicit discourse “Black also wants to be a scholarship holder” drew attention. Thus, this study seeks to analyze: How does the distribution of teaching, extension, and research (Scientific Initiation) scholarships occur, considering the racial aspect of the affirmative action policy instituted by the State University of Bahia? What is the profile of scholarship students at Uneb? Where are the black students? Are black students scholarship holders? What places and non-places do they occupy at the university? To answer these questions, field research will be conducted at Uneb, specifically on campuses XII and VI. Research procedures will include: documentary analysis (resolutions; regulations; calls for teaching, extension, and Scientific Initiation scholarships; publications on the pages of the Dean’s Office for Affirmative Actions; documents from quota conferences, etc.) to identify the discourse and criteria of the State University of Bahia in the distribution of teaching, extension, and research (Scientific Initiation) scholarships, considering the racial aspect of the quota policy; survey of institutional data to identify teaching, extension, and research projects with monitoring in the semesters 2019.2, 2020.1, and 2020.2; and a questionnaire to describe the profile of scholarship holders. It is expected that this research can collaborate with the field of studies on educational stratifications, specifically when considering racial criteria, thus generally deepening the efforts made to problematize school trajectories and, in particular, the efforts of the State University of Bahia (UNEB) to become an increasingly inclusive university.

Prof. Dr. Temístocles Damasceno Silva

Research Project Title: Analysis of the agenda-setting process of public education policies in Brazilian federative units

Project Description: The research project aims to analyze the agenda-setting process of public education policies in the Brazilian federative units. It is an exploratory, documentary, and quantitative-qualitative study. The analytical categories listed refer to the symbolic agenda and the decisional agenda, outlined within Political Science. The data collection sources were selected through the attention indicators of the respective agendas, namely: government plans; inaugural speeches; annual messages; decrees and budget documents; executive branch bills. These documents are available on the official websites of the executive branch of the federative units. The data analysis will be outlined through descriptive statistics and correlation of the following variables: political, social, economic, and educational. In addition, the content analysis of the priority agendas as well as the discussion with the specialized literature will be carried out. From this perspective, the development of investigations that allow the understanding of the continuities and ruptures of the aforementioned political dynamics and, concomitantly, the production of technical-scientific evidence as a possibility for predicting political decision-making is expected.

LINE 02: Curriculum, Educational Practices and Difference

Profª Drª Ana Luiza Salgado Cunha

Research Project Title: Feminist Epistemologies and Women’s Studies: gender, sexuality, and diversity

Project Description: The primary objective of this research project is to study and understand the relationships between feminism, epistemology, and women’s participation in society, developing not only reflections on the theme of feminism and political participation but also for the construction of research and educational products that involve a plurality of subjects, groups, and institutions. With the maxim “the personal is political,” feminism – as a set of political, social, ideological, and philosophical movements – initiated the discussion on the formation of sexual and gender identities. Among its demands is the political and social participation contestation based on the differentiation between men and women. Methodologically, we will conduct studies and group discussions on the presented themes, expanding the theoretical repertoire to systematize subsidies for carrying out field research that will start from the profile of women at UESB, Vitória da Conquista campus, including technical-administrative staff, professors, and undergraduate and graduate students, expanding to topics such as knowledge production, feminist epistemologies, gender, sexuality, and diversity. We hope that the results of this research will enable deeper reflections on the experiences of women in the university space, as well as the meanings and significance of these experiences in the construction of knowledge, systematizing subsidies, through dialogue, study, writing, and course organization, for the construction and consolidation of spaces and knowledge that are announced as new scientific paradigms, in a science that focuses on equity and social justice.

Profª Drª Ana Paula Perovano dos Santos Silva

Research Project Title: Analysis of new textbooks for Secondary Education: what knowledge and teaching orientations are revealed?

Project Description: Textbooks consist of a means used by teachers to incorporate ideas about teaching and learning, containing references and parameters so that they can deliberate on their educational practice. The reform of the new Secondary Education implied changes in the textbooks intended to serve this stage, including works with interdisciplinary proposals and specific continuing education for teachers and managers, seeking to subsidize them in participating in the implementation process of the New Secondary Education and what is recommended in the National Common Curricular Base. Thus, we intend to analyze what knowledge and teaching orientations are portrayed in the Teacher’s Manuals of the works of Human and Social Sciences Applied in dialogue with Mathematics and in the continuing education books aimed at Mathematics teachers of PNLD 2021. These works are unpublished and did not exist in previous calls for proposals. According to the proposed objective, this is an exploratory research with a qualitative approach and documentary analysis design whose source will be twelve textbooks available for Mathematics teachers to choose from, of which ten are Human and Social Sciences Applied in dialogue with Mathematics and two will address continuing education. We hope to contribute to a better understanding of the ideas, methodological innovations that can guide teaching practices, and the methods that were disseminated through the analyzed works, broadening the understanding of initial and continuing education processes and discussions about the teacher-curricular materials relationship.

Research Project Title: Mathematics curricular materials as a tool for teacher professional knowledge

Project Description: Research on teachers and curricular materials seeks to highlight the invisible actions of the relationship between these two agents. Conceptualized as a tool, curricular materials imply teachers’ practices and are implied by how these professionals read, interpret, evaluate, select, and use curricular resources. If, on the one hand, materials act as inductors of the curriculum and student learning, on the other hand, they have been considered by specialized literature as tools that provide opportunities for teachers to expand professional knowledge to develop the Mathematics curriculum. Beyond addressing and presenting content in the form of activities, the materials incorporate conceptions about teaching and learning processes; theorizations that justify and ground didactic and methodological options; and aspects of the epistemology of knowledge. The materials also incorporate Mathematics for teaching, which, to be identified by teachers, requires the mobilization of knowledge. Research focusing on curricular materials as a tool for teacher professional knowledge in Mathematics Education has proven relevant and constitutes a field of investigation given the context of the availability of materials as support for the implementation of curricular reforms. Identifying the knowledge of teachers that is activated to read, interpret, evaluate, and select mathematical activities when using curricular materials has been the interest of research on how these materials act to expand teacher professional knowledge about Mathematics for teaching. This project is guided by the objective of analyzing aspects of the teacher-curricular materials relationship that imply teacher professional knowledge in Mathematics. Specifically, with this project, we intend to (i) investigate to what extent the resources of teachers and curricular materials imply teacher professional knowledge; (ii) understand how teachers interpret and use a variety of types and designs of curricular resources; (iii) analyze beliefs, conceptions, and knowledge manifested by teachers when evaluating curricular materials; and (iv) theorize about teacher professional knowledge based on the teacher-curricular materials relationship. These objectives lead to a qualitative research approach, of the documentary analysis and case study types, for which data collection will be based on the analysis of documents and curricular materials and the constitution of focus groups composed of teachers who teach Mathematics. For the analysis, studies on pedagogical design and the knowledge of Mathematics incorporated into curricular materials will be considered. With this research, we hope to understand to what extent the development of teacher professional knowledge occurs from the teacher-curricular materials relationship in Mathematics.

Profª Drª Cecília Conceição Moreira Soares

Research Project Title: Gender, race, and affective-sexual trajectories among black women leaders of working-class communities in Salvador-Bahia

Project Description: The objective of the project is to investigate the affective-sexual trajectories of black women leaders from two working-class neighborhoods in Salvador-Bahia.

Research Project Title: Educational practice as social and cultural practice

Project Description: Educational practice as social and cultural practice is also a practice of signification and occurs in formal and non-formal educational spaces. We assume Weberian and Eliasian readings as a reference for thinking about educational practice as social practice, conceiving it as a field of signification. We also rely on Geertzian anthropology to think about different educational cultures in formal and non-formal spaces, within the framework of their own structures. The interest in studying the theme stems from experience as a researcher of educational practice and observing that social and cultural aspects worked on in school are crossed by beliefs and values, on the part of the subjects who work in school, originating from non-formal educational spaces. Thus, we chose to research the symbolic dimension of educational practices to understand which values and beliefs cross the social and cultural educational action practiced in school and other educational spaces. In the methodological process of the research, we will carry out the following stages: a) survey and bibliographic analysis; b) comprehensive interview with social subjects from the empirical field. We will use Content Analysis to analyze the interviews. It is expected that the results of the research can offer subsidies for the understanding of the relationship between culture, society, and education, in order to meet the needs of an educational practice aimed at respect and human valorization.

Research Project Title: Black women in the world of work: the question of self-esteem and ethno-racial identity in vocational training

Project Description: This research project intends to analyze the pedagogical and methodological proposals for vocational education of black youth and adults, particularly women, in Salvador-Ba. The selected research locus is the CEEP in Logistics and Transport Luiz, and its choice is based on the perception that the training area offered by this center is seen as a potential booster for insertion into the world of work.

Profª Drª Edmacy Quirina de Souza

Research Project Title: Ethno-racial relations in early childhood education: “I am not black, I am dark white”

Project Description: This project aims to analyze how the contexts of early childhood and family education contribute to the identity affirmation of black children and what is the relationship of black and white children with their teachers, fathers, and mothers.

Profª Drª Nilma Margarida de Castro Crusoé

Research Project Title: Educational practice as social and cultural practice

Project Description: The research project “Educational practice as social and cultural practice” is part of the Study and Research Group on Curricular and Educational Practices (GEPPCE), registered with CNPq, and the Research Line “Curriculum, Educational Practices and Difference” of the Graduate Program in Education (PPGEd). Its objective is to analyze educational practice as social and cultural practice in formal and non-formal educational spaces. The interest in studying educational practice arises from master’s (2003) and doctoral (2010) training, in which I developed research on pedagogical practice in the field of representations and meaning, therefore, in the field of significations, and in professional practice as a supervised internship professor, where I observe the strength with which significations guide school practices. From this context, I have supervised undergraduate and graduate works that address both educational practice in school, in the early years, and in the context of social and cultural movements, emphasizing the relational axis and strategies for experiencing the context of these spaces; what is learned in terms of social conduct; what beliefs and values cross such conduct. In the research trajectory of these spaces, I have observed that the different configurations of educational practices imprint identity cultures, norms of conduct, worldviews, not necessarily constructed within the school group and movements, but in relation to the other, in different social and cultural contexts. We assume Weberian readings as a reference for thinking about educational practice as social practice and readings of social phenomenology as a field of signification. In the methodological process of the research, we carry out the following stages: a) survey and bibliographic analysis; b) comprehensive interview with social subjects from the empirical field. We use Content Analysis to analyze the interviews. It is expected that the results of the research can offer subsidies for the understanding of the relationship between culture, society, and education, in order to meet

the needs of an educational practice aimed at respect and human valorization, in their subjectivities.

Keywords: Culture. Educational Practice. Society.

Research Project Title: Organization of the pedagogical practice of teachers in the first three years of the nine-year Elementary School: articulation and continuity of the school trajectory

Project Description: The research project “Organization of the pedagogical practice of teachers in the first three years of the nine-year Elementary School: articulation and continuity of the school trajectory” is part of the Study and Research Group on Curricular and Educational Practices (GEPPCE), registered with CNPq, and the Research Line “Curriculum, Educational Practices and Difference” of the Graduate Program in Education (PPGEd). Its objective is to analyze the pedagogical practice of teachers in the first three years of the nine-year elementary school, in order to ensure the articulation and continuity of the school trajectory, having as a theoretical-methodological reference the phenomenology of social relations. The interest in studying the theme stems from the experience as a supervised internship professor in the Pedagogy Course at the State University of Southwest Bahia (Uesb) and as a researcher of pedagogical practice in the first three years of elementary school in the municipality of Vitória da Conquista – Ba, and observing the diversity of educational practices developed, influenced by meanings and beliefs originating from other spheres of the professionals’ social life (family, church, leisure) that often determine pedagogical actions with children. The importance of this study lies in the intention to understand and explain the curriculum as lived practice in school, therefore, its subjective dimension, with the aim of thinking about the school institution from its agents, how the relationship between agent and structure is established, in order to ensure the continuity of the school trajectory of children in this segment. This is an ethnographic research whose methodological process involves: a) survey and bibliographic analysis; b) analysis of official documents (Law of Guidelines and Bases of National Education (LDB) 9394/96, Political-Pedagogical Project of the school, National Curricular Guidelines for the 9-year Elementary School; National Curricular Guidelines for Elementary Education); c) Participant observation: participation in planning meetings at the school and the Municipal Department of Education (SMEd), classroom monitoring. The observation will follow the same class for three years, with the objective of verifying the articulation and continuity in the transition from the first to the second year and from the second to the third. Content analysis of the observations It is expected that the results of the research can offer subsidies to meet the needs of a pedagogical practice aimed at the continuity of studies of children in the first three years of Elementary School.

Keywords: Early years. Elementary School. Pedagogical practice.

Profª Drª Núbia Regina Moreira

Research Project Title: Sociology of curricular policies: a reading from Discourse Theory.

Project Description: We consider the sociology of curricular policies as a focus on the contexts and demands in which the configurative networks of curricular policies are produced. As a theoretical proposal, we conceive our framework from the discourse theory of Ernesto Laclau and Chantal Mouffe, articulating it with other strands of social and political theory. We aim to understand theoretically-methodologically and empirically the curricular policies around the modalities of teaching and issues that address the manifestation of these policies in educational practices and demands that are forged in the disputes for a hegemonic conception of curriculum. We will also address as a research question and its investigative unfolding, the production of paths that contribute to the expansion of studies on curricular theory, policy, and practice.

Prof. Dr. Reginaldo Santos Pereira

Research Project Title: Curricula, evaluation and teacher training: post-critical readings and analyses

Project Description: This project aims to investigate the discursive production of the curriculum, based on the references of post-structuralist critique and its contributions to the understanding of the relationships between knowledge, power, subjectivation, and the interfaces with education. The emphasis is on the field of curricular policies and practices for education, evaluation, and teacher training in basic and higher education.

Research Project Title: Curriculum, education and ethno-racial relations in the early years of elementary school I

Project Description: The scope of this project is to investigate how the curriculum and teaching practice of professionals in the early years of elementary school in the municipal schools of Itapetinga-BA have produced the thematization of ethno-racial relations and their reverberations in the constitution of children’s subjectivities and ethno-racial identity.

Research Project Title: Gender relations in early childhood education: “what does the curriculum want” of the Pedagogy undergraduate course at UESB?

Project Description: The project aims to investigate the constitution of gender relations of undergraduate/graduated professionals of the Pedagogy course and how the curriculum produces the teaching identities – multiple and plural – of women and men within the relationships of knowledge-power.

Profª Drª Sônia Maria Alves de Oliveira Reis

Research Project Title: Life Trajectories and Educational Practices of Women in Movement(s) in the Productive Sertão Identity Territory in the State of Bahia

Project Description: This research project has the general purpose of describing and analyzing the actions of women in movement(s) in the contemporary scenario of sociocultural changes in the Productive Sertão Identity Territory of the State of Bahia, characterized by the implementation and effectiveness of social technologies, the practices of associativism, cooperativism, and solidarity economy, and the experience of late schooling.

Funding Agency(ies): National Council for Scientific and Technological Development – Financial Aid.

LINE 3: Training, Language, Memory and Subjectivation Processes

Prof. Dr. Anderson de Carvalho Pereira

Research Project Title: Orality and the political determinant in literacy practices

Project Description: Primarily based on the reference of a discursive perspective of literacy, this proposal focuses on the determinants of the political in the sphere of everyday uses of “languaging” activities and literacy practices, understood from the perspective of the imperative of the institution of writing as the basis for the organization of social practices. From an epistemological point of view, we consider, therefore, that literacy practices are daily affected by the devaluation of orality, which prevents the subject from assuming the role of interpreter of the statements that traverse them. Still on the political determinant, it is necessary to remember that it is also based on a dialectic between the subject and the desire of the Other, a maxim originating in Lacanian Psychoanalysis and which crosses the conception of subject and discourse of Discourse Analysis. This devaluation is based on ideological evidence and results in the exclusion of narrative discourse by highly literate discourses, which is presented either in alternative practices with literacy and alphabetization; or in the school environment with the uses of didactic materials and compliance with mechanical guidelines in the teaching/learning of the mother tongue, mostly due to public policies that form part of a discursive web that co-opts teacher training and the broader daily life of literacy practices. As a counterpoint to this ideological evidence, we consider the poetic fulcrum of the relations of otherness between orality and writing as a possibility of rupture in which interpreter relations move between subject and statements.

Prof. Dr. Bernardino Galdino de Sena Neto

Research Project Title: Subjectivation processes in teacher training in non-school spaces

Project Description: This project aims to understand non-school education spaces as a place for knowledge production and teacher training. The methodology used includes reading, discussion, and analysis of academic production focused on non-school education; mapping the places in Jequié that are configured as non-school education; visits to non-school education spaces in the municipality of Jequié; and the elaboration of an action project to subsidize supervised internship practices in non-school education in the Pedagogy course. A student linked to the Study and Research Group on Training and Education – School and Non-School (GEPFE), and a teacher from another institution as collaborators will participate in the research, with the proposing researcher of this project responsible for reading and analyzing the normative documents of the researched institutions, which have as reference the creation, regulation, and operation of these spaces. It is expected to build a conceptual framework on the theme, emphasizing the practical reality of the municipality of Jequié-Bahia. It is also expected to create vacancies for scientific initiation scholarships and generate research for the conclusion of the Pedagogy course at UESB’s Jequié campus, with the production of reports, articles, book chapters, and scientific dissemination at events and journals in the area.

Profª Drª Daniele Farias Freire Raic

Research Project Title: Curricular compositions in Basic and Higher Education: lines that intertwine in the making of school practice

Project Description: The present study aims to understand curricular compositions in Basic Education. It starts from the understanding that the school curriculum is much more than a set of disciplines formatted and organized to meet certain prescriptions of a year/grade, but, on the contrary, as a complex formative device that is constituted in the daily practices of different curriculum authors, who draw lines of flight, deterritorializing what is (im)posed by rationalist curricula, and reterritorializing curricula under other agencies, in constant movements of composition. This is a study with a qualitative approach, having cartographies as its methodological option, understanding that mapping is to inhabit a territory where subjectivities meet, in processes of subjectivation, allowing, therefore, that the cartographer does not seek universalisms and generalizations, but commits to accompanying processes that are not fixed in their points of view. Its field of interest includes public and private schools, in the segments of Early Childhood Education, Nine-Year Elementary Education, and Secondary Education, as well as the modalities of Vocational Education and Youth and Adult Education. It is expected with this study that it will be possible to map and elucidate promiscuous, therefore, “marginal” pedagogical practices that favor the improvement of the quality of the school educational process.

Profª Drª Denise Aparecida Brito Barreto

Research Project Title: Social Representations of Portuguese Language Teachers About Reading and Writing

Project Description: This research will find support in the Theory of Social Representations (TRS) proposed by Serge Moscovici. With this theory, we will know the ideas, beliefs, notions, images, knowledge, and attitudes of Portuguese Language teachers, referring to the teaching of this subject in public schools in Vitória da Conquista. The participants of this study are not passive recipients. The phenomena experienced by them need to be discussed and explained based on social values that belong to the group. Therefore, we will seek to show how certain representations, socially constructed, are shared by the research participants who constitute a group of teachers from state schools in this city. The researchers will visit the schools during the first semester of 2014, in close contact with the school teachers, in order to observe how the theme is represented by the teachers. In the second semester of 2014, the questionnaires and interviews conducted with these teachers will be analyzed. The research will involve the participation of three UESB researchers, who were initially invited in the classroom and subsequently volunteered to participate in this study.

Profª Drª Ester Maria de Figueiredo Souza

Research Project Title: School culture, literacies and didactic interaction (2020/2024)

Project Description: The project is situated in the analysis of the classroom as a discourse genre and is supported by the investigation of daily school life, the curriculum, literacy practices, language, and teaching with and as work. The investigation converges on the cultural and dialogical dimension of language, curriculum, and school culture in its practices of constituting otherness, producing effects of meaning, and human creation. The relationships between discourse and teaching, teaching conceptions about pedagogical work and teaching objects and materials are also examined. The themes for investigation include official teaching documents, didactic materials with specific purposes for teaching different school subjects, proposals for the organization of school work and teaching systems, programs and projects for in-service and initial teacher training in different segments and levels of education, didactic discourse and its reverberations. The analysis of teachers’ authored products, such as narratives, lesson plans, didactic materials, as well as observations of daily school life, reveal, as a hallmark of the teaching profession, an instance of teacher literacy that deserves to be problematized. Added to this, in the scope of teaching action, is the cartography of typical professorial gestures of discursive practices for teaching. The focus of curricular practices that thematize teaching and learning processes in contexts of language use in the classroom is also central. The investigation converges on the cultural and dialogical dimension of language, curriculum, and school culture in its practices of constituting otherness, producing effects of meaning, and human creation.

Research Project Title: Language and teaching: Bakhtinian and Freirean confluences (2020/2024)

Project Description: The project investigates the conceptual bases of Bakhtinian (Mikhail Bakhtin) and Freirean (Paulo Freire) thought. Transdisciplinary interfaces, the dialogical nature, and the constitutive otherness of research in the field of language and education are particularized. The investigation of principles of the dialogical theory of language for teacher professional training and for school teaching and learning is postulated, delimiting itself in the studies of interaction processes in the classroom, shaping discursive genres as organizers of actions with language in teaching discursive practices. It contributes to the cultural and intercultural recognition of teaching practices for the constitution of the social identity of teacher and student subjects. It includes prototypes, projects, and literacy practices as discursive scenarios for teacher training, indicating dialogical movements of interaction in the classroom between teacher/students/didactic resources. The culture and language inscribed in the authored texts of Paulo Freire and Mikhail Bakhtin are examined in order to extract their epistemological interfaces for the field of curriculum and language. Such analytical categories go back to studies referenced in dialogical theories of language and in emancipatory pedagogy, a conceptual and ideological dialogue that has instantiated a political position regarding initial and continuing teacher identity training projects.

Prof. Dr. Hayaldo Copque Fraga de Oliveira

Research Project Title: Laboratory of studies in dramaturgy and society: the real and the social in political theater

Project Description: Based on the development of a theoretical-practical study on political forms in dramaturgy, the “Laboratory of Studies in Dramaturgy and Society” proposes to investigate the dramaturgical implications arising from the insertion of the real and engagement in the social within the practices of political theater in its relationship with artistic and educational processes, analyzing from the proposals of Erwin Piscator and Bertolt Brecht to the present day. This research project aims not only to survey the paths of the real and the social in political theater, from the modern to contemporary actions/productions, but also to deepen studies on the theme, through bibliographic review, reading, analysis, and discussion of theoretical texts and theatrical works, the realization of scenic experiments, and the elaboration of pedagogical action plans.

Prof. Dr. Luiz Artur dos Santos Cestari

Research Project Title: Pedagogical thought and educational practice as humanization, plurality, and/or difference

Project Description: The objective of this research is to study the relationship between pedagogical thought and educational practice, questioning the influence of discourses on humanization and its condition as plurality and/or difference in recent pedagogical thought and Brazilian pedagogical thought. From a critical perspective, we address the appropriation of the understanding of humanization expressed in

the duality between theory and practice by discursive matrices of modern pedagogical thought. Moving away from this stance and in a propositional view, we intend to approach thought as constitutive of practice itself. In this sense, educational practice is visualized as the locus of human formation, an activity of creation and experimentation that allows itself to be traversed by the multiplicity of meanings that are immanent to it. Specifically, this work is qualitative research, understood here as the elaboration of a textual construction that performs the task of interpretation, in the sense of making the discourses present in primary and secondary sources of ideas, concepts, and practices speak; and taking into account three movements as expressions of its objectives. Analyze the philosophical production of two theoretical traditions, problematizing the notion of human action (Hannah Arendt) and critical practice (Jacques Derrida). Study how pedagogical thought confronts the philosophical-anthropological question of understanding human formation as difference and/or plurality. Finally, evaluate educational practices that express these as a locus of constitution of singularities that are immanent to them as contributions to the constitution of an emergent pedagogical thought from educational practice.

Profª Drª Marilete Calegari Cardoso

Research Project Title: PLAYFUL CHEST: the potential of free play for children in early childhood education

Project Description: This interinstitutional research project, involving researchers from the Federal University of Bahia – UFBA and the State University of Southwest Bahia – UESB/Jequié, aims to investigate the potential of free play and the diffusion of play culture in the environment of two early childhood education institutions in the Municipalities of Salvador and Jequié-Bahia-Brazil, through the implementation of a large box containing unstructured materials, made available to children in the investigated spaces’ recreation areas. This study also aims to create a space for experience, reflective investigation, and training for early childhood education teachers in the production of meanings about free play and children’s play culture. This research will be developed based on qualitative principles, adopting action research as a method, anchored in the epistemology of play and playing in a sociocultural approach (BROUGÈRE, 2002; 2004; 2006; 2012; LOPES, 2015, 2018) and the Sociology of Childhood (MALAGUZZI, 1999; SARMENTO, 2005). The study is also supported by the sensitive didactic atelier theory, with training meetings for the participating teachers (D’Ávila 2016; 2018) and Cardoso (2018). The subjects of the study are the children and teachers of full-time public early childhood education schools in the Municipality of Jequié. The research techniques used are: observation, photography/video records, semi-structured interviews. The treatment and analysis of the data are based on the theory of Content Analysis, with hermeneutic inspiration (MACEDO, 2006; 2009). We hope that, with the results of the construction of this knowledge, we can broaden discussions about the theme of play culture and free play in the school environment, as well as establish and consolidate cooperation between UESB University and researchers from the Study and Research Group on Education, Didactics and Playfulness (GEPEL) of the Faculty of Education (FACED) of UFBA, in the construction and dissemination of a theoretical framework on the studied theme.

Research Project Title: Borderless Play: a study with migrant and refugee children in the city of Jequié – Bahia

Project Description: The research project aims to understand how Venezuelan migrant and refugee children, from a school in Jequié – Bahia, produce themselves and are produced through play, and what welcoming conditions are offered to the children. For the study, we opted for a documentary analysis study, with a State of Knowledge approach, and qualitative empirical research that may become part of the research in its unfolding, through an ethnographic type study (André, 2005) and ethno-research by (Macedo, 2006), based on studies in the Sociology and Philosophy of Childhood (Sarmento, 2005; 2019; Agamben, 2008; Kohan, 2019; 2020; Brougère, 2004; 2006; Norões, 2022; Santos, 2012; Norões; Santos, 2022, among others). The research will consist of the following stages: a) documentary analysis for the production of a theoretical and normative mapping of the situation of refugees in Brazil, based on the analysis of the contexts of some Brazilian cities (based on 2022-2023 UNHCR information); and the analytical dimensions of the concepts of refuge, migration, borders, Nation-State, among others. b) observations and records in field diaries; c) Sensitive Listening (interview/children aged 4 to 6). We hope that this work will contribute to a more critical and open view of migrant children in our cities, as well as contribute to teacher training, a sensitive look at intercultural welcoming practices with “playful attitudes.”

Profª Drª Nayara Alves de Sousa

Research Project Title: Health education and playfulness as inclusive and humanized care in pediatrics

Project Description: This study aims to analyze the meanings attributed by health professionals to health education and playfulness as inclusive and humanized care in the daily life of pediatrics in a public hospital. Specific objectives: a) identify the characteristics of health professionals who develop health education and playfulness as inclusive and humanized care for hospitalized children; b) verify through health professionals the importance of health education and playfulness as inclusive and humanized care for hospitalized children; c) describe how health education and playfulness actions are being developed by health professionals in the daily life of pediatrics as inclusive and humanized care; d) analyze how the relationship between families and children and health professionals who develop health education and playfulness as inclusive and humanized care for hospitalized children occurs; e) identify the facilities/difficulties encountered by health professionals who develop health education and playfulness as inclusive and humanized care for hospitalized children; f) conduct a survey of the most prevalent diseases of hospitalized children who participate in health education and playfulness actions in a pediatric public hospital. An average of 15 health professionals working in the pediatric inpatient unit of the hospital will participate in this research. A qualitative approach will be used in a descriptive exploratory study conducted through a questionnaire. The themes will be supported by the assumptions of Paulo Freire and seek the participation of health professionals. Once the analysis categories are established and after the treatment of the narratives resulting from the questionnaires, content analysis will be adopted. The study is perceived as relevant to the extent that its results may serve as support for the pediatric hospital environment for the adoption of effective health education and playfulness strategies by health professionals, promoting more inclusive and humanized care for hospitalized children.

Profª Drª Nereida Maria Santos Mafra Benedicts

Research Project Title: Memory and the geographical gaze in Basic Education: traditions in knowledge and practices in geography teaching.

Project Description: The project aims to analyze the knowledge and practices in geography teaching through the memory of teachers and students in basic education. The proposal is part of several studies that have been developed since my entry into the geography course in 2001, as a professor of didactic-pedagogical disciplines of the course, as a supervisor of supervised internships and the extension project of permanent advice to geography teachers of the public education network and the geography teaching laboratory. Research on the school environment and the relationships constituted in this universe, as well as reflections, allowed thinking about the school space as a product of the construction of teacher and student memories, as subjects who aggregate in their own way, practices and knowledge of which they appropriated at different moments and contexts of life. Given this, the present proposal constitutes an important instrument that is presented here, having as a field of study the basic education schools in the city of Vitória da Conquista – Ba. The choice of the theme stems from the perception of a diversification of memories in the school space and that in some way influence the knowledge and practices in teaching, especially that of the discipline of geography. This knowledge is inserted through the historical, cultural, and social context that submerges the school. This expresses the founding of relationships between society, education, and the school.

Profª Drª Priscila d’Almeida Ferreira

Research Project Title: Physiotherapeutic care and humanization in intensive care units

Project Description: This study aims to identify the perceptions of conscious and oriented adult patients hospitalized regarding physiotherapeutic care and humanization in the Intensive Care Units (ICUs) of a Public Hospital in the municipality of Jequié in Bahia. The study population will be represented by hospitalized adult patients aged 18 years or older, of both sexes, all religions and beliefs. The study sample will consist of 20 adult patients with preserved oral and/or written verbalization capacity, being conscious and oriented to answer the research instrument, thus assessed by the Glasgow scale and the Mini-Mental State Examination (MMSE), who have been hospitalized for at least 24 hours and have already undergone at least three physiotherapy sessions. This is a prospective study with a qualitative and descriptive approach. For data collection, a questionnaire developed by Lopes et al (2009) will be used, which will be applied through a face-to-face interview, consisting of closed questions regarding socio-demographic data, data from the assessment of the physiotherapist-patient relationship, an open question related to the patient’s perception of their hospitalization and stay in the ICU, being adapted for this research so that observations and comments can be

recorded. For statistical analysis, a simple descriptive analysis will be performed. Based on the results found, it is intended to promote care actions that provide an adequate patient-physiotherapist interaction in the ICU, regarding humanized physiotherapeutic assistance, thus minimizing the negative aspects and highlighting the positive ones during the patient’s hospitalization, aiming at a reduction in the length of stay and an increase in survival and overall well-being.

Prof. Dr. Sebastião Kennedy Silva Soares

Research Project Title: Teachers’ lives, narratives and teaching: (auto)biographical investigations in Tocantins

Project Description: This project aims to understand the meanings that teachers attribute to the life trajectories, training, and professional paths of those working in the Southwest region of Tocantins. The work will be based on the contributions of Souza (2008), Passeggi (2010), Josso (2010), Oliveira (2011), Morinã (2017), Nóvoa; Finger (2010), Bolívar; Domingo; Fernández (2001), Guimarães (2006), Zabalza (2004) among others, who have emphasized that (auto)biographical narrative, oral and written, with teachers, has enabled them to develop a thinking about self-knowledge, the revision of teaching activity, and improvements in pedagogical practice, particularly due to the heuristic, subjective, and intersubjective character that permeates their narratives. Our purpose will not only be to capture data, but also the life experiences narrated orally or written through reflective memorials, oral interviews, letters, educational diaries, photographs, biographical workshops, among other research-training instruments. Comprehensive-interpretive analysis will be used in the narratives produced in the research. We hope to contribute to the research produced, proposals for the creation of teacher training policies that value the life history, knowledge, and practices of teachers.

LINE 4: Knowledge and School Practices

Profª Drª Andrecksa Viana Oliveira Sampaio

Research Project Title: School Geography: history of the discipline, formation of geographical thought and the processes of teaching and learning

Project Description: The research proposal arises from the need to understand the dimensions of school Geography, regarding studies on the history of the discipline, the formation of geographical thought, and the processes of teaching and learning. The themes are broad so that subprojects can be developed by Scientific Initiation scholarship holders, undergraduate students in Geography, and Master’s and Doctoral students in Education with an emphasis on knowledge and school practices in Geography teaching. The research theme encompasses several questions: what is the true meaning of teaching Geography? what to teach? How to teach? For whom and why teach Geography? How to develop the geographical imagination of teachers and students? What are the contributions of the categories place, landscape, and territory to the meaning/significance of teaching and learning Geography? How can the history of school Geography help in understanding the processes of teaching and learning Geography? What are the different symbolic instruments produced by Geography for the development of Geographical thought? These concerns, combined with the need to structure a research record that will serve current and future generations, motivated the construction of this proposal. With the implementation of the research, it is believed that the results and their developments (subprojects) may contribute to a better theoretical, practical, and social understanding of the relationships established between the meanings of teaching and learning Geography.

Keywords: Meaningful Learning. Teaching and Learning in Geography. Formative Meaning of Geography.

Prof. Dr. Edinaldo Medeiros Carmo

Research Project Title: Curricular production and its implications for the school subjects Science and Biology

Project Description: This study aims to investigate the implications that the National Common Curricular Base (BNCC) has brought to the practice of Science and Biology teachers, focusing on the ways in which they have mobilized their knowledge in the face of curricular prescriptions. This is a qualitative study, which also aims to understand the process of curricular production after the homologation of the BNCC.

Prof. Dr. Jonson Ney Dias da Silva

Research Project Title: Mathematics Education for Youth and Adults in the City of Vitória da Conquista

Project Description: The project describes a research that aims to investigate how Mathematics Education for Youth and Adults (EMJA) has been developed in the city of Vitória da Conquista – BA. For this purpose, a qualitative approach will be employed, and the data used will be collected in the school context of Youth and Adult Education (EJA), in teacher training institutions, following the performance of teachers and students of this modality. This research intends to elaborate an overview of EMJA in the city to contribute to the discussion in the area of studies on the teaching of Mathematics in EJA, in addition to providing subsidies to think and discuss about teaching and learning, analyzing multiple aspects. In this way, this broader objective will allow composing a kind of mosaic of investigations, in which, metaphorically, the different researches, which will be developed by undergraduates either in scientific initiation and/or course completion work, seek to build a greater understanding about EMJA in the city of Vitória da Conquista.

Research Project Title: Cordel Literature in Mathematics Classes

Project Description: The project describes a research that aims to identify the contributions of working with “cordel” literature in the context of Mathematics classes. For this purpose, a qualitative approach will be employed, and the data used will be produced through observations in the school context of a Mathematics classroom in schools in Vitória da Conquista and the region. The observations will be filmed and transcribed and will constitute material for conducting interviews with educators and students. This research aims to contribute to the discussion in the area of studies on Mathematics Education, in addition to providing subsidies to think and discuss various aspects such as: the training and professional development of teachers who teach Mathematics, in formal and/or informal situations, as well as working with “cordel” literature in this context.

Prof. Dr. Magno Clery da Palma-Santos

Research Project Title: The production of discourses and subject positions in the curriculum of the Biological Sciences Undergraduate Program

Project Description: The investigation of discursive production in a curriculum presents and questions the established power relations, the objectives and strategies of political projects, and the mechanisms for conducting the subjects involved in teaching practice. It is a research style that highlights the practices carried out with the aim of creating ways of thinking, being, and acting in education. It questions: What are the discourses that traverse the Biological Sciences undergraduate program and the effects they promote on individuals in the training process? How are strategies engendered to demand different positions in the category of biology/science teacher? Objective: to analyze the discursive production that circulates and imprints meanings of being a teacher in the Biological Sciences undergraduate course at UESB’s Vitória da Conquista campus.

Prof. Dr. Roberto Claudino Ferreira

Research Project Title: Astronomy education for undergraduate programs: the study of a transdisciplinary proposal

Project Description: The project aims to bring the State University of Southwest Bahia (UESB) Itapetinga campus closer to high schools using Astronomy as a means of approximation. This close bond broadens the possibilities of awakening interest in science among young people in the final years of high school, while seeking the development of products for educational purposes in the field of Astronomy and related areas. The expected results are, in addition to the products, the recruitment of young people to enter the Exact Sciences.

LINE 5: Educational Processes, Teacher Training and Inclusion

Prof. Dr. José Gilberto da Silva

Research Project Title: Demarcating the boundaries of Chemistry Teaching in the State of Bahia: a mapping of state school teachers

Project Description: This research project intends to map various information (training, teaching experience, functional status, and other relevant information) about teachers with a degree in Chemistry and also in relation to all teachers who teach the subject of Chemistry in state schools in Bahia. The information to be obtained will be systematized through tables, graphs, and charts in order to understand the training profile of teachers with a degree in Chemistry and/or who work in Chemistry classes in Bahia basic education, the working conditions of teaching, and other factors that impact professional teacher development. The investigation will be conducted both through a survey of information from the system of the Territorial Education Centers (NTEs) of the State of Bahia and from the registration forms of the secretariats of state schools. The latter is justified to overcome possible gaps in the state system, prioritizing more precise regional information.

Profª Drª Josilene Domingues Santos Pereira

Research Project Title: High abilities: assessment, identification, and support

Project Description: Students with high abilities may present or perform at higher levels in one or more areas (intellectual, academic, creativity, artistic, psychomotor, and leadership), in isolation or combined, when compared to students with the same age group, grade, and environmental experiences. Such students may also present socio-emotional and academic difficulties and may even have a condition of disability, disorder, syndromes, requiring specialized educational services. For this reason, the central objectives of this research project are to contribute to the integral development of students with high intellectual abilities at the cognitive, socio-affective, and behavioral levels and to provide assistance and counseling to students’ families through the implementation of the Comprehensive Program for High Abilities (PIPAC). PIPAC aims at the identification, assessment, support of students, and counseling of families, to be carried out from 2024 to 2028, the period corresponding to the International Cooperation Agreement with the University of La Laguna. A qualitative research, of a descriptive and exploratory nature, will be carried out, in which the research participants (students, their parents or guardians, and the 3 research-monitors will participate in a program for people with high abilities. To this end, the research participants (students) will undergo a psychopedagogical assessment and will answer one (n=1) expectations questionnaire at the beginning of the Program; an assessment questionnaire at the end of each session, a questionnaire about their perceptions of their parents, and, at the end, one (n=1) multiple-choice questionnaire for them to evaluate the entire Program; the parent-participants will answer, at the beginning, an expectations questionnaire about PIPAC, a perception questionnaire about their child, and, at the end of the Program, will participate in a semi-structured interview for the general evaluation of PIPAC; the monitor-participants will answer an evaluation questionnaire for each session taught. It is expected, as results of this research, the promotion of cognitive, socio-affective, and behavioral development, at the end of the four years, of up to fifty (n=50) students, in addition to family counseling for up to fifty (n=50) (fathers or mothers or guardians) for the promotion of the socio-emotional development of the students served by the program. It is also expected that the results achieved will contribute to the scientific development of Special Education and, mainly, to the inclusion of these students.

Profª Drª Lúcia Gracia Ferreira Trindade

Research Project Title: Professional development and the Brazilian teaching career: dialogues with Basic Education teachers

Project Description: This research aims to contribute to studies on teacher training, teaching, the teaching career, and the professional development of Basic Education teachers. It aims to analyze how Basic Education teachers construct themselves professionally, considering current public policies and a Brazilian model for the teaching career and the impacts/contributions to teaching. This study will be carried out, first, through a survey of existing productions on the topic in the CAPES Thesis and Dissertation Database and, subsequently, by conducting field research. We will employ a qualitative approach considering the multidisciplinary nature of the research to be carried out by the State University of Southwest Bahia. We have chosen to use the questionnaire as an instrument for data collection, which will be applied personally or made available electronically/digitally to teachers, with a central sample of four municipalities in the State of Bahia. The analysis of the collected data will be carried out using the Content Analysis Technique, treating the qualitative data and, for the quantitative data, Statistical Analysis. With this investigation, we hope to contribute to the strengthening of research on professional development and the teaching career and to subsidize the elaboration of public policies (teaching and teacher training) at multiple scales.

Profª Drª Mara Aparecida Alves da Silva

Research Project Title: Demarcating the boundaries of Chemistry Teaching in the State of Bahia: a mapping of state school teachers

Project Description: This research project intends to map various information (training, teaching experience, functional status, and other relevant information) about teachers with a degree in Chemistry and also in relation to all teachers who teach the subject of Chemistry in state schools in Bahia. The information to be obtained will be systematized through tables, graphs, and charts in order to understand the training profile of teachers with a degree in Chemistry and/or who work in Chemistry classes in Bahia basic education, the working conditions of teaching, and other factors that impact professional teacher development. The investigation will be conducted both through a survey of information from the system of the Territorial Education Centers (NTEs) of the State of Bahia and from the registration forms of the secretariats of state schools. The latter is justified to overcome possible gaps in the state system, prioritizing more precise regional information.

Profª Drª Marcia Mineiro

Research Project Title: Playfulness in the Teaching of Accounting Sciences at the State University of Southwest Bahia (UESB)

Project Description: Playfulness is part of the human being, regardless of age, sex, or culture. Much has been scientifically produced for the playful teaching of children, but research involving playfulness in university teaching is scarce: this is the main interest and location of the research, which aims to analyze students’ representations of playfulness in the Accounting Sciences course at the State University of Southwest Bahia (UESB), developing activities with playful-pedagogical potential for the contents of the Accounting Sciences course. This work is justified because finding appropriate concrete materials, games, and structured pedagogical activities for the teaching of Accounting Sciences is impractical; likewise, the abstract idea of a Playful Didactic Mediation (MDL) requires research, creativity, and pedagogical elaboration capacity. The context in which we intend to investigate involves undergraduate students in a night-time Higher Education course, most of whom arrive exhausted from work, as well as professors – most of whom have teaching as a secondary activity and are bachelors in teaching. The former seek to learn more in a pleasant way, and the latter do not have the time, support material, and/or (in theory) training to mediate playfully-didactically. Thus, this project is justified by first knowing the literature produced on this theme, in addition to seeking to serve both subjects by promoting studies on playful and meaningful learning, understanding students’ conceptions of playfulness, needs, and opinions, as well as developing didactic materials that apply to the various classroom situations of accounting content. We will seek to know how adults perceive the Activity of Playful-Pedagogical Potential (APLP), what the adult conception is about the use of activities of this nature in higher education classes, how students recognize the time spent in playful activities, what relationship they establish between APLPs and their learning, as well as how and which APLPs can be part of Accounting Sciences classes to enhance student learning and possibly foster the internal phenomenon of playfulness through subjective conception.

Prof. Dr. Pablo Mateus dos Santos Jacinto

Research Project Title: Beliefs and values of education workers about human development

Project Description: The central focus of this research project is the investigation of the conceptions developed by education workers in Bahia regarding the theme of “human development” and its impact on pedagogical practices. The research assumes that such conceptions play a fundamental role in the formation and direction of educational strategies. To achieve this purpose, the project will be conducted in two main stages: a) a documentary study that will analyze the educational plans of the state of Bahia and its hub municipalities; b) interviews with education workers, including teachers, monitors, and coordinators. The documentary analysis will allow the identification of guidelines and approaches related to human development present in educational policies, while the interviews will explore professionals’ conceptions of human development and how these conceptions manifest in their pedagogical practices. The research will contribute to the enrichment of academic literature, filling gaps in the understanding of the conceptions of education workers in Bahia and providing practical information that can benefit both them and students and the community that benefits from the Brazilian education system, contributing to the improvement of the educational scenario.

Profª Drª Rita de Cássia Souza Nascimento Ferraz

Research Project Title: Legitimation of psychological violence actions into symbolic violence in daily school life

Project Description: This project seeks to investigate actions in the relationships between teachers and children that may legitimize psychological violence into symbolic violence. Based on the assumption that the subject is constituted in and by the relationships they maintain with others during their development, the point to be considered is that the psychologically exerted action of violence can be legitimate symbolic violence, which may include the teacher in the exercise of symbolic power. The research, guided by the epistemological guidelines of qualitative investigation, will use scenes that record acts of violence in the relationship between teachers and students in the classroom. The data to be used are part of the Database of the Center for Pedagogical Research and Studies (CEPEP) of the State University of Southwest Bahia (UESB), Itapetinga-BA campus, and were obtained through data collection developed in the Research Project entitled “Psychological violence in the relationship between teacher and student in the early years of schooling.” This project is registered at the State University of Southwest Bahia and was submitted to the Ethics Committee CAAE nº 04672612.0.0000.0055. Participants were 04 students from two classes in the early years of elementary school in a public school in the municipality of Itapetinga-BA and their respective teachers. The instruments used were observation with field diary recording, video recording, and autoscopy. The development of this study is relevant given the proposition of elaborating knowledge that makes it possible to understand and subsidize the transformation of a reality in which children can be victimized at school, in addition to contributing to a reflection on the theme of psychological violence in school relations.

Profª Drª Roselane Duarte Ferraz

Research Project Title: Conceptions and meanings of reflective practice in the curricular proposal of the Pedagogy undergraduate course/PARFOR

Project Description: The study seeks to analyze the conceptions and meanings attributed to reflective practice, expressed in the curricular proposal of the Pedagogy undergraduate course of PARFOR, establishing a dialogue with other national documents. Specifically, it aims to identify the conceptions of reflective practice expressed in the curricular proposal of the Pedagogy undergraduate course of PARFOR; to know the meanings attributed to reflective practice, based on the conceptions expressed in the curricular proposal of the Pedagogy undergraduate course of PARFOR; to know how official documents conceive reflective practice in teacher training; to understand the approximations and variations between the conceptions and meanings of reflective practice present in the curricular proposal of the Pedagogy/PARFOR course and those produced in the official documents that deal with teacher training. A documentary research will be carried out whose main source will be the Project of the Full Degree in Pedagogy with emphasis on Early Childhood Education and the initial grades of Elementary School and the syllabus of the course plans of its curricular components, of the Teacher Training/Parfor course, Itapetinga campus. For data analysis, content analysis will be used.