http://tede2.uefs.br:8080/handle/tede/1 Sat, 15 Aug 2026 07:21:35 GMT 2026-08-15T07:21:35Z http://tede2.uefs.br:8080/handle/tede/2136 Título: Experiências de produção textual e apropriação do letramento acadêmico por estudantes universitários em Moçambique Autor: Cossa, Dércio Gidrião Primeiro orientador: Anecleto, Úrsula Cunha Abstract: The widespread argument that university students from Mozambique have difficulties in academic textual production due to the linguistic limitations caused by the acquisition of Portuguese/L2, is the problem that raises the realization of this investigation. It is argued in this research that the difficulties expressed by Mozambican students in academic writing are the result of limited experiences with this type of literacy practice, especially from a socially and culturally sensitive perspective, both in secondary school and at university. Supported by two theoretical approaches: sociocultural approach of literacy Street (2014 2003); Gee (1991); Kleiman (2008); Barton and Hamilton (2004) and, in particular, of Academic Literacy (Lea; Street, 1998 2014; Lillis; Scott, 2007; Fischer, 2007); and in the socio-historical-ideological perspective of the language of the Circle (Bakhtin, 1997 [2006]), with regard to the theory of discourse genres, this study has the general objective: to understand how the experiences of textual production of students of the 3rd year of the Degree course in Portuguese Teaching, Licungo University, contribute to the appropriation of academic literacy. Methodologically, it is a qualitative-interpretative research, carried out with 18 students enrolled in the 3º year of the course and in the aforementioned university, in Mozambique. For the construction of information in the field, two devices were used: online questionnaires and semi-structured interviews, as well as the consultation of official documents, such as the Curriculum Plan of the Degree Course in Portuguese Teaching (CPDCPT). For the analysis of information in the field, Bardin's Categorical Content Analysis (ACC) was elected (2016), which enabled the creation of two categories a) technical-instrumental perspectives of students on textual production in their own academic trajectory; and b) critical perspectives of students on the experiences of textual production during their own academic trajectory, from the recording units emerged from the responses to the questionnaires and interviews with the participants. The results of the research showed that, through the experiences of textual production, students were able to appropriate more technical-instrumental skills, such as the correct use of discursive connectors, the application of grammatical rules: accentuation and punctuation, in addition to the use of APA technical standards and the selection of reliable sources for research, in databases. However, although these skills are important for the development of academic literacy, there was an excessive focus on these aspects to the detriment of the skills of communicative skills, such as the development of critical thinking, the ability to produce texts according to disciplinary specificities and the construction of argumentative skills according to discursive genres, which demonstrates the need to carry out text production activities that consider these situational aspects and greater support for teachers, as literacy agents, for academic writing. Instituição: Universidade Estadual de Feira de Santana Tipo do documento: Dissertação Fri, 13 Mar 2026 00:00:00 GMT http://tede2.uefs.br:8080/handle/tede/2136 2026-03-13T00:00:00Z http://tede2.uefs.br:8080/handle/tede/2135 Título: Sustentabilidade urbana em museus: um estudo do município de Feira de Santana, Bahia Autor: Lima, Claudia Roberta Lima Carvalho e Primeiro orientador: Azevedo, Tânia Cristina Abstract: This research aims to verify whether the management of museums located in the municipality of Feira de Santana, Bahia, adopts practices capable of contributing to local urban sustainability in its economic, cultural, environmental, and social dimensions. Specifically, it analyzed the approaches and concepts of sustainability, the foundations of its application in urban spaces, and its incorporation by museum institutions. In this regard, the historical evolution of museums was described, as well as that of museology as a field of knowledge underpinning their development. In terms of its nature, this study is characterized as applied research, as it uses existing knowledge for practical application. To achieve its objectives, it is classified as exploratory research with a qualitative and quantitative approach, employing multiple case studies and bibliographic and documentary research techniques. Fieldwork was also conducted to produce photographic records of the participating museums. The results obtained from the questionnaires administered to the institutions indicate that their management adopts specific practices that are heterogeneously distributed across the dimensions of sustainability, leading to the conclusion that their contribution to local urban sustainability is limited and not institutionalized. Instituição: Universidade Estadual de Feira de Santana Tipo do documento: Dissertação Fri, 13 Mar 2026 00:00:00 GMT http://tede2.uefs.br:8080/handle/tede/2135 2026-03-13T00:00:00Z http://tede2.uefs.br:8080/handle/tede/2134 Título: Formação de professores de educação física para a educação inclusiva: uma análise do currículo da UEFS Autor: Mata, Priscilla Batista da Primeiro orientador: Ramos, Evódio Maurício Oliveira Abstract: This study focuses on the formation of Physical Education teachers, especially in the relationship between the main discussions on curriculum, teachers formation, Physical Education teachers, and inclusive education in the world, in Brazil, and in Bahia, using the Physical Education course curriculum at the State University of Feira de Santana (UEFS) as a parameter. The research is part of the studies collection of the Center for Studies and Research on University Pedagogy (NEPPU), it is part of the debate surrounding university pedagogy, and, consequently, encompasses human formation, teachers formation, curriculum, and the inclusion of new and future generations through the pedagogical intervention of the Physical Education teacher. The investigation was conducted under the following question: how is the initial teacher formation curriculum in Physical Education at UEFS articulated with the formation guidelines aimed at inclusive education, in order to guarantee future teachers the knowledge to work in educational spaces in inclusive contexts? This is a qualitative, exploratory, and document analysis study that identified the relationship between inclusion guidelines and the formative project of the Physical Education course at UEFS. Regarding the methodological design, this investigation is characterized as a bibliographic research, with a qualitative approach and descriptive character. The data interpretation was based on Content Analysis, consisting of: pre-analysis; exploration of the material, categorization or coding; and treatment of the results, where the conceptions of inclusion of people with disabilities present in the research object were evidenced. For the production of the data, initially, contact was established with UEFS and websites to obtain the analyzed devices. Subsequently, explanations were made of all the material selected for the study, taking into account the three basic stages of content analysis work. The following documents were analyzed: Pedagogical Project of the Course, syllabus of the curricular components, teaching plans and reports of research and extension groups allocated in the course. The research identified the proposal in the curriculum, analyzing the inclusion guidelines and the contributions to the performance of future Physical Education professionals regarding an inclusive pedagogical practice. The results showed that Inclusive Education is present in the analyzed curriculum; however, it appears in an uneven and fragmented manner, with a predominance of implicit occurrences, revealing institutional advances but also gaps in the transversality and pedagogical intentionality of inclusion. It is concluded that this insertion is still insufficient to ensure teacher education fully committed to inclusive principles, indicating the need for curricular revision to consolidate it as a structuring axis of the training program. Instituição: Universidade Estadual de Feira de Santana Tipo do documento: Dissertação Thu, 26 Mar 2026 00:00:00 GMT http://tede2.uefs.br:8080/handle/tede/2134 2026-03-26T00:00:00Z http://tede2.uefs.br:8080/handle/tede/2133 Título: Sustentabiblidade no espaço: um olhar educativo sobre detritos espaciais na Educação Básica Autor: Alves, Fabrizia Maria Souza Lacerda Primeiro orientador: Carvalho, Jean Paulo dos Santos Abstract: Advances in science and technology in recent decades have significantly transformed the planet, with significant impacts including on the space environment where space debris resides—objects (satellites and spacecraft) produced and launched into various orbits that no longer serve any useful function. This problem manifests itself both in the accumulation of waste in terrestrial environments and in space, in the latter through debris from artificial satellites and decommissioned equipment orbiting planet Earth. Given this scenario, it is essential to rethink production and consumption practices with a view to sustainability and environmental preservation. Therefore, this problem gains greater dimension when space debris (space junk) is included. In this context, the search for an alternative way to understand and interact with nature is vital, and by encompassing this analysis, it is possible to include the entire Earth's orbital space in the discussion, seeking more sustainable ways to utilize it. In this work, we produced teaching materials addressing the topic of space debris to mediate the teaching and learning process on the sustainability of the space environment, focusing on astronomy. Methodologically, we developed descriptive and exploratory research with a qualitative approach, based on a literature review and a field study conducted with ten teachers of Natural Sciences, Physics, Mathematics, and Geography from the final years of elementary school and high school who make up the teaching staff of Colégio Estadual de Tempo Integral Assis Chateaubriand (CETIAC). Therefore, this research aims to present the topic of the space environment in line with sustainability, understanding that, today, society is marked by the need to develop an integrated perspective on these issues, prioritized by the pursuit of in-depth knowledge and specialization in these topics. In this context, space debris is addressed from a Basic Education perspective, through the development of the following educational product: a teaching guide for the workshops held at CETIAC. This material aims to support and guide Basic Education teachers in developing pedagogical practices that allow them to meaningfully address Astronomy content, with an emphasis on Space Debris. The focus is on the final years of Elementary School, valuing an interdisciplinary approach that fosters critical thinking, scientific curiosity, and reflection on environmental impacts on the planet and its orbital space. We also include the topic of International Space Law in Basic Education, which can be an interesting way to spark students' interest in science, technology, and law. Instituição: Universidade Estadual de Feira de Santana Tipo do documento: Dissertação Fri, 03 Oct 2025 00:00:00 GMT http://tede2.uefs.br:8080/handle/tede/2133 2025-10-03T00:00:00Z