http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4361 2026-07-21T16:17:39Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9855 Título: Desenvolvimento socioemocional : interações e vivências em uma escola de tempo integral Autor: SILVA, Gilberto Rodrigues da Primeiro orientador: PERES, Flávia Mendes de Andrade e Abstract: This dissertation presents the results of the research entitled Socio-emotional development: interactions and experiences in a full-time school, which aimed to understand how interactional processes and everyday experiences within the school context contribute to students’ socio-emotional development. The central research question was: in what ways do interactions and experiences in a full-time public school promote, challenge, or limit students’ socio-emotional development? Grounded in Vygotski ’s cultural-historical approach, the study recognizes affection as an essential dimension of human development and as a mediating element of learning and social relations. The research, qualitative and participatory in nature, was designed as a case study conducted in a public high school located in Jaboatão dos Guararapes, Pernambuco, Brazil. Forty first-year students and four teachers from different areas of knowledge participated in the study. Data were constructed through ethnographic observations, field diaries, and letters written by students and teachers. Data analysis followed Bardin’s (2011) Content Analysis, expanded by the methodological proposal Affective Analysis (AFERI), developed during the study to capture subjective and emotional dimensions expressed in narratives, gestures, and silences. The results show that the extended school time enhances meaningful interactions and socio-emotional learning, but also exposes tensions related to teacher education and institutional practices. The research contributes to strengthening an integral education that recognizes affection as an epistemological and ethical category of human formation. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2025-12-09T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9840 Título: Espelho, espelho meu, me diga quem sou eu: a importância do cuidar e educar para o desenvolvimento socioemocional na primeiríssima infância Autor: SILVA, Sirley Sílvia Almeida da Primeiro orientador: LYRA, Pompéia Villachan Abstract: It is understood that the baby, being physically and psychologically immature during the first years of life, requires an adult who, in addition to providing basic care to maintain bodily health, can offer the emotional investment needed to help them develop the subjective abilities required to sustain relationships with themselves and with the world. In this sense, recognizing that the family and/or caregivers play a fundamental role in supporting development through the subjective pathway of affection, the presented research—based on theoretical conceptions of child development, social-emotional learning, and self-care, as well as on the content of interviews with three participating families—aimed to create a guidance and support material to contribute to the promotion of socio-emotional skills in children during early infancy. The reports presented in the interviews demonstrated the significant importance that families have attributed to subjective development, understanding and valuing the need for contact and the affective caregiving relationship with their babies. In this regard, it was also observed that mothers invest in promoting social-emotional development by encouraging learning, prioritizing scientific aspects and the construction of their own experiences with their babies, rather than relying on traditional popular knowledge (myths). Regarding self-care, it was noted that, in general, families, especially mothers, still find it significantly difficult to normalize caring for themselves as part of their routines, within which their babies, who demand constant care. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2023-08-22T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9765 Título: “Entre” chapeuzinhos vermelhos e lobos maus : o abuso sexual na primeira infância e a escola enquanto rede de proteção e enfrentamento Autor: OLIVEIRA, Macdouglas de Primeiro orientador: LYRA, Pompéia Villachan Abstract: Sexual abuse in children has been the focus of studies and research, also gaining repercussion in the media and in society. However, child sexual abuse is not a recent reality, this type of violence has always existed in the child's history. Over the years, the state has turned its attention to the child, guaranteeing rights and protection, and therefore, the government agencies that seek to provide assistance, protection and care for victims of child sexual abuse. Considering the facts described above, the following work aims to: Investigate the impacts and emerging contributions from the training intervention in the professional activity of public school teachers in the city of Recife, considering the issue of sexual abuse in children in early childhood. In order to guide this issue, the theoretical frameworks used have explored the conception and historicity of violence against children and implications in early childhood, as well as the types, definitions and implications of child sexual abuse, identifying the protection and care organs. In this perspective, it raises the discussion about the role of the school in the constitution of the System of Guarantee of Rights of the Child and the Adolescent, understanding that to compose this Network, it is necessary to discuss the processes of continuous formation for teachers contemplating this theme. From the methodological point of view, the qualitative approach was used with the purpose of approaching the singularities of the subjects involved, as well as of the signifiers, allowing an intimacy between subject and object. The instruments used for data collection were the Focal Groups Practices, Participant Observation and Field Diary. For the analysis of data and construction of results, we used the thematic content analysis subsidized by the proposal by Bardin. Thus, from this structure it was possible to observe that the school still has no methodological apparatus to deal with approaches that involve sexual violence occurring in early childhood and require interventions that promote, on an ongoing basis, formations that can strengthen the performance of teachers who work in early childhood. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2018-02-22T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9733 Título: A política educacional em tempo integral para o ensino fundamental nos anos iniciais na Rede Municipal de ensino do Recife Autor: PEREIRA, Sarah Porto da Paixão Barbosa Primeiro orientador: RODRIGUES, Cibele Maria Lima Abstract: The aim of this research is to analyze Recife's Municipal Comprehensive Education Program (PMEI) for the initial years of elementary school and the processes involved, from the perspective of the actors who participate in this policy. As a theoretical reference, we used the studies of Stephen Ball, Meg Maguire and Anette Braun (2016). In terms of methodology, we opted for the case study approach. To this end, we conducted: interviews with part of the team from the municipality's Department of Education; interviews with the managers of the full-time schools; and analysis of the policy's guiding documents. In analyzing the data, we used Textual Discourse Analysis (ATD) (Moraes and Galiazzi, 2006), as we understand that the policy produces wills to truth (Foucault, 1996) and the actors can produce new meanings for this policy. The municipality of Recife began experimenting with full-time education in 2002, with five schools in the early years (Medeiros, 2016; Melo, 2017). Currently (2024), it has four full-time early years schools (1.96% of all early years schools), three of which came from the first experiment in 2002, serving 705 students. In the current administration, the Municipal Comprehensive Education Program was established by Ordinance No. 2103 of December 27, 2019. The municipal administration has invested in infrastructure and the provision of teaching materials and resources, not just in EMTIs, but in all the schools in the education network. In full-time schools, teachers work both shifts. There are temporary teachers who do not enjoy the same rights as permanent teachers (who have an additional salary). It was possible to conclude that the municipal full-time education policy is based on the discourses of New Public Management (NPM), on neoliberal logic (Verger and Normand, 2015). In the meantime, the curriculum is centered on "adherence to the BNCC" and the search for results. Thus, the morning shift offers the following subjects: Portuguese Language; Art; Physical Education; Mathematics; Science; History and Geography. These curricular components are part of the Recife network's teaching policy, common to all schools in the municipality in the early years of regular education. In the afternoon, the so-called Complementary Activities are offered: Orientation and Studies; Communication and Language (literary literacy and musicalization); Initiation to Scientific Research; Mathematical Games; Environment and Health; Educational Technology; Life Project. There is a perception of a shift-based school, to the detriment of an integrated curriculum, according to the interviews. In this sense, there is a predominance of "cognitive" activities with an absence of the perspective of comprehensive education, such as the lack of physical education professionals, despite the fact that this component is indicated in the curriculum. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação 2024-05-27T00:00:00Z