http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4301 Wed, 26 Aug 2026 09:36:41 GMT 2026-08-26T09:36:41Z http://tede2.ufrpe.br:8080/tede/retrieve/13113/sfsede.png http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/4301 http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9863 Título: Maternidades atípicas em territórios invisibilizados: desafios da inclusão de crianças e adolescentes com deficiência em contexto de exclusão social Autor: MACIEL, Fabíola Cavalcanti Primeiro orientador: FERNANDES, Raquel de Aragão Uchôa Abstract: This dissertation investigates the limits of parental effectiveness in contexts marked by structural ableism, focusing on the figure of the atypical mother, a woman who assumes almost all of the daily care of children with disabilities. Using a qualitative approach, grounded in studies on disability, social justice, and gender, the research highlights how the current care model shifts responsibility to the home that should be shared by the state. The experience of caregiving mothers reveals the physical, emotional, and economic burden resulting from the lack of intersectoral public policies and social recognition of their work. For this study, we present the trajectories of mothers of children and adolescents with disabilities from rural areas of Pernambuco, considering that from an intersectional perspective, the origin or permanence outside urban centers deepens the burden and inequality experienced by these women. The dissertation argues that parental effectiveness, in this scenario, cannot be conceived as an exclusively individual competence, but as a result of the articulation between family, community and state support. It is concluded that breaking the cycle of exclusion and maternal responsibility requires confronting ableism, valuing care and building public support networks based on the principles of human dignity, equity and social co-responsibility. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Dissertação Wed, 30 Jul 2025 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9863 2025-07-30T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9862 Título: Matriz africana: experiências históricas e culturais da população negra no Seridó colonial (1720 – 1822) Autor: SANTOS, Sebastião Genicarlos dos Primeiro orientador: LOPES, Gustavo Acioli Abstract: This thesis seeks to understand, within the context of colonial society, the forms of integration and ways of life of the population identified as Black in the Seridó region, a backcountry region located on the threshold of the captaincies of Rio Grande and Paraíba. The study focuses on the group studied comprehensively, encompassing all legal statuses (captives, freedmen, and free) between 1720 and 1820. It seeks to deepen knowledge about the group under study, breaking with stereotypical or ill-founded views related to a triple stigmatization: the insignificant contingent of people of African descent in the region; the passivity of captives and other people identified as Black; and the near exclusivity of Lusitanians and their descendants in the cultural and political configuration of Seridó. In this sense, the chronological framework is justified by covering the period from the moment in which the region definitively acquired colonial features, through the economic and social transformations that occurred over time, until the emancipation of Brazil from Portugal, which provided new parameters for political and social relations. Does not fail to consider connections with neighboring regions and other spaces in the "Atlantic World." It also defends the idea that the experiences of women and men of African descent in colonial Seridó have specificities that still need to be elucidated, in addition to having contributed significantly to the development of the region as a stage for social, cultural, and political relations. Therefore, the central focus of this work is to understand how Africans and their descendants, who experienced life in the region in question, were able to resist an oppressive context, build life expectations, and manage, to the extent possible, their realization. Thus, it tests the hypothesis of these individuals and groups as colonizers and not as a passive mass of workers. In this way, it is hoped to contribute to a better understanding of the historical processes in which the Seridó population participated, especially those identified as Black. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese Mon, 17 Nov 2025 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9862 2025-11-17T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9861 Título: Relações de mando, poder e dominação no mundo açucareiro da Mata Sul Pernambucana no período de 1594 a 1780 Autor: SANTANA, Eduardo Augusto de Primeiro orientador: OLIVEIRA, Ana Lúcia do Nascimento Abstract: This research, within the scope of a doctorate, aims to study and problematize the material culture built in the colonial period in Mata Sul de Pernambuco, between 1594 and 1780. With this purpose, we seek to understand the variety of architectural elements implemented there and resulting from a continuous accumulation of sociocultural, economic and architectural factors constituted in the colonial period in the region. In this analysis we discuss the interconnection between material culture, the colonial sugar society forged from the occupation of the Mata Sul territory of Pernambuco and the relations of power and domination resulting from this process. The integrated use of research into the spaces where those buildings were built, the interpretation of written sources, the environmental aspects of the region and the historical and social context in which such historical phenomena occurred were relevant to the completion of this work. Therefore, we understand that, as it is a work that moves in the field of New Cultural History, we used theoretical and methodological guidelines that favored the use of different types of documentary sources. Furthermore, we use approaches and discussions from other areas of knowledge, such as Geography, Architecture, Sociology, Archeology, Psychoanalysis and, above all, History. In this way, we sought to debate, throughout this trajectory, proposals presented by different authors, which served as a contribution to the process of epistemological construction of this work. As the research progressed, we were able to understand how the colonial company, the dominant groups and their institutions strategically used architectural parties, typical of the period, to spread, replicate and legitimize the relations of power, command and domination that favored them over society as a whole, whether in rural areas or colonial villages. Thus, we understand that the layout and implementation of a colonial urban nucleus, big house, chapel, slave quarters, convents or chamber house and jail followed a political, economic and cultural logic that sought to symbolically materialize the various social hierarchies that were circumscribed in the colonial sugar world. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese Mon, 25 Mar 2024 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9861 2024-03-25T00:00:00Z http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9860 Título: Representações da abolição e do pós-abolição da escravidão nos livros didáticos de história do Ceará (2008-2016) Autor: AMORIM, Gusmão Freitas Primeiro orientador: MIRANDA, Humberto da Silva Abstract: This dissertation analyzes representations of the Abolition of Slavery and the Post-Abolition period in the state of Ceará, as presented in Regional History textbooks intended for 4th- and 5th-grade elementary school students, published between 2008 and 2016. The study seeks to understand how the historical event of Abolition—one of the most celebrated themes in collective memory and local historiography—is portrayed within didactic historiography. It is based on the hypothesis that, despite significant historiographical shifts and advances in educational legislation—such as Laws No. 10,639/2003 and 11,645/2008, which made the teaching of Afro-Brazilian history and culture mandatory in basic education—and the influence of the movement known as the “new history of Ceará” (Souza, 2015), textbooks continue to sustain a traditional, romanticized, and heroic narrative of the acclaimed “Cearense pioneering spirit.” As a result, they fail to offer a more in-depth analysis of the lived experiences of enslaved individuals and the complexities of the post-abolition period. The research corpus consists of five Ceará history textbooks published between 2008 and 2016, most of which were evaluated and approved by Brazil’s National Textbook Program (PNLD, 2008; 2013). Content analysis, as formulated by Laurence Bardin (2016), is employed to examine textual representations of events and historical actors that shape the didactic narratives, as well as the pedagogical activities proposed. The study is initially grounded in the reflections of Alain Choppin (2004) and Circe Bittencourt (2018a), who conceive textbooks as cultural objects that disseminate specific values; in Ana Zavala’s (2014) discussions on the transformation of historiographical texts into didactic content and the connections between academic and school historiography; and in Roger Chartier’s (2002a; 2002b) concept of “representation,” which serves as an analytical framework for examining how narratives surrounding abolition and post-abolition are constructed and endowed with meaning in the analyzed textbooks. The findings indicate that the didactic historiography under examination incorporates more critical reflections on the process of abolition, including productive dialogue with more recent legislation. However, it still lacks analytical depth, particularly with regard to the treatment of enslaved individuals and their descendants as historical subjects (Trouillot, 2016). Ultimately, this dissertation aims to contribute to the development of an antiracist historical education in Brazil by challenging monocultural and Eurocentric curricula and promoting empathy and tolerance through critical analysis of how the history of slavery and its abolition is represented in textbooks. Instituição: Universidade Federal Rural de Pernambuco Tipo do documento: Tese Tue, 10 Mar 2026 00:00:00 GMT http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9860 2026-03-10T00:00:00Z