http://hdl.handle.net/11422/20 2026-04-14T21:18:39Z 2026-04-14T21:18:39Z Veríssimo, Elena Yoshie José http://hdl.handle.net/11422/28786 2026-03-10T03:00:03Z 2024-01-01T00:00:00Z

Title: Mães à obra e os muros da universidade: histórias e reflexões sobre educação popular e ensino na engenharia Author(s)/Inventor(s): Veríssimo, Elena Yoshie José Advisor: Alvear, Celso Alexandre Souza de Abstract: During nine months of 2022, in a space provided by the Social Assistance Reference Center (CRAS) in Morro do Preventório, located in the city of Niterói, it was possible to find a group of women on Tuesdays learning how to build houses. The project, called Mães à Obra (Mothers at Work), aimed to train mothers from the community to work in construction — whether in their own renovations or in those of third parties. Advised by the Urbelatam extension project, teachers Adriana and Rose, also residents of Preventório, taught the course, which held weekly community meetings, filled with Popular Education practices. On the lookout, I was there, as an observer and advisor, in order to guarantee support to teachers who had never taught before. Little by little, the course aroused my interest when I realized that Mães à Obra contained, in its formula, elements that were missing from the experience in the classrooms of the Technology Center of the Federal University of Rio de Janeiro (UFRJ), where I graduated as an engineer. Thus, the project became one of the central elements of my dissertation. It offers learning practices that, as per the hypothesis of this work, accommodate the absences felt by engineering students during their time at university. They are evidenced by the research I carried out during 2015, when I was still Director of Teaching at the Academic Center for Engineering at UFRJ (CAEng). Among the shortcomings that students reported, such as the lack of practical engineering experiences, assessments consistent with the material given in the classroom, listening to the teaching staff and concern about student teaching, Mães à Obra proved to be a valuable experience to the problems encountered in higher education. Through Oscar Jara Holliday's experience systematization methodology, the objective of this work is to understand what a community and popular course can teach universities, especially engineering schools. Based on dialogues with authors who discuss the topic, such as Paulo Freire and bell hooks, I reflect on the learning in the classroom and it is at the crossroads that I point out the potential of this research. Building empowerment among students, care and a sense of community, and inviting teachers to be vulnerable are some of the elements that stand out as important for building a thriving classroom. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2024-01-01T00:00:00Z Virgolino, Elaine da Silva Ramos http://hdl.handle.net/11422/28785 2026-03-10T03:00:03Z 2024-01-01T00:00:00Z

Title: Matemática e africanidade: vamos jogar? Author(s)/Inventor(s): Virgolino, Elaine da Silva Ramos Advisor: Liao, Tarliz Abstract: The present qualitative research, through a documentary analysis, aimed to present African games intended for teaching mathematics at the elementary level, in accordance with the proposal to value African roots in the country's educational processes, particularly in the city of Rio de Janeiro, considering that the West has marginalized the skills and knowledge of various peoples and cultures. Thus, this investigation sought, from a decolonial perspective, to highlight the knowledge embedded in African games for a more coherent, inclusive, and representative education, in compliance with Law 10.639/03, which establishes the mandatory teaching of Afro-Brazilian and African histories and cultures in schools. In this way, this proposal integrates African culture into the school curriculum, using traditional games to assist/facilitate the learning of mathematics. African thought and its contents go beyond literalism, exploring the unspoken and sensitivity, exalting African subjectivity. Therefore, we can observe that reconstructing the collective memory of African peoples and the enslaved allows their descendants to establish new connections with their historical past. Thus, these pedagogical practices assume a political role grounded in the cultures and popular strata of societies, deconstructing colonial divisions and establishing a curriculum based on the multiplicity of other cultures present in the world, whose objective is the implementation of political-pedagogical methodologies that reject the values of the colonizers and exalt the cultures of African peoples, based on a decolonial logic Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2024-01-01T00:00:00Z Ribeiro, Valdenise Pinheiro http://hdl.handle.net/11422/28784 2026-03-10T03:00:03Z 2021-09-17T00:00:00Z

Title: O trabalho como princípio educativo na proposta de educação do MST Author(s)/Inventor(s): Ribeiro, Valdenise Pinheiro Advisor: Malina, André Abstract: The Education that’s been gestated by MST – Movimento dos Trabalhadores Rurais Sem Terra is the result of the teaching practices built over the course of the 37 years of this organization’s existence. The link between Land Reform, education and societal transformation is the differential among other grassroots peasant organizations, since it articulates the struggle for rural credit, electrification, co-op organization, the construction of a genuine field education foistered along a structural change in society. Amid the numerous philosophical and pedagogical principles, the labor constitutes one of the founding principles of MST’s education. This dissertation longed to investigate how labor configures as an educational tenet in the organization’s educational purpose. In this sense, what is being analyzed is labor, as understood in the Marxist frame of reference. The research is of mostly qualitative nature and the methodological instrumentation used were the bibilographical and documental review. The frame of reference of this paper had the Historical-Critical Pedagogy as a milestone, that’s been substantiated in the historical and dialetic materialism and has human emancipation as an assumption, through the pedagogical action founded in the práxis and the works of Dermeval Saviani about labor as an educational tenet. Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2021-09-17T00:00:00Z Alves, Paula Rodrigues Affonso http://hdl.handle.net/11422/28783 2026-03-10T03:00:03Z 2023-01-01T00:00:00Z

Title: Extensão e metodologias participativas no desenvolvimento de tecnologia social: a experiência de construção do sistema online de vendas do armazém do Campo-Rio Author(s)/Inventor(s): Alves, Paula Rodrigues Affonso Advisor: Alvear, Celso Alexandre Souza de Abstract: The technological development process of the post-industrial society was marked by the exclusion of the workers or users in the process of designing the apparatus, tool or process. This exclusion not only removes their autonomy over the process, but also generates a product that only satisfies those in charge of managing the process. Through participatory methodologies such as dialogicity and action-research and the work of the university through extension, it is possible to carry out a collective, inclusive technological development that is focused on real local needs. This work includes the experience systematization of building an online sales system for the MST store (Armazém do Campo-Rio), which included a collective construction process with the store's workers and the research team (extensionists). Publisher: Universidade Federal do Rio de Janeiro Type: Dissertação

2023-01-01T00:00:00Z