http://hdl.handle.net/11624/148 2026-05-25T18:54:23Z http://hdl.handle.net/11624/4298 Title: A terra educa : povos originários, interculturalidade e emergência climática. Authors: Wendland, Carine Josiéle Abstract: This project investigates the absence of land in education and proposes its emergence as an epistemic, spiritual, and political foundation based on the knowledge of the indigenous peoples of Abya Yala—land ripe in essence. For how can land - as body, territory, and educator - be understood as a reference for life and education, especially in contexts of climate, cultural, and existential crisis? The forest has been discovered through ecocide and destruction, factors that amplify the cultural complexes of Deep Brazil and extend to Deep America. The problem stems from the diagnosis that the modern educational system, heir to coloniality, has operated a symbolic and physical separation from the land, separating humans from nature. The justification is anchored in the urgency of rethinking education in the face of the climate emergency and the call of indigenous peoples. Inspired by Andean and Amerindian philosophy, this research proposes a biocentric education that places life at the center and recognizes the earth as life and not as a resource. The objective is to understand the wisdom of the earth from indigenous peoples, especially from Tekoá Jakupé Ambá and Mexican intercultural experiences; to investigate biocentric educational thinking with indigenous peoples in Abya Yala; and to recognize and value the voice of indigenous peoples in the face of the climate crisis. The project is built on dialogue between schools, villages, and universities in Brazil and Mexico, and is materialized in ethnography, rooted in four symbolic territories: the farm as academic training grounds, the mountain as a territory of Climate Justice, the river as Anahuac territory, and the village as Tekoá territory - expressions of the earth as an educator. Three of these come as the measure of a good Guarani land, the river that constitutes the veins of the earth comes as a way of connecting the territories and moving towards amplifying the perspective of the land without evil. Noteworthy considerations include the Circles of Culture as social technology; the strengthening of education for interculturality and original epistemologies in educational spaces; and the creation of links between ancestral practices and living pedagogies. Thus, the thesis project proposes an education that not only teaches, but cultivates, that takes off its shoes and relearns how to listen to the earth. 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4293 Title: Eu professora de mim mesma – escrever para existir : as mulheres, a palavra poética e a educação. Authors: Piccin, Stéla Abstract: This doctoral thesis concerns the act of educating through sharing the poetic word among women. It aims to lead a reflection on the poetic dimension of writing as an educational experience, examining how the act of writing, experienced and shared by women, constitutes a way of thinking, feeling, and educating oneself in the world. The main objective is to share the poetic word among current and prospective female teachers. More specifically, the study approaches education as a language event, understanding literature as poetics, and philosophy as an experience of relearning how to question the living world. Therefore, this study focuses on valuing and celebrating the poetic word of these women. From a methodological perspective, the research brings together education, philosophy, and literature, comprising the writing process as a formative, political, and sensitive event in teacher education. Three strategies are interconnected: poetic reveries written by undergraduate students in a Pedagogy teacher-education program; reveries written by teachers (all women) from different educational contexts; and my own research-writing process. These reveries are comprehended as presences; they are read and interpreted through a phenomenological and poetic lens. Throughout the research process, the reveries’ writings allowed the women’s words to emerge as a gesture that inaugurates, resists, and affirms a formative experience that transforms those who write, not by distancing them from reality, but by enabling a more sensitive, reflective, and engaged way of inhabiting the world and educating oneself through language. By pointing to the poetic dimension of writing, this investigation recognizes writing as an action that involves body, language, and imagination. Reflecting on this dimension means examining the act of writing from an ethical and aesthetic commitment to the sensitive word, involving teaching, education, and educational thought. Considering this purpose, the thesis constitutes itself as a tribute to the words of female teachers who dare to write. 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4288 Title: Leitura de mundo e horizonte de expectativas : contribuições das crianças sem terrinha para a educação popular. Authors: Paz, Jonas Hendler da Abstract: This doctoral thesis addresses the reading of the world and the horizon of expectations of children from a settlement of Movimento de Trabalhadores Rurais Sem Terra (MST) in the metropolitan region of Porto Alegre, Rio Grande do Sul (RS), and their contributions to popular education. The research participants are the children Sem Terrinha of the MST, established in 1984 and currently active in 24 Brazilian states with over 450,000 settled families. It is a popular movement in which family members live in a struggle for land as a community; therefore, children are part of the different activities of this struggle. In this context, and based on the question “How can the worldview and horizon of expectations of children from an MST agrarian reform settlement contribute to popular education?”, the thesis sought to map and characterize the territory of the settlement with the children who live there; to reflect with the children on the history of their families and the settlement, their daily lives and their participation in the movement; to identify and analyze the children's worldview and horizon of expectations; and to problematize the possible contributions of the Sem Terrinha children to popular education. In theoretical-epistemological terms, we take three axes as a frame of reference: the perspective of children and childhoods, popular education and (de)coloniality, and the reading of the world and horizon of expectations, in the condition of fundamental theoretical-analytical categories of research. Methodologically, the thesis was inspired by the practices of Popular Education and Participatory Research, developing a process of Systematization of Experience through the implementation of Dialogical Circles and play activities with children aged 6 to 11 years old, from an MST settlement in the metropolitan region of Porto Alegre/RS. The analyses of the categories “reading the world” and “horizon of expectations” were organized into three phases each. In the first phase, the following generating themes that emerged from the work with the children in the settlement were chosen: nature and territory, family and social issues, and lastly, gender and race. For the “horizon of expectations” category, the three subcategories constructed were: play, childhood-world, and the manifesto letter of the Sem Terrinha children. Based on the study of the worldview and expectations of Sem Terrinha children, we identified that one of the important contributions to popular education is the social commitment to childhood and its needs. Working with limit-situations and generating themes that emerged in the research reflected on nature and territory, family and society, gender and race, articulated with the importance of play, childhood, and the world. In this way, we were able to understand that working with popular classes through a liberating education, their understanding of the world, and the problematization of limit-situations can also be enhanced by the children's experiences and their expectations. 2026-01-01T00:00:00Z http://hdl.handle.net/11624/4263 Title: Medicalização e neoliberalismo nos processos de silenciamento na educação básica : cartas de uma orientadora educacional. Authors: Silva, Lucijane Ferreira da Abstract: This dissertation emerges from my 27 years trajectory in basic education and my professional practice as an education, from which I analyze how certain situations in everyday school life have been progressively interpreted and addressed through a medicalizing logic. Grounded in the contributions of Foucault the study problematizes the ways in which institutional discourses, educational policies, and contemporary rationalities permeate the school context, influencing practices of listening, care, and the conduct of conduct. An autobiographical and biographematic approach is adopted, understanding professional experiences, school records, and fragments of everyday life as situated productions of knowledge and power. The analytical focus lies on the role of educational counseling and its institutional entanglements. Along this path, psychologists linked to the 6th Regional Board of Education, working through supervised internships, appear as partners in actions of reception, reflection, and mediation, forming a support network for schools without constituting the central axis of the investigation. The analysis reveals tensions between normative demands and the possibilities of an educational practice sensitive to singularities, pointing to pathways for the displacement and reinvention of practices of care and listening within the school space. By problematizing these entanglements, the research contributes to critical reflection on the role of the educational counselor and to the construction of ethical and engaged modes of accompanying subjects in the school context. 2026-01-01T00:00:00Z