The objective of this research is to analyze the implementation of PAES as a policy to support student retention at Unilab, seeking to understand how these resources guarantee student retention and academic success. The specific objectives were listed as follows: a) To identify budgetary limits and the form of resource allocation to define amounts, modalities and numbers of beneficiaries of aid directed at student retention in undergraduate courses at Unilab; b) To  understand the relationship between financial aid and the process of student retention at Unilab and the support offered by the institution to guarantee and enforce the right to access higher education as provided for in decree 7.234/10; and c) to analyze the efficiency of PAES within Unilab, aiming at maintaining, expanding and improving the results achieved with a view to guaranteeing student retention with referenced academic success. We adopted the case study as a research methodology with a qualitative approach. The methodological approach involved document and content analysis of the interviews conducted, with a script of questions open to national and international students, as well as to staff who work more directly with Unilab's student policy. Interviews were conducted with students who benefited from the Student Assistance Program (Paes) between 2020 and 2024, professionals from the Pro-Rectory of Affirmative and Student Policies (Propae) involved in preparing the notices, staff from the Pro- Rectory of Institutional and International Relations (Prointer) linked to the arrival of international students, and staff from the Pro-Rectory of Planning, Budget and Finance (Proplan) responsible for managing assistance resources. As main references, we used Yin (2005), Carvalho (2002), Bardin (1977), Draib (2003), Hall (2006), and Souza (2019), among others. In the research findings, we identified that one of the main difficulties of student assistance at Unilab is budgetary constraints. The available resources are often not enough to meet the growing demand for financial aid. This results in a limited number of beneficiaries and insufficient aid amounts, which sometimes makes it impossible to cover students' basic needs, such as food, housing, and transportation. The difficulties faced by the student assistance policy at Unilab reflect systemic challenges that impact students' academic lives. Overcoming these obstacles requires an integrated approach that considers the real needs of the target audience, the adequacy of financial resources, and the implementation of policies that guarantee equitable access to higher education. For Unilab to fulfill its mission of promoting the inclusion and retention of its students, it is essential that, in addition to seeking more resources, the university also efficiently manages the resources already available. This includes an equitable distribution of aid, transparency in processes and continuous evaluation of programs, to ensure that support reaches those who need it most effectively.

This research explores the teaching praxis of Black women professors at the Institute of Humanities of the University for International Integration of the Afro-Brazilian Lusophony (UNILAB), aiming to analyze how their pedagogical practices align with the principles of Black feminist pedagogy.  Drawing from a qualitative approach inspired by Escrevivência (Evaristo, 2020) and subject- centered research (Kilomba, 2019), this study constructs sensitive narratives that shed light on the identity formation and professional experiences of three Black women educators — Rosa Negra, Ayana, and Ayó. The study's main conceptual contribution is the formulation of Afro feminine teaching, a praxis rooted in historical, political, and affective knowledge developed by Black women. This praxis is not solely defined by race and gender markers but by a conscious engagement with the principles of Black feminist thought — including dialogue as a pedagogical foundation, intersectionality as both a theoretical and methodological lens, the classroom as a space of axé (vital energy), and the integration of lived experiences as a core element of the learning process. Findings confirm the initial hypothesis that the teaching praxis of these professors is distinct and deeply informed by Black feminist epistemologies. Their work reflects a commitment to justice, affectivity, and the empowerment of marginalized knowledge systems. As such, Afro-feminine teaching, as defined in this study, offers a powerful alternative to conventional educational models by integrating care, critical awareness, and political resistance into the heart of teaching.

Based on an analytical-propositional movement, this investigation aims to trace a line of research that connects the history of universities in Brazil, Cultural Studies and the academic History curricula of three institutions in Ceará. With the institutional documents related to the curricular composition of the History course at UFC, UECE and UNILAB as the main field of research, this investigation aims to raise a precise quantitative figure regarding the black presence in the bibliography of the respective courses. This work aims to build a crossroads between the curricular references of the universities investigated and the works of Beatriz Nascimento. However, in addition to an accurate quantitative survey regarding the presence of black people in History courses, this work also aims to propose a movement for the effective inclusion of the works of Beatriz Nascimento and her contributions to Brazilian Historiography, aiming to construct the Historiographic Framework of the Brazilian Black, an intellectual movement that is committed to proving the educational effectiveness of black historiographical productions, with Beatriz Nascimento as its central pillar.

Quilombola school education in Brazil has faced historical challenges related to inclusion and ensuring quality education. Quilombola communities, formed by descendants of enslaved Africans, have a rich cultural heritage and a distinct social organization that must be respected in the social and educational environment. However, even with the protection of specific laws, such as Law 10.639/2003, which includes the compulsory teaching of Afro-Brazilian History and Culture, quilombola education still lacks pedagogical practices adapted to their cultural particularities. In this scenario, continuing teacher training is a key strategy to ensure that education in these communities respects, promotes and values their specificities. In view of the above, the general aim of this research is to investigate the relationship between the continuing education of PAIC literacy teachers and the literacy process of children at EEIF Osório Julião, located in Serra do Evaristo in the municipality of Baturité (2013 - 2023). The methodology used is a mixed approach (quantitative and qualitative), combining exploratory-descriptive research with Bogdan and Biklen (1994) and Minayo (2014) as the theoretical framework. For this purpose, a case study was used, according to Chizzotti (2014). Data was collected through questionnaires applied to teachers and PAIC trainers and was supported by Gil (2002). To discuss teacher training: Fernandes (2023). Freire (1987), Miranda (2012), Sato and Castioni (2022), Silva (2015), Souza (2019), and Fazenda (1994), as well as the results of external evaluations applied at the school, in the municipality and in the state over ten years. The results suggest that continuing teacher training has contributed to adapting pedagogical practices to quilombola realities. The quantitative data shows a gradual improvement in the literacy rates of quilombola children. However, these advances are not uniform, especially in multigroup classes, where the diversity of cognitive development levels among students presents greater challenges. There are still challenges when it comes to implementing practices that fully integrate quilombola specificities into the educational process. However, similarly, the questionnaires point to varying perceptions among the teachers and trainers as to the effectiveness of continuing education in tackling the challenges encountered in the classroom.

Basic literacy for young people and adults (AJA) in Guinea-Bissau is a teaching that greatly values the traditional knowledge of literacy students. In the case of women who never attended school, for various reasons such as early pregnancy, arranged marriages or cultural issues that kept them away from formal education, over time they have sought AJA to become literate. On the other hand, the literacy manual for young people and adults seeks to structure this pedagogical process in a systematic way, introducing content in an accessible and contextualized way, connecting the learning of letters, words and numbers to the daily practices of literacy students. This includes activities related to agricultural work, local commerce and social life in communities, providing a connection between formal learning and the knowledge they already have. Based on this, the mainobjective of this research is to analyze the pedagogical and cultural process of forming the identity of women in adult literacy in Guinea-Gissau, using the functional literacy manual for young people and adults in Guinea-Bissau. Specifically, we seek to: i) describe the trajectory of literacy in general, as well as orality, colonial education and the liberated zone, focusing on the teaching and learning process of young people and adults; ii) identify the relationships between youth and adult literacy and the traditional knowledge used; iii) analyze the relationship between literacy among young people and adults and female literacy students. This is a qualitative documentary research, with a descriptive-interpretative approach to the manual used by animators nationwide in the country in 2021. We carried out a general analysis of the manual to understand how the knowledge thatwomen carry with them is used in the classroom. The provisional conclusions indicate that the youth and adult literacy (AJA) process in Guinea-Bissau recognizes and values both the women who attend these teaching spaces and the knowledge they bring with them. This traditional knowledge, acquired throughout life through practical experiences, is not only recognized, but alsointegrated into the pedagogical process. In the manual, these experiences are clearly representedthrough images and worked on as a fundamental part of learning.

Esta pesquisa de mestrado concentra-se nos impactos do racismo no sofrimento psíquico de estudantes africanas/os na Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), Ceará. Utiliza-se de um enfoque biográfico e da metodologia da escrevivência de Conceição Evaristo, para registrar vivências minhas e do entorno, abordando o racismo cotidiano no Brasil, reflexões ideológicas sobre a construção de raça nas sociedades de origem e de acolhida, bem como experiências migratórias e seus efeitos no adoecimento mental. A investigação é fundamentada na trajetória de estudantes dos Países Africanos de Língua Oficial Portuguesa (PALOP): Angola, Cabo Verde, Guiné-Bissau, Moçambique, São Tomé e Príncipe. Ao chegarem no Brasil, especificamente na UNILAB, localizada nas cidades de Redenção e Acarape, interior do Ceará, enfrentam um ambiente hostil que vai além da precariedade ambiental e de infraestrutura, marcado por jornadas de preconceitos e discriminação racial cotidiana, tanto dentro quanto fora do centro acadêmico. Os dados foram obtidos por meio de entrevistas semiestruturadas, com 20 participantes de diferentes nacionalidades africanas, e a análise dos meus prontuários médicos. Evidenciando a trajetória clínica, diagnóstica e terapêutica, além da carência e negligência na assistência à saúde, tanto na universidade quanto nas cidades universitárias, refletindo sobre as inadequações no uso dos prontuários como documentos científicos, devido às subnotificações e à precariedade de registros. O estudo em pauta, revela que a vivência do racismo estrutural, institucional e cotidiano, impacta negativamente a equidade em saúde nos municípios de inserção, afetando o bem-estar físico e psicológico dos estudantes, comprometendo o desempenho acadêmico e a permanência na universidade. Pois isso contribui para o surgimento de transtornos mentais, como estresse pós-traumático, ansiedade e depressão, e, em casos mais extremos, está associado à morte de estudantes africanas/os. Além das discriminações raciais, a precariedade das condições de moradia e a ausência de apoio institucional que expõem os estudantes a situações adversas, gerando um ciclo contínuo de adoecimento e sofrimento emocional. As narrativas  destacam a luta por dignidade e reconhecimento em um ambiente que frequentemente marginaliza e exclui. A pesquisa conclui que, além do reconhecimento das políticas afirmativas, é urgente garantir assistência à saúde eficaz e promover um ambiente inclusivo que permita uma integração real. Havendo a necessidade de transformação institucional por parte da UNILAB e das cidades de acolhida (Redenção e Acarape), para responder efetivamente às questões raciais e de saúde. Tendo em vista que, a fundação da Unilab sob pilares decoloniais e anti racista, não se configure como tal na prática, do mesmo modo que, as cidades de inserção universitária, que simbolicamente carrega o marco da abolição da escravatura, não remete um território contra-hegemônico, e eficaz para instalação duma universidade, para além da sua precariedade. Muito pelo contrario, esses cidades abolicionistas, com seu mito inclusivo e acolhedora, são justamente os espaços onde muitas/os estudantes negras e negros, vivem de maneira mais aguda, as desigualiades raciais, cujos os fatores atravessam o campo simbólico, que repercute diretamente no suprimento psiquico e emocional.

The research in question aims to investigate the methodological approaches used in teaching the subject of Philosophy in High School, with an emphasis on the use of visual resources, such as photographs, videos, documentaries, paintings and, notably, the use of cinema as a teaching tool. The relationship between the image portrayed by cinema, knowledge and teaching-learning appears to be the main focus of this research approach. In this way, we seek to evaluate the integration of cinematographic language in the high school educational environment, as well as the methodological, theoretical and epistemological issues faced by Philosophy teachers when incorporating these audiovisual resources into their educational practice. The concepts exposed in the works of Gilles Deleuze, Image-movement and Image-time, are used as a theoretical basis for the argument. Consequently, this study emphasizes the importance of cinematographic images in the construction of knowledge in Philosophy, since the subject is mandatory in all educational institutions in the country. Through cinema, young people have the opportunity to explore the philosophical aspects of thought. The teacher has the ability to present a specific learning situation and provide resources, but how the student organizes and uses these resources is a personal responsibility. As a result, the learning process becomes an active and unique construction for the student, allowing them to establish their own meaningful connections and explore diverse perspectives during their educational journey. The teacher, by understanding the appropriate use of cinema in the classroom, can employ this technology as a powerful tool in teaching Philosophy, connecting philosophical content with the scenes selected for display. Finally, final considerations are presented that highlight the relevance of developing this research, considering the challenges faced and the results obtained so far.

Inclusion has been a hotly debated topic these days as a synonym for promoting equal opportunities and respect for diversity. As a result, the objective of the research is to analyze inclusive practices in multidisciplinary resource rooms in indigenous schools in the Pitaguary community. The theoretical basis of the last 10 years, from 2013 to 2023, allowed us to consider that inclusion from a sociocultural and disability perspective is a fundamental approach to promoting a more egalitarian and inclusive society. This perspective recognizes the importance of valuing and respecting diversity, adapting practices and policies to ensure that all people, regardless of their abilities, have equal access to opportunities, resources and participation in the community. The qualitative research, of the descriptive-interpretative type, will produce data in authorized audio-recorded conversations with teachers from two indigenous schools in the state primary and secondary education network, in Maracanaú and Pacatuba, Ceará. Data interpretation and analysis will be done in analysis categories that will seek to answer the questions: What are the main challenges you face as a teacher when promoting the inclusion of people with disabilities, and how do you deal with these challenges? How do you adapt curriculum and teaching methods to meet the specific needs of students with disabilities? We hope that the results of the analysis point to an inclusive indigenous literacy, whose environment is more egalitarian and that children with disabilities in these schools can integrate into the school environment with successful learning. The findings will provide support for new [and other] inclusive paths, socially and culturally, in indigenous schools.

Art, throughout history, has functioned as a reflection of society, capturing and shaping the nuances of each era. This research delves into the intersection between art, culture and identity, with an emphasis on the collage technique and its relevance in the decolonial context. The research aims to discuss issues of ethnic-racial identities with UNILAB undergraduate students, using the “Paper Mosaic” collage technique and its contributions to decolonial art in works by Rosana Paulino. Collage, which combines different materials and images to create a cohesive work, is more than a mere form of expression, it reveals multiple cultural and social identities. Therefore, qualitative research of the participant-observation type, the art of collage is proposed in the form of a Pedagogical Workshop in the curricular component “Samba, Capoeira and African and Afro-Brazilian Cultural Manifestations of Places” with students of the Degree in Pedagogy , in the semester of 2023.1, provoked to answer, using the “Paper Mosaic” technique, the question “What is your color?” with the presentation of individual artistic production. In the activity, data collection will be done in the Field Diary and capture of Photographic Images with the description of impressions, records of observations and the researcher's perceptions regarding the performance and development of the didactic proposal for re-reading images in ethnic-racial identities produced in the pedagogical workshop. The interpretative analysis of the collage activity, based on Hall (2003), Echeverria (2009), Quijano (2005) among others, will provide conditions to reflect on a mosaic of cultural and social identities, necessary for a decolonial context whose critical lens will allow us examine art and culture. In settings marked by colonialism, we hope that this art, especially collage, serves as a means of resistance, challenging established narratives and elevating previously marginalized voices.

This research is a study on the National Policy for Comprehensive Health of the Black Population present in the Curricular Matrix of the Nursing Course at UNILAB. The research was carried out based on the analysis of legal
documents, such as the Higher Education Curricular Guidelines, the Law of Guidelines and Bases - LDB 9394/96, Opinions of the National Education Council - CNE and the Political-Pedagogical Project of the UNILAB Nursing
Course. This work's central objective is to seek the meanings of the document of the Political-Pedagogical Project of the UNILAB Nursing Course, from the perspective of the presence of elements of the National Policy for Comprehensive Health of the Black Population - PNSIPN. According to the case study developed, it is possible to present that the National Policy for Comprehensive Health of the Black Population - PNSIPN is succinctly mentioned in the curricular design of the UNILAB nursing course. In the basis of the research, the contribution of the thoughts of authors such as Aníbal Quijano (2005), Cida Bento (2022), Jurema Werneck (2022), Laurence Bardin (1977) and Tiago Rogero (2022) was used. The methods used in the research were: content analysis and case study, as the highlights of the documents were described in a qualitative analysis. Finally, the research found that the PNSIPN is cited in the PPC of the UNILAB Nursing course in the course syllabi and bibliographies, specifically and literally in the complementary bibliography of the Family Health Policy and Knowledge discipline of the 7th semester. Furthermore, the article entitled "Health of the Black Population '' was identified in the complementary bibliography of the subject Fundamentals of Human Sciences Applied to Health, which despite dealing with the same theme, is not literally the PNSIPN. Such information highlights the systematic absence of study of PNSIPN in the training of nurses graduating from the UNILAB course.

This dissertation aims to understand what the Toka-tchur means to the Mancanha ethnic group in Guinea-Bissau. The ritualized funeral practice that takes place in the tabankas of the Mancanhas is the same practice that also takes place in some ethnic groups, which is to perform the Toka-Tchur. The Mancanhas normally live between
Có and Bula, where most of them live, but they are spread throughout Guinea-Bissau. We will focus on four sections: Guinean ethnic groups and their socio-cultural interrelationships; the social and cultural organization of the Mancanhas of Có and Bula; ethnic signs for communicating with the ancestors, in order to understand how
the procedures for carrying out each post-death ritual are carried out, until we reach the key point, which is the so-called Toka-Tchur rituals. This ritual is one of transition, communication with the ancestors, and the manifestation of mourning. The last ritual of the deceased person's passage into the world of ancestry. Each person has their own place within the tradition, and when they die, they evaluate it to carry out necessary rituals. Thus, the funeral rituals of the régulo are different from those of the other people in the tabankas. Through interdisciplinarity, it was possible to bring various approaches to the subject under study, and the expected result was achieved.

A dissertação consiste em um estudo de experiências in loco, de observações e do convívio na Comunidade Quilombola Serra do Evaristo, localizada no Maciço de Baturité, interior do Ceará. A pesquisa versa sobre a importância da escola no processo de autorreconhecimento da identidade étnico-racial, em que analisamos as  práticas educativas desenvolvidas na escola local, com atenção especial voltada à educação para as relações étnico-raciais. Objetivamos investigar como a Escola Osório Julião vem atuando no processo de autorreconhecimento da identidade étnicoracial quilombola, vivenciado pela população do Quilombo do Evaristo, observando a participação de todos os segmentos que atuam na constituição e direcionamento das práticas educativas desenvolvidas na escola da comunidade. Para tanto, realizamos uma pesquisa bibliográfica, com entrevistas e observação participante, para conseguir chegar a um conhecimento, que se propôs a buscar e apresentar dados perceptíveis e consistentes que permeiam o percurso da edificação de uma proposta de educação antirracista, cujo desenvolvimento requer mais que mudanças elementares organizacionais, mas alterações paradigmáticas, que fundamentem a promoção de uma educação libertadora para além dos padrões vigentes.

The trajectory of geographic science, from informal studies to its systematization in the 19th century, underwent transformations driven by scientific development and curricular changes. This text aims to analyze how different currents of geographic thought influence the contents of textbooks, focusing especially on materials focused on the geography of Ceará. The methodology includes a comprehensive bibliographic study, analyzing official documents, scientific articles and books, highlighting authors such as Alain Choppin (2004), Carlos Eduardo Ströher (2012), José Silvério Baía Horta (2012), Marco Antônio Silva (2012), Maria Lúcia by Arruda Aranha (2008), Milton Santos (2001 and 2006). The research will evaluate how the textbooks “Pequena Corografia do Ceará” (1942), “Estudo sobre o Ceará” (1955), “Support Manual Collection 3, 4 and 5 - 8th grade (1997-1998)” “Constructing Ceará : elementary education” (2017) and “Education and Semi-Arid: New looks, New Paths” (2023) address regional and local themes. The objective is to understand how geographic content is structured, taught and assessed at different historical moments and how it reflects the views of geographic schools. We observed that the textbook plays an important role in school education. It guides the curricula and topics taught in the classroom, highlighting the need to discuss public policies that govern their formatting, choice, acquisition and distribution. However, content uniformity often ignores regional diversity, making it difficult for students and teachers to engage and identify. The different currents of geographic thought significantly influenced the construction of geography textbooks, shaping theunderstanding of Ceará's geographic space. Initially, the Traditional/Classical school and Quantitative Geography focused on the physical description and quantitative analysis of spatial  ata. Recently, the Humanist/Cultural approach has brought a perspective that incorporates local experience and culture, offering a more holistic understanding of geographic space. These changes reflect a transformation in the approach of textbooks on the Ceará space, from a descriptive and analytical vision to a more inclusive one that values human and cultural experience. The production of textbooks focused on local geography is an important strategy to challenge the hierarchy of knowledge established by Northern epistemologies, promoting a more inclusive and diverse understanding of the world.

Knowing the scientific production of an interdisciplinary postgraduate program allows the consolidation of the course's identity. The research has the general objective of analyzing the themes of the dissertations of the Interdisciplinary Master's Degree in Humanities at the University of International Integration of Afro-Brazilian Lusofonia (MIH/UNILAB), verifying to what extent they demonstrate alignment with the Pedagogical Project of the Course, in the period from 2018 to 2022. Specific objectives: identify the thematic representation of the content of the dissertations; check the theme of the dissertations with the topics covered in the lines of research; check which line of research the dissertations are linked to; identify the interdisciplinary area involved in the dissertations and identify the geographic region where the studies took place. From this perspective, we sought to answer how this production is presented by analyzing 62 (sixty-two) dissertations available in the Unilab Institutional Repository. For methodological procedures to achieve the objectives, the research has a quantitative-qualitative approach, demonstrating data with percentage values, but with a predominance of qualitative aspects. It is characterized by descriptive and documentary research, as its object of study is the dissertations produced by graduates of the course. Bibliographical research was carried out in search of knowledge on the researched subject. Content analysis was used to analyze the data. The research was developed according to the following stages: Survey of dissertations; Cataloging the data collected in the spreadsheet with the following categorization: title, abstract keywords, lines of research, interdisciplinary area and geographic region. The data reveals that the themes developed are in accordance with the Course Pedagogical Project, and also reveal gaps in research themes, demonstrating the importance of evaluating and monitoring the scientific knowledge produced in the Masters; Degree.

In the dissertation, we socialize our investigative work developed in the Interdisciplinary Master's Program in Humanities, at the University of International Integration of Afro-Brazilian Lusofonia (MIH/UNILAB). We aim to investigate the social contradictions of aging peasant workers in rural settlements linked to the Landless Rural Workers Movement/MST in the territory of the State of Ceará, northeast of Brazil. To this end, dialectically, we intertwine in our analyzes the limits and possibilities of the Struggle for Land, Work, Rural Retirement for the lives of peasants settled by the MST/CE. In our investigative work, we chose the method of historical-dialectical materialism practiced by the critique of political economy. In this sense, contact with the work experiences of the Marxist Interdisciplinary Group (GIM/UNILAB/CE), of which we are part, has been inspiring. Regarding the collection, analysis and cataloging of sources, we cross-referenced diverse sources, such as: interviews with peasants, bibliographical readings that historicize the genesis of rural retirement in Brazil, journalistic articles and, also, the legislation that regulates the Social Security System, Laws that provide for Social Security and access to land within the legalistic framework of federal constitutions. The topic still needs further debate/depth and we believe that with this research we can fertilize the ground of knowledge necessary to germinate the overcoming of
adversities arising from the experience of old age for peasants in areas of agrarian reform and rural settlements.

Racism caused by structural violence and violations of rights are part of the daily lives of quilombola communities. The consequences of this racial violence generate consequences that affect the mental health of young black and quilombola people. As a starting question we try to elucidate how it is possible to promote the mental health of young quilombolas in a school context. Thus, the objective of this study is to analyze the mental health of quilombola students at the Osório Julião do Quilombo do Evaristo school in Baturité and the impact of racism on the mental health of quilombola students at the school. The specific objectives are to understand the mental health concepts of young quilombolas from the Serra do Evaristo community; describe the causes of psychological suffering among young quilombolas in a school context; and analyze the factors that promote mental health in the quilombola school context. Thus, the method is characterized by a mixed methodological design (questionnaires and culture circle) with young people from the Evaristo quilombola in Baturité. The questionnaires were answered by 28 students and analyzed using descriptive and multivariate statistics. Narrative information was collected via culture circles. After transcribing the entire textual corpus, the material was in quilombola schools in Serra do Evaristo, as well as promoting healing processes with the School as a factor of protection and collective care.

The dissertation now presentes proposes a research whose objetc of study was to unsdestand research whose object of study was to understand the processo of African student immigration to the diáspora in the State of Ceará, in addition to analyzing the situation of food and nutrition (in) securitu among this population in the city of Fortaleza and in the Maciço de Baturité Region, Ceará. The work circumscribes investigative axes on African student immigration from Portuguese Speaking Countries (PALOP) countriste to Brazil and Ceará, issues related to the (in) food na nutritional security of this population, also seeking to understand the situation of access na guarantee of these subjects, the challenges faced by these students in the struggle to maintain foof and nutritional of this work was to investugate how access to food accurs among the African student population in Fortaleza na in the Maciço de Baturité Region, Ceará. The construction on the work took place through na interdisciplinar methodology, the data were obtained through bibliographic sources, document analysis and fiel research and content analysis. The subjects who partipipated in the fielde reserch and semi-structures interviems were interviewed five (5) students from the University of Internatuional Integration of Afro-Brazilian Lusophony – UNILAB and onde (1) student frim the Federal University of Ceará. Nem parameters were constructed in relation to the food issue during the interviems, considering food as a social, political, integration and culture and fooo sovereignty condition beyond the borders betwenn countries and continentes. It was observed that some predictors, such as increased food costs, socieconomic factors, food consumption conditions and health problems, lack of policies and actions to strengthen African culture and food sovereignty in university spaces, are some of the factors that generate insecurity. Food and nutrition in the daily lives of these students. The subjects of thse researches also reported that foof is a matter of human right, with several implications that affect the guarantee of a food that is culturally and affecttively thougtht of in the integration, in the memories and in the remembrances of their countries, communities and rituals, Family members and the like.

The present dissertation has as its central scope the production of oral sources, from the life experiences of "gay men", experienced in the urban and rural context of the city of Baturité in the interior of Ceará. As a methodology, oral history is used, and as a method, life history that aims to reveal the dynamics of social relations of gender and class from the experiences of oneself, and with the different institutions, making it possible to understand their sociocultural relations and the processes of construction of the subjectivities of LGBTQIA+ bodies, specifically, “gay men”, cisgender, in Baturité-CE. The definition of this field of study is based on the historical and sociocultural (in)visibility of this population and, also, on the production of situated knowledge, in the context of the Massif of Baturité. The theoretical and methodological contribution is apprehended from Thompson (1978); Bosi (1994); Portelli (1997), Delgado (2003); Frank (2004; 2020); Blonde (2003). In this challenge, the consolidation of this work in the face of adversities, reflections and everyday material absences, is related to the look and breath that the collaborating subjects of this process took to build the narrative of their experiences. In this sense, it is recognized that both in the methodological theoretical perspective and the depth of the different dimensions expressed in these narratives a significant contribution to the continuity of this study from other research issues.

O presente estudo tem a proposta de investigar elementos que caracterizam a Comunidade Remanescente Quilombola do Córrego dos Iús. A lógica de investigação adotada foi a etnografia, por esta permitir a compreensão de prováveis razões concernentes à luta da Comunidade dos Iús pelo reconhecimento e existência enquanto quilombolas. A investigação utilizou-se de uma questão fundamental: Como e por que identificar-se e lutar pelo reconhecimento, diante das ações de apagamento, e de que modo tal identidade está embrionariamente ligada à terra, fomentando os movimentos de resistência? Através da imersão e observação participante junto à Comunidade, realização de entrevistas e análise de documentos escritos, a pesquisa buscou indicar as famílias-tronco vinculadas ao processo de origem da Comunidade, bem como suas práticas culturais ancestrais e o papel das mulheres para as permanências da identidade cultural quilombola, além de mapear os conflitos de terra travados com grupos de empresários, latifundiários e políticos locais, interessados em vilipendiar a Comunidade Remanescente de Quilombo do Córrego dos Iús, para então, usurpar as terras das quais ancestralmente são guardiões. Esta não é uma investigação sobre a Comunidade Remanescente Quilombola do Córrego dos Iús, mas junto a ela, com a participação dos seus membros na construção de um documento que não se propõe a ser a solução dos problemas que assolam à Comunidade, mas um instrumento de fortalecimento da sublevação contra a violação de direitos, a negação da existência e a invasão à localidade na qual os Iús estão há mais de um século fixados e são protetores.

O objetivo central desta pesquisa foi compreender as trajetórias de formação inicial e continuada dos (as) professores (as) que atua na escola E.M.E.I.E.F. Doutor Edimilson Barros de Oliveira e a escola E.M.E.I.E.F. Sebastião José Ribeiro, analisando em que medida essas trajetórias formativas contribuem para práticas docentes antirracistas em sala de aula e para a incorporação de discussões das questões étnico-raciais para a formação educacional dos alunos do ensino fundamental ano iniciais; A metodologia empreendida foi o estudo de caso, realizou-se entrevistas com 08 (oito) professoras das duas escolas supracitadas, inclui-se como procedimentos metodológicos: a observação in loco e análise documental dos projetos pedagógicos das escolas lócus da pesquisa. Os dados empíricos e documentais foram analisados à luz do referencial teórico de Munanga (2003, 2005), Gomes (2021), Ribeiro (2019), Freire (1981, 1996, 2000) entre outros. A pesquisa apontou para a importância dos princípios e orientações destas legislações e das orientações presentes nas Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana para a formação de professores(as) e dos(as) alunos(as). Para termos uma escola comprometida com a educação antirracista, para termos um ambiente escolar com educadores(as) e profissionais da educação que identificam e combatam o racismo é crucial o investimento na formação dos(as) professores(as), assim como, envolver todos que fazem parte da comunidade escolar, incluindo a comunidade externa à escola.

This work is based on analysis of “Identity Games and Democratic Dispute in Guinea-Bissau, from its political stage and current ethnic relations”, considering the process of political formation and its ongoing transition. Consequently, the work aims to understand the dynamics of ethnic belonging, its emotions in the guinean democracy and sociopolitical scenario. Therefore, fore the development of the work, we will take advantage of quali-interdisciplinary methodology, in its depths and cautions as a theorical and methodological procedure that seeks to solve our problem. From a structural point of view, this work was merged into four (4) sections, in addition to the introduction and final considerations. In this sense, the first section analyzes the democratic manipulation in the Guinean political game; later in the second section, we will focus on the impacts of ethnicity on guinean political Society; and in the third section we will talk about identities and their influences on guinean political discourse. In the fourth section, we will analyzed the issue of democratic manipulation in the guinean political game; as well as impacts on ethnicity in guinean political Society; and in the same section we will also talk about identities and their influences on guinean political discourse. Furthermore, it is emphasized that ethnic issues in the political dispute persist in the regional and international influences of this conflict, wich we do not intented to unravel here in more detail

The present study aims to investigate the relationship between the tourist enterprise of the company HBD and the resettlement of the Sundy Community, located in Príncipe, São Tomé and Príncipe. Based on the developmental discourse and through an ethnographic, bibliographical and documentary approach, it is intended to establish a look that broadens our horizons in a more ethical and empathetic way for an alternative emancipatory construction of African communities and societies, which have come being swallowed up by imports of ineffective economic development practices. In this sense, we want to understand how these projects contribute to the propagation of social inequalities, starting from the perspective that São Tomé and Príncipe is a country that experienced Portuguese colonization and carries with it memories that interfere in its daily performance.The analysis of the concept of development and sustainability with characteristics of an imported discourse, stands out in this work, being incongruous to the different African realities. As a mere formalism, a development based only on economic reflections, where it does not allow thinking and analyzing these different realities and how community social relations can determine this understanding for the African perspective. This work is important due to the need to look from the inside out, rewriting the narrative imposed by colonialist cartography. For this, we embarked concept of writing to denounce and rewrite our history.

As escolas do campo apresentam uma proposta educativa que promovem a formação humano- integral dos sujeitos educados. Nessa perspectiva, esse modelo educacional é fruto de políticas públicas gestadas por meio da organização e da luta coletiva dos movimentos sociais por uma educação de qualidade para os camponeses (as). Nesse contexto, o presente trabalho objetiva compreender e discutir a contribuição da Educação do Campo na formação humano-integral dos educandos (as) da Escola Francisca Pinto dos Santos- (Ocara-CE), e, nisso, visa ao desenvolvimento da cidadania da juventude camponesa mediante a constituição de sujeitos críticos e engajados em suas realidades humanas e sociais. Para tanto, nossa metodologia constou de leitura e revisão de material bibliográfico; discussão da organização curricular do estabelecimento de ensino com foco na parte diversificada; apresentação e discussão dos trabalhos dos componentes curriculares: Prática Social e Comunitária (PSC); Organização do Trabalho e Técnica Produtiva (OTTP), e, sobretudo, do Projeto de Estudo Pesquisa- (PEP)- na discussão das pesquisas estudantis. Ademais, tivemos visitas de campo, entrevistas semiestruturadas com sujeitos focais como: docentes das disciplinas da base diversificada e educandos (as) da terceira série do ensino médio. Desse modo, entendemos que a proposta da Educação do Campo na Escola Francisca Pinto dos Santos (Ocara-CE) é um terreno fecundo e próspero para se pensar a formação humano-integral da juventude camponesa através da constituição de sujeitos ativamente integrados em seus contextos sociais, favorecendo, assim, o exercício da cidadania cotidiana.

O processo de interiorização do ensino superior, no Brasil, acarreta um conjunto de transformações, sejam educacionais, econômicas, culturais, sociais, ou mesmo populacionais, em contextos específicos. É em uma dessas especificidades que esse processo se enraíza na cidade de Redenção, localizada no Estado do Ceará, através da instalação da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (Unilab), paulatinamente se consolidando como uma nova centralidade da educação, e possibilitando a entrada de um contingente estudantil na cidade, principalmente no urbano. Essas alterações geram impactos nos territórios intraurbanos da cidade, a partir da intensificação de demandas ou a constituição de novas, tais como: habitação, saneamento básico, equipamentos públicos, iluminação, espaços urbanos para atividades de lazer, encontro, socialização e vivências. O presente contexto gera inquietações, a partir do vislumbre das relações que as juventudes universitárias passam a estabelecer com os territórios, constituindo-se, assim, o objetivo de analisar e refletir sobre como as juventudes universitárias, unilabianas, percebem e se percebem dentro da estrutura urbana de Redenção, e como elas buscam, mediante estes sentidos, criar estratégias de pertencimentos, a partir de ocupações criativas dos espaços urbano públicos. O objetivo disposto é pesquisado em uma perspectiva interdisciplinar, visto a multidimensionalidade que acompanha os objetos de estudo e, metodologicamente, por meio da abordagem qualitativa, tomando como método o estudo de caso, e técnicas, como a observação participante e as entrevistas, que possibilitaram contato com as narrativas dos sujeitos, acerca das experiências cotidianas de uso dos territórios intraurbanos da cidade. Na perspectiva de pensar o objetivo deste trabalho, ou seja, analisar as percepções do urbano pelas juventudes, abordaremos as dinâmicas territoriais produzidas por eles, que serão vislumbradas, aqui, enquanto ocupações criativas atividades que podem indiciar as percepções dos sujeitos, suas relações com os territórios e possibilitar a aproximação necessária que possa mediar o acionamento de sujeitos para as entrevistas. Destarte, com as entrevistas e colhimento das narrativas, em conjunto com as observações e escutas, poderemos identificar e analisar as percepções que são produzidas, através da mobilidade juvenil no urbano.

The main focus of this dissertation is to present a discuss about the protagonist and the daily struggle of quilombola women in the community of Alto Alegre, county of Horizonte – Ceará. The agency of Quilombola women in Alto Alegre is perceived from the different roles of decision-making, in domestic, religious, productive, educational and organizational spaces. Women participates in the fight for territory, resisting in various ways, via union policy, party, representative politics, via organization and leadership of everyday social aspects. In the interaction with the quilombola women, a group of which I am a member, it was possible to listen, learn, understand and dialogue about the importance of the daily practices that they carry out, creating a movement of (re)existence in the territory and through the territory. It is in everyday life that quilombola women transgress the oppressive system and create solidarity networks that, when constituted, expand the epistemic field of mutual, collective, ancestral knowledge. Diverse knowledge that contribute to the strengthening of the identity of woman, black, quilombola. The way of life, the variety of arrangements these women have, which is the very way of being a quilombola, was observed as the object of this qualitative research, based on recorded informal conversations, field observation and groups in the format of conversation circles. Supported by the interdisciplinarity established between History and Anthropology (RATTS, 2012; HAMPATE BÂ, 2010), and the literature on black women (OYĚWÙMÍ, 2004; CARNEIRO, 2011) in addition to reflections on identity and territory (NASCIMENTO, 1985; SANTOS, 2015) it was possible to accomplish this work.

This work aims to understand how and to what extent the Yorubá conception of Orí can be understood as a foundation for the formation of a self-determined human being. In Yorubá, Orí means “the head”, however, the philosophical-theological sense connected to the word refers more to the interior head, the interior of the skull, which symbolizes personal destiny. Orí is also the name given to Òrìşà, deity of the head, who is the guide and protector of every human being in the world. In the Yorubá tradition, it is believed that before an individual comes to Ayé, the visible world, he chooses his Orí in the Ó̩run, the invisible world, and this process of choice is associated with the choice of destiny, as Orí-reré (Orí or positive destiny) is linked to success and Orí-burúkú (Orí or negative destiny) represents the opposite. This is a bibliographical research carried out through analysis/interpretation and criticism of writings about the Yorubá world and mainly about the Yorubá culture in Nigeria and Brazil. The Yorubá are people originally from West Africa, but today their culture has internationalized between Africa and its diasporas, specifically in Brazil. This was due to the transatlantic trade of enslaved, when many of these people were uprooted to Brazil, mainly in the 19th century. It was found that this conception of Orí is, among other meanings, a foundation for the self-determination of the human person, insofar as it constitutes an orientation of the personal existential becoming; it was also found that Orí, as a symbol of destiny, can be corrected, it remains positive or negative depending, to a large extent, on the way in which the human person conducts his or her existence. Self-determination refers to the ability to guide oneself before the help of others in the permanent search for individual and collective balance, as only when the individual is self-determined can he be effectively helped and help others in this incessant search for balance in existence human.

International relations are the topic of our interest, particularly studies about the global South, where colonial processes interfere intensely, generating the North-South division. We seek to reflect on the symbolic dimension of political and diplomatic discourses, namely around cooperation between Brazil and Africa, which extol the need to repair a historic debt. We analyze South-South Cooperation from its historical evolution and from some academic currents, presenting the Bandung Conference as the inaugural event. It is in this context that the United Nations - UN presents instruments and measures of access to the rights of peoples and nations historically marginalized and oppressed by colonialism. Angola and Brazil are part of this group of nations and have cultural ties and a history of relationships that also represent a bridge of connection with Africa, an object of resignification for the Brazilian government. Similar public policy programs are identified in both countries, some of them implemented through negotiations between the presidents. Higher Education is one of the areas reformulated, through expansion and internalization, so that, in Brazil, it stands out as a policy of delitization of the University, and, in Angola, it stands out with the resizing of the Agostinho Neto University. Considering the assumptions of Critical Discourse Analysis - CDA, cooperation agreements between universities in both countries are the central object of this research, in which we analyze the document models adopted and some specific situations in which they are signed. Despite the fact that each institution operates with different structural conditions and regional contexts, the discourse on international cooperation in Brazilian universities is similar. Therefore, we exemplify very different institutional experiences, with the purpose of understanding the formalities and events that operationalize the discourse of international cooperation. We verified that the so-called South is not unified and neither does it manifest itself on the same side, which implies saying that the institutional principles of horizontality and common interests may be incoherent.

The present master's dissertation comes from the experience in the Interdisciplinary Postgraduate Program in Humanities, of the University of International Integration of Afro-Brazilian Lusophony-Unilab, an institution located in the Ceará micro-region of the Baturité massif. The research has the financial support of Fundação Cearense de Apoio ao Desenvolvimento Científico e Tecnológico (FUNCAP - CE) and aims to reflect on the relationship between gender, work and education from the writings of temporary teachers in the municipal public network of Acarape-Ceará. The precariousness of the teaching work practice in that municipality is something that interferes in the work relationships and in the social construction of the teachers, as well as in the quality of municipal education. The discussion goes through the ontological reflections from the concepts of work to the current conditions of the teaching worker, in addition to integrating the discussion of gender and education. We also emphasize the presence of the discussion about Covid-19 and the structuring of remote classes during the pandemic period in Acarape. In order to do so, we start from a feminist and interdisciplinary reflection to understand from the ontological concepts of the world of work and its vicissitudes, how this precariousness is established in practice and interferes in the personal life and way of working of these teachers. The methodological approach of the investigation is qualitative and presents itself from the perspective of historical materialism - dialectic. The guiding thread of analysis is processed by the articulation of different sources (oral and written) prioritizing the speeches of fellow teachers who proposed to collaborate with the research. With the intention of building knowledge from the acquired and lived experiences, this work talks about and for women who work as teachers and, despite being in a precarious situation, they remain active and believing that education is still capable of transforming people.

This text produced inUnilab's Interdisciplinary Graduate Program in Humanities, in the Education, Politics and Language Research Line, is the result of research, with the objective of investigating whether the curricular components included in the curriculum of the Pedagogy course at UNILAB-CE, contribute to the future teachers build the knowledge necessary for the practice of an anti-racist education. Facing injustice and inequalities in Brazilian educational systems is a challenge, and one of the main objectives for the educational system has become the task of planning, guiding and accompanying the formulation and implementation of educational policies, considering the diversities of ethnic-racial groups as indigenous communities and Afro-descendant populations. The theoretical contributions that are contributing to the debate on the issue of ethnic-racial relations in carrying out this research, permeated by dialogues with MUANGA (1990, 1994, 2004, 2005, 2015), GOMES (2003, 2005, 2010, 2011, 2012 ), hooks (2013), SOUSA (1983), FREYRE (1900-1987) ALMEIDA (2019) SILVA-MELLO (2017), HOUNTONDJI (1996), GATTI (2010) among others. We believe that the thoughts brought by these authors contribute to the dialogue of the articulation between ethnic-racial issues as themes and discussions in the field of teacher training, as an essential debate around an anti-racist education, developing thus, a decolonizing thought and praxis. Therefore, the research is based on a qualitative approach and, in view of the objective outlined, we took as an empirical field the Pedagogy course at Unilab-CE and its Pedagogical Project of the Course (PPC). Its methodological process consists of bibliographic consultations on approaches referring to teacher training, black movement, law 10. 639/03, later in the analysis and discussion of the PPC and the curricular components inserted in the matrix of the course in question, referring to to ethnic-racial issues in order to understand how the Pedagogy course has been discussing racial issues that contribute to an anti-racist education in teacher training, and how these teachers are debating and approaching the theme in the classroom.

The present investigation is part of the migratory studies related to human rights. Its focus is on internal migrations Angola and the DRC. and as an objective, to understand how the Angolan State dealt with the issue of immigration and human rights of Congolese citizens in view of the implementation of Operation Transparency, which took place in 2018. The work is guided by a methodology of a qualitative nature, based on an interdisciplinary perspective, and articulated from the bibliographic and documental research. For the interpretation of data, it uses the analysis technique of the thematic content interpretation method. Based on the information contained in the discursive devices of the sources, it is considered that Operation Transparências was poorly orchestrated in the territory of Lunda Norte, the Angolan government implemented a war machine that resulted in the violation of human rights of migration and refuge, in the spread of fear and terror in the local population and in immigrants in general, and in particular, Congolese.

A pesquisa tem por objetivo central compreender a organização curricular da Escola Indígena Manoel Francisco dos Santos e analisar como a proposta curricular contribui na construção de conhecimentos científicos a partir da relação direta com os saberes tradicionais dos/as alunos/as, professores e da própria comunidade Indígena do povo Kanindé de Aratuba. Dentro dessa perspectiva de pesquisa. Propõem-se desvelar na pesquisa quais as principais dificuldades de implementação do currículo escolar indígena, no processo de articulação dos saberes do currículo formal, com diretrizes dos sistemas de ensino, e os saberes tradicionais do povo Kanindé na Escola indígena Manoel Francisco dos Santos e as disciplinas específicas conforme Projeto Político Pedagógico. Nessa perspectiva, definimos  como objetivos específicos: a) Compreender como a organização do currículo escolar indígena valoriza os saberes tradicionais do povo indígena do Kanindé; b) Analisar o currículo escolar do ensino fundamental dos anos iniciais (1º ao 5º ano) da escola indígena a partir de análise documental; c) Investigar as contribuições da educação escolar indígena, a partir do currículo diferenciado, na construção de conhecimento escolar/científico dos/as alunos/as indígenas e para o fortalecimento da identidade cultural; d)Analisar as práticas docentes desenvolvidas pelos/as professoras indígenas a partir da operacionalização do currículo escolar indígena e, e) Identificar as relações do currículo escolar implementado na escola com o cotidiano da aldeia e as práticas docentes desenvolvidas na escola. Como metodologia definimos fazer um estudo etnográfico, pois, permite a compreensão de processos educacionais,  buscando explicar a realidade com base na percepção, atribuição de significados e opiniões dos atores, assim, na operacionalização da pesquisa optou-se por uma abordagem qualitativa, que trabalha com o universo dos significados, dos motivos, das aspirações, das crenças, dos valores e das atitudes. Na coleta de dados durante a pesquisa de campo realizamos a observação participante, seguida de entrevistas com os sujeitos (lideranças, professores e alunos).  Na construção do referencial teórico que sustenta nossa pesquisa, utilizamos como principais referenciais os seguintes autores: Nascimento (2006); D’Ambrósio (2021); Tomazetti (1998), Xavier (2018) e Julião (2017). A pesquisa foi desenvolvida na aldeia Sítio Fernandes, Município de Aratuba, Estado do Ceará, com foco na organização curricular e nas práticas docentes desenvolvidas pelos indígenas no processo educacional e organização curricular da Escola Indígena Manoel Francisco dos Santos. Nosso principal achado de pesquisa foi: a escola pensada pelo povo Kanindé, hoje, é uma instituição fundamental para preparar e fortalecer as novas gerações para o movimento de luta pela terra e em defesa da cultura Kanindé, destacando-se a práxis do docente emancipatória, com ensino contextualizado e libertador, com inovações pedagógicas, aulas vivenciais e metodologias que se tornam diferentes no contexto local, valorizando assim os saberes tradicionais do povo Kanindé.  

This master research, of autobiographical nature with an emphasis on self-writing, was, metaphorically, being built on a ship travel to the past, where memories of my life story, narrated in the introduction of this paper, led me to revisit the paths I took until, at almost fifty years of age, my teaching vocation had revealed itself. Based on DELORY-MOMBERGER, (2006) and on PASSEGGI, (2010), the option for autobiography was based on the self-reflective character of this approach, in which the author is his own interpreter and narrator of his own experiences. In the second moment, I report the beginning of the teaching trajectory and training practice in Waldorf Pedagogy, talking to authors such as STEINER, (1996, 1999, 2000, 2013), LANZ, (2005) and ROMANELLI, (2008). Then, I narrate the path as a teacher and teacher trainer in Early Childhood Education at the Municipality of Fortaleza, tracing a history of public policies for this level of education and dialoguing with theorists such as OSTETTO, (2017), FREIRE, (1967, 1975), KOHAN (2021), MARTINS FILHO, (2020). Soon after, I share what I learned as a member of the Group of Studies Dialogues with the Pikler approach CE-UFC, dedicated to studies and research with babies and very young children. Authors such as FALK, (2010, 2011), PIKLER, (2010), SOARES (2019), GRUSS, ROSEMBERG (2019) support this approach. In the final considerations I reflect on what has been learned and what had to be unlearned and relearned back. On board the ship I experienced storms and calms, pains and joys, affections and disaffections. I observed that, despite the uniqueness of each pedagogy, there are many intersections between them, and the need for the educator to walk the constant path of self- development is unanimous in all of them.

Autobiography, Waldorf Pedagogy, Early Childhood Education, Pikler Approach

The act of thinking about the school curriculum, especially from an indigenous school education perspective, is to think of a curriculum that takes into account not only the knowledge of the curriculum matrix of the common base, but also to analyze and reflect on how the school curriculum , being a social construction, contributes to strengthening the societal project of the Tapeba indigenous people. In the first chapter, we will present the methodological foundations used in the research, providing the sequence of actions carried out during the process during the stages developed with the participation of the subjects. In the second chapter, we will present the reflections on the processes of formation of the indigenous formal education of the Tapeba people, a mark of resistance and struggle in the search for overcoming the prejudices suffered by the students in the education experiences with regular education. In the third chapter, we will address the reflections on the formation of the educational identity of the people and its construction from the revisitation of the curriculum in the process of training professionals, formation of the school as a space for resinified and consolidation of the principles that govern the school in the search for autonomy of the community and in the formation of the Indians as a proposal to strengthen social and cultural values, respecting indemnity elements, with a view to cultural and economic sustainability, ensuring a pillar in the search for the autonomy of the people, assuring future generations the guarantee of training processes educational, identity and cultural. The methodological process beyond the concepts was a difficult step to carry out due to the effects of the pandemic of the new coronavirus, SARS-CoV-2, especially in formal educational processes and in family relationships.

In recent times there has been an increase in studies on the West African coast in terms of their cultures, policies, and economics, both in the periods before the Arab and European presence on the continent, as well as in the post-colonial periods. Our research comes from this perspective of studying the Casamansa region, located today in the Republic of Senegal as an important part in the construction of Senegambia's regional identity. We understand that one of the privileged ways to understand the cultures and experiences of various ethnic groups that live there is an endogenous look, in the sense that orality is presented as a center of communication and memory preservation for these societies and that the local researcher is inserted in this context. This look is a challenge even for the natives, as many documents consulted about the region have presented voids or silences that end up denying the African protagonism of history to the detriment of the colonizers and continue to be the great references for writing the history of the region. . When analyzing, the authors who published in the Cultural Bulletin of Portuguese Guinea, which we take as sources, we perceive a connotation of the African as uncivilized, their cultures represented as wild in most cases. We demand and propose a revision, a critical analysis of the documents written in these periods by Europeans, which started from an outside look at the realities of these societies, from an inside look, endorsed by the perspective of orality. We recognize the advances that African studies have made since the end of the 20th century and it is in this perspective that our research complements this debate in relation to African societies and their ethnic groups that over the centuries have preserved their cultures, identities, their organizations social.

Faced with the need to materialize equality and social justice, for groups and individuals historically excluded in our reality, anti-racist and anti-sexist education becomes a fundamental premise. In the articulation of awareness processes and construction of new positive identities for black women, this education also translates into UNILAB's institutional commitment: to promote a decolonial educational project, in partnership with the integration countries - PALOPs -, and aligned with the production of new knowledge, of Afro-perspectivated epistemologies, against hegemonic ones, of gender equality, and of recognition and valorization of the aspirations and agendas of popular movements. Therefore, this research makes a documental analysis of the curricula and didactic-pedagogical guidelines of the courses of the Institute of Humanities at UNILAB, in search of evidence regarding the understanding and commitment of its graduation teaching with the historical and political agendas of Black Feminism. It starts with the question whether these courses have, in fact, promoted the historical appreciation and epistemological recognition of the bases, struggles, social movements and intellectual and scientific productions of black women: in combating prejudice and oppression which are structurally contrary to them, and in formation for their effective empowerment. The methodological procedure used is that of document analysis of a qualitative nature, from the perspective of interdisciplinary research in the Humanities. In the theoretical discussion, we dialogued with HOOKS (1952-), COLLINS (1948-), DAVIS (1944-), ANZALDÚA (1942-2004), LUGONES (1944-2020), GONZÁLEZ (1935-1994), CARNEIRO (1950-), GOMES (1961-), RIBEIRO (1960-), among others. The results achieved demonstrate the incidence of anti-racist and anti-sexist educational and curricular policies. However, there is a need to expand guidelines and provisions in this regard, given the structural and functional dimension of racial and gender intersectional violence, which is now fully in force in our societies.

This research is the result of work on the ancestral knowledge of quilombola women from Sítio Veiga, Quixadá-Ce. The aforementioned sought to bring reflections on the contribution to strengthening the identity of quilombola women, through matriarchs Mãe Véia, Maria Luzia, Socorro Eugenio and the researcher of this research, as I am the fifth generation of these women and occupy the place they gave me, having in view of the struggles and resistance to the maintenance of life in the quilombola territory. The guiding thread of the work is the autobiographical method, which makes me the protagonist of my own research, as it allows me to understand more precisely how quilombolas, through their own narratives, express the values, senses and meanings of everyday life. Based on the experiences expressed through subjective language, it was possible to understand them in the dialogue with Goldenberg (2004), Minayo, (2001). This process of recognition of ancestral knowledge via orality passes through me, but also through the work of interlocution with my older and younger ones, in addition to all bibliographic and documental material. It is understood that the quilombola Territory is the relevant space for the social, economic, political and cultural maintenance of these peoples. It is on this floor that the São Gonçalo Dance takes place, full of rituals such as: rhythm, music, corporeality, promises, the act. The uniqueness of the subjects and their contribution to sacred rituals to strengthen their identity are in the lived reports. It is understood that the matriarchs' narratives are permeated with experiences, enabling a research on the reality of quilombola women in Sítio Veiga. The research made it possible to know the history of the women of Veiga; the company of matriarchs for the maintenance of knowledge and flavors in the social, political, economic and cultural spheres of Quilombo Veiga and its surroundings; the territory as a sacred space and the Dance of São as a source of struggle, resistance and resilience for quilombola families.

This paper seeks to understand the process of resignification of contemporary textile art in Brazil at the beginning of the 21st century through the investigation of urban interventions in crochet by Coletivo Linhas (São Luís – MA). As a methodological resource to deepen the understanding of the object, our research will make a case study of Coletivo Linhas and its activism through its urban interventions in crochet. Sewing approaches with art historiography studies, contemporary art, sociology and gender studies, we seek to propose reflections on some mechanisms used in the artistic field that resulted in an undervaluation of textile art within a socio-historical context of the subordination of women in this same space. This view contributed to understanding how and why textile handicrafts were resignified over the years and overflowed the space traditionally used as private, reaching the scope of the urban, the interactive, the open space. Textile art exposed on walls, building facades, squares or in the most diverse urban spaces has had a significant impact on people's perception. This new way of making textile art, in the context of contemporary art, intends not only to give a new meaning as a subversion in its production technique and form of exhibition, but also it is crossed by social critics through the relationship between art and activism. We seek to understand about this new trend in contemporary textile art, how and why manual textile production expanded to the streets. Analyze some of the urban interventions of Coletivo Linhas allowed us to unveil some of the motivations present in its artistic productions, which are plotted as an instrument of resistance, criticism and activism. This research was based mainly on: studies on women artists in Brazil by Ana Paula Cavalvanti Simioni (2007; 2010; 2019); in the concept of artistic field proposed by Pierre Bourdieu (1996); in the relationship between female gender and textile art by Rozsika Parker (1996); in the concept of ways of doing by Claudia Paim (2009); in the studies on urban interventions and Yarn Bombing by Minna Haveri (2016); in the approach to Yarn Bombing and Craftivism from a criminological perspective by Alyce MacGovern (2019); and the book Yarn Bombing: The Art of Crochet and Knit Graffiti (2019) by authors Mandy Moore and Leanne Prain.

This work intends to reflect on the process of invisibility of the black man in Ceará starting from the presentations of capoeira and candomblé, Brazilian africanities, individuals from Bahia visiting private places in Fortaleza, like the presentation “Uma Noite na Bahia,” which took place in the Náutico Atletico Cearense club and all other presentations in other spaces, like the José de Alencar theater and Sociedade Cearense de Tiro, Caca e Pesca, in Ceará’s capital in 1955. For these reasons, it becomes necessary to understand the speeches, the rejection and formation of local identities, their webs of relations with the labor environment and with determined spaces (newspapers, magazines, social clubs, theaters, etc.). Social and cultural spaces begin to be perceived as spaces for political actions of the subjects mentioned in this study. In order to answer questions derived from this study, we will reach out to the interdisciplinary field of Frigotto (2011), where the production of knowledge starts from a character’s social reality, even more within a process of solidary competition between two or more disciplines. We will use fundamental theory based on the historical and anthropological works of (CUNHA JÚNIOR, 2005; LOPES, 2004; SODRÉ, 2014; BASTIDE, 1989; ARAÚJO, 2015; ALMEIDA, 2019). Relying on a methodical approach documented in resources of a qualitative nature and bibliographic and journalistic sources (newspapers and one magazine) we begin the analysis of the speech by Eni Orlandi (2020) also the analysis of the cultural performances from Milton Singer (1959) presented by Robson Correa de Camargo (2013). The results demonstrate the expansive coversage of teh capoeira and candomblé presentations were not articulated with the Ceará Africanities, proving once again the invisibility and denial process of the afro-cearense population.

This study was based on my experiences and analyzes during the course of " no Mestrado Interdisciplinar em Humanidade" - MIH, linked to the "Universidade da Integração Internacional da Lusofonia Afro-Brasileira " -UNILAB, and the work developed in the " Trabalho, Desenvolvimento e Migrações" - GIM, and from the research line: “Work, Development and Migration”. As an object of questioning, I analyze the indigenous archaeological remains found in the " Comunidade Quilombola da Serra do Evaristo", a rural area in the municipality of Baturité, Ceará, as sources for teaching indigenous history. In an interdisciplinary perspective, indigenous archaeological remains are articulated as sources for the implementation of Law 11.645 / 08, while analyzing the possible disciplinary links between archaeological and historical studies. It is worth exposing here the different character of the excavations carried out in the aforementioned quilombola community, as agents from the community itself were trained in this process, who acted as research assistants, forming a group of five young people who participated in the excavations during the period they were not at school. Likewise, this research seeks to dialogue with the narrative constructions arising from the archaeological museum in the community and the possible educational actions to be developed to educate the historical awareness of the ethnic groups that inhabited the region since before the European invasion.

This work has as object of study two novels with context of Angolan and Bissau-Guinean plot, namely, A bicicleta que tinha bigodes: estórias sem luz elétrica, de Ondjaki (2015) and Comandante Hussi, de Jorge Araújo (2009).The focus of attention in this work of the themes they have in common: the civil war and its consequences, such as fear, violence, neediness, and childhood, symbolized by bicycles and games.Therefore, the goal is to understand, in an interdisciplinary way, the manifestations of violence and representations of childhood that are revealed through literary discourse in the historical context of the 80s and 90s of the 20th century: it implies considering the social and political dynamics of both countries. In this perspective, the works of Mahmood Mamdani (2016), Frantz Fanon (1968), Homi Bhabha (1998), Édouard Glissant (1995) and António Cândido (2010). Comparative analysis is the main method to ascertain

approximation of Literature to History – they  are fundamental to understanding how these voices, through the gaze of children, address these themes in the two literary works. In hypothesis, such reading reveals that silence is one of the means by which violence manifests itself, bring up social configurations of the children’s universe present in the books. Civil war reconfugures spaces and games, which physically and psychologically modify the characters, so that life has to be followed while war follow your flow. The way we take into account that childhood is a social construction, that is, the conceptions about childhood are as varied as possible. We inted draw a balance of how it is approached in Guinean and Angolan literature, especially how the narrators build these child characters who live in the contexto of violence.

Mobility, seen from a broader perspective, brings with it a set of concrete situations and particularities that define people's individual and socio-professional identity. This perspective leads us to studies and reflections on the senses and meanings that this dynamic brings (daily taking off and/or moving from home) and its influences on the dimension of teaching practice. This research aims to investigate whether/how socio-spatial mobility impacts the professional trajectory of teachers in the municipality of Aratuba/CE. We assume that, by experiencing different territorialities, teachers (re)signify their personal and professional identity. With this study, we seek to present a set of reflections that contribute to the understanding of the phenomenon of mobility, based on the perception of teachers. Through personal interviews, we envisioned analyzing these trajectories, reflecting on the socio-professional routine and the relationships established between the subjects inserted in this context. Specifically, we seek to analyze how socio-spatial displacement impacts the development of teaching activities and personal and family relationships. This study, from an interdisciplinary perspective, is relevant to the socio-educational context, as it discusses the meanings of intense socio-spatial shifts as a process of subjectivation and professionalization, full of meanings in the perception of actors who narrate the factors and effects of this dynamic in the lives of education professionals. It was carried out through a qualitative research, exploratory and, at the same time, descriptive, dialoguing, in its scope, with Beaujeu-Garnier (1980), Martins (1998), Cunha (2011), Pinheiro (2013), authors that support us with methodological assumptions about the issue of labor mobility, discussed here.

A presente dissertação procura estabelecer um diálogo entre os aspectos literários, historiográficos e estéticos da obra musical de Elomar Figueira Mello, considerando o processo histórico cultural que pode ser apontado como uma das consequências do silenciamento da influência da cultura moura sobre a obra em análise. A cultura moura pode ser compreendida como um amálgama cultural de origem negra do Norte da África, dos berberes, que chega ao Nordeste brasileiro por meio da presença europeia, principalmente, ibérica, mas também pelos escravizados vindos da borda do Saara. A discussão teórica e a análise da música de Elomar perpassam o pensamento de autores como Gilberto Freyre (2004), Câmara Cascudo (1978), Ariano Suassuna (1974), Luis Soler (1978), Jacques Rancière (2005), Gilles Deleuze (1997), Nietzsche (2007) numa interlocução entre a produção da ideia de identidade nacional, cultura popular regional e a linguagem popular como espaço de criação do artista. A pesquisa se desenvolve a partir da perspectiva de que a obra do compositor Elomar está inserida numa teia de práticas e representações, expressão e circulação de elementos temáticos do sertão nordestino, consequentemente, ressonâncias do mundo mouro. Entre estas representações e práticas encontram-se a oralidade que é a proclamação verbal dos saberes guardados na memória humana; o cantador, personagem que apresenta suas histórias em cantoria, acompanhados da viola, onde sua musicalidade expressa aspectos cotidianos do sertão; o cenário é um sertão ficcional criado para ambientar as narrativas; e a cantoria – o cordel e o repente como fórmulas de uma literatura oral musicada estruturada em rima e em versos cantados, próprios da musicalidade moura.

The school environment is the instigating space for ideas and ressignifications of meaning in the
textual field. Reading provides the student not only critical training, but also allows a delineation of
different strategies to improve reading comprehension of verbal-imagetic texts. This research aims
to reflect on the articulation between the reading and the composition of the verbal-imagetic text as
an additional knowledge for the reading comprehension of the student. For the analysis of the interpretative construction we will be guided by reading strategies, inferences, horizons of comprehension, previous knowledge and multimodal elements (sounds, images, colors…), which need to be worked out for the student to reach the desired reading comprehension of a reading. The theoretical assumptions of this research are supported by the study of Kato (1985), Alliende (1987),
Solé (1998), Kleiman (2007), Marcuschi (2008), Koch and Elias (2013), Oliveira (2014), in the field of reading comprehension; and Kress and Van Leeuwen (2004), Dionísio (2011), in the field of Grammar of Visual Design - GVD. The methodological feature of this research is interventionist in nature, since its purpose is to promote the development of reading comprehension, producing knowledge for a practical application. The interventions were applied in a first year high school class in a public school in the city of Aratuba. From the analysis of the didactic sequences performed, it was observed that the students developed the reading comprehension through the didactic works with verbal-imagetic texts associated to the stimuli of the elements: previous knowledge, inferences, reading strategies and comprehension horizons, along with the guidance of the teachers. These actions are identified as collaborative resources for the construction of the reading comprehension by the students.

This research aims to undertake critical analysis of pronouncements on the grounds of votes in favor of admissibility of the crime complaint of liability charged on the President of the Republic, and issued at the Plenary Session of the House of Representatives on April 17, 2016. The aim is to investigate the relationship between the cognitive manipulation of social affections and the dispute of economic agendas, closed in the intentions of pronouncements of these voting parliamentarians. We start from the hypothesis that such pronouncements are part of the conformation of a kind of moral populism, as an ideological input at the service of hegemonic and conservative consensus - around the defense and approval of a specific economic agenda. For the theoretical-methodological treatment of the analysis of this hypothesis, we adopted, as a basis, the critical-discursive and sociocognitive approach of the studies by Teun van Dijk (2008). Hence, three aspects make up the research: i) theoretical-conceptual; (ii) methodological and iii) analytical. In the first, we consider the relationship between political discourse, political cognition and ideological-affective manipulation of social cognition, based on the contribution of van Dijk's studies (2008), and addressed to studies on pathos, based on Charaudeau's research (2005). In this respect, we also care about the presumed cognitive structure of discourse recipients, also in accordance with Charaudeau (2005, 2016, 2010) as well as the possible articulations of interests and provisions - between the economic and political classes, according to Alysson Mascaro (2018), Jessé Souza (2016, 2017) and Ladislau Dowbor (2017). Concerning the methodological approach, specific to the characterization of the research procedure and its categories of analysis, we used the conceptions of critical discourse studies (ECD), also in van Dijk (2008), relating them to the treatment of pronouncements in a quantitative-categorical and qualitative-analytical perspective. Finally, at the time, then analytical, we submitted the corpus to a sociocognitive analysis, focusing on the identification of discursive and contextual structures and strategies that, according to van Dijk (2008; 2011), influence individual mental representations, socially shared around the commitment to a specific economic agenda. The action of several discursive devices, acting in a double perspective - of morally paradigmatic antagonization, associated with constituent groups of a given political spectrum and exaltation of a conservative Éthos - enabled, according to our analysis, the construction of the scenario conducive to the impeachment of then-President Dilma Rousseff, on August 2016. All the discursive strategy of prosecution and moral imprecation, associated with the presumed mental representation of the recipients, sought the conformation of archetypes of values and customs - as a specific conservative view of the world: consecutively rejected in last four election elections.

O presente trabalho resulta de estudo de cooperativismo como agente de processo desenvolvimento socioemancipatório, ancorado na relação de solidariedade Ubuntuista na África, tomando como nosso agente colaborador a Cooperativa Agropecuária de Jovens Quadro na Guiné-Bissau.  Assim, entendemos que, o cooperativismo é o modo de atores sociais se organizarem em redes que emergiu na Europa através do processo da industrialização e, com a tomada das independências dos países africanos, foi incorporado com base de princípios de solidariedade africana - Ubuntu - como seu fundamento. O trabalho analisa processos de desenvolvimento socioemanicpatório na região de Cacheu, setor de Canchungo; assim como, entender a concepção de cooperativismo e desenvolvimento local a partir do associativismo na Guiné-Bissau, identificar a concepção de desenvolvimento que orienta a política da intervenção da COAJOQ na agricultura familiar camponesa em Canchungo; compreender a relação de produção da COAJOQ com a segurança alimentar. Para tanto, a pergunta que nos mobiliza é essa: como a Cooperativa Coajoq influência o desenvolvimento na Canchungo? Como a COAJOQ através de suas ações com a famílias camponesas gerencia o processo de desenvolvimento local? A metodologia adotada aqui, compreende a pesquisa qualitativa, na perspectiva interdisciplinar e complexidade (MORIN, 2000), com base na pesquisa bibliográfica e documental e avaliação da quinta geração. Estas técnicas são mecanismo de operacionalização de categorias de análise, agricultura familiar, cooperativismo, associativismo, desenvolvimento emanocipatório, segurança alimentar. Para tanto, considera-se que, as ações de cooperativa COAJOQ além de ser diferente na sua noção ocidental, está carregado da solidariedade Ubuntu, em que o coletivo sempre está em jogo de afirmação. Assim, as ações da Coajoq, assumem nesse coletivo, o papel de emancipador, na geração de novos saberes endógenas que visam ampliar a liberdade de novas aspirações e utopias nos jovens e mulheres nas zonas rurais. E neste processo que, a Coajoq, assumi ser agente colaborador e influenciador de novas utopias, aspirações nas associações, comunidades com o papel promotores de desenvolvimento local, germinado a partir das iniciativas das capacidades existentes, nas comunidades que a representação de Estado tem desafios.

The purpose of this work is to read how cultural elements typical of Umbanda celebrations are
represented in the religious practices of some Pentecostal evangelical segments. Pentecostalism is a
religious movement that originated in the Protestant Churches of the United States of America in the
late 19th century and arrived in Brazil in 1910. After some developments throughout the 20th century,
today it is represented on the evangelical scene by traditional Pentecostal churches, like the Assemblies
of God, large neo-Pentecostal groups, like the Universal Church of the Kingdom of God and a multitude
of small independent Pentecostal groups. This last segment is evidenced by representing in its religious
practices a set of elements whose characteristics are similar to those of Afro-Brazilian religions, in
particular, Umbanda, in an ambiguous relationship of denial and acceptance. The research was
developed, mainly, from the observation of celebrations of an independent Pentecostal church in the
municipality of Maracanaú-CE and in an Umbanda Spiritist Center in the same municipality; he also
observed the celebrations of the Universal Church of the Kingdom of God, of neopentecostal aspect,
and of churches remaining from historical Protestantism, in addition to the analysis of historical
documents about the developments of Protestantism and the formation of Afro-Brazilian culture. It is
hoped, with this work, to bring light to the apparently unusual relationships, at a first glance, between
elements of traditionally antagonistic religious cultures and to deepen the debate about the socio-cultural
transformations in the religious space, especially between religions with divergent narratives, which
sometimes imply constant cases of religious racism.

The present work has the objetive os analyzing the experiences of precarirous work of the social health agentes of the city or Fortaleza CE, in their interdisciplinary actions in the community. The issue starting from the panorama of the campaign in Fortaleza, a political conjuncture of the federal government. From the work portal, the health services have access to workers, the work environment and the housing and unsanitary conditions of the company’s workspace in the Ceará River region. Related to agente performance. Issues related to health and disease that affect the agentes are also based on the research. The union organization i salso the theme of this dissertation where theree organizations representing a Community of health agentes in Fortaleza are presented. Finally, the salary and economic profile of the category is analyzed.

O ensino profissionalizante e a formação integral são duas categorias que têm ganhado centralidade mediante diversas articulações governistas na promoção do desenvolvimento e da expansão desta modalidade de ensino – mais precisamente nos 14 últimos anos pelo Brasil. No Ceará, tendo 2018 completado 10 anos da criação e expansão das Escolas Estaduais de Educação Profissionais- EEEPs, a formação tem sido balizada por dois eixos: a cidadania e mundo do trabalho. Nesse estudo buscamos refletir como a formação integral é pensada/ construída por docentes em 2 EEEPs (Redenção e Pacatuba) no Ceará. As  escolas pesquisadas foram selecionadas pelo fato de ofertarem a integralização desde 2008 e  por sua maior proximidade da capital Fortaleza. Problematizamos: Como a formação integral – humanística e técnica – é possível dentro da realidade escolar nas EEEPs implementadas? Quais os desafios/implicações/motivações dessa modalidade no ensino médio a partir do habitus docente e escolar?. Nosso posicionamento epistemológico e teórico-metodológico parte da análise complexa e fenomenológica (TRIVIÑOS, 1987; MORIN, 2005; MACEDO; et. al, 2005; MELUCCI, 2005), utilizando de entrevistas semiestruturadas para compreender o habitus que se constrõe nas experiências das EEEPs (BOURDIEU, 1983). Discorremos sobre a formação integral na educação (PARO, 1999; FRIGOTTO, 2001; SAVIANI, 2003; KUENZER, 2005; GADOTTI, 2009), os diálogos entre educação e trabalho no ensino médio (GENTILI, 1995; SAVIANI, 2007; KUENZER, 2004; MOLL, 2009; CIAVATTA, 2005; RAMOS, 2011) e caminhos dados para a integralização no ensino médio (SAVIANI, 2008;  KRAWSYK, 2011, FRIGOTTO, CIAVATTA e RAMOS, 2012). Como resultado de pesquisa, os/as docentes pesquisados assimilam a formação integral numa aferição multidimensional e reflexiva dos estudantes, tomando o mundo do trabalho como finalidade e o diálogo direcionado para o mercado de trabalho e ensino superior. Esses/as apontam o trabalho como princípio pedagógico, evidenciando a integralização no ensino médio para amadurecimento dos/as estudantes diferenciarem e inserirem no mercado de trabalho. A integralização aponta implicações positivas para o trabalho docente, como desafio e diferencial na carreira, flexibilidade de atuação em disciplinas diversificadas e trabalho com projetos interdisciplinares e relações interpessoais pelo tempo de trabalho. E negativo pela hierarquização entre áreas, a dinâmica e tempo de trabalho e as pressões externas por resultados, bem como os resultados a nível Enem e Spaece. Concluímos que as experiências de formação integral imprimem diversas influências para o trabalho e identidades docentes nas EEEPs, na proporção em que as escolas Cearenses evidenciam novas configurações do trabalho integrado a dinâmica do ensino médio.

Partindo do pressuposto de que a partir do discurso é possível compreender o contexto sócio-histórico dos interlocutores como atores sociais, neste trabalho, nosso objetivo foi o de analisar como se atualiza a polêmica em torno da discriminação racial contra a população negra a partir de novos espaços, nas mídias sociais do domínio virtual, especificamente nas postagens no site de relacionamentos FACEBOOK. A polêmica se apresenta neste estudo como norteadora para a seleção do material a ser investigado e analisado, portanto, primeiro construímos o contexto discursivo em que aparecem e interpretamos as marcas que evidenciam a dicotomização, a polarização e a desvalorização do outro nesse contexto, características que marcam a polêmica, conforme Amossy (2011). Em seguida, procedemos as análises da discriminação racial nas mídias sociais com base nos estudos e teorias sociológicas dos autores descoloniais, entre eles Quijano (2005) e Fanon (2008), Mignolo (2008), Lugones (2014) e Mbembe (2014), para compreender os já ditos, preconcebidos, que são bases para os posicionamentos racistas, e como esses posicionamentos se atualizam nos novos espaços das mídias sociais. Como resultado, encontramos a atualização da modalidade argumentativa polêmica em dois modos distintos: a polêmica que se forma por meio de um comentário, através de uma notícia que tem um viés direcionado para determinada questão social e faz com que os actantes se posicionem; a polêmica que se desenvolve por meio do encadeamento de gêneros: de um vídeo é gerada uma notícia que gerou um meme que pode gerar outra notícia. Também encontramos a discriminação racial que ocorre no dia a dia transferida para o novo espaço de interação, a internet, que se dá principalmente partindo de estereótipos e sempre com a negação, através de uma discriminação velada. Além deste aspecto, também foi possível identificarmos que a discriminação racial pode ser interseccional, em alguns casos encontrados ocorre em razão da raça e também do gênero, no caso da mulher negra a imposição é dupla.

Esta dissertação, pautada na metodologia interdisciplinar em humanidades,
vinculada ao Mestrado Interdisciplinar em Humanidades da Universidade da
Integração Internacional da Lusofonia Afro-Brasileira – UNILAB, tem como objetivo
geral pesquisar as experiências de trabalho para pessoas com autismo, mais
especificamente na cidade de Fortaleza-CE. Especificamente dialogar com jovens
adultos autistas que estão se preparando para entrar na universidade, universitários
ou recém formados, para, a partir das memórias de suas experiências de vida
individual e familiar, compreender o percurso de alguém com Transtorno do Espectro
Autista (TEA) ao longo da vida e como tem sido seu acesso ao Mundo do Trabalho.
O TEA é um transtorno de natureza biológica, o que em si mesmo já traz diversas
limitações e dificuldades para jovens que desejam começar sua vida profissional,
mas que também traz grandes dificuldades sociais como acesso à educação, saúde
e trabalho. É um Transtorno Mental que exige olhar sobre seus mais diversos
aspectos, visto que não é possível compreender e problematizar o autismo em
fronteiras disciplinares. É preciso pensá-lo como uma condição biológica, mas
também como uma condição que produz subjetividades e geram necessidades
sociais para o indivíduo e para a família, colocando-o não só nos limites do cérebro,
em seus aspectos biológicos, mas um cérebro inserido num contexto social, cultural
e histórico. Busco, portanto, nesta pesquisa, a partir do diálogo por meio de
entrevistas com autistas e instituições que os amparam, de um lado a descrição
neurobiológica e neuropsicológica do TEA e por outro a problematização sociológica
e psicológica como forma de entender quem são esses jovens e como estão
relacionados ao Mundo do Trabalho atual. Entendendo, deste modo, que em Saúde
Mental o método investigativo deve incorporar os conceitos de totalidade,
historicidade, complexidade e contraditoriedade das formas materiais da vida em
seus aspectos biopsicossociais.

El presente trabajo propone analizar el proceso de aglomeración de retirantes en la ciudad de Pacatuba, ocasionado por la migración durante la gran sequía que enfrentó al Estado de Ceará a finales del siglo XIX. La investigación preliminar propone abordar las condiciones sociales de vida y trabajo en medio de la perturbación y el desorden causado por el hambre y los desplazamientos que arrojaron a miles de familias al pie de la sierra de la Aratanha. Se busca investigar al hombre ya la mujer retirante como sujeto social frente al discurso oficial y reconocer su forma de vida y resistencia condicionada a una serie de dramas sociales. Para ello, el estudio de este proceso tiene un enfoque cualitativo en el procedimiento analítico de las fuentes y de las referencias bibliográficas: informes del ayuntamiento local; informes de la comisión de socorro público; del presidente de la provincia de Ceará; Rodolfo Teófilo (1992); Neves (2000), entre otros que contribuyen con la temática. Se destaca que la región de la sierra de la Aratanha fue un punto de atracción de retirantes debido a las obras públicas de construcción de la Estrada de Ferro de Baturité, emprendimiento provincial que aprovechó la capacidad productiva y la falta de oportunidades de los retirantes para expandir su construcción, además de ser uno de los caminos que conecta los sertões al centro del poder político y económico concentrado en la capital de la provincia.

O presente trabalho analisa a formação docente e a interculturalidade no contexto do Programa Alfabetização na Idade Certa – PAIC, a partir da perspectiva das professoras alfabetizadoras de Aracoiaba-Ce. O PAIC é uma política pública do governo do Estado que está presente nos 184 municípios do Ceará desde 2007. Dentre as ações do programa está a formação continuada para os professores que tem uma caminhada de doze anos. Esta pesquisa busca compreender os limites e possibilidades da perspectiva intercultural nos contextos teóricos e práticos da formação contínua do PAIC e da prática docente em sala de aula em três escolas de ensino fundamental do município de Aracoiaba- CE (2007-2019). A abordagem metodológica utilizada foi à qualitativa numa perspectiva interdisciplinar, devido à complexidade do objeto de estudo. Para isso, utilizou-se como método de coleta de dados a entrevista, tendo como arcabouço teórico os seguintes autores: Minayo (1994), GALEFFI (2009), Chizzotto (2014), Gil (2007). Para discutir a formação docente, Imbernón (2010), Gatti (2011), Saviani (2009), Freitas (2014), Pimenta (2000), Marin (1995), Martins (2014), Nóvoa (2016), entre outros. Para refletir sobre a interculturalidade, os estudos de Quijano (2000), Santos (2009), Walsh, (2009,2010), Candau (2010, 2014). A pesquisa revela que o programa não traz dentro das formações a diversidade cultural no sentido de problematizar, discutir ou propor um trabalho sistematizado. O eixo do leitor aponta para uma possibilidade de diálogo entre as culturas com as coleções de paradidáticos Paic Prosa e Poesia que possuem histórias que podem contribuir neste sentido, pois abordam temas regionais como a figura do vaqueiro, cajueiro, Dragão do mar, o índio e trazem também a temática africana e foi muito citado pelas docentes como uma maneira de trabalhar a cultura.

A presente pesquisa visa refletir sobre o grande Pirambu, comunidade litorânea de Fortaleza no estado do Ceará, através da manifestação tradicional do Bumba meu boi, que ganha na comunidade características peculiares, procurando identificar a resistência dos elementos afro-indígenas. A pesquisa analisa o boi enquanto símbolo e rito na formação da comunidade, o processo migratório que colaborou para a sua formação inicial e a constituição da brincadeira do Bumba meu boi, tal como ela se apresenta no território, refletindo sobre seus enredos, signos e símbolos afro-indígenas presentes no brinquedo. Também reflete sobre as pessoas nela envolvidas e como as mesmas se mantém como brincantes, apesar das necessidades de subsistência impostas pelo capitalismo na urbanidade. Este estudo identifica- se com uma metodologia interdisciplinar, buscando dialogar principalmente com a história, antropologia, sociologia e arte. Identifica-se também com os estudos decoloniais, compreendendo que estudar esta comunidade periférica é dar visibilidade a pessoas historicamente silenciadas, e cuja identidade cultural foi e ainda permanece sendo negada em detrimento da necessidade de fazer prevalecer a cultura eurocêntrica, mas que encontra no seio do seu território mecanismos de resistência, presente no seu modo de fazer, no seu cotidiano e nos elementos e significados que o acompanham.

O presente trabalho reflete sobre as experiências das pessoas atingidas pela hanseníase, através das memórias e narrativas dos sujeitos que vivenciaram o adoecimento de lepra/hansen que foram separados da convivência em sociedade. Entende-se a doença como fenômeno bio-social que incorpora e reafirma valores estruturados em sociedade hierárquica, desigual que constitui modos de ser e estar dos corpos em múltiplas culturas ao longo dos tempos em diversos espaços. Faz-se necessário para compreensão, utilizar os diversos saberes para além da disciplinaridade, contemplando história da saúde e da doença, antropologia, sociologia, as políticas públicas de saúde, revelando as formas de resistência individuais/coletivas desenvolvidas durante o período de segregação, bem como a articulação de movimento oficial. A extensão do isolamento dos acometidos pela lepra/hanseníase seguiu o tripé colônia/dispersário/preventório (CUNHA, 2005), foi além do internamento dos doentes, atingindo a todos os que com eles conviviam, os filhos sadios eram encaminhados aos preventórios/educandários em nome da proteção à sociedade. Entender as vivências dessa separação pela escuta dos que foram alocados no Educandário Eunice Weaver em Maranguape, Ceará, a partir do diagnóstico e internamento dos pais na Colonia Antonio Diogo é primordial para compreensão da extensão da política profilática da lepra/hanseníase.  Em 1928, instala-se o primeiro leprosário, denominado “Leprozaria Canafístula”, hoje Centro de Convivência Antonio Diogo, em Redenção. No isolamento, foram obrigados a se reinventarem para sobreviver, estabelecendo relações no cotidiano afetivas e profissionais, pois o espaço entre os muros reproduzia uma cidade, caracterizando a forma de controle encontrada em “instituições totais” (GOFFMAN, 1961). Com a possibilidade de cura e retorno à sociedade, os ex-pacientes da hansen, em busca de direitos e de uma vida digna, organizam-se na década de 80 na entidade MORHAN – Movimento de Reintegração das Pessoas Atingidas pela Hanseníase. Pretende-se com foco nas memórias, entrevistar os participantes do isolamento na Colônia, líderes do MORHAN do Núcleo Redenção e dos internados no Educandário Eunice Weaver, que hoje buscam a reparação do Estado pela separação da família.

Já há algumas décadas, há um avanço das fronteiras de acumulação capitalista sobre os territórios camponeses no Brasil, gerando injustiças e conflitos sociais e ambientais (MARTINS, 1981). O quadro de conflitos e as denuncias por movimentos sociais organizados e por moradores de comunidades atingidas chamam a atenção de pesquisadores e grupos de pesquisa de diferentes universidades públicas no país – a exemplo de grupos da UFC, da UFMG, da UFMA – que reagem com uma série de ações acadêmicas nesses territórios. Nesta perspectiva, considerando um conjunto de reflexões acerca das relações existentes entre Universidade e comunidade, cumpre indagar: Como tem se dado as ações das universidades nessas comunidades que vivenciam conflitos ambientais? Como os sujeitos da Universidade se relacionam com os sujeitos e os saberes da comunidade e que estratégias buscam para a efetivação de ações relevantes para o contexto comunitário? O que pensam os moradores dessas comunidades acerca de tais ações? Neste cenário, esta pesquisa intenta compreender os desafios, os limites e as potencialidades da atuação da Universidade em comunidades camponesas com conflitos ambientais, a partir do olhar dos moradores da comunidade do Tomé, Chapada do Apodi, Ceará, acerca de ações realizadas entre 2007 e 2017. Nossa definição do universo da pesquisa passou pela compreensão de que o conflito instalado nessa comunidade, situada na macrorregião cearense do Baixo Jaguaribe, é um caso representativo dos conflitos ambientais que se multiplicam no país e a comunidade do Tomé se transformou no epicentro dos conflitos na região, principalmente, pela atuação de Zé Maria do Tomé, agricultor e liderança nesta comunidade, assassinado em 2010. Considerando a perspectiva reflexiva da relação Universidade e Sociedade e a análise do olhar dos moradores acerca das ações da Universidade, o viés metodológico desta pesquisa fundamentou-se na articulação entre i) observação participante; ii) entrevistas semi-estruturadas; iii) análise de um texto teatral; iv) pesquisa bibliográfica (OLIVEIRA, 2007), compreendendo, principalmente, o estudo da produção acadêmica relacionada aos conflitos ambientais na região do Baixo Jaguaribe, na Chapada do Apodi e, especificamente, na comunidade do Tomé, entre os anos de 2007 e 2017 (RIGOTTO, 2011; ROCHA, 2013; SILVA, 2014) e a produção teórica sobre comunidades camponesas (MARTINS, 1981; 1989; 1993), sobre educação e emancipação (FREIRE, 1977; 2005; SANTOS, 1991;2006) e sobre Universidade (RIBEIRO, 2003; SANTOS, 2013). Nossa hipótese é que a experiência dos moradores – que participaram, tiveram conhecimento ou apenas ouviram falar sobre as ações da Universidade em sua comunidade – pode oferecer elementos para avaliar o que foi realizado e para arquitetar uma práxis acadêmica mais democrática, socialmente referenciada e comprometida ética e politicamente com as transformações sociais na direção da liberdade, da justiça ambiental e da emancipação do ser humano.

The research discusses training projects aimed at crafts and their homogenizing practices, aligned with practices that have as a concept the factory production ideal in product development, which ends up generating a subaltern producer, disorganizing the local social dynamics when retiring from the area. It points out the importance of art in the formation of citizens more aware of themselves and of the world around them, discussing the exclusivist aura that is generated by reserving art for the few elected, as well as their elitism for dilettantes, bringing the focus to the individual processes creations as a possible way to a training that breaks with the creative vicious cycle that is formed by taking a designer and an aesthetics alien to groups of artisans. It adopts as methodology the action research in the search for understanding the production of subjectivities and for performing a non-invasive practice that, starting from the subject, was able to boost individual creative processes. These goals led us to the community of Linha da Serra, in the region of Guaramiranga-Ce, where the proposed cultural action was developed, which resulted in the creation of a proper and authorial aesthetic. At the end, discussion groups were organized in order to evaluate the adopted methodology.

Law 10.639, of January 9, 2003, and Law 11.645, of March 10, 2008, established in the Brazilian school curricula the obligation to teach African, Afro-Brazilian and indigenous history and culture. From the laws, public and private schools were entrusted with rescuing the contributions of these peoples in all aspects to the formation of the Brazilian nation (BRASIL, 2003; BRASIL, 2008). Laws represent an achievement for all of society, as a historical right that was denied to all Brazilians and in the fight against the mistaken belief of the existence of an ethnic racial democracy (MUNANGA, 2000). In this work, it is proposed to examine the genesis of the emergence of Laws 10.639 / 03 and 11.645 / 08 seeking to understand them historically from the forces that gave rise to the institution of an educational project that precedes the creation of such laws. It is intended to systematize the link between political relations and historical and cultural conditions, crucial issues to the proposal of a genealogical approach (FOUCAULT, 1979), which presents itself as a methodological strategy (FOUCAULT, 1979), aiming to problematize The social practices, seeking to map the fragments that allow to know the genesis of the institution of this educational project focused on a proposal of education for racial ethnic relations (MUNANGA, 2000).

This research aims, in general, to analyze the social representations about racism (re) produced in the discourse of Mozambican students in UNILAB/CE, considering the structural and thematic organization of referred representation and its conditions of intergroup production. From the theoretical point of view, to fulfill this objective, two central conceptual requirements were mobilized: (i) the assumptions of the Theory of Social Representations, based on the studies of Moscovici (1976), Jodelet (2001), Abric (1994) and Doise (2001), among others, and (ii) the discussions on racism and ethnic-racial relations, from studies of Munanga (2003), Nogueira (2006), Guimarães (2009), van Dijk (2010), Monsma 2016), and others. From the methodological point of view, a sociodiscursive approach was developed, of a qualitative nature, to analyze the corpus coming from sociocognitive evocations, coming from the application of Free Association Test Words, and from life narratives, collected from open interview. This material was interpreted in three stages, namely: (i) analysis of the lexical vectors that structurally organize the analyzed representation, (ii) description of the elements that thematically summarize the dimensions of the representation in question and (iii) examination of the positions that reveal the conditions of intergroup production revealed in the participants' discourse. Finally, from the analytical point of view, the results showed that, for the social group analyzed, racism is represented as a type of prejudice and discrimination against black people that corroborates mechanisms of exclusion, keeping they away from access to resources available in society. These results allowed us to observe, in addition to the structural, thematic and intergroup elements of representation, aspects of participants' subjectivity, such as the development of institutional racism experienced in Brazilian lands, based on experience as students in UNILAB/CE.

A relação educação, ensino e interdisciplinaridade vem, desde a reformulação da Lei de Diretrizes e Bases da Educação Nacional em 1996 (LDB 9.394/96), tendo destaque nas demais políticas educacionais que a sucederam. Refletir a perspectiva interdisciplinar como estratégia didática e mediadora do processo ensino/aprendizagem envolve, especialmente na educação básica: a) analisar as fronteiras impostas pela disciplinarização do conhecimento; e, em consequência disso, b) examinar a disposição dos conteúdos programáticos e as ínfimas condições de flexibilização dos currículos previamente estabelecidos. Decorre daí algumas inquietações: a interdisciplinaridade é, afinal, uma preocupação dos docentes da educação básica? Se sim, como tem sido pensada, trabalhada, desenvolvida no ambiente escolar? Enfim, como os professores refletem e desenvolvem ações consideradas por eles e pela escola como interdisciplinares? Este trabalho discute como a perspectiva interdisciplinar é percebida, planejada e vivenciada nas escolas públicas de ensino médio da macrorregião do Maciço do Baturité no Estado do Ceará a partir das práticas dos docentes deste nível de ensino. Foram realizadas visitas às escolas com o intuito de compreender como os grupos gestores encaram estas questões institucionalmente e, em sequência, foram realizados grupos focais nas escolas com professores de diferentes áreas do saber. Constatamos, ao longo da pesquisa, que o sistema de ensino apresenta vários desafios para a implementação da interdisciplinaridade e que quando esta é efetivada, consolida-se a partir da iniciativa pessoal e articulação coletiva entre os professores de cada disciplina, estabelecendo-se, prioritariamente, a partir de projetos extracurriculares e do uso criativo de “brechas” institucionais que o sistema de ensino oferece. 

I present here the factors that mobilize the user as a public served by the policy of Social Assistance through affections, taking into account their inclusion in a social condition of invisibility in the Brazilian political and economic scenario, and as members to demarcate seat in the Municipal Council of Social Assistance Maracanaú / EC. I verify how the official discourse justifies its participation, starting from the legal frameworks from the conception of Social Assistance as public policy in the Brazilian Federal Constitution of 1988 until the present time, specifying this participation in the municipality of Maracanaú / CE, city of the metropolitan region of Fortaleza. I believe that the participation of the user is configured in the legislation that governs Assistance as a structuring condition for the management of this public policy and that these users take to this deliberative instance a different experience of the other representatives, specifically because they are inserted in a context of ethical-political suffering, This concept is reflected by Bader Sawaia (2001; 2006; 2009; 2014) and portrays pain mediated by social injustices. I present the profile of these users who work at CMAS, including those who have been advisors, and who have been able to fulfill their mandates, as well as the implications that become political action in the management of Maracanaú / CE's Public Social Assistance Policy. For that, I performed documentary, newspaper and bibliographic research, as well as using the qualitative aspect inherent to the instrument generating affective maps (IGMA), adding to it a semi-structured interview script. From this, I analyze what prompted the users to participate in the Municipal Social Assistance Council, seeking to understand which interests mobilize them to participate in CMAS, including this participation and its implications in the process of emancipation of the subject in the management of the Public Policy of Social Assistance of Maracanaú / CE. I emphasize in this reflection that the sense of human-generic and "common" arises in everyday life as a regulatory idea of active political action, to announce active resistance against domination which can only exist in the power of the common and not in individualism, once that when men act in common, they end up discovering the increase of their strength to act and to exist. This sense is what empowers the subjects and encourages them to participate, forming a high intensity democracy.

This dissertation is the result of a research that sought to realize the meanings assumed by the reading practices of young people from two public schools in Fortaleza who read literature on their own initiative, namely: Center for Integrated Child and Adolescent Care - CAIC - Maria Alves Carioca and the School of Primary and Secondary Education Doctor César Cals. For this, I tried to identify the literary texts read by young people, the subjective-social elements that mobilize literary interests, as well as to know the practices of literary reading carried out by them outside the school environment. Literature is approached from a plural perspective, contemplating different genres, acts, gestures, as a socially constructed practice, continually affected by social changes. I take advantage of the theoretical references presented by Roger Chartier to the questions related to reading practices by the sociologist José Machado Pais and educators Juarez Dayrell and Paulo César Carrano for questions concerning youths and by Michel Maffesoli to base the analyzes on the relations constructed in the contemporary, through the notion of sociality. With the interest in approaching youth experiences, I have the hypothesis that the relationships that young people establish with the literary field reveal elements of this universe. The idea of "conversation" is presented as a method in this research, while free and even silenced words occur in casual encounters with young people in school corridors and libraries and in meetings scheduled in " Conversation Wheels" format. They also compose the methodological course of this study, Narrative Interviews and the Notes present in the Diário de Campo. The intertwining of theoretical and empirical knowledge pointed out in this study a multiplicity of reading practices and experiences of young people with literature that express relationships of alterity before the texts they read, attuned to the complexity of what they experience.