http://www.bdtd.uerj.br/handle/1/3693 2026-05-11T19:03:25Z http://www.bdtd.uerj.br/handle/1/25609 Título: A mobilidade e a acessibilidade urbana frente às práticas socioespaciais dos estudantes da EJA e a prática pedagógica dos professores da Rede Municipal de Volta Redonda (RJ) Autor: Souza, Camila Vianna de Primeiro orientador: Fernandes, Ulisses da Silva Abstract: This paper aims to analyze how school geography, in collaboration with teachers from other fields, can contribute to the critical construction of scientific knowledge and socio-spatial practices of 6th and 7th grade Youth and Adult Education (EJA) students in the municipality of Volta Redonda, Rio de Janeiro, based on the dynamics of urban mobility and accessibility. This pedagogical experience fostered the development of critical awareness among students about their citizenship, allowing them to identify and analyze urban issues they face, as well as proposing alternatives for transformation. To achieve these goals, the dialectical method was used along with a case study, which enabled an in-depth and contextualized analysis of specific realities. The research was conducted with nineteen Youth and Adult Education students and five teachers at two municipal schools with distinct characteristics: eleven students and three teachers were from Wandir de Carvalho Municipal School, located in a peripheral area in Volta Redonda and operating during the day; and eight students and two teachers were from Doutor Jiulio Caruso Municipal School, located in the city center and offering evening classes. Comparing these realities contributed to understanding the complexity of the socio-spatial relationships experienced by EJA students, highlighting the importance of contextualized and socially engaged pedagogical practices. The workshops were developed based on Freire's pedagogical perspective, along with methodologies and teaching strategies aligned with the specific needs of the EJA population. This process shaped the collective construction of knowledge and strengthened student empowerment. By fostering contextualized learning, it highlights the importance of recognizing EJA as an integral part of Basic Education, requiring public policies, investment, and appreciation equivalent to other educational modalities. The research instruments used included an initial questionnaire with students, semi-structured interviews, forms completed via Google Forms by the Geography teachers involved, and accounts of the experiences learned during the workshops. The workshop also benefited from the collaboration of Portuguese and Mathematics teachers, whose disciplinary contributions were fundamental to broadening the analysis of urban mobility and accessibility, strengthening the proposed interdisciplinary approach. The results indicate that students felt recognized when participating in the workshops, and the interest increased, so they requested the continuation of the activities in the same format. It was observed that, although most students lacked conceptual mastery of urban mobility and accessibility, they were able to assimilate these concepts based on their experiences in urban spaces. The integration of theory and practice contributed to increased engagement in the proposed tasks, both individually and collectively. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-12-08T00:00:00Z http://www.bdtd.uerj.br/handle/1/25608 Título: O maciço da Tijuca: uma visão do ontem para pensar o futuro ambiental do Parque Nacional da Tijuca e seu entorno Autor: Sardinha, Thalyta Shely Souza Primeiro orientador: Costa, Alexander Josef Sá Tobias da Abstract: The Tijuca massif in Rio de Janeiro has been historically important since the time of the indigenous peoples, who depended on the forest for their subsistence. With Portuguese colonization, natural resources began to be exploited in a predatory manner, impacting the available water and timber and leading to deforestation with the agricultural expansion. This situation helped transform Rio into the capital of Brazil, but also led to drastic changes in the landscape due to urbanization. The thesis seeks to highlight the relevance of the massif to the socio-environmental dynamics of the city through a historical, socioeconomic, and environmental analysis. The research counted a literature review, data collection, and map preparation, aiming to create future scenarios and propose subsidies for territorial planning that considers urban and environmental challenges. The results indicate that the landscape of the massif is the product of cycles of degradation and recovery, and that new cycles are underway. The scenarios demonstrate that the future of the massif is not predetermined, but depends on political choices, public investments, social participation, and the articulation between conservation and territorial justice. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-04-23T00:00:00Z http://www.bdtd.uerj.br/handle/1/25469 Título: Cartografia do Pertencimento: Experiências, Saberes e Conflitos Vividas por Guardas-Parques no Parque Estadual da Pedra Selada (RJ) Autor: Ramos, Ana Cristina Figueira de Almeida de Souza Primeiro orientador: Costa, Nadja Maria Castilho da Abstract: This doctoral thesis examines the experiences, perceptions, and meanings produced by park rangers within the context of the Pedra Selada State Park (Rio de Janeiro, Brazil), focusing on their role as mediators between environmental conservation, territorial management, and educational practices. The study critically addresses the predominance of technical and instrumental approaches in the management of protected areas, which often overlook situated knowledge, affective dimensions, and the lived experiences of those who work daily in these territories. Grounded in a relational epistemological perspective that understands territory as a process co-produced by human and more-than-human relations, the research conceives experience as a constitutive dimension of knowledge and socio-environmental action. Methodologically, the study adopts a qualitative, interpretative, and sensitive approach, employing methodological devices such as affective maps, conversation circles, interpretive walks, and narrative and visual records. These devices are understood not merely as data collection techniques, but as relational practices that actively shape the empirical field, enabling the emergence of narratives, memories, affects, and meanings associated with the territory. The analysis is structured around thematic axes that highlight diverse forms of attachment, belonging, and care developed by park rangers in relation to the protected area. The findings demonstrate that conservation and environmental management practices are deeply intertwined with affective experiences, embodied knowledge, and everyday interactions with the environment, which guide decision-making processes and socio-environmental mediation strategies. The thesis argues that recognizing these dimensions expands the analytical and pedagogical possibilities of critical environmental education by shifting away from normative models toward approaches that value lived experience, sensitive listening, and participation. It concludes that incorporating sensitive methodological and analytical practices strengthens participatory management processes in protected areas, acknowledging park rangers as co-producers of territory and environmental knowledge. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-12-11T00:00:00Z http://www.bdtd.uerj.br/handle/1/25374 Título: O papel do ensino de Geografia no debate sobre gênero e sexualidade na Educação Básica Autor: Costa, Kelly Souza Primeiro orientador: Abranches Junior, Nilton Abstract: This research examines the relationship between the concepts of gender and sexuality and the teaching of Geography in Basic Education, with particular attention to teacher training and professional practices. It initially highlights the importance of Geography teaching in shaping individuals capable of fully exercising their citizenship, emphasizing its potential to promote social transformation. It then explores the concepts of gender and sexuality, demonstrating their social relevance, the historical trajectory of their debates and constructions, as well as the urgency of their integration into the school curriculum, especially within the discipline of Geography. The study also investigates the legal framework governing Basic Education in Brazil, analyzing how laws and educational guidelines orient the promotion of teaching that encourages debate and reflection on gender and sexuality. Additionally, it includes an examination of teacher education curricula from undergraduate Geography programs at leading universities in the state of Rio de Janeiro, assessing the preparation of future teachers to address gender and sexuality issues in the classroom. Finally, the research seeks to understand the presence of these discussions in school Geography classes, based on the analysis of responses collected from teachers working in Basic Education. In summary, the study contributes to advancing discussions on gender and sexuality in the school context through Geography teaching, offering insights for the development of more inclusive pedagogical practices. The investigation is grounded in alarming data on violence against children and young people, which confirm the urgency of developing such topics, in the legal framework that points to this necessity, and in an understanding of how these themes are effectively addressed in schools from the perspective of Geography teachers. Instituição: Universidade do Estado do Rio de Janeiro Tipo do documento: Tese 2025-10-10T00:00:00Z