http://repositorio.ufgd.edu.br/jspui/handle/prefix/378 2026-09-01T15:00:34Z 2026-09-01T15:00:34Z Morais, Mara Silvana Silva de Souza http://repositorio.ufgd.edu.br/jspui/handle/prefix/6938 2026-08-21T05:22:13Z 2026-06-08T00:00:00Z

Título: Relação entre familiares de estudantes indígenas Guarani-Kaiowá com deficiência e escola: a perspectiva de professores Autor(es): Morais, Mara Silvana Silva de Souza Primeiro Orientador: Silva, Aline Maira da Abstract: The general objective of the research is to analyze the relationship between the family members of Guarani-Kaiowá indigenous students with disabilities and the school, from the teachers' perspective. The specific objectives are: to understand the context of the territory, the school, and the family of Guarani-Kaiowá indigenous students with disabilities; to identify the perspectives and strategies used by teachers to establish and maintain the relationship with the family members of Guarani-Kaiowá indigenous students with disabilities; to analyze teachers' opinions on how to promote the relationship between the school and the family members of Guarani-Kaiowá indigenous students with disabilities in the schooling process. This is a qualitative, exploratory study. The study was conducted in a municipal school in the regular education network, located 5 km from the urban area and bordering a Guarani-Kaiowá indigenous community, situated in this small municipality in the state of Mato Grosso do Sul. Fifteen teachers who work with indigenous students with disabilities enrolled in the early years of Elementary School participated in the study: classroom teachers, mother tongue and culture teachers, and the teacher responsible for the multifunctional resource room. As data collection procedures, interviews were conducted using a semi-structured script, as well as observations using a field diary. The results were organized into seven thematic axes: forms/means of communication between family and school; topics addressed in the relationship with family members; attitudes and behaviors adopted in this relationship; objectives attributed to approaching families; evaluation of the relationship with family members; ways to strengthen the relationship between family and school; and family members' participation in the teaching and learning process. The research results showed that communication between school and family does not depend only on formal channels, but on strategies that address the community's concrete conditions, involving bonds of closeness, community mediations, and different forms of contact. Furthermore, the data indicated that this relationship goes beyond the strictly school dimension, articulating care, protection, socialization, and monitoring of learning. The findings also showed that family participation cannot be understood only in terms of presence or absence, since it depends on the social, cultural, linguistic, and material conditions experienced by the families. Even so, most of the teachers evaluated the relationship with family members as positive, not because of the absence of difficulties, but because, despite the challenges, the bonds and dialogue continue to be maintained. The results showed that communication between the school and the family members of Guarani-Kaiowá indigenous students with disabilities is built dynamically, marked both by difficulties and by strategies of approximation developed in the daily school routine. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-06-08T00:00:00Z Augusto , Aparecida Karina Martins http://repositorio.ufgd.edu.br/jspui/handle/prefix/6924 2026-08-19T05:12:51Z 2026-06-22T00:00:00Z

Título: De instituição educativa de tempo integral a tempo regular: a escola municipal integrada de 1° grau “Aurora Pedroso de Camargo”, em Dourados-MS (1987-1993) Autor(es): Augusto , Aparecida Karina Martins Primeiro Orientador: Furtado , Alessandra Cristina Abstract: This dissertation is situated within the field of research on the history of educational institutions in Brazil and, more specifically, on the history of educational institutions in the state of Mato Grosso do Sul. It is linked to the Research Line History of Education, Memory and Society of the Graduate Program in Education at the Federal University of Grande Dourados (UFGD). The study aims to analyze the process of implementation, organization, and operation of the Aurora Pedroso de Camargo Integrated Municipal Elementary School as a full-time educational institution in the municipality of Dourados, Mato Grosso do Sul, as well as its subsequent transformation into a regular-time school. The analysis considers the structural, political, and pedagogical factors involved in this process between 1987 and 1993. The initial time frame corresponds to the creation of the school through Municipal Law No. 1,419, enacted on June 18, 1987. However, its official establishment occurred only with Municipal Decree No. 102, issued on August 10, 1988, by the mayor of Dourados, Luiz Antônio Álvares Gonçalves. The final time frame refers to the official recognition of the first four grades of elementary education by the State Council of Education (CEE), through Resolution No. 3,557, of May 20, 1993. The research is grounded in the perspective of the New Cultural History, drawing on the works of Chartier (1990), while also engaging with Magalhães (2004) on educational institutions and with the studies on school culture developed by Julia (2001) and Viñao Frago (1995). Methodologically, this is a qualitative historical study based on the analysis of documentary sources, complemented by historical records and iconographic materials. The findings indicate that the school represented a pioneering experience in full-time education in the municipality of Dourados, guided by the principles of comprehensive education. However, its implementation was marked by structural, administrative, and political limitations that ultimately prevented the continuity of the proposal. The study found that the extension of the school day, although conceived as a strategy to improve educational quality, was not accompanied by the conditions necessary for its consolidation, resulting in the school's transformation into a regular-time institution. It is concluded that the trajectory of the Aurora Pedroso de Camargo Integrated Municipal Elementary School during the period under investigation reveals the tensions between the idealized projects of comprehensive education and the concrete conditions for their implementation, thereby contributing to a broader understanding of the history of full-time educational institutions and full-time education policies in local contexts. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-06-22T00:00:00Z Freitas, Andréa Jara Peralta http://repositorio.ufgd.edu.br/jspui/handle/prefix/6923 2026-08-19T05:13:31Z 2026-04-24T00:00:00Z

Título: A gestão educacional no marco normativo da Argentina, do Brasil e do Paraguai: divergências e similitudes Autor(es): Freitas, Andréa Jara Peralta Primeiro Orientador: Alves , Andréia Vicência Vitor Abstract: This research is linked to the State, Policy and Management of Education Research Group and to the Policy and Management of Education line of the Graduate Program in Education at the Federal University of Grande Dourados. It is also connected to the multilateral network research project Comparative Analysis of National Educational Policies in Countries of the Southern Common Market (Mercosur): contexts, management, teacher education, and the right to education, funded by the National Council for Scientific and Technological Development (CNPq). The study aims to understand educational management within the normative frameworks of Argentina, Brazil, and Paraguay, analyzing its conception and characteristics, as well as its similarities and differences, and examining whether the recommendations of the Incheon Declaration and the Mercosur Action Plans exert influence on it. Inserted within the field of educational policies, the investigation is based on a qualitative approach of documentary and comparative nature, grounded in national legislation, international and regional documents, as well as theoretical references that discuss educational management, with emphasis on contributions related to democratic management and New Public Management (NPM). The analysis revealed that international declarations and regional plans present a conception of educational manage ment guided by directives such as planning, monitoring, evaluation, and accountability, associated with an organizational logic focused on efficiency and results, with NPM as a management conception. Within the countries analyzed, it was identified that educational management assumes a hybrid character, articulating elements of democratic management and NPM, although with different levels of institutionalization. Brazil stands out for explicitly establishing democratic management as a constitutional principle, while Argentina highlights the centrality of federal articulation, and Paraguay presents greater normative centralization and lower institutionalization of social participation. It is concluded that, although there are similarities among the countries and alignments with international and regional agendas, educational management assumes distinct configurations, mediated by specific historical, political, administrative, and educational contexts. These differences demonstrate that the incorporation of international guidelines does not occur homogeneously, being reinterpreted according to the particularities of each country. In this sense, the research contributes to deepening the understanding of educational management within the Mercosur context, by highlighting both the influence of global orientations and the persistence of national specificities in the organization and implementation of educational policies. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-04-24T00:00:00Z Moraes, Kedma Caroline de Souza http://repositorio.ufgd.edu.br/jspui/handle/prefix/6869 2026-08-11T05:10:27Z 2026-06-09T00:00:00Z

Título: Gestão escolar em contexto de fronteira: cidades gêmeas de Ponta Porã (Brasil) e de Pedro Juan Caballero (Paraguai) Autor(es): Moraes, Kedma Caroline de Souza Primeiro Orientador: Perboni, Fabio Abstract: Las ciudades gemelas de Ponta Porã (Brasil) y Pedro Juan Caballero (Paraguay) configuran un contexto educativo singular, marcado por la influencia simultánea de dos sistemas nacionales, múltiples lenguas e intensos flujos transfronterizos. La investigación se justifica por la escasez de estudios binacionales sobre gestión educativa en regiones de frontera. El problema de investigación consistió en analizar cómo las gestoras escolares de estas ciudades conciben y operacionalizan la gestión escolar en contexto de frontera, considerando los marcos normativos, los instrumentos de gestión y los desafíos institucionales, territoriales y lingüísticos en el período de 2020 a 2025. Se adoptó un enfoque cualitativo, con entrevistas semiestructuradas a seis directoras (tres brasileñas y tres paraguayas), cuyos datos fueron analizados mediante el análisis de contenido temático, según Bardin, triangulado con documentos oficiales y literatura especializada. Los resultados evidenciaron que, en el contexto brasileño, predomina una gestión democrática participativa, operacionalizada mediante el Proyecto Político-Pedagógico construido colectivamente y la Asociación de Padres y Maestros como principal espacio formal de participación, aunque la ausencia del consejo escolar institucionalizado en la Red Municipal de Educación de Ponta Porã represente una laguna relevante. En el contexto paraguayo, se observó una gestión centralizada y normativa, orientada por el cumplimiento de las directrices del Ministerio de Educación, con participación comunitaria de carácter predominantemente consultivo. Se identificaron desafíos comunes a ambas realidades: la movilidad transnacional de los estudiantes, las barreras lingüísticas y culturales derivadas de la convivencia entre el portugués, el español y el guaraní, y las vulnerabilidades socioeconómicas de las comunidades fronterizas, agravadas por la ausencia de políticas educativas específicas para estas regiones. Se concluye que la gestión escolar en contextos de frontera requiere la articulación entre participación comunitaria y apoyo institucional en múltiples escalas. Se recomienda la institucionalización de los consejos escolares en la red municipal de Ponta Porã, el fortalecimiento de programas de educación intercultural bilingüe, la integración de políticas educativas entre los países y la inversión en la formación de gestores con competencias interculturales, con el fin de garantizar plenamente el derecho a la educación en estos territorios. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-06-09T00:00:00Z