http://repositorio.ufgd.edu.br/jspui/handle/prefix/378 2026-07-22T17:32:20Z 2026-07-22T17:32:20Z Villalba , Luana Vitória http://repositorio.ufgd.edu.br/jspui/handle/prefix/6827 2026-04-16T05:10:50Z 2026-03-05T00:00:00Z

Título: Valorização das/dos profissionais da educação no contexto dos planos de carreira e de remuneração dos municípios da microrregião de Dourados/MS Autor(es): Villalba , Luana Vitória Primeiro Orientador: Militão , Andreia Nunes Abstract: This master's research is part of the field of teacher education, in the research line “Education, Teacher Training, and Educational Practices” of the Graduate Program in Education (PPGEdu) at the Federal University of Grande Dourados (UFGD) and is linked to the Study and Research Group on Educational Policies and Teacher Training (GEPPEF). The overall objective was to investigate the teaching career in municipal education networks in the micro-region of Dourados, in Mato Grosso do Sul (MS), which led to the following specific objectives: a) to investigate whether the municipalities in the micro-region of Dourados/MS include, in their respective Career and Remuneration Plans for public school education professionals, the guidelines set forth in Article 4 of Law No. 14,817/2024; b) to analyze the elements present in the Career and Remuneration Plans of the municipalities in the micro-region of Dourados/MS and what they offer for the appreciation and development of the teaching career; c) discuss the implications of the Career and Remuneration Plans for the careers of professionals in the municipal education network of Mato Grosso do Sul; d) problematize the careers of education professionals and the challenges encountered in the context of the implementation of the Career and Remuneration Plans. The main research question was: Do Career and Remuneration Plans include the elements defined by national guidelines regarding the appreciation of teaching careers? The methodological approach was qualitative, based on Historical-Dialectical Materialism and documentary research. The results reveal that the Career and Remuneration Plans of the micro-region of Dourados/MS partially comply with Law No. 14,817/2024, maintaining a restricted and managerial conception of teacher recognition, with weak articulation between career, training, working conditions, and compensation. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-05T00:00:00Z Pereira, Sergio da Silva http://repositorio.ufgd.edu.br/jspui/handle/prefix/6816 2026-03-19T05:11:31Z 2025-12-12T00:00:00Z

Título: A mística como prática artística, política e pedagógica na formação inicial de educadoras e educadores: a práxis nas licenciaturas em Educação do Campo Autor(es): Pereira, Sergio da Silva Primeiro Orientador: Militão, Andréia Nunes Abstract: This research was part of the Education, Teacher Training, and Educational Practices line of the Graduate Program in Education (Master’s and Doctorate) at the Federal University of Grande Dourados and was funded by CAPES. The research problem aimed to analyze how Mística, as an artistic/political and pedagogical action of Social and Union Movements connected to the struggle for Agrarian Reform, is understood and used as an element of identity formation in the daily life of Rural Education undergraduate programs at three Brazilian Federal Universities in the process of training rural educators. The thesis focuses its analysis on the understanding of students, educators, and documents regarding the Mística of Rural Social and Union Movements within the Rural Education degree programs, in order to identify and understand which paradigms, political-pedagogical positions, and epistemological perspectives are being adopted in the training processes at the universities studied. Based on this, it proposes—through critical and dialogical analysis—a possible alignment or realignment with the guidelines, identity-building processes, and perspectives of Rural Education and Social Movements in the training of rural educators. The method of Historical and Dialectical Materialism served as the philosophical foundation for this qualitative study. As methodological tools, we used data collection with three focus groups and document analysis, as well as a literature review through the survey and analysis of theses, dissertations, and scientific articles on the theme of Mística in teacher education within Rural Education. The epistemological compass of this work points toward the perspective of theorists situated within the field of Rural Education, aligned with the Agrarian Question Paradigm from a Peasant Perspective, whose greatest theoretical exponent is the educator Paulo Freire, coherently aligned with the philosophical stance adopted.This study also aimed to continue the research process initiated during the master’s degree, in order to strengthen peasant teacher education from a liberating perspective grounded in a Pedagogy of the Oppressed and a revolutionary-based Rural Education. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2025-12-12T00:00:00Z Felipe, Adilson dos Reis http://repositorio.ufgd.edu.br/jspui/handle/prefix/6802 2026-02-27T18:28:32Z 2025-12-05T00:00:00Z

Título: Experiências formativas: vivências e artes de fazer nas narrativas de sujeitos goianos não escolarizados (1955-2023) Autor(es): Felipe, Adilson dos Reis Primeiro Orientador: Ziliani, Rosemeire Monteiro de Lourdes Abstract: The investigation focused on the “experiences of non-school-based education” and aimed to analyze the formative experiences constructed and attributed through the arts of doing of non schooled individuals living in four municipalities in the state of Goiás, based on their own narratives. The research theme was problematized by the need to explore and understand the learning processes that took place in the experiences of subjects who did not attend formal education but managed to remain in a society in which one of the most valued and shared demands is schooling. The collaborating subjects acquired knowledge for life and work that, throughout their existence, were transformed into experiences that became systematized and enabled them to live and engage in various remunerative activities. Considering the truths established in modernity and extending to the present time regarding formal education, the disqualification of other forms of knowledge, and the stigma this has implied for those who lack it, the following guiding question was formulated: How and in what ways did the formative experiences of non-schooled subjects occur and enable them to live and work in a society in which formal schooling has been a prevailing rule? Methodologically, this was a narrative research study, using interviews in accordance with the adopted geographical and temporal scope. These are life stories contained in the narratives of eight individuals living in four cities within the so-called Estrada de Ferro Region, in Goiás. The temporal scope began in 1955, the birth year of the oldest narrator, and ended in 2023, the year when the interviews were conducted. The main analytical operators were the concepts of experience, formation, and arts of doing, using as theoretical references Larrosa (2002; 2004; 2011; 2022), Josso (2004; 2007; 2010), Passeggi (2010; 2011), Delory-Momberger (2008; 2012; 2016), Clandinin and Connelly (2015), Freire (1975; 1979; 1981; 1983; 1987; 1996), Certeau (1998), Bourdieu (1996; 1998), Baracho (2018), among others. The research was justified as an antithesis and proposed an approach to the narratives of non-school-based formative experiences and their unfolding in order to highlight learning processes and work activities. The results of this investigation showed that non-schooled subjects experienced trajectories marked by adverse socioeconomic conditions but achieved significant formative experiences whose knowledge, when recognized and valued, reveal that the educational process is continuous and goes beyond the limits of formal schooling, legitimizing non-school learning and the arts of doing as authentic forms of formation. It is therefore concluded that human formation is not limited to the school environment but is materialized in daily practices and experiences, reaffirming that the knowledge produced in life and through work has the same formative and emancipatory value as school-based knowledge. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2025-12-05T00:00:00Z Silva, Regina Celia de Morais Alves http://repositorio.ufgd.edu.br/jspui/handle/prefix/6797 2026-02-05T18:45:46Z 2025-06-03T00:00:00Z

Título: Políticas para a gestão da educação básica no sistema estadual de ensino do Maranhão no entretempo 2015-2022 Autor(es): Silva, Regina Celia de Morais Alves Primeiro Orientador: Alves , Andréia Vicência Vitor Abstract: This thesis, intertwined with the Research Line on Education Policies and Management and the Study Group "State, Politics, and Educational Management" (GEPGE) of the Graduate Program at the Federal University of Grande Dourados (UFGD), is also linked to the multilateral network research project "Basic Education in the Southern Common Market (Mercosur)" and the Cooperation Project between institutions for the Qualification of Higher Education Professionals (PCI). It presents as a problem the question of what actions the State Education System of Maranhão has taken towards educational management policy during the period from 2015 to 2022. Therefore, its general objective is to analyze the policy for managing basic education in the State Education System of Maranhão during the period from 2015 to 2022. The specific objectives include understanding the concept of democratic management and managerial management in educational literature; presenting the normative framework for basic education management in Brazil; analyzing the actions of the State Education System of Maranhão related to educational management policy during the period of 2015 to 2022 and what this expresses in terms of its relationship with the aforementioned national normative framework. Considering the nature of the research problem and the outlined objectives, the research adopts a qualitative approach, utilizing bibliographic and documentary research, while also drawing on the theoretical contributions of Antonio Gramsci. The thesis presented in this study is that Flávio Dino's immersion in the context of the struggle of popular classes in Maranhão, while representing an advance in relation to the oligarchy, did not translate into the political power of the working class. In his government, democratic management was particularly evident in initiatives that prioritized participation. However, the neoliberal influence on educational management was noticeable in the adoption of managerial management characteristics, inspired by the private sector, with a focus on performance evaluation and the pursuit of educational results. This revealed a hybrid approach and an attempt to reconcile popular demands with market logic, through the creation of results-oriented democratic management, of a managerial nature, present in the Dignified School Educational Policy. Thus, educational management in Maranhão can also be seen as a manifestation of the Brazilian socio-political totality, where pressures for efficiency and neoliberal policies intermingle with the persistent struggle for recognition of education as a fundamental right. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2025-06-03T00:00:00Z