http://repositorio.ufgd.edu.br/jspui/handle/prefix/4543 2026-09-19T13:41:20Z 2026-09-19T13:41:20Z Ramos, Elza de Souza http://repositorio.ufgd.edu.br/jspui/handle/prefix/6982 2026-08-29T05:08:30Z 2025-07-07T00:00:00Z

Título: Práticas pedagógicas e saberes ambientais: caminhos da educação ambiental em escolas e territórios camponeses Autor(es): Ramos, Elza de Souza Primeiro Orientador: angalli, Andréia Abstract: Environmental Education in rural schools plays a crucial role in fostering ecological awareness and promoting sustainable practices among students. In rural areas, where direct interaction with nature is intense, Environmental Education enables learners to understand the importance of natural resources and the need to protect them. This type of education encourages sustainable agricultural practices and the responsible management of local resources, which are essential for maintaining the quality of life in rural communities. Furthermore, it promotes respect for biodiversity and the integration of traditional knowledge with scientific understanding, enriching the educational experience. Given the importance of Environmental Education in Rural Education, this research aimed to examine the inclusion of the theme of Environmental Education in the pedagogical practices developed by teachers working in schools located in the Antônio Conselheiro Settlement, as well as how Environmental Education can be identified in the students’ daily activities, with a focus on human practices affecting environmental resources. The present study was conducted in the Antônio Conselheiro Settlement, located in the municipality of Tangará da Serra – MT, through documentary analysis of the Political-Pedagogical Projects of the schools surveyed and interviews with educators and students. From this perspective, through practical activities and local intervention projects, students can develop skills to identify and solve environmental problems within their own communities. This approach not only contributes to environmental preservation but also strengthens the bond between school and community, promoting more integrated and sustainable development. Therefore, Environmental Education in rural schools is of essential importance for the formation of citizens who are aware and engaged in environmental protection, so that we may have a better future than the present—allowing future generations to also enjoy nature’s resources in harmony with it—and for humans to understand that sustainable practices in agriculture and rural life are fundamental for the continuity of life on Earth. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-07-07T00:00:00Z Pires, Claudelina http://repositorio.ufgd.edu.br/jspui/handle/prefix/6922 2026-08-19T05:13:32Z 2025-08-01T00:00:00Z

Título: Tekoha Potrero Guasu/Paranhos-MS: alterações socioculturais que contribuiram para a insegurança alimentar e nutricional Autor(es): Pires, Claudelina Primeiro Orientador: Sangalli , Andréia Abstract: Ko’a ko tembiapo ojeporeka, pe kuaapy rehegua oñembokatupyry há ohechauka haguã pea rehegua; Tekoha Potrero Guasu/MS: Mba’eichapa ojehu pe jeikohape pe jekaru rehegua, pea omonbe’u mba’echapa araka’e oñemondo pa ymboyve ‘’Reserva’’ pe. Há’e kuera ojevypa jeyvaekue pe hekoha te’epe há ojuhu opamba’e oῖ vaekue ndaipori veima kapi’i ty ojuhu hikuai, mbairy kuera oitypama, omoanbu’e pama opaite mba’e. Opa umia ohypyty pa ava Guarani reko te’e há hembi’u te’e kuera, há’e kuera opaicha oñehã’ã há oiko jey hikuai upepe, ojoguama avei há oiporu ma avei karai remintỹ há hembiú kuera rehegua. Há ara ohasa ve ohovo katu há’e kuerama, ava kuera upepepe oikoa oi ogueru há ohepyme’ẽ ojupe pe karai rembi’u. Ko tembiapo rupive jahecha mbaechapa pe karai rembi’u ojeiporutemi ra’e pe tekohape. Ko’a ko jeporeka kuaapy rehe oheka oñembokatupyry, oikuaa porã haguã mbaechapa, mba’épa araka’e hou umi oikoaointe peape tekohape, há koanga rupi mba’echapa, há ko tembiapo rupive avei ñemono’õ mba’echagua mba’asypa ojapyhyve hese kuera koangãrupi, ho’u tereigui karai rembiu. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-08-01T00:00:00Z Mamende, Andressa Muniz Da Silva http://repositorio.ufgd.edu.br/jspui/handle/prefix/6861 2026-08-07T05:09:41Z 2026-02-23T00:00:00Z

Título: Terenando a disciplina cultura indígena na educação escolar de uma estudante indígena terena surda na terra indígena de Dourados - MS Autor(es): Mamende, Andressa Muniz Da Silva Primeiro Orientador: Coelho, Luciana Lopes Abstract: Enepora pitivókona Dourados - MS hara óvo Sulnake poké'exa Mato Grosso do Sul, enepora xanéna mopó'a kó'iyeovoku kopénoti apéinoati: NGuarani, Têrenoe yoko Kaiowá. Enepora yutóiti hara opósiko éxokea yoko ivávakea kíxoku íhikaxea enepora yutóxoti ya ihíkauvoti xoko Itúkeovo Kopénoti xoko íhikaxeokono póhuti mókere têrenoe ihíkaxovoti yoko pôreu kóxunakeovo ra itúkeovo têrenoe. Hara ítuko hó'oe: koexepukea yoko noemexea ra kíxoku ihíkauvoti brasilke yoko yûho oukeke Ihíkaxovoti íhikauvo kopénoti uha koetike yoko Dourados ke, yoko íhikaxeokono ra xâne apêti yuvâti; Ekéno'okoti yutóxoti koyuhoâti ra ihíkauvoti yoko kíxoku itúkeovo; Exókoati ra kutípone têrenoe oukeke ra xâne apêti yuvâti, kíxoku kenó'okea yoko óponea yaye Dourados ke ra têrenoe; Yutoxôati kíxoaku yoko itúkea íhikaxea ra yutóxoti motovâti íhikaxea itúkeovo kopénoti xoko ra mókere ihíkaxouti têrenoes; ivavákoati motó'iyeova ánahixeovo ya ihíkaxovokutike; Oukeke ra ho'oeti, enepora yutoeti oposíkoti éxokea itúkeovo têrenoe Dourados - MS ke, vo'oku enepora inúxoti opósiu ra épemone ra yutóxoti éxokoa ápeyea ra têrenoe ouke póhuti sendu xoenae yaye poké'exake. Enepora yutoiti hara itúkovo póhutike ihíkaxovokuti yaye Dourados - MS ke, enepora yutóxoti yoko ihíkaxovoti mókere kopénoti têrenoe. Enepora kíxoku ra yutóxoti "qualitativa", hara hoko yutóxea oposíkoti yoko koane yutóxea. Hara hóko íhikauvo Freire(1921;1997); Krenak (2015;2021) yoko Munduruku (2020;2024). Hara koe itúkeovo ra ihíkauvoti; Yuhóikoti yoko hoenáxoti yotoeti; ivavákoti koeku páhoe ra ihíkaxovokuti; Epémoti isonêuti xoko yuotieti usotíne; yutoxópati ra epemókonoti; Itukôati ra itukéti usotine xoko emo'u kopénoti mókere - LIS( EKM) yoko emo'u purútuye mókere - Libras(EPM); Ihíkaxoati xoko itukéti úseune; Kounákoati xoko 'vídeo' yoko nonêti; yotoxópati ikéneke íhikaxea yoko yutoxópati exákapa ra yútoemo. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-02-23T00:00:00Z Trento, Camila Carollo http://repositorio.ufgd.edu.br/jspui/handle/prefix/6848 2026-08-05T05:10:32Z 2026-03-20T00:00:00Z

Título: Comunicação e interação social de indígenas surdos Guarani-Kaiowá com a sociedade não indígena: uma investigação sobre o papel da libras Autor(es): Trento, Camila Carollo Primeiro Orientador: Coelho , Luciana Lopes Abstract: This study is characterized as participatory action research within an ethnographic context, comprising the following stages: needs assessment and diagnosis with the family and school community, planning of the action/intervention at the school, and evaluation of the results. The research was conducted in a municipal school in the city of Amambai, Mato Grosso do Sul, Brazil, which serves Indigenous students, although it is not formally classified as an Indigenous school, but rather as a school intended for Indigenous students. The participants in the study were an Indigenous child, her mother, and the teachers working at the school. The main objective was to identify the family’s needs regarding communication with the child and, based on the findings, to promote family engagement in acquiring communication strategies, such as Brazilian Sign Language (Libras), grounded in the family signs used in daily communication since the birth of the deaf Indigenous child. For the theoretical framework, scientific articles and key works in the field were analyzed. Semi-structured interviews were conducted, allowing the identification of the main challenges faced by the family in the educational process, especially due to communication barriers imposed by deafness. The mother expressed interest in learning a form of communication with her daughter that could expand beyond pointing to objects and people. In response to this need, a pedagogical project for teaching sign language was developed, involving both mother and daughter through weekly meetings. The classes were planned and conducted with the participation of both, who collaborated in the creation of specific teaching materials for the study, in a trilingual format encompassing the Indigenous language, Sign Language, and Portuguese. Based on an interview conducted with the family after the implementation of the project, it was found that the strategy significantly contributed to strengthening communicative interactions within the family environment, promoting the construction of intercultural dialogue. The results indicated that active family participation was a determining factor in the teaching-learning process of the deaf child, highlighting that the consolidation of inclusive educational practices depends directly on the recognition and appreciation of the deaf individual’s mother tongue. It is concluded that pedagogical interventions integrating family, school, and sign language can foster not only the child’s linguistic development but also the strengthening of affective and identity bonds within the family context. This study contributes to the field of inclusive education by presenting a concrete experience of language development in an intercultural context, offering support for the development of public policies aimed at assisting families of deaf Indigenous children. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-20T00:00:00Z