http://repositorio.ufgd.edu.br/jspui/handle/prefix/53 2026-08-15T17:38:53Z 2026-08-15T17:38:53Z Silva , Jaíne Massirer da http://repositorio.ufgd.edu.br/jspui/handle/prefix/6890 2026-08-14T05:11:39Z 2026-03-27T00:00:00Z

Título: Representações de estudantes na imprensa estudantil secundarista em Campo Grande/MT: o vida escolar e o ginásio, nas décadas de 1930 e 1940 Autor(es): Silva , Jaíne Massirer da Primeiro Orientador: Moreira , Kênia Hilda Abstract: This doctoral thesis aims to analyze the representations of students in the secondary school student press in the city of Campo Grande, in the south of the former state of Mato Grosso, during the 1930s and 1940s. The documentary corpus consists of 57 editions of the periodicals Vida Escolar: Orgão dos Estudantes de Campo Grande (1934-1936), Vida Escolar: Orgão dos Alunos do Internato Osvaldo Cruz (1937), and O Ginásio: Orgão dos Alunos do Ginásio Municipal Dom Bosco (1937-1945). We seek to examine the socially and culturally disseminated representations of students. As a methodological procedure for analysis, we built a systematized database from the digitization of the periodicals using Optical Character Recognition (OCR) technology, a necessary procedure given the breadth of content within the sources. The research examines the materiality of these periodicals, their textual and visual content, as well as the themes addressed, organized into six thematic axes: youth culture; school institution; cinema and education; Christian culture; Mato Grosso; and civic, moral, and physical education. Guided by the theoretical framework of the New Cultural History, we investigate what were the representations of students conveyed in the periodicals produced by private secondary schools, therefore, by the elite of Campo Grande. To this end, we analyze the students’ areas of activity in the production of the periodicals and in the literary guilds Castro Alves and Padre José de Anchieta, as well as the activities that comprised youth sociability: civic-literary sessions, sports practices, student caravans, and humorous sections. We argue the thesis that the representations of students were partly shaped by institutional control: although the printed materials showed student organization and participation aiming for autonomy and configured themselves as spaces for youth expression, they also revealed disciplinary and formative practices, highlighting the tensions between student autonomy and institutional surveillance. The analysis of materiality and authorship dynamics demonstrated that, between 1937 and 1942, student participation was majority in O Ginásio, but from 1943 onwards, with the change of subtitle to “Official Organ of the School”, the student voice was progressively silenced. In Vida Escolar, we identified phases of greater student protagonism. The activities of the literary guilds, reports of caravans, sports chronicles, and humorous sections revealed expressions of youth culture that, within the limits of an authorized freedom, produced representations of what it meant to be a student, conveyed between the ideal of the diligent, patriotic, and religious student more vigorously and, in minimal traces, more spontaneous and critical manifestations of school life. The writings on civic, moral, and physical education, conveyed in articles, speeches, and photographs of parades and physical activities, projected a holistic education aligned with the nationalist ideals of the Vargas Era and Christian doctrine. However, in the play of representations, other youth groups that made up the population scenario of Campo Grande, such as young women, the indigenous population, immigrants, Black and mixed-race people, were silenced or represented in a stereotyped manner, revealing the elitist and exclusionary character of secondary education and the student press itself that was analyzed. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2026-03-27T00:00:00Z Villalba, Luana Vitória http://repositorio.ufgd.edu.br/jspui/handle/prefix/6889 2026-08-14T05:11:35Z 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 Gonçalves , Vanessa Costa http://repositorio.ufgd.edu.br/jspui/handle/prefix/6883 2026-08-14T05:11:16Z 2026-04-17T00:00:00Z

Título: Estratégias institucionais de enfrentamento às diferentes manifestações de violência escolar nos institutos federais da região Centro-Oeste Autor(es): Gonçalves , Vanessa Costa Primeiro Orientador: Militão, Andréia Nunes Abstract: This doctoral research was carried out within the Graduate Program in Education at the Federal University of Grande Dourados (UFGD), in the research line “Education, Teacher Training, and Educational Practices”, with financial support from the Coordination for the Improvement of Higher Education Personnel (CAPES). The general objective was to analyze the institutional policies adopted by the Federal Institutes of the Central-West Region to prevent and confront manifestations of violence against and among students between 2020 and 2024. Specifically, the study sought to identify the prevalent types and forms of violence, examine the procedures for recording, welcoming, and referring cases, analyze the existing institutional norms and measures, and identify actions implemented in the areas of teaching, research, and extension. The research adopted a qualitative approach, grounded in Paulo Freire’s critical theory, seeking to promote awareness and transformative action. The methodology employed data triangulation, combining content analysis of institutional documents (Institutional Development Plans, Didactic Regulations, and Disciplinary Regulations) with active searches for evidence on institutional portals and supplementary data obtained through the Access to Information Law (Fala.BR). The study examined the Federal Institutes of Mato Grosso, Mato Grosso do Sul, Goiás, and the Federal District. Data analysis was conducted using Bardin’s content analysis (1977), identifying patterns and practices of violence response. The results show that, although normative devices and institutional guidelines exist for the prevention and confrontation of violence, their implementation in daily institutional life occurs unevenly, reinforcing the relevance of teaching, research, and extension actions as strategic dimensions for strengthening a culture of democratic and ethical coexistence. In this regard, the research contributes to giving visibility to institutional strategies grounded in educational practice and a commitment to integral human formation, fostering a safe school environment oriented toward democratic and ethical coexistence. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2026-04-17T00:00:00Z Agrelos, Camila da Silva Teixeira http://repositorio.ufgd.edu.br/jspui/handle/prefix/6879 2026-08-13T05:11:23Z 2026-03-26T00:00:00Z

Título: Professor de apoio pedagógico educacional: enredo e encenações em uma arena política sul-mato-grossense Autor(es): Agrelos, Camila da Silva Teixeira Primeiro Orientador: Nozu, Washington Cesar Shoiti Abstract: Educational public policies are permeated by disputes and interests, taking on diverse trajectories. As in theatrical plays, different actors creatively interpret the same script. In the municipal education system of Dourados, Mato Grosso do Sul (MS), support for Special Education (SE) in mainstream classrooms has been operationalized through support teachers. After years of temporary hiring, in 2023 the municipality established the permanent position of Educational Pedagogical Support Teacher (PAPE), amid disputes over duties and the absence of planning time. Thus, this dissertation aims to problematize the creation and enactment of the PAPE role within the school inclusion policy of the municipality of Dourados-MS. The theoretical-methodological approach is guided by a post-critical perspective, articulating the Policy Cycle Approach (Richard Bowe, Stephen J. Ball, and Anne Gold), the Theory of Policy Enactment (Stephen J. Ball, Meg Maguire, and Annette Braun), and the “What’s the problem represented to be?” approach (Carol Bacchi), also drawing on aspects of Michel Foucault’s genealogy. The study involved both documentary and field research, including 158 questionnaires administered to tenured PAPE teachers and semi-structured interviews with two representatives of educational management, two union representatives, and 12 tenured PAPE teachers. Data analysis was organized into two categories: the creation of the position, examining the contexts of influence and policy text production; and the enactment of the position, focusing on developments within the context of practice. Findings indicate that the PAPE policy in Dourados was driven by legal and supervisory intervention, resulting in the creation of permanent positions more as a formal response to the regularization of employment ties than as a restructuring of Special Education policy. Consequently, a hybrid role was consolidated, marked by the overlap between pedagogical and caregiving duties, role ambiguity, and the absence of clear guidelines, fostering processes of deprofessionalization and work intensification. The centrality of the support teacher in school inclusion was observed, with priority given to individualized responses, while the school structure itself remained largely unchanged. In this context, disability diagnoses functioned as gateways to specialized support within mainstream classrooms. PAPE teachers displayed heterogeneous educational backgrounds, entered the role primarily seeking job stability, and faced precarious working conditions such as overload, lack of planning time, and unclear duties. Practices tended toward individualized support, behavioral control, and simplified adaptation of activities, reinforcing processes of medicalization and the maintenance of school order, rather than promoting pedagogical transformation. The policy proved to be shaped by institutional disputes, structural constraints, and the absence of a consistent guideline for school inclusion, producing effects both on service organization and on teacher subjectivity and working conditions. In this scenario, the civil service examination for PAPE in Dourados-MS represents a point of emergence where disputes, forms of knowledge, and normativities converged, producing a position that seeks to stabilize tensions among school inclusion, specific interests, and administrative legality. The PAPE role, therefore, does not respond to a pre-existing problem but rather materializes a particular reading of school inclusion and teaching work, while simultaneously silencing other possibilities for organizing pedagogical support. Editor: Universidade Federal da Grande Dourados Tipo: Tese

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