http://repositorio.ufgd.edu.br/jspui/handle/prefix/53 2026-01-25T20:35:43Z 2026-01-25T20:35:43Z Chaves, Domitila Santos http://repositorio.ufgd.edu.br/jspui/handle/prefix/6715 2025-11-14T04:20:02Z 2025-09-25T00:00:00Z

Título: Políticas de cooperação educacional entre Brasil e Angola Autor(es): Chaves, Domitila Santos Primeiro Orientador: Souza, Kellcia Rezende Abstract: La presente disertación se inserta en la línea de investigación “Políticas y Gestión de la Educación” del Programa de Posgrado en Educación de la Facultad de Educación de la Universidad Federal de Grande Dourados (PPGEdu/Faed/UFGD). Este trabajo tuvo como objetivo general analizar la política de cooperación educativa establecida entre Brasil y Angola en el período de 2003 a 2024. Brasil y Angola forman parte de la CPLP, organización diplomática que reúne a los países que comparten el portugués como lengua oficial, creada en julio de 1996 y compuesta por nueve Estados miembros: Angola, Brasil, Cabo Verde, Guinea-Bisáu, Guinea Ecuatorial, Portugal, Mozambique, Santo Tomé y Príncipe y Timor Oriental. Brasil y Angola pertenecen, respectivamente, a los continentes sudamericano y africano, y sus relaciones educativas se basan en la perspectiva de la cooperación sur-sur. El estudio se situó en las esferas de la agenda e implementación de políticas públicas, utilizando una metodología cuanti-cualitativa, sustentada en tipologías de investigación bibliográfica y documental. El corpus de análisis fue seleccionado a partir de la investigación en las bases de datos: Biblioteca Digital de Tesis y Disertaciones (BDTD), Scielo, Catálogo de Tesis y Disertaciones de la Coordinación de Perfeccionamiento del Personal de Nivel Superior (Capes) y Redalyc. El análisis demostró que, aunque los acuerdos de cooperación educativa entre ambos países han avanzado en términos de intercambio académico, capacitación de docentes y realización de eventos conjuntos, todavía existen desafíos en la consolidación de políticas estructuradas y en el fortalecimiento de la cooperación a largo plazo. Finalmente, la investigación evidencia que la cooperación educativa Brasil-Angola representa una oportunidad estratégica para el fortalecimiento de las relaciones internacionales, la promoción de la formación académica y el desarrollo de políticas educativas alineadas con la realidad y las demandas de ambos países. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-09-25T00:00:00Z Reginaldo , Vanessa Maciel http://repositorio.ufgd.edu.br/jspui/handle/prefix/6714 2025-11-14T04:19:55Z 2025-05-19T00:00:00Z

Título: A gestão em escolas indígenas no município de Dourados-MS: a gestão democrática em contexto diferenciado Autor(es): Reginaldo , Vanessa Maciel Primeiro Orientador: Perboni, Fabio Abstract: This dissertation is part of the Research Line on Education Policies and Management of the Graduate Program in Education at the Federal University of Grande Dourados (PPGEdu/FAED/UFGD) and is linked to a broader research project that analyzes school management in the state of Mato Grosso do Sul. The study aims to examine how management practices are developed in Indigenous schools located in the municipality of Dourados, adopting a qualitative methodological approach that includes both documentary and field research. The investigation focuses on understanding the specificities of school management within the Dourados Indigenous Reserve (RID), whose schools serve a population of over 13,000 inhabitants and encompass three distinct Indigenous peoples: Guarani, Kaiowá, and Terena. These cultural specificities significantly influence the organization of school practices and educational processes. The research is grounded in legal and normative frameworks that guide Indigenous education in Brazil, including the Federal Constitution of 1988, the National Curricular Guidelines for Indigenous Schools (RCNEI, 1996), and the CNE/CEB Opinion No. 3/1999, which recognize the right to a differentiated, bilingual, and intercultural education. The dissertation is structured in four sections: the introduction; a conceptual discussion on school management; the characterization of the research setting; and the presentation and analysis of field data. The results reveal the coexistence of democratic and managerial elements in school management, evidencing the tensions and challenges involved in the implementation of educational policies that aim to guarantee the autonomy and specificities of Indigenous education. The findings indicate that the autonomy proposed by democratic management has not been fully realized in practice, largely due to structural constraints imposed by the municipal education system. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-05-19T00:00:00Z Souza, Ana Laura Dias de http://repositorio.ufgd.edu.br/jspui/handle/prefix/6713 2025-11-14T04:19:47Z 2025-09-18T00:00:00Z

Título: O programa “Escola da Autoria” e a efetivação do direito à educação para jovens do ensino médio na coordenadoria regional de educação de Nova Andradina-MS Autor(es): Souza, Ana Laura Dias de Primeiro Orientador: Aranda, Maria Alice de Miranda Abstract: This Doctoral Thesis is linked to the Graduate Program in Education at the Faculty of Education of the Federal University of Grande Dourados (PPGEdu/FAED/UFGD), under the Research Line "Education Policies and Management," and is part of an interinstitutional research project called "High School Reform with Law 13,415/2017: Implementation Paths in the State and Federal High School Networks of Mato Grosso do Sul," which is a network investigation nationally coordinated by the EMpesquisa Group, where EM stands for High School (Ensino Médio). The main objective is to analyze the contribution of the "Escola da Autoria" Program in realizing the right to education for high school youth within the Regional Education Coordination of Nova Andradina. The "Escola da Autoria" Program was established to ensure the adherence of the state of Mato Grosso do Sul to the Program for the Promotion of Full-Time High School Implementation, instituted by Law No. 13,415/2017, commonly known as the New High School Law.A quali-quantitative approach was adopted in this research, based on documentary analysis, including federal and state legislation, data from the Anísio Teixeira National Institute for Educational Studies and Research (INEP), records from the School Data Management System (SGDE), and External Institutional Evaluation (AIEMS) of the State Department of Education (SED/MS), the Pedagogical and Management Proposal of the Program, and reports from Support and Monitoring Cycles. Indicators of access, socioeconomic profile, school retention, and student flow were examined in six state schools under the Regional Education Coordination of Nova Andradina that joined the Program between 2020 and 2021, considering the two-year period before and after their adherence.The central question of this research is whether the "Escola da Autoria" Program contributes to the realization of the right to education for high school youth within the Regional Education Coordination of Nova Andradina, particularly those in a context of greater social vulnerability. The results reveal that, although the Program is part of the Full-Time High School Implementation Promotion Program and receives federal funding, it ends up benefiting only a limited group of students: after "silent dropouts" of those who did not adapt to the pedagogical proposal, the remaining students are mostly from less vulnerable social segments. The proven Thesis argues that the "Escola da Autoria" Program has not contributed to the realization of the social right to education for high school youth within the Regional Education Coordination of Nova Andradina. Instead of reducing educational inequalities, it accentuates them by predominantly benefiting students with lower social vulnerability, failing to fulfill its role in democratizing and universalizing access to quality high school education. Editor: Universidade Federal da Grande Dourados Tipo: Tese

2025-09-18T00:00:00Z Melo, Anita Tetslaff Torquato http://repositorio.ufgd.edu.br/jspui/handle/prefix/6698 2025-10-24T05:17:52Z 2023-04-05T00:00:00Z

Título: As ações da rede municipal de ensino de Dourados-MS no biênio de 2020 e 2021 durante a pandemia de Covid-19 Autor(es): Melo, Anita Tetslaff Torquato Primeiro Orientador: Souza, Kellcia Rezende Abstract: This Master Thesis is part of the Education Policies and Management research topics of the Graduate Program in Education (PPGEdu) of the Faculty of Education (FAED) of the Federal University of Grande Dourados (UFGD). The research object is to analyze the actions of the Municipal Education Network (REME) of Dourados/MS to provide adequate condition to offer basic education, in the years 2020 and 2021, during the outbreak of coronavirus disease (COVID-19). In times of difficult decision-making, intense disputes were fought on the Brazilian political scene, especially regarding the autonomy and competencies of the federative entities, which could threaten national stability, governance, and the legitimacy of intergovernmental relations. In the face of the serious health situation that has taken hold worldwide since 2019, with serious implications that could last for years in several areas, the Brazilian federal government has delayed implementing to detection, prevention, and control of the virus. Brazil is a country characterized by cultural, ethnic, demographic, socioeconomic, territorial, and institutional heterogeneity; in the social areas, very little specific action has been taken regarding the most vulnerable populations. Thus, this study has a proposal within the scope of public policy formulation, with a qualitative approach methodology and supported by a bibliographical and documental research. The selection of the corpus of analysis instruments was based on the development of the documental research, which was constituted after a browsing the official websites of the World Health Organization (WHO), the Pan-American Health Organization (PAHO), the United Nations Children's Fund (UNICEF), the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Fundação Osvaldo Cruz (Fiocruz), and in the official gazette of the Brazilian Federal Government, the Mato Grosso do Sul State Government and the Municipality of Dourados. It was searched for the main documents that guided the formulation of educational political-normative devices. A total of 518 documents were analyzed and 12 were selected as the object of analysis of the intercessions between international organizations and the relations between the spheres of government at the national level, and then, at the local level, to analyze the autonomy of Municipal Management, as a federative entity, in the implementation of educational policies in the context of Covid-19 pandemic. As a result, it can be seen that there was no integration of educational policies and proposals at the beginning of the pandemic, and without an organic structure of policies in the country, states and municipalities acted in a fragmented and disjointed way. Following the example of many Brazilian municipalities, which have a low state level in terms of execution of public policies, Dourados did not have the readiness and capacity to respond quickly to give immediate continuity to the 2020 school year. It is possible to conclude that the educational management of the REME of Dourados, during 2020 and 2021, acted in a heterogeneous way in order to preserve and maintain the existing order to meet the minimum requirements for the school calendars affected by the state of public calamity. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2023-04-05T00:00:00Z