http://repositorio.ufgd.edu.br/jspui/handle/prefix/6139 2026-09-03T23:41:33Z 2026-09-03T23:41:33Z Franco, Gerson http://repositorio.ufgd.edu.br/jspui/handle/prefix/6971 2026-08-29T05:08:38Z 2026-06-23T00:00:00Z

Título: Temimbo'e Guarani/Kaiowá kuéra ñomongeta joja ombosyrývo peteĩ tembiapo papapy rehegua Autor(es): Franco, Gerson Primeiro Orientador: Rodrigues, Renata Viviane Raffa Abstract: Ko tembiapo ha'e peteĩ mba'eporandu Mestrado rehegua. Oñepyrũ mbo'ehára ha tembikuaarekahára ohechakuaa rupi oĩha heta temimbo'e kuéra mbo'eharenda indígena Amambai-MS pegua, Ensino Médio-pe ohasa asy papapy rehegua jekuaa hag̃ua. Umi apañuãi ojehecha ojehupytyha hetave okyhyje rupi oñe'ẽ hag̃ua, ndoikuaaporãi jave mba'épa mbo'ehára omyesakãva. Ko mba'eporandu oñemopyenda teoría sociocultural rehe, ha tenonderãite ñomongeta joja rehegua ha Ensino Exploratório jehecha rehe. Ko apañuãi rehe oñeheka hag̃ua peteĩ tape pyahu, ko mba'eporandu omboguata mbo'epy ñemboguata ko jehecha rupive, ikatu hag̃uáicha oñentende mba'éichapa ñomongeta joja oipytyvõ temimbo'e Guarani-Kaiowá kuéra, 1º ary Ensino Médio pegua, peteĩ mbo'eharenda Reserva Indígena Amambai MS pegua, ikatu hag̃uáicha oikuaa porãve papapy rehegua. Ko mba'eporandu rupive, oñeha'ã ojekuaa mba'éichapa temimbo'e Guarani-Kaiowá kuéra omoheñói hekoguata ha tapekuéra ombosyry hag̃ua peteĩ tembiapo yvyra'anga peteĩcha rehegua área rehegua. Ko mba'eporandu rape oñemopyenda tembikuaareka qualitativa rehe, ha ojepuru etnografia rehegua rape ojehechakuaa hag̃ua temimbo'e kuéra ñomongeta, ojuehegua jekuaa ha umi he'iséva mbo'eharóga ryepýpe. Umi mbo'epy oñeñongatu hendayvúpe (áudio), ha umi marandu ojeporavóva oñembohai Guarani ñe'ẽme ha upéi oñembohasa portugués ñe'ẽme. Umi jehechapyre ohechauka temimbo'e kuéra oikuaa porã hague heta mba'e iñimportánteva geometria rehegua, ombojoajúvo umíva hekove tee rehegua ndive, ha ohechauka hag̃ua ojapo hag̃ua ita'i ñemohenda peteĩ óga ñemopu'ãme. Upéicha avei ohechauka hikuái arandu oguerekóva mba'éichapa oñembojoaju térã oñemboja'o umi ta'anga peteĩcha rehegua ikatu hag̃uáicha ojekalkula área. Upévare, pe tembiapo rekopy ha mbo'ehára rembiapo omoirũ ha oipytyvõ hag̃ua temimbo'e kuéra ñemoarandu, oipytyvõ temimbo'e kuéra oike hag̃ua kyre'ỹme tembiapópe ha oñomongeta joja hag̃ua, omoheñói hag̃ua hekoguata iñambuéva ombosyry hag̃ua pe tembiapo. Upévare avei, temimbo'e kuéra ñomongeta ojuehe apytépe ha'e kuri mba'e tuichavéva papapy rehegua ñemoarandúpe, mba'érehepa ha'ekuéra voi oporandu, ome'ẽ hemiandu, omoneĩ térã ndojoguái peteĩ ñe'ẽre, ha ohecha porã umi tape iñambuéva ojepurúva ombosyry hag̃ua pe tembiapo. Koichaite rupi, pe ñomongeta ha tembiapo oñondive oipytyvõ ojeheja hag̃ua kyhyje oñe'ẽvo, ha avei omopu'ã hag̃ua arandu oñondivepa área rehegua. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-06-23T00:00:00Z Hsuan, Tseng Hsiao http://repositorio.ufgd.edu.br/jspui/handle/prefix/6970 2026-08-28T05:08:59Z 2025-08-28T00:00:00Z

Título: Uma análise das atividades experimentais nos livros didáticos de ciências da natureza do ensino médio Autor(es): Hsuan, Tseng Hsiao Primeiro Orientador: Simões , Bruno dos Santos Abstract: This dissertation aimed to investigate the approaches to experimental activities in high school science textbooks, focusing on the Chemistry curricular component. The research is qualitative and documentary in nature, using Bardin's (2016) content analysis method on seven collections approved by the 2021 PNLD. This edition was chosen because it is the first aligned with the BNCC guidelines. The results indicate that the investigative approach is less prevalent than the illustrative, conceptual, and technical approaches, highlighting room for improvement in teaching materials. This highlights the role of teachers in adapting these proposals to a more investigative approach, despite the challenges imposed by the school environment, such as planning time and the high demand for content to be covered. The conclusion is that, although the books analyzed promote intellectual autonomy and intermediate critical reflection among learners, the use of textbooks as a resource and educator-mediated experimentation remain valuable tools for learning. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-08-28T00:00:00Z Lima , Nicole Pereira Martins de http://repositorio.ufgd.edu.br/jspui/handle/prefix/6969 2026-08-28T05:08:57Z 2025-12-19T00:00:00Z

Título: Contribuições do letramento racial para elaboração de estratégias pedagógicas antirracistas no ensino de química Autor(es): Lima , Nicole Pereira Martins de Primeiro Orientador: Pereira , Ademir de Souza Abstract: This study is grounded in the researcher’s formative experiences, which positioned her within a context marked by the absence of discussions on ethnic-racial relations in Chemistry Education and prompted the search for knowledge capable of articulating racial literacy with Chemistry Education. Accordingly, the research presents partial results of an investigation that aims to analyze the contributions of Racial Literacy (RL) to the construction of theoretical and methodological foundations that enable future Chemistry teachers to develop pedagogical practices committed to Ethnic-Racial Education (ERE). Qualitative in nature and structured in a multipaper format, the study brings together three complementary investigations. The first chapter presents a Systematic Literature Review (SLR) conducted in databases such as SciELO, Google Scholar, and the Brazilian Digital Library of Theses and Dissertations (BDTD), with the purpose of mapping academic production, identifying strategies, and highlighting gaps in the articulation between Chemistry teaching and ERE, thus providing a critical overview of the field. The second chapter analyzes the Pedagogical Course Project (PCP) of the Chemistry Teacher Education Program at the Federal University of Grande Dourados (UFGD), in dialogue with preservice teachers’ narratives, using Discursive Textual Analysis (DTA) to understand convergences and divergences between the prescribed curriculum and the enacted curriculum, emphasizing tensions related to the implementation of Laws No. 10,639/2003 and No. 11,645/2008. The third chapter presents a formative cycle on Racial Literacy developed with Chemistry preservice teachers, which sought to create strategies for the development of didactic sequences grounded in ERE and to analyze how such actions resonate in their conceptions, practices, and teaching experiences in basic education.The results highlight curricular silences, the persistence of structural racism in education, and the need to rethink the initial education of Science teachers in ways that incorporate Black, Indigenous, and Afro-Brazilian epistemologies. Thus, the research proposes theoretical and pedagogical pathways for the decolonization of the curriculum, advocating for a critical, intercultural, and antiracist science education that values the plurality of knowledge and promotes the recognition of other epistemologies. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2025-12-19T00:00:00Z Maia , Elka Monaliza da Silva Santos http://repositorio.ufgd.edu.br/jspui/handle/prefix/6968 2026-08-29T05:08:29Z 2026-03-19T00:00:00Z

Título: A metamorfose do vir a ser Professor(a) de Química: a Prática como Componente Curricular e os Estágios como horizontes formativos Autor(es): Maia , Elka Monaliza da Silva Santos Primeiro Orientador: Calixto , Vivian dos Santos Abstract: Initial Teacher Education (ITE) is a field marked by tensions, struggles, intentionalities, as well as advances and setbacks regarding educational legislation. In this context, this dissertation aimed to understand the nuances involved in the process of becoming a Chemistry teacher through the spaces of Practice as a Curricular Component (PCC) and Supervised Internships (SI) within an undergraduate Chemistry Teacher Education program in the Midwest region of Brazil. To this end, the dissertation was structured into two parts. The first part is grounded in theoretical discussions on Teacher Education (TE), the historical movements, and the constitution of this context as a field of research. It alvo discusses formative possibilities for Chemistry Education (CE) based on the concept of Bildung, rooted in German thought and supported by the philosophical hermeneutics of Hans-Georg Gadamer. Within this formative horizon, historicity, tradition, and dialogue are valued. Furthermore, discussions and perspectives on curriculum, its intentionalities and disputes, as well as the historical context of PCC and SI within normative documents, are presented, alongside their possible theoretical/practical articulations in ITE and the inseparability between theory and practice in Chemistry teacher education in Brazil. The research is qualitative in nature and sought to understand phenomena, meanings, and participants’ perceptions rather than quantify data. The investigation was characterized as a single case study, and the analysis of the empirical material was inspired by the Discursive Textual Analysis (DTA) methodology, used as a framework for the treatment and interpretation of the information composing the dissertation studies, enabling the reconstruction of meanings. In this regard, the second part of the dissertation encompasses two studies, configuring it as a multipaper dissertation. Study 1 consists of a Systematic Literature Review (SLR) concerning academic productions in the field of CE focused on PCC and SI, comprising the analysis of thirty-two studies published between 2014 and 2024. Among the findings, both PCC and SI emerged as central spaces for theoretical/practical articulation, being understood not merely as mandatory curricular components, but as formative spaces that foster the constitution of teacher identity. In this sense, the need for a new rationality for Chemistry educators emerged, grounded in the movement toward practical and critical rationality. Study 2 consisted of a qualitative investigation carried out through interviews with graduating students from the Chemistry Teacher Education program at Federal University of Grande Dourados. The study aimed to understand the implementation of PCC and SI within the curriculum and the meanings attributed to them by the participants. The results reveal that PCC and SI materialize as central spaces in the constitution of becoming a Chemistry teacher, fostering experiences, reflections, and closer contact with school reality. At the same time, challenges emerged regarding the articulation between these components, institutional conditions, and the difficulties experienced by working students, especially those attending evening classes. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação

2026-03-19T00:00:00Z