http://repositorio.ufgd.edu.br/jspui/handle/prefix/378 2026-08-12T00:53:40Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6869 Título: Gestão escolar em contexto de fronteira: cidades gêmeas de Ponta Porã (Brasil) e de Pedro Juan Caballero (Paraguai) Autor(es): Moraes, Kedma Caroline de Souza Primeiro Orientador: Perboni, Fabio Abstract: Las ciudades gemelas de Ponta Porã (Brasil) y Pedro Juan Caballero (Paraguay) configuran un contexto educativo singular, marcado por la influencia simultánea de dos sistemas nacionales, múltiples lenguas e intensos flujos transfronterizos. La investigación se justifica por la escasez de estudios binacionales sobre gestión educativa en regiones de frontera. El problema de investigación consistió en analizar cómo las gestoras escolares de estas ciudades conciben y operacionalizan la gestión escolar en contexto de frontera, considerando los marcos normativos, los instrumentos de gestión y los desafíos institucionales, territoriales y lingüísticos en el período de 2020 a 2025. Se adoptó un enfoque cualitativo, con entrevistas semiestructuradas a seis directoras (tres brasileñas y tres paraguayas), cuyos datos fueron analizados mediante el análisis de contenido temático, según Bardin, triangulado con documentos oficiales y literatura especializada. Los resultados evidenciaron que, en el contexto brasileño, predomina una gestión democrática participativa, operacionalizada mediante el Proyecto Político-Pedagógico construido colectivamente y la Asociación de Padres y Maestros como principal espacio formal de participación, aunque la ausencia del consejo escolar institucionalizado en la Red Municipal de Educación de Ponta Porã represente una laguna relevante. En el contexto paraguayo, se observó una gestión centralizada y normativa, orientada por el cumplimiento de las directrices del Ministerio de Educación, con participación comunitaria de carácter predominantemente consultivo. Se identificaron desafíos comunes a ambas realidades: la movilidad transnacional de los estudiantes, las barreras lingüísticas y culturales derivadas de la convivencia entre el portugués, el español y el guaraní, y las vulnerabilidades socioeconómicas de las comunidades fronterizas, agravadas por la ausencia de políticas educativas específicas para estas regiones. Se concluye que la gestión escolar en contextos de frontera requiere la articulación entre participación comunitaria y apoyo institucional en múltiples escalas. Se recomienda la institucionalización de los consejos escolares en la red municipal de Ponta Porã, el fortalecimiento de programas de educación intercultural bilingüe, la integración de políticas educativas entre los países y la inversión en la formación de gestores con competencias interculturales, con el fin de garantizar plenamente el derecho a la educación en estos territorios. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2026-06-09T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6865 Título: Educação para as diversidades de gênero e sexualidades nas escolas públicas de Sete Quedas/MS: percepções, práticas e desafios Autor(es): Rosa , Rosimeire Ribeiro Primeiro Orientador: Furlan , Cássia Cristina Abstract: The present research, entitled Education for Gender and Sexuality Diversities in Public Schools of Sete Quedas/MS: Perceptions, Practices, and Challenges, linked to the research line Education, Teacher Training, and Educational Practices of the Graduate Program in Education, investigated the perceptions, practices, and challenges related to the inclusion of gender diversity and sexuality education in the Brazilian educational environment, with emphasis on public schools in the city of Sete Quedas/MS. To this end, the study sought to: (a) map scientific productions on the inclusion of sexuality education in the school environment; (b) identify educators’ perceptions regarding sexuality education and gender relations in schools; (c) investigate the existence of educational practices for addressing the topic, grounded in teachers’ narratives; (d) explore the main challenges faced in addressing issues related to sexuality education in schools; and (e) understand the gaps present in the training process and the training needs of teachers. Grounded in Feminist and Decolonial Studies, the investigation was developed through narrative research, combining analysis of scientific productions and field research with semi-structured interviews conducted with teachers from two public schools in Sete Quedas/MS, working in the early and final years of Elementary Education and in High School. Data analysis was organized into thematic axes. The results show that gender and sexuality are not absent from schools, but are marked by silencing. Furthermore, it was found that many teachers present conceptual difficulties regarding the topic, resorting to biologizing and essentialist understandings, which reveals weaknesses in their training. It was also observed that these issues are addressed in a sporadic and reactive manner, especially in situations involving bullying and prejudice. The study also identified that institutional insecurity, lack of pedagogical support, scarcity of materials, and documentary superficiality contribute to maintaining this silence. Despite this, the data point to possibilities for transformation, especially through continuing education and the construction of more inclusive and welcoming school practices. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2026-04-28T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6864 Título: Gestão escolar, gênero e sexualidade: práticas e documentos normativos oficiais nas escolas estaduais de Ponta Porã-MS Autor(es): Eguti , Silvana Moraes da Silva Primeiro Orientador: Furlan, Cássia Cristina Abstract: The practice of school management in addressing issues of gender and sexuality has been shaped by pedagogical, institutional, and sociopolitical challenges that affect the daily life of public schools. Situated within the field of Education, Teacher Education, and Educational Practices, this study is guided by the following research problem: how do school administrators in state schools in Ponta Porã, Mato Grosso do Sul, understand and assign meaning to their actions regarding gender and sexuality within the everyday context of school management? From this perspective, the general objective is to analyze how these understandings are constituted and expressed in management practices, considering the context of the investigated schools. The specific objectives are: to examine the state normative documents that guide the work of school leadership teams in the public education system of Mato Grosso do Sul; to understand how those responsible for institutional management approach gender and sexuality in everyday educational practices; to reflect on the meanings attributed by participants to the relevance of debates on gender and sexuality within educational contexts; and to analyze school leaders’ perceptions regarding the impacts of current legislation on the promotion and guarantee of students’ rights in the state school system. The study is grounded in Decolonial Feminist Studies and adopts a qualitative approach developed through three investigative movements: bibliographic review, documentary analysis of educational regulations from the State of Mato Grosso do Sul, and narrative research based on semi-structured interviews and autoethnographic interlocutions. Fifteen school administrators participated in the study, and their narratives were analyzed through discourse analysis. The findings reveal a mismatch between the formal recognition of diversity in normative documents and its materialization in school practices, which remain marked by diffuse, reactive, and weakly structured approaches. The study also identified gaps in professional training, institutional silencing, the presence of naturalized prejudices, tensions in relationships with families and the school community, and challenges in implementing diversity-oriented policies, factors that limit the realization of democratic school management. On the other hand, practices of welcoming, dialogue, and mediation emerged as possibilities for challenging these normative constraints and fostering more inclusive actions. It is concluded that school management constitutes a strategic and contested space whose practice requires recognition of the political nature of education, the strengthening of continuous professional development processes, and a commitment to actions guided by equity, social justice, and the transformation of relationships within educational spaces. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2026-04-23T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6862 Título: Atuação do legislativo municipal nas políticas educacionais em Dourados-MS Autor(es): Cardoso, Paulo Vinicius Rivas Primeiro Orientador: Souza, Kellcia Rezende Abstract: The Legislative Branch plays a relevant role in the development of public policies, especially at the municipal level. This study analyzes the performance of the City Council of Dourados/MS in the field of educational policy, comparing the 2015–2019 and 2020–2024 terms, within the context of the Municipal Education Plan (2015–2025). The objective is to understand legislative output, institutional constraints, and changes in the patterns of legislative action. A qualitative-quantitative approach was adopted, including the survey of legislative bills and the analysis of mandatory parliamentary amendments, based on data from the CEDOC system and a literature review.The results indicate that the increase in approval rates does not correspond to a strengthening of legislative protagonism. Instead, there is a predominance of low-conflict and symbolic proposals. At the same time, a shift toward the budgetary dimension is observed, with mandatory amendments assuming a central role in the implementation of educational actions.Initially aimed at structural interventions, these amendments become increasingly fragmented and directed toward the daily operational costs of schools, revealing weaknesses in the regular funding of education. Moreover, the generalization in the description of amendment objects compromises transparency and social accountability.It is concluded that the Legislature acts less as a formulator of structural policies and more as a distributor of resources. Although this dynamic enhances local responsiveness, it also contributes to the fragmentation of educational planning and to the redefinition of the boundaries between the Executive and Legislative branches in public policy-making. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação 2026-05-08T00:00:00Z