http://repositorio.ufgd.edu.br/jspui/handle/prefix/77 2026-08-11T12:34:57Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6866 Título: Padre José Daniel e a história da educação em Vicentina-MT/MS (1955-1978): entre arquivos e memórias Autor(es): Braz, Luana Tainah Alexandre Primeiro Orientador: Oliveira, Magda Carmelita Sarat Abstract: This doctoral research was conducted within the Graduate Program in Education, in the Research Line History of Education, Memory, and Society, at the Federal University of Grande Dourados [UFGD], as part of the Research Group Education and Civilizing Process [GPEPC]. Grounded in the field of the History of Education, the study focuses on school education in the municipality of Vicentina, Mato Grosso do Sul, Brazil. The objective of the research was to analyze, through the figure of the priest and educator José Daniel, the history and memory of education and the development of formal schooling in Vicentina, guided by the following research question: How did Father José Daniel conduct school education in the city of Vicentina between 1955 and 1978? The announced time frame is justified, respectively, by the year of the priest’s arrival in Vicentina and by the final year of his work in the municipality, due to his death. Considering the object of investigation, the research problem unfolded into the following questions: How was school education constituted and developed in Vicentina through Father José Daniel’s work? How were educational institutions structured and organized? And how did the selection and training of teachers occur? The study adopted a documentary and bibliographic approach and employed document analysis and semi-structured interviews based on thematic oral history as data collection procedures. Documents were collected from institutional archives, including documentation centers, schools, parish secretariats, and personal archives. In addition, interviews were conducted with four retired female teachers and three retired male teachers who had worked as students and educators under Father José Daniel’s leadership in Vicentina. Data analysis was grounded in Norbert Elias’s theory (1897 1990), particularly the concepts of civility, figuration, and power. The findings confirm the thesis that education in Vicentina was fundamentally based on Catholicism, represented by Father José Daniel’s work during the period in which schools were under the Church’s supervision. This foundation was also reflected in the principles of Christian education present in the training of teachers and students, notably discipline, morality, control and self-control of emotions, and moderation of conduct, aimed at the civilizing formation of individuals. Editor: Universidade Federal da Grande Dourados Tipo: Tese 2026-04-02T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6863 Título: Representações da cultura escolar na Escola Metodista de Dourados-MT (1955-1977) Autor(es): Silva, Mariza Salete Backes Primeiro Orientador: Furtado, Alessandra Cristina Abstract: This Thesis investigates the history of school institutions, focusing on the Methodist School located in the municipality of Dourados-MT, in southern Mato Grosso, established through the initiative of Protestant missionaries of Methodist origin. The defined time frame encompasses its creation in 1955 and the year 1977, its last year of operation. The general objective is to analyze the representations and vestiges of school culture within the institution. The central problem seeks to understand which representations of school culture, developed in daily institutional life, legitimized Protestant influence and contributed to the expansion of schooling in southern Mato Grosso. The work is based on the assumptions of the New Cultural History, from the perspective of School Culture and the History of Educational Institutions, especially the concepts of representation and school culture, drawing on authors such as Chartier, Magalhães, Benito Escolano, and Viñao Frago, among others. This is a historical research study, characterized by methodological procedures typical of bibliographic and documentary research. To construct the narrative, sources from the following collections were used: the Regional Documentation Center (CDR), the Regional Education Office (DRE) of UFGD, the Central Methodist Church of Dourados (IMCD), and the State Department of Education (SED), in addition to iconographic records and oral sources collected throughout the research through interviews with former students, former teachers, and the former principal, discussed from the perspective of Thematic Oral History. The results indicate that the Methodist School of Dourados not only aimed to instruct children but also to consolidate and disseminate religious precepts as a constitutive part of its school culture, embedded in the pedagogical practices developed with the students, such as the telling of biblical stories, Thanksgiving services, moments of prayer before the start of classes, and Christian musicality. The articulation between pedagogical activities and religious formation allows us to understand that the representations of school culture constituted the institutional practice, through the ways of educating and evangelizing the individuals who comprised the school. The Thesis argues that the Methodist School of Dourados was created to serve the local elites, mobilizing education through the consolidation of a school culture disseminated in its pedagogical practices, linked to Protestantism. This form of representation impacted multiple dimensions of school life, influencing not only the curriculum and teaching practices, but also sports activities, graduation ceremonies, the sale of religious articles, and civic parades, thus configuring an educational project articulated with Protestant confessional values. Editor: Universidade Federal da Grande Dourados Tipo: Tese 2026-03-30T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6836 Título: Fios, nós e laços: o mundo social de professoras e professores do ensino secundário na Região Centro-Oeste (1942-1961) Autor(es): Hellmann , Pâmilla Nataly Miguelão Primeiro Orientador: Pessanha , Eurize Caldas Abstract: This study aimed to reconstruct the trajectories, networks, and social world of female and male teachers from four institutions in the Central-West region of Brazil. The period established for the research was from 1942 to 1961, corresponding, respectively, to the enforcement of Decree Law No. 4,244 of 1942, part of the Capanema Reform and a landmark in secondary education in the country, and to the enactment of Law No. 4,024/1961, the National Education Guidelines and Framework Law. The objective of the study was to analyze whether, and how, the trajectories, networks, and social world of secondary school teachers in the Central-West region were related to and/or contributed to secondary education and society through their professional and social activities. This was a documentary research study. The sources collected originated primarily from the Regional Documentation Center of the Federal University of Grande Dourados, referring to Ginásio Osvaldo Cruz (1954), as well as documents from Ginásio Presidente Vargas (1951-1958), minutes of the Dourados City Council, newspapers from Mato Grosso, personal archives of teachers, birth, marriage, and death certificates, photographs, memoirs, copies of the newspaper O Progresso (1920-2017), documents from Liceu Cuiabano, and records from Liceu de Goiás. Documentary searches were conducted on Family Search, Facebook groups, and the Digital Newspaper Library of the National Library of Brazil. Data collection was based on a list of 214 teachers from the aforementioned institutions, from which 18 trajectories were selected for in-depth analysis. The methodology adopted was prosopography, understood as the study of collective biographies, applied in this case to teachers. Data analysis was grounded in the concepts of social world, dispositions, social mobility, and networks proposed by Lahire (2004, 2006), and the concept of sociability developed by Sirinelli (2003). It was concluded that secondary school teachers in the Central West region formed a non-homogeneous network and maintained connections with various social institutions. They established relationships of friendship, work, and family, forming a group that built individual and collective ties, which both influenced and were influenced by society. In this way, they contributed to social dynamics, to the strengthening of secondary education, and to the History of Education in the Central-West region. Editor: Universidade Federal da Grande Dourados Tipo: Tese 2026-03-13T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6829 Título: Tocando em frente: trajetórias de negros/as cotistas egressos/as do ensino técnico do IFMA (2016 - 2022) Autor(es): Duarte, Regyna Kleyde de Holanda Primeiro Orientador: Santos, Reinaldo dos Abstract: This research is part of the Education and Diversity line of the Graduate Program in Education (PPGEdu) at the Federal University of Grande Dourados (UFGD) and is linked to the Research Group on Education and Information and Communication Technology (GEPETIC). Law No. 12.711/2012 reserves 50% of the seats in Brazilian federal universities and institutes for public school students, allocating a portion to Black, Brown (pardo), Indigenous students, persons with disabilities, and quilombola communities. This dissertation examines the trajectories of Black graduates who entered integrated technical upper-secondary programs through the racial quota policy at the Federal Institute of Education, Science and Technology of Maranhão (IFMA) between 2016 – the first year of quota-based admissions – and 2022, the reference year for policy evaluation. The central objective is to assess the social mobility achieved by these students, arguing that the outcomes of affirmative action present limited progress due to the absence of a quota ecology, that is, a coordinated set of actions linking early schooling to labor market insertion. The study is exploratory, adopts quantitative and qualitative approaches, and is grounded in the cycle of prescription, description, analysis, and proposition (PDPA), drawing on theoretical contributions from Bobbio (2004), Bourdieu (1989), Munanga (2000), Rawls (1971), and Dworkin (2002), as well as Ciavatta (2011), Feres Júnior (2013), Frigotto (2005), and Gomes, L. (2005), who address quotas and technical education. Data were produced through bibliographic and documentary research and questionnaires applied between 2016 and 2022 across a sample of three of IFMA’s twenty-nine campuses—São Luís (Historic Center), Caxias, and São Raimundo das Mangabeiras—and analyzed using the Panel Study method. The findings demonstrate that providing access to technical education for socially vulnerable students is an effective strategy for confronting socioeconomic segregation, helping to break historical cycles of exclusion, and that Black quota-based graduates show significant advances in social and economic mobility, including improved employment conditions, increased income, and expanded social and political participation, evidencing the concrete impacts of affirmative action policies. Editor: Universidade Federal da Grande Dourados Tipo: Tese 2025-07-04T00:00:00Z