http://repositorio.ufgd.edu.br/jspui/handle/prefix/378 Sun, 18 Jan 2026 15:50:44 GMT 2026-01-18T15:50:44Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6713 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 Thu, 18 Sep 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6713 2025-09-18T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6693 Título: Inserção curricular da extensão universitária nos cursos de licenciatura do Instituto Federal do Maranhão (IFMA) Autor(es): Luz, Ana Júlia Rêgo Vieira da Primeiro Orientador: Militão, Andréia Nunes Abstract: This dissertation is affiliated with the Graduate Program in Education at the Faculty of Education of the Federal University of Grande Dourados, within the research line Teacher Education and Educational Practices. The aim of this research is to investigate the implementation of the policy for the curricularization of university extension in undergraduate teacher education programs at the Federal Institute of Maranhão (IFMA). The Federal Institutes of Education, Science and Technology were created in 2008 by Law No. 11,892, of December 29, 2008. Built upon the triad of teaching, research, and extension, these institutions – like other higher education institutions – must comply with Resolution CNE/CES No. 7, of December 18, 2018, which establishes the guidelines for university extension. According to this resolution, extension activities must correspond to at least 10% of the total course workload, being incorporated into the curricular matrix and, consequently, into the Political-Pedagogical Project (PPP) of each program. To achieve this objective, a qualitative research approach was adopted, involving bibliographic, documentary, and empirical research. The study included staff members directly involved in the process of integrating extension into IFMA’s teacher education programs, namely: staff from the Pro-Rectory of Teaching and the Pro-Rectory of Extension, coordinators of teacher education programs, faculty members, and heads of the Department of Extension and Institutional Relations. Data collection consisted of a questionnaire administered via Google Forms and semi-structured interviews with 29 staff members, conducted through Google Meet. The analysis of resolutions from Federal Institutes across Brazil indicated that the 10% workload requirement is formally included in these documents. However, weaknesses were observed, such as the absence of clear guidelines for recording activities, mechanisms for self-assessment, funding sources, and strategies for incorporating this workload into curricular structures. At IFMA, the integration of extension is taking place in accordance with the legislation. Nevertheless, according to participants, certain aspects still require clarification, such as the recording of activities and the definition of funding sources. Thus, the thesis presented is that the integration of university extension into IFMA’s teacher education programs is occurring in compliance with legal requirements; however, it presents several weaknesses, such as inconsistencies in the recording of activities, lack of funding, work overload for faculty and students, and the prevalence of isolated actions, contrary to the principle of interdisciplinarity. Editor: Universidade Federal da Grande Dourados Tipo: Tese Mon, 09 Jun 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6693 2025-06-09T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6691 Título: Análise da qualidade dos currículos dos programas especiais de formação pedagógica dos institutos federais Autor(es): Sousa, Vanêssa Xavier Silva Primeiro Orientador: Militão, Andréia Nunes Abstract: This doctoral dissertation examines the quality of curricula in the Special Pedagogical Training Programs (PEFP) of Federal Institutes (FI). It is linked to the research line "Education, Educational Practices, and Teacher Education" within the Graduate Pro gram in Education at the Federal University of Grande Dourados. This study is guid ed by the following questions: What is the current landscape of PEFP offerings in FI? What role do FI play in training graduates who are not licensed teachers? What are the perceptions of PEFP coordinators and graduates regarding the training process they coordinate and undergo, respectively? The general objective of this investigation was to analyze the quality of the PEFP curricula in FI. The research follows a historical and critical approach and employs a methodological framework that includes a systematic literature review, document analysis, and field data collection. The re search data were gathered through analyses of: (a) Resolutions from the National Education Council (CNE/CP No. 02/1997; CNE/CEB No. 06/2012; CNE/CP No. 02/2015; CNE/CP No. 02/2019; CNE/CP No. 01/2021; CNE/CP No. 01/2022; and CNE/CP No. 04/2024); (b) the PPCs of the PEFP in FI; and (c) questionnaires administered to PEFP coordinators and graduates who agreed to participate in the research. The study is theoretically and methodologically grounded in Historical and Dialectical Materialism. The collected data were analyzed based on the Núcleos de Significação approach proposed by Aguiar and Ozella (2013). The findings confirm the thesis that the curricula of PEFP in Brazilian FI are marked by contradictions between theory and practice, between the ideal and material reality. At the same time, these curricula are designed with a critical-emancipatory perspective, as they go beyond the concrete dimension of training and assume a transformation of reality, in which the learner-teacher develops emancipatory skills throughout the training process. In this regard, it is necessary to propose a deeper intervention in the reformulation of PPCs (e.g., expanding course offerings and total course hours), as well as to suggest indicators for new regulatory proposals that consider the significance and appreciation of teacher education in various contexts. Ultimately, these actions point to a potential improvement in the quality of Brazilian education, given that current Educational Policies for Teacher Education are losing their true purpose. When curricula focus solely on "competencies," teacher training is reduced to mere professional training, failing to fulfill its social role by sidelining an educational approach centered on building a just and democratic society. This has a direct impact on the quality of teacher education and the students who will be taught by these professionals. Editor: Universidade Federal da Grande Dourados Tipo: Tese Thu, 08 May 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6691 2025-05-08T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6690 Título: Condições de trabalho docente na educação especial no estado de Mato Grosso do Sul (2008-2024) Autor(es): Souza, Sandra Regina de Oliveira de Primeiro Orientador: Militão, Andréia Nunes Abstract: This doctoral thesis aims to analyze the working conditions of Special Education teachers in Mato Grosso do Sul. The specific objectives include examining national policies for the initial training of Special Education teachers; investigating legislation related to the roles, organization, and services of teachers in this field; characterizing and mapping Special Education teachers in Mato Grosso do Sul, with a comparison of working conditions between permanent and temporary contract teachers; exploring teachers' conceptions and perceptions regarding their working conditions; and identifying the factors influencing these conditions, as well as the challenges impacting their quality of life. The guiding questions of this research are: What are the working conditions of Special Education teachers in Mato Grosso do Sul? How do teachers perceive their work? Which job-related responsibilities contribute to professional exhaustion? The study covers the period from 2008 to 2024, marked by the implementation of the National Policy on Special Education in an Inclusive Perspective (PNEEPEI, 2008) and the enactment of the Law for the Appreciation of Professionals in Public Basic Education. The research employs Historical-Dialectical Materialism (HDM) as its methodological framework, with a mixed-methods approach that integrates exploratory, bibliographic, documental, and survey strategies using a self-administered online questionnaire. The stratified probabilistic sample includes support professionals and teachers of Specialized Educational Services (AEE) working in the state’s public basic education system. Data collection also incorporates semi-structured interviews and a Systematic Literature Review (SLR). The data analysis is conducted descriptively and analytically using the Jamovi software for statistical evaluations. The systematic review revealed that changes in the teaching landscape have significantly impacted professional practice, intensifying structural precarization. Results indicate that 88.4% of the 361 participating teachers are employed under temporary contracts, with women predominating in the field of Special Education. However, the research also highlights low ethnic-racial diversity, with limited representation of Indigenous, Black, and disabled teachers. Factors such as wage disparities, excessive workloads, insufficient planning time, and inadequate infrastructure were identified as key contributors to the precarization, intensification, and flexibilization of teaching work. Based on the findings, this thesis argues that Special Education teachers in Mato Grosso do Sul face intensified working conditions stemming from state management and specific responsibilities within the context of inclusive education. These conditions foster processes of alienation, proletarianization, flexibilization, and precarization. Editor: Universidade Federal da Grande Dourados Tipo: Tese Mon, 16 Dec 2024 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6690 2024-12-16T00:00:00Z