http://repositorio.ufgd.edu.br/jspui/handle/prefix/53 Sat, 05 Sep 2026 00:27:49 GMT 2026-09-05T00:27:49Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6980 Título: Programa de formação assistida em serviço para professores de alunos com transtorno do espectro do autismo: construindo um modelo de inclusão escolar Autor(es): Barcelos, Kaio da Silva Primeiro Orientador: Martins, Morgana de Fátima Agostini Abstract: La escolarización de estudiantes con Trastorno del Espectro Autista (TEA) en la escuela común, especialmente en el período de transición de la Educación Infantil a la Educación Primaria (primeros años), demanda prácticas pedagógicas colaborativas, planificación sistematizada y procesos formativos contextualizados. En este escenario, la presente tesis tuvo como objetivo elaborar, implementar y evaluar un Programa de Formación Asistida en Servicio (FAS) orientado a la escolarización de estudiantes con TEA matriculados en el primer año de la Educación Primaria. Se trata de una investigación de naturaleza cualitativa, fundamentada en la investigación-acción y desarrollada a partir de un enfoque colaborativo, realizada en dos instituciones escolares del municipio de Dourados, Mato Grosso do Sul, Brasil, una perteneciente a la red pública y otra a la red privada, organizadas en dos Grupos de Trabajo (GT-A y GTB). Participaron en el estudio profesoras de enseñanza común, profesoras de Educación Especial, profesionales de apoyo pedagógico, psicólogas y familiares de estudiantes con TEA. El investigador actuó como profesor especialista en Educación Especial, asumiendo un papel activo en la construcción, implementación y seguimiento del Programa de FAS en el contexto escolar. La recolección de datos se llevó a cabo en tres etapas: (1) identificación de demandas y necesidades relacionadas con el proceso de escolarización de los estudiantes con TEA; (2) planificación e implementación del Programa de Formación Asistida en Servicio; y (3) evaluación del programa a partir de la opinión de las participantes. Se utilizaron como técnicas: entrevistas semiestructuradas, diario de campo, análisis de documentos escolares, registros de las acciones desarrolladas, planes pedagógicos y cuestionarios de evaluación. Los datos fueron analizados mediante análisis temático. Los resultados evidenciaron que el Programa de FAS favoreció el fortalecimiento de las relaciones colaborativas entre los profesionales de la escuela, amplió la comprensión sobre el TEA y contribuyó a la cualificación de las prácticas pedagógicas en el contexto escolar. Se destacan, como principales contribuciones, la construcción colectiva del Plan Educativo Individualizado (PEI) y del Plan de Atención Educativa Especializada (Plan de AEE), orientados por las necesidades educativas específicas de los estudiantes, así como la reorganización de la planificación pedagógica, la ampliación de las adaptaciones curriculares y el perfeccionamiento de la articulación entre la enseñanza común y la Educación Especial. Asimismo, se observó un aumento en la seguridad en la práctica pedagógica de las profesoras, mayor reflexión sobre la práctica docente y el fortalecimiento del diálogo entre escuela, familia y profesionales externos, impactando positivamente el proceso de escolarización de los estudiantes con TEA. Los análisis comparativos entre los contextos investigados revelaron que la efectividad del Programa de FAS estuvo directamente relacionada con las condiciones institucionales, las concepciones de inclusión escolar y las formas de organización del trabajo pedagógico en cada escuela, evidenciando que la formación situada y colaborativa constituye un elemento central para la construcción de prácticas inclusivas. Se concluye que la FAS se configura como una estrategia potente de formación continua, capaz de cualificar la planificación pedagógica, fortalecer la actuación colaborativa y contribuir de manera significativa a la inclusión escolar de estudiantes con TEA, reafirmando la escuela como un espacio privilegiado de formación docente y de producción de prácticas inclusivas contextualizadas. Editor: Universidade Federal da Grande Dourados Tipo: Tese Thu, 12 Feb 2026 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6980 2026-02-12T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6941 Título: Felisberto Rodrigues Pereira de Carvalho (1850-1898): trajetória intelectual e redes de sociabilidade na imprensa Autor(es): Ferreira, Edna Pereira dos Santos Primeiro Orientador: Moreira, Kênia Hilda Abstract: This thesis aims to outline key episodes in the trajectory of Felisberto de Carvalho and to analyze the sociohistorical context that shaped his integration into the educational and cultural fields. It seeks to understand how the positions he held contributed to determining his career path. The object of study is the socio-intellectual trajectory of Felisberto de Carvalho, a teacher and educational textbook author in the latter half of the 19th century, whose involvement in intellectual circles afforded him a prominent role in the educational landscape. The central research question is: how did the episodes of his socio-intellectual trajectory and the surrounding sociohistorical context influence the positions he held and, consequently, the configuration of his path? The thesis argues that Felisberto de Carvalho, as an agent endowed with cultural and symbolic capital and a member of the Council of Instruction, built a sociability network that ensured his influence and legitimacy. Aligned with the educational demands of the period, his works catered to schools and resonated for decades after his death, remaining alive in readers’ memories until 1988. The theoretical framework relies on Pierre Bourdieu’s triangulation, articulating the concepts of field, capital, and habitus to understand Felisberto de Carvalho’s participation in the educational and cultural disputes of his time. Additionally, we draw upon Sirinelli’s definitions of intellectuals and sociability networks to further interpret his trajectory. From the general goal, three specific objectives were defined: 1) to present and describe the main episodes of Felisberto de Carvalho’s socio-intellectual path, highlighting significant moments of his integration and the positions that shaped his actions; 2) to analyze how his relationship with the press and the readers’ appropriation of his works influenced his trajectory and consolidated his presence in the cultural and intellectual spheres; and 3) to investigate his interactions with other agents in the field, such as publishers and critics, to understand his contributions and the impact of these relationships on the development of his path in the cultural field and the configuration of this space. The corresponding hypotheses are: first, that Carvalho integrated into the leading intellectual circles of the Rio de Janeiro province, enabling the consolidation of a sociability network that favored the establishment of his legitimacy and performance in the educational and cultural fields; second, that his relationship with the press, combined with a consolidated sociability network, allowed him to achieve recognition and legitimacy in 19th-century society, a process reinforced by readers’ appropriation of his works; and third, that his interactions with publishers and critics shaped the editorial circulation and legacy of his writings. Methodologically, this is documentary-based historical research grounded in the analysis and interpretation of sources related to Felisberto de Carvalho’s trajectory, sociability networks, and educational production. The set of sources is primarily based on data collected from the Hemeroteca Digital Brasileira (Brazilian Digital Periodical Archive), comprising mainly newspapers, magazines, reports, yearbooks, and almanacs. Results indicate that Felisberto de Carvalho was a teacher rooted in his time, who consolidated a sociability network capable of articulating multiple spaces and agents. He produced textbooks aimed at both teacher training and primary education literacy. We conclude that his trajectory was shaped by the interplay between institutional integration, intellectual production, and interactions with agents from the cultural and educational fields, granting him recognition and a lasting legacy in the Brazilian educational memory. Thus, this thesis broadens the understanding of the history of education in 19th-century Brazil by highlighting the figure of Felisberto de Carvalho as an example of a teacher-intellectual operating at the intersection of teaching, the press, and book production, offering insights for future research on sociability networks, editorial circulation, and the valorization of the teaching profession in the 19th century. Editor: Universidade Federal da Grande Dourados Tipo: Tese Fri, 20 Mar 2026 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6941 2026-03-20T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6938 Título: Relação entre familiares de estudantes indígenas Guarani-Kaiowá com deficiência e escola: a perspectiva de professores Autor(es): Morais, Mara Silvana Silva de Souza Primeiro Orientador: Silva, Aline Maira da Abstract: The general objective of the research is to analyze the relationship between the family members of Guarani-Kaiowá indigenous students with disabilities and the school, from the teachers' perspective. The specific objectives are: to understand the context of the territory, the school, and the family of Guarani-Kaiowá indigenous students with disabilities; to identify the perspectives and strategies used by teachers to establish and maintain the relationship with the family members of Guarani-Kaiowá indigenous students with disabilities; to analyze teachers' opinions on how to promote the relationship between the school and the family members of Guarani-Kaiowá indigenous students with disabilities in the schooling process. This is a qualitative, exploratory study. The study was conducted in a municipal school in the regular education network, located 5 km from the urban area and bordering a Guarani-Kaiowá indigenous community, situated in this small municipality in the state of Mato Grosso do Sul. Fifteen teachers who work with indigenous students with disabilities enrolled in the early years of Elementary School participated in the study: classroom teachers, mother tongue and culture teachers, and the teacher responsible for the multifunctional resource room. As data collection procedures, interviews were conducted using a semi-structured script, as well as observations using a field diary. The results were organized into seven thematic axes: forms/means of communication between family and school; topics addressed in the relationship with family members; attitudes and behaviors adopted in this relationship; objectives attributed to approaching families; evaluation of the relationship with family members; ways to strengthen the relationship between family and school; and family members' participation in the teaching and learning process. The research results showed that communication between school and family does not depend only on formal channels, but on strategies that address the community's concrete conditions, involving bonds of closeness, community mediations, and different forms of contact. Furthermore, the data indicated that this relationship goes beyond the strictly school dimension, articulating care, protection, socialization, and monitoring of learning. The findings also showed that family participation cannot be understood only in terms of presence or absence, since it depends on the social, cultural, linguistic, and material conditions experienced by the families. Even so, most of the teachers evaluated the relationship with family members as positive, not because of the absence of difficulties, but because, despite the challenges, the bonds and dialogue continue to be maintained. The results showed that communication between the school and the family members of Guarani-Kaiowá indigenous students with disabilities is built dynamically, marked both by difficulties and by strategies of approximation developed in the daily school routine. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação Mon, 08 Jun 2026 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6938 2026-06-08T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6924 Título: De instituição educativa de tempo integral a tempo regular: a escola municipal integrada de 1° grau “Aurora Pedroso de Camargo”, em Dourados-MS (1987-1993) Autor(es): Augusto , Aparecida Karina Martins Primeiro Orientador: Furtado , Alessandra Cristina Abstract: This dissertation is situated within the field of research on the history of educational institutions in Brazil and, more specifically, on the history of educational institutions in the state of Mato Grosso do Sul. It is linked to the Research Line History of Education, Memory and Society of the Graduate Program in Education at the Federal University of Grande Dourados (UFGD). The study aims to analyze the process of implementation, organization, and operation of the Aurora Pedroso de Camargo Integrated Municipal Elementary School as a full-time educational institution in the municipality of Dourados, Mato Grosso do Sul, as well as its subsequent transformation into a regular-time school. The analysis considers the structural, political, and pedagogical factors involved in this process between 1987 and 1993. The initial time frame corresponds to the creation of the school through Municipal Law No. 1,419, enacted on June 18, 1987. However, its official establishment occurred only with Municipal Decree No. 102, issued on August 10, 1988, by the mayor of Dourados, Luiz Antônio Álvares Gonçalves. The final time frame refers to the official recognition of the first four grades of elementary education by the State Council of Education (CEE), through Resolution No. 3,557, of May 20, 1993. The research is grounded in the perspective of the New Cultural History, drawing on the works of Chartier (1990), while also engaging with Magalhães (2004) on educational institutions and with the studies on school culture developed by Julia (2001) and Viñao Frago (1995). Methodologically, this is a qualitative historical study based on the analysis of documentary sources, complemented by historical records and iconographic materials. The findings indicate that the school represented a pioneering experience in full-time education in the municipality of Dourados, guided by the principles of comprehensive education. However, its implementation was marked by structural, administrative, and political limitations that ultimately prevented the continuity of the proposal. The study found that the extension of the school day, although conceived as a strategy to improve educational quality, was not accompanied by the conditions necessary for its consolidation, resulting in the school's transformation into a regular-time institution. It is concluded that the trajectory of the Aurora Pedroso de Camargo Integrated Municipal Elementary School during the period under investigation reveals the tensions between the idealized projects of comprehensive education and the concrete conditions for their implementation, thereby contributing to a broader understanding of the history of full-time educational institutions and full-time education policies in local contexts. Editor: Universidade Federal da Grande Dourados Tipo: Dissertação Mon, 22 Jun 2026 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6924 2026-06-22T00:00:00Z