http://repositorio.ufgd.edu.br/jspui/handle/prefix/77 Wed, 22 Jul 2026 08:14:00 GMT 2026-07-22T08:14:00Z 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 Fri, 13 Mar 2026 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6836 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 Fri, 04 Jul 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6829 2025-07-04T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6828 Título: História da Educação e Fontes Digitais: a produção em linhas de História da Educação dos PPGS no Nordeste. Autor(es): Lustosa, Ianna Torres Primeiro Orientador: Furtado, Alessandra Cristina Abstract: This research, inserted in the line of History of Education, Memory and Society, of the Graduate Program in Education of the Federal University of Grande Dourados, aims to analyze the impact and transformation in the use of digital and digitized sources in theses and dissertations of Graduate Programs in Education (PPGEdu) in the Northeast Region of Brazil, specifically in the lines of History of Education (UFPB, UFPI and UFS), in the period from 2006 to 2023. The time frame begins in 2006, a year marked by the expansion of broadband internet in Brazil and by CAPES Ordinance No. 13/2006, which established the mandatory digital submission of theses and dissertations, milestones that consolidated the digital culture in academic production and dissemination. The delimitation extends until 2023, covering the most recent and contemporary inclusion of the analysis. The general objective of the study was to analyze the transformations and continuities in academic production in the History of Education resulting from the incorporation of digital or digitized sources in the three Graduate Programs in Education in the Northeast Region, in the period from 2006 to 2023. To this end, the research was developed from the following specific objectives: (1) To contextualize the use of new technologies in research in the History of Education; (2) To identify the Graduate Programs in Education in the Northeast with lines of research in the History of Education; (3) Select and analyze the theses and dissertations produced in these programs using the sources; and (4) To propose guidelines for historiographical digital literacy. The hypothesis that guided the study proposed that the growing incorporation of digital and digitized sources has modified investigative practices in the History of Education, expanding thematic and methodological diversity, and favoring remote and continuous access to historical documents. To support the research, the concepts of appropriation of Chartier (1990, 1996, 1998), cultural practices and the historiographical operation of Certeau (2011, 2014) and the indiciary method of Ginzburg (1989) were used. Additionally, Vidal (2000) and Raffani, Vidal (2023) contribute by problematizing the materiality and political character of digital archives, Zaagsma (2013) inserts the international perspective of digital history, and Pons (2022) focuses on the methodological challenges of networked history writing and the tensions between analog and digital. Of historical nature and methodological nature, the study used bibliographic and documentary research, with a qualitative approach. The methodology included the selection of theses and dissertations based on explicit inclusion and exclusion criteria, considering works linked to the PPGEdu of UFPB, UFPI and UFS, published between 2006 and 2023, which mentioned the use of digital or digitized sources. The results partially confirm the hypothesis, showing that the adoption of digital and digitized sources promoted a clear shift in investigative practices from 2006 onwards, due to the expansion of access to historical collections, contributing to the diversification of research themes and the emergence of new methodological approaches in the field of History of Education. It is concluded that the digital transformation resulted in the consolidation of a hybrid research practice, in which the use of digital and digitized sources significantly impacted academic production in the analyzed period, contributing to the democratization of access and thematic diversification. The research proposes, therefore, the systematization of methodological instruments adjusted to the specificities of digital sources, aiming to strengthen the training of historians of education in the digital age so that they can deal with the instability, ephemerality and epistemological implications of the new documentary supports. Editor: Universidade Federal da Grande Dourados Tipo: Tese Mon, 29 Sep 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6828 2025-09-29T00:00:00Z http://repositorio.ufgd.edu.br/jspui/handle/prefix/6826 Título: Política de formação de professores no Brasil e na Argentina: concepções em disputa no século XXI Autor(es): Farias, Alessandra Fonseca Primeiro Orientador: Perboni, Fabio Abstract: This thesis, developed within the Postgraduate Program in Education at the Federal University of Grande Dourados (UFGD), linked to the research line "Education Policies and Management," aimed to analyze the conceptions that underpin the policy of teacher education in basic education in Brazil and Argentina. Among the methodological choices adopted for this investigation, it was defined as a Marxist dialectical research in terms of epistemological bases, qualitative in terms of the approach to the problem, and documentary and bibliographic in terms of procedures. The temporal framework considered to contextualize the analyses was the promulgation of the general education laws in force in the two countries investigated – the Ley Federal de Educación (Argentina, 1993) and the Lei de Diretrizes e Bases da Educação Nacional (Brazil, 1996). The focus of the analysis period was concentrated on the scenario of the first decades of the 21st century, with the object of study being the conceptions that underpin the policies that guide teacher education in the Brazilian and Argentinian contexts. The choice of delimitation is based on the similar trajectory of redemocratization, reforms, and achievements related to educational policies and laws in the two countries investigated. Despite differences in assets, population, and level of economic development, the process of restructuring of nation-states at the end of the 20th century is observed, which intensified in the Latin American sphere and generated significant impacts on both the configuration of educational policies and the format of schooling and its delivery models. It is in this context that Brazil and Argentina enacted laws that reconfigured the educational field, including, among other measures, the expansion of compulsory schooling. The analyses of the selected regulations were conducted using the categories of totality and contradiction, central to the method of historical-dialectical materialism, which guided reflections on how teacher education policies can serve the reproduction of capitalist relations or, conversely, open spaces for resistance in a field of dispute. This research sought to advance a critique that addresses the material interests and class struggle projected onto the field of teacher education policy. It also aimed to go beyond the surface of legal texts and demonstrate how and why neoliberal conceptions materialize in Brazilian and Argentinian policies, revealing the profound dynamics of the debate on education in peripheral capitalism. Therefore, the central thesis of this research is confirmed: teacher education policies in Brazil and Argentina in the 21st century are effectively a stage for competing conceptions, since the polarization is not merely theoretical but is concretely materialized in the legal frameworks and political orientations of the respective countries. Editor: Universidade Federal da Grande Dourados Tipo: Tese Tue, 18 Nov 2025 00:00:00 GMT http://repositorio.ufgd.edu.br/jspui/handle/prefix/6826 2025-11-18T00:00:00Z