https://rd.uffs.edu.br/handle/prefix/62 2026-05-30T14:08:45Z 2026-05-30T14:08:45Z Cabreira, Ilka Quaresma https://rd.uffs.edu.br/handle/prefix/9335 2026-05-21T16:44:12Z 2025-12-01T00:00:00Z

Título: Práticas pedagógicas e o direito à educação: um estudo sobre a ressignificação dos programas educacionais no presídio estadual de Erechim-RS Autor(es): Cabreira, Ilka Quaresma Primeiro Orientador: Mohr , Naira Estela Roesler Abstract/Resumen: The research adresses education in the prison system based on an educational action developed at the State Prison of Erechim/RS through NEEJA : State Center for Education Renascer Youth and Adult Education. Its main objective was to analyze this educational experience, identifying possible contributions to the awareness-raising process and the rehabilitation of individuals. A qualitive approach was used with a bibliograpich and field study with educators, in addition to guidance documents provided by the management team of NEEJA. Three (03) interviews were conducted with teachers and the coordinator, in addition to the use of a field diary. The literature review supported the theoretical delimitation of mobilized concepts, discussing issues in the background such as the prison system, social inequality, violence, interviews, they were categorized into three axes: 1. Experience and beliefs of educators; 2. Organization and pedagogical aspects; 3. Challenges and potential of NEEJA Renascer. The research confirmed what other studies have already presented regarding the incarcerated population, generally composed of Black people and those from the outskirts. It also revealed that, although the education supply policy in imprisonment is provided for in legislativo, the imprisonment is provided for in legislation, the initiatives that ensure schooling are still timid. On the other hand, the research from the field provided optmistic signs present in the aspects of educators who work in the school, mainly in the aspects ofhumanization, development of critical thinking and possibilities for reintegrating people into the world of work. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia

2025-12-01T00:00:00Z Moreira, Géssica Queren https://rd.uffs.edu.br/handle/prefix/9125 2026-03-02T13:25:15Z 2025-01-01T00:00:00Z

Título: Educação e cuidado de bebês: perspectivas em construção Autor(es): Moreira, Géssica Queren Primeiro Orientador: Rivero, Andréa Simões Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia

2025-01-01T00:00:00Z Rosa, Aline Perin da https://rd.uffs.edu.br/handle/prefix/9123 2026-02-26T14:54:27Z 2025-01-01T00:00:00Z

Título: Parcerias e estratégias pedagógicas como potenciais para a inclusão de alunos com deficiência intelectual: uma revisão da literatura acadêmica Autor(es): Rosa, Aline Perin da Primeiro Orientador: Gräff, Patrícia Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia

2025-01-01T00:00:00Z Fanfan, Christele https://rd.uffs.edu.br/handle/prefix/9120 2026-02-26T14:44:46Z 2025-01-01T00:00:00Z

Título: Acesso e inclusão das crianças imigrantes haitianas à escola: desafios e possibilidades Autor(es): Fanfan, Christele Primeiro Orientador: Radin, José Carlos Abstract/Resumen: The article reflects on the difficulties faced in the process of welcoming Haitian immigrant students, both by the teaching staff at schools in Chapecó and by the Haitian children themselves. The problems are particularly noticeable given the lack of public policies concerning the social integration of immigrant children in the school environment. The work takes into account ethnic and linguistic differences, based on the point of view of authors Elias Norbert & Scotson John L, in their book entitled “The Established and the Outsiders,” a book that focuses on understanding, through the use of various sources such as statistics, interviews, documents, and ethnography, the logic of social configuration and the interdependent relationships between natives and those who enter the city. Based on this reference, a relevant approach to Haitian immigrant children can be established to highlight the alienation fostered by an ethnocentric view in the school environment, resulting from encounters with Brazilian children and teachers. To this end, we will use as a methodological reference a participant observation of PIBID, carried out by students from the Federal University of the Southern Border (UFFS) in 2022-2023. The reports and preliminary results indicate the main factors that hinder the integration of Haitian children into the formal education system in Chapecó.; Cet article examine les difficultés rencontrées dans le processus d'accueil des élèves immigrés haïtiens, tant par le personnel enseignant des écoles de Chapecó que par les enfants haïtiens eux-mêmes. Les problèmes sont particulièrement visibles en raison du manque de politiques publiques concernant l'intégration sociale des enfants immigrés dans le milieu scolaire. Le travail prend en compte les différences ethniques et linguistiques, d'après le point de vue des auteurs Elias Norbert & Scotson John L, dans leur livre intitulé « Les établis et les outsiders », un ouvrage qui vise à comprendre, à partir de diverses sources telles que des statistiques, des entretiens, des documents et l'ethnographie, la logique de la configuration sociale et des relations d'interdépendance entre les natifs et ceux qui s'intègrent dans la ville. À partir de cette référence, on peut établir une approche pertinente pour les enfants immigrés haïtiens afin de mettre en évidence l'étrangeté suscitée par une vision ethnocentrique dans le milieu scolaire, résultant de la rencontre avec des enfants et des enseignants brésiliens. Pour ce faire, nous utiliserons comme référence méthodologique une observation participante du PIBID, réalisée par des étudiants de l'Université fédérale de la frontière sud (UFFS) en 2022- 2023. Les rapports et les résultats préliminaires indiquent les principaux facteurs qui entravent l'intégration des enfants haïtiens dans le système éducatif formel à Chapecó. Instituição: Universidade Federal da Fronteira Sul Tipo: Monografia

2025-01-01T00:00:00Z